...caused it to decline an engagement if that information had been available earlier, policies and procedures on the continuance of the engagement and the client relationship should include consideration of: (a) The professional and legal responsibilities that apply to the circumstances, including whether there is a requirement for the firm to report to the person or persons who made the appointment or, in some cases, to regulatory authorities; and (b) The possibility of withdrawing from the engagement or from both the engagement and the client relationship. 35. Policies and procedures on withdrawal from an engagement or from both the engagement and the client relationship address issues that include the following: • Discussing with the appropriate level of the client’s management and those charged with its governance regarding the appropriate action that the firm might take based on the relevant facts and circumstances. • If the firm determines that it is appropriate to withdraw, discussing with the appropriate level of the client’s management and those charged with its governance withdrawal from the engagement or from both the engagement and the client relationship, and the reasons for the withdrawal. • Considering whether there is a professional, regulatory or legal requirement for the firm to remain in place, or for the firm to report the withdrawal from the engagement, or from both the engagement and the client relationship, together with the reasons for the...
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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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...Advanced Corporate Finance [FN2] Examination Blueprint 2013/2014 Purpose The Advanced Corporate Finance [FN2] 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 finance 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 finance needed to function properly in the association’s...
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...(BSBWOR501) MANAGE PERSONAL WORK PRIORITIES AND PROFESSIONAL DEVELOPMENT ASSESSMENT DOCUMENT (Please print your name) ____________________________________ (BSB50215) DIPLOMA OF BUSINES ------------------------------------------------- ASSESSMENT COVER SHEET CANDIDATES - Please submit this entire document (do not separate or remove pages) – with this page completed as required – and place at the top of your assessment document CANDIDATE TO COMPLETE THE SECTION BELOW | Name | | Address | | Phone | Daytime | | Evening/Mobile | | Email address | | Company name | | Training date(s) | | Training location | | Trainer’s name | | Assessment due date | | Date submitted | | Submission Date | | Resubmit 1 | | Resubmit 2 | | Purpose of the assessment The purpose of this assessment task is to assess evidence for part of a unit/s of competency which in full will lead towards a nationally-accredited qualification I acknowledge the following (all boxes need to be ticked) ❏ The assessment process has been explained to me ❏ I am ready to commence the assessment process. I have been advised of the assessment requirements, my rights and responsibilities as an assessment candidate, and I choose to be assessed at this time ❏ I understand which unit/s to complete, evidence I need to provide, and how to complete this document ❏ I understand...
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... Delivers Service Excellence: develops and manages customer service performance requirements for IS; ensures information ownership responsibilities are established for each information system and implements a role based access scheme; liaises with stakeholders to establish mutually acceptable contracts and service agreements; Leads and Develops People: performs project management duties where appropriate; directs the implementation of appropriate operational structures and processes to ensure an effective IS program; provides direction to system developers and architects; oversees an IS section; acts as a mentor; co-ordinates communication, awareness and training in IS for the agency; Supports Shared Purpose and Direction: develops strategies for ensuring the security of automated systems; ensures that the policy and standards for security are fit for purpose, current and are correctly implemented; reviews new business proposals and provides specialist advice on security issues and implications; advises the appropriate stakeholders of changes affecting the organization’s IT security posture; works with system owners to determine appropriate IS policies for their systems and to respond to recommendations from audits; works with system owners to obtain and maintain the accreditation of their systems; provides technical advice to committees, including other agency and inter-agency committees as required; maintains security knowledge...
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...When I resonate on the thought of cultural competence, there is more than the word “cultural.” The idea of multicultural comes to my mind because of the diverse society we live in. There are many different areas of cultural values and beliefs that as counselors we should be aware of, therefore, the word “Multicultural” includes everyone: race, religion, sexual orientation, gender, and even age. According to Sue & Sue, p. 48, (2013), they define cultural competence as a helping professional who is aware of ones one assumptions, values beliefs, understands the worldview of culturally diversity. According to Dr. Sue he states Cultural competence is a complex topic and a difficult concept to apply a definition to (Laureate Education, Inc., 2012g). Although I do agree, as a future counselor, I define cultural competence as any and all aspects that involves the...
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...quality, and teamwork. It also plays in factors of individual development relevant to empowerment, alignment, liability, risk, as well as professional development. No matter what type of profession an individual enters, training and development is necessary to further complete their skills to be successful. The health care industry is a complex field that requires extensive education and training in addition to personal daily progression. The numerous and diverse workplaces that healthcare professionals are found in make training and development just as varied. Large and small medical practices, hospitals, therapy centers, and testing facilities all require employees skilled in specific tasks as well as administrative functions. Some basic and necessary functions an individual in the health care industry is expected to have are interpersonal skills and administrative production. Interpersonal skills among the staff are necessary for the organization to be effective and serve patients, while properly being able to manage patients’ health and financial issues can shorten wait time and improve quality of care. Training and Education Training and education is also essential in the health care industry. As stated earlier, training provides specific skills, while education is a learning process using values, theories, and a model to develop...
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...fullest potential, a portfolio serves as a repository for documents, certificates and other related artefacts, a workspace for reflecting on professional competence and evaluating learning needs, and as a showcase for presenting evidence that demonstrates current competence and future abilities across a range of criteria in a variety of contexts (Andre & Heartfield, 2007). The structure and content of a portfolio can vary and is dependent on the context, having consideration for the target audience and purpose of presenting the portfolio to them (Andre, 2010). The NRSG137 unit of study includes a requirement to develop a portfolio that I will continue add to as I progress through the Bachelor of Nursing (BN) program. In this context, I will be presenting my portfolio to university lecturers for the purpose of assessing my performance against defined learning outcomes which in turn are mapped to the university’s graduate attributes. The BN program is accredited by the Australian Nursing and Midwifery Accreditation Council, which means that the curricula and student assessment criteria comply with the Nursing and Midwifery Board of Australia (NMBA) competency standards for the registered nurse (Australian Health Practitioner Regulation Agency, 2013). My portfolio will therefore contain artefacts that demonstrate my learning progress towards competence in the provision of nursing care (Australian Nursing and Midwifery Council...
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...National competency standards for the registered nurse Introduction • • returning to work after breaks in service, or • National competency standards for registered nurses were first adopted by the Australian Nursing and Midwifery Council (ANMC) in the early 1990s. The ANMC was a peak national and midwifery organisation established in 1992 to develop a national approach to nursing and midwifery regulation. The ANMC worked in conjunction with the state and territory nursing and midwifery authorities (NMRAs) to produce national standards – an integral component of the regulatory framework – to help nurses and midwives deliver safe and competent care. educated overseas seeking to work in Australia involved in professional conduct matters. The National Board may also apply the competency standards in order to communicate to consumers the standards that they can expect from nurses. Universities also use the standards when developing nursing curricula, and to assess student and new graduate performance. The ANMC officially became the Australian Nursing and Midwifery Accreditation Council (ANMAC) on 24 November 2010. The name change reflected ANMC’s appointment as the independent accrediting authority for the nursing and midwifery professions under the new National Registration and Accreditation Scheme (the National Scheme) that came into effect on 1 July 2010 (18 October 2010 in Western Australia). These are YOUR standards — developed...
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...take or fail to take. These mandates are particularly challenging when school counselors are isolated in their settings or are so burdened with clerical and administrative tasks that they are unable to adequately address the counseling needs of the students they serve. School counselors in these situations may feel stressed and overworked and may be experiencing professional burnout. As a consequence, they can become unsure of their abilities and effectiveness and may experience erosion in their skills and competence (Crutchfield & Borders, 1997). This process runs counter to their ethical responsibility to maintain and increase their competence (American Counseling Association [ACA] 1995, Section C.2.) When school counselors fail to practice competently, this can become a legal problem as well as an ethical issue, because a malpractice lawsuit could result. Supervision can be an effective means of assisting school counselors to maintain and enhance their competence. Supervision can provide opportunities for continuing clinical-skill development, ongoing consultation regarding legal and ethical issues, and a professional support system that can mitigate against stress and burnout. According to Remley and Herlihy (2001), two types of supervision are generally discussed in the literature: clinical supervision and administrative supervision. Supervision that focuses on the development of counseling skills is known as clinical...
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...hartered Engineers share their experiences and explain how professional registration has helped their careers FAQs and useful links CEng eBook page 2 www.engc.org.uk Contents The benefits of CEng 03 Serious about your career in engineering? Gain professional recognition 04 Eligibility 05 How to become professionally registered 06 UK-SPEC competence and commitment requirements for CEng registration 07 Student? 08 CEng case studies 09 FAQs 13 Useful weblinks 14 CEng eBook page 3 www.engc.org.uk Becoming a Chartered Engineer (CEng) could advance your career Professional registration as a CEng not only recognises your proven commitment, skills and experience as an engineer, but also identifies to employers that you have the competence, expertise and work ethic that they value. You will: n Gain a professional title that carries considerable prestige n Enhance your employability n tand S out from the crowd as a significant player in the world of engineering and technology n Enjoy greater influence within the profession n Earn recognition from your peers n Hold an internationally recognised qualification ‘‘It is critical that my te chnical ability is supported wi th the correct qualifications, and in m y opinion having the designation CEng is the ultimate mark of a professional engineer’ David W Millar MPhil CEng SenMWeldI ent ...
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...Code of ethiCs And stAndArds of ProfessionAl ConduCt Preamble The CFA Institute Code of Ethics and Standards of Professional Conduct are fundamental to the values of CFA Institute and essential to achieving its mission to lead the investment profession globally by setting high standards of education, integrity, and professional excellence. High ethical standards are critical to maintaining the public’s trust in financial markets and in the investment profession. Since their creation in the 1960s, the Code and Standards have promoted the integrity of CFA Institute members and served as a model for measuring the ethics of investment professionals globally, regardless of job function, cultural differences, or local laws and regulations. All CFA Institute members (including holders of the Chartered Financial Analyst® [CFA®] designation) and CFA candidates must abide by the Code and Standards and are encouraged to notify their employer of this responsibility. Violations may result in disciplinary sanctions by CFA Institute. Sanctions can include revocation of membership, revocation of candidacy in the CFA Program, and revocation of the right to use the CFA designation. The Code of eThiCs Members of CFA Institute (including CFA charterholders) and candidates for the CFA designation (“Members and Candidates”) must: • Act with integrity, competence, diligence, respect, and in an • Practice and encourage others to practice in a professional and ethical manner with the public...
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...InterClean Company Development Plan University of Phoenix-Diamond Bar HRM/531 Human Capital Management September 19, 2010 InterClean looks at two key elements of a job analysis, one it identification of major job requirements (MJR) which are the most important duties and responsibilities of the position to be filled. They are the main purpose or primary reasons the position exists. The primary source is the most current, official position description. The second element is identification of knowledge, skills and abilities (KSA) required to accomplish each MJR and the quality level and amount of the KSA’s needed. Most job analysis deal with KSAs that are measurable, that can be documented, and produce meaningful differences between candidates. Typically, possession of KSAs is demonstrated by experience, education, or training. Goals of KSAs is to identify those candidates who are potentially best qualified to perform the position to be filled. (U.S. Department of Interior, 1998) InterClean ------------------------------------------------- ...
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...an HR Professional with using the CIPD HR Professional Map (HRPM) as the basis for the evaluation. A - Briefly explain how the CIPD HR Professional map defines the HR profession, including gthe professional areas, the bands and the behaviours. B – Evaluate how the 2 core professional areas, and any 2 selected behaviours uphold the concept of ‘HR professionalism’ give examples from the knowledge and activities @ band C- Explain with related examples, why the HR professional needs to be able to manage themselves, manage groups or teams, manage upwards and manage across the organisation CIPD Professional Map – The CIPD HR Profession Map (HRPM) is an accurate tool that guides an HR practitioner’s learning and development through becoming an effective HR professional. HR professionals can use the map for many reasons such as identifying skills and team capability, building role profiles and identify areas that need development (HRPM, CIPD, 2012). Professionalism is defined as a continuous development of outcomes anticipated through appropriate behaviors and conduct that are needed in order to have beneficial business relationships (Gian Fiero, 2008). The principles of professionalism among others commit professionals to have some values such as be customer focused, have proper ethical standards, accountability and reliability, be proactive, responsive and have the willingness to learn and study continuously (CHS, 2012). The HRPM has four bands, ten professional areas...
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