...important issues related to safety and productivity._Adopting the bad habit of trainers._It can mess with workflow and the production of the day. | workshops | _they make employee practice and to know about their skills | _cost might proof as a loss .- might be demotivation to employees | Role playing | -Experiencing different roles and different responsabilities.--Employee get to know what it take to manage a different responsibility. | -reluctant to swap roles to take wider responsibility . | Coaching | -It gives the decision making courage -Specify area of improvement.-Employees can identify the opportunities | A fault in evaluation create demotivation and negative performance after. | 2.3 training for a group training event I will introduce a training session , and it will result in taking part of decision making . In this case employee well be giving a realistic problem and will be asked to analyze and find the appropriate...
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...curriculum and learning standards! Change, Continuity, and Context! ! Analyze change and continuity in historical eras.! Perspectives! Analyze complex and interacting factors and contexts that influenced and continue to shape people’s perspectives.! Historical Sources and Evidence! ! Use questions generated about multiple historical sources to pursue further! inquiry and investigate additional sources.! Causation and Argumentation! Analyze multiple and complex causes and effects of events in the past, and! distinguish between long-term causes and triggering events in developing a! historical argument.! ! Historical Argumentation! Construct a plausible and persuasive argument that requires a clear and analytical! thesis. Is able to evaluate and use historical evidence to analyze, not merely ! describe historical events.! ! Core Knowledge and Concepts! Acquire key foundational knowledge in U.S. History such as terms, people,! events, and legislation that can be applied in their historical writing or thinking.! ! Course Description: ! This course will focus on the period in U.S. History from exploration to the present with a focus not only on political and military history, but on social and economic history as well. You will be challenged to read and analyze historical documents as well as engage in group activities where you discuss and debate your ideas using evidence to support your arguments. ! ! Units: ! Semester...
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...The concept of risk is the probability of an unwanted event which may or may not occur. Risk assessment is the overall process of identifying all the risks to and from an activity and assessing the potential impact of each risk. BBC News website, Radioactive warning on Fife beach read at [1] on 14 May 2006 - Sepa has been carrying out a risk assessment at the bay and now wants a detailed investigation to be carried out. The determination of the potential impact of an individual risk by assessing both the likelihood that it will occur and the impact if it should occur, and then combining the result according to an agreed rule to give a single measure of potential impact. In order to determine the risks, a risk assessment can typically be completed in four basic steps. The four basic steps are: hazard identification, exposure assessment, dose-response assessment, and risk characterization. Hazard identification is the process when scientists examine peer-reviewed studies of effects in humans, and laboratory animals, to determine the types of health problems a chemical can cause. Furthermore in this step there is an evaluation of the nature and strength of the evidence of causation between a chemical and its effect. In exposure assessment, scientists estimate the amount, frequency, and duration of exposure to a chemical. They often use environmental monitoring data and mathematical models to estimate exposures. Scientists also evaluate the route of exposure and any other scenario-specific...
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...formal formative assessments were planned. The diagnostic assessment planned for LE1 is a formal formative record sheet aligned to the outcomes in Stage 1 and will be used to assess students’ prior knowledge of the topic. Diagnostic assessments provide the teacher with critical information, such as prior knowledge and misconceptions that can be used to guide future learning experiences and differentiate learning (Ontario Ministry of Education, 2010, p. 38). Next, a mid–unit summative assessment was planned for LE5 to check student progress towards the learning outcomes. This summative assessment will help gauge student understandings and inform future learning experiences;...
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...QAT Form F004 ------------------------------------------------- Student Assessment Cover Sheet Student Name | | Student Number | | Course Code | BSB40507 | Course Name | Diploma of Business Administration | Unit Code | BSBADM503B | Unit Name | Plan and manage conferences | Assessor’s Name | Darren Creed | Due Date | 13 Feb 15 | Assessment Number | Assessment 1 | I confirm that the attached work is entirely my own, except where other writers have been referenced. I I confirm that this assignment has not been submitted before at QAT or other institutions. I understand that plagiarism and other forms of cheating will result in academic penalty.By submitting this assessment, I agree that: * I have and read and understood the details of the assessment * I understand the conditions of the assessment and the QAT appeals process * I have two weeks from the due date of this assessment in which to resubmit, if I am deemed unsuccessful. | Student’s Signature | | Date | | QAT Assessor to complete | Initial Submission | Resubmission 1 | Resubmission 2 | Date | Satisfactory (S)Unsatisfactory (U)Did Not Submit (DNS) | Resubmission required(Y/N) | Date | Satisfactory (S)Unsatisfactory (U)Did Not Submit (DNS) | Resubmission required(Y/N) | Date | Satisfactory (S)Unsatisfactory (U)Did Not Submit (DNS) | | | | | | | | | comments/observations/feedback | comments/observations/feedback | comments/observations/feedback | By signing this document...
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...around a specific business environment and others being a more generic definition of risk. A comprehensive risk definition that is tailored around the business environment can be defined as an event that will likely lead to substantial losses for an organisation, which could also be made more dangerous by the likelihood of the risk event occurring (Harland, et al., 2003). Furthermore, The English Oxford Dictionary defines risk as "A situation involving exposure to danger" or "The possibility that something unpleasant or unwelcome will happen". (Oxford Dictionary, 2015) Kaplan and Garrick (1981, p. 12) provide a simple equation for risk, which is "risk = uncertainty + damage". They believe that it is irrelevant as to what context risk exists in, and that the same equation can always be used to identify and manage risk. However, risk can still be categorised differently depending on what facet of the organisation it is affecting. For example, supply chain risk can be defined as ""the variation in the distribution of possible supply chain outcomes, their likelihood, and their subjective values" (March & Shapira, 1987, p. 1404). This is quite different to other, more generalised definitions of risk. Risk Management Before a risk management strategy can be decided upon, the risk event must first be identified. An organisation should conduct three steps before deciding on the best risk management strategy to use. As risk management can use a substantial amount of resources, clarification...
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...Engagement Letter, Checklist, and Timeframes Engagement Letter, Checklist, and Timeframes October 29, 2012 Eric Unum Vice-President-Finance Apollo Shoes Inc. 100 Shoe Plaza Shoetown, ME 00001 Dear Sir, This letter is to confirm our understanding of the terms and objectives of our engagement and the nature and limitations of the services we will provide on the Apollo Shoes Company internal audit services. The objective of our audit is the expression of an opinion whether your financial statements are fairly and materially presented. Our audit will aligned with auditing standards GAAP and will include tests of your accounting records and other procedures we consider necessary to enable us to express such an opinion. If our opinion anything but unqualified, we will discuss this with you before issuance of the opinion. If, we are unable to complete the audit or are not able to form an opinion, we may not express an opinion or we may issue a report pursuant to this engagement. Our procedures will include tests of documents and evidence in support of the transactions in the accounts, tests of the physical inventories, and direct confirmation of certain receivables and payables via correspondence with selected random customers, vendors, creditors, and other financial institutions. At the end of our audit, we will need some written documentation from you about the financial statements and related matters. Our audit will involve our decision regarding the amount...
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...Community Interest Company: a Social Enterprise Organisation Project Report Health Needs Assessment: Stroke in South West and South East London Author: Version: Date: Client: Ref No: Dr John Hayward, Sarah Martin, Dr Michael Soljak Final Version 16.03.09 South West and South East London Cardiac and Stroke Network Boards P132 A Social Enterprise organisation and Community Interest Company Registered office: PO Box 1295, 20 Station Road, Gerrards Cross, Buckinghamshire, SL9 8EL English Company Number: 06480440 VAT Registration: 926 9466 78 www.phast.org.uk E&OE Final Project Report P132 Health Needs Assessment: Stroke in South West and South East London Public Health Action Support Team (PHAST) The Public Health Action Support Team (PHAST) is a Community Interest Company. This is a type of social enterprise that is committed to using its surpluses and assets for the public good. Social enterprises are social mission driven organisations which trade in goods or services for a social purpose.1 PHAST is based at Imperial College, London. It has over 60 experienced and expert public health professionals whose aim is to improve the health of the population and reduce inequalities. Many have worked at high level in the NHS, the Department of Health or in academia. Quality assurance and due diligence processes are in place to ensure all associates work to the highest standard. PHAST also has associates with economic, ethical and legal expertise. For further details see www.phast...
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...Trainers Assessment Resource Unit Assessment Type ICPPP430B – Manage Colour This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment Assessment 1 Observation / Portfolio Assessment Methods Assessment 2 Written Test (Written Test) (Each student observed creating a portfolio of colour management evidence – minimum 3 jobs on various stocks) Last Modification Date June 2009 Page 1 of 23 Assessment Resource | ICPPP430B Unit Summary This unit describes the performance outcomes, skills and knowledge required to manage colour in pre-press operations to ensure that proofs, monitors and final products match. Prerequisite Units Nil Possible Co-requisite Units Nil All products purchased remain the intellectual property of Accredited Education & Training. All rights reserved; no part of any publication provided by Accredited Education & Training may be reproduced by any means for use outside the purchasing organisation, without the prior written permission of Accredited Education & Training. Page 2 of 23 Assessment Resource | ICPPP430B ASSESSMENT SUMMARY / COVER SHEET This form is to be completed by the assessor and used a final record of student competency. All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant...
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...| Bachelor of Business (Incorporating Graduate Diploma in Business & Graduate Certificate in Business)Strategic Management467943Semester One 2013 | TABLE OF CONTENTS Item | Description | Page | 1 | Welcome to Paper Overview Paper Level & PointsHours TaughtDelivery ModeIndependent Study | 3 | 2 | Teaching Team & Contact Details | 3 | 3 | Paper Information 3.1 Pre-requisite Requirements 3.2 Paper Aim3.3 Learning Outcomes 3.4 Content | 34 | 4 | AUTonline Programme Organisation | 4 | 5 | TextsRequired TextsRecommended Texts | 4 | 6 | Weekly Programme | 4 | 7 | Assessment InformationBusiness Assessment & Study HandbookExtensions and other Special Consideration Applications (SCAs) Assessment StructureExam Timetable Location Pass RequirementsAssessment DetailsPeer Assessment FormMarking guides | 55556777-111213-15 | 1 Welcome to Strategic Management of the Bachelor of Business, Graduate Diploma in Business, Graduate Certificate in Business and BBus Conjoint Programmes. You are expected to read the contents of this study guide, also available on AUTonline under “All My Courses”. This paper runs for 14 weeks (12 in class and 2 reading/exam weeks), and has one 1.5 hour lecture per week and one 1.5 hour workshop. Students will be required to supplement each hour of class with 3-4 hours of their own work. This is a level 7 paper, worth 15 points. 2 Teaching Team and Contact Details Teaching Team | Phone | ...
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...Numerical descriptive Measures Measure of central tendency for Ungrouped and Grouped Data (Mean, Median and Mode), Measure of Dispersion and its Types. Cox-Box Plot Variance and use of Standard Deviation, Co-efficient of Variation. Introduction to moment. Week Tue-Sat 5 6 7 8 9 Quizzes/ Assignments Topics/Sub-Topics Moment about origin and Central Moments for Frequency Distribution, Moment Ratios and its interpretation. Introduction to Probability Counting Principle, Probability and its Approaches, Deterministic and non-deterministic Experiment, Sample Space and Events, Outcome, Permutation and Combination. Types of Events Mutually Exclusive Events, Collectively Exhaustive events, Complementary events, Addition Laws of Probability. MID TERM EXAMINATION Assignment 1 Quiz 1 Quizzes/ Assignments Assignment 2 Quiz 2 Independent and dependent events, Multiplication rule of Probability Conditional Probability, Total Law of Probability, Bayes Theorem with Application Page 1 of 2 The University of Lahore MA-3334, Probability and Statistics Random Variables and its Properties 10 11 12 Random Variables, Types of random Variables, Probability distribution and Cumulative...
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...Each question is worth 10 points 1. Define the following terms a. Risk – the probability of a negative/harmful effect from a hazard or hazardous situation or the potential for the recognition of undesirable adverse consequences from future events. b. Risk Assessment – an examination and determination of the kind and magnitude of a hazard caused by an agent, where a particular group of receptors have been or may be exposed to the agent, and the present or potential future health risk that exists due to the agent. It is the combination of exposure assessment, health, and environmental effect data to estimate risks to human or environmental target organisms that may result from exposure to various hazardous substances. c. Risk Management – The process and procedures executed to mitigate or eliminate risk that has been discovered by a risk assessment. Measures or actions are taken to ensure that the level of risk to human health and/or the environmental do not exceed a prescribed risk level. Risk management focuses on decisions about whether a risk is sufficiently high to present public concern, the appropriate means for controlling the risks, and how to effectively use resources. 2. Define the following terms: d. RfD – Reference dose is an estimation of the daily oral exposure to a non-carcinogenic substance for the general human population that is likely to be without considerable risk of harmful effects during a lifetime. RfD establishes...
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...ECE 354 Assessment and Intervention During Early Childhood Click Link Below To Buy: http://hwcampus.com/shop/ece-354-assessment-and-intervention-during-early-childhood/ As you have learned throughout this course, assessments are used for many purposes. As professionals working with children, we must look at assessment as a driving force behind planning instruction and developing goals for those children in our care. We must begin to understand the relationship between how children are assessed and how assessment data is used. This is a multi-step process of gathering data, determining goals for instruction, and then implementing those goals into our work with children. For this Final Project, you are asked to do the first two steps of this process. You will develop a partial portfolio for the child you observed and, with that information, you will develop instructional goals for that child. This assignment has three parts: The first part of this assignment requires you to develop a mission statement. Using your completed Assessment Purpose KWL Chart from the Week Five Reflection Journal, create your mission statement outlining: The purpose of assessment Your plan for including assessment when working with children How you can use assessment to document children’s work How you will use children’s interests and ideas when assessing. This statement should also include your position on working with children with developmental delays. This mission statement...
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...Assessment Tool - Combined Hospitality Department Off-campus training Qualification code & title SIT30112 – Certificate III in Travel and Tourism SIT30612 – Certificate III in Events SIT30713 – Certificate III in Hospitality SIT31212 – Certificate III in Holiday Parks and Resorts SIT40212 - Certificate IV in Travel and Tourism SIT40812 - Certificate IV in Holiday Parks and Resorts SIT40313 – Certificate IV in Hospitality SIT50112 – Diploma of Travel and Tourism SIT50212 – Diploma of Events SIT50313 – Diploma of Hospitality SIT60112 – Advanced Diploma of Travel and Tourism SIT60212 – Advanced Diploma of Events SIT60313 – Advanced Diploma of Hospitality Unit code/s & title/s SITXCOM401 – Manage conflict Learner name and ID Email Assessor name E-mail Telephone Task Method Due date Weighting (if relevant) 1 Written Questions 2 Observation Report 3 Portfolio of Evidence Note: If you are completing a Certificate IV or higher, your assessment might be graded. Please refer to the Course Handbook for Learners for information about Graded Assessment. Assessment Task 1-3 OFFICE USE ONLY © Goulburn Ovens Institute of TAFE 2014 Goulburn Ovens Institute of TAFE. Provider No: 3094 Author: Hospitality Department  This work is subject to copyright. Apart from any use as permitted under the Copyright Act 1968 and its amendments, no part may be reproduced without prior permission. Requests and enquiries...
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...I observed a few examples of assessment in my third grade class at my PDS during the past three weeks. The first assessment I observed was a math test on telling time. The students knew that they would be taking this test, so they were prepared and had an idea of what to expect. The teacher gave them the test and they had forty minutes to complete it. This was an adequate amount of time because the students all finished way before the time ended. If the students would not have finished in the given amount of time, then they would have been given additional time during their hibernation time. This is a time for them to read or work on homework. The teacher used this test to assess how well they could tell time. Once they took the test and it was graded, she told me she would review the most commonly missed problems with the class. This would help them identify the mistakes they made on the test and would reinforce skills they need to work on. The second assessment I observed was on writing an opinion essay saying what animal makes a good pet and what animal makes a bad pet. The whole class brainstormed ideas and made a web of their ideas. Then, they wrote a first draft, which the teacher reviewed and returned. The students made...
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