...Unit title Level Credit value Unit code Unit review date Understanding Organisations and the Role of Human Resources 31 4 3HRC Sept. 2011 Purpose and aim of unit This core unit provides an introduction to the role of human resources and learning and development (HR/L&D) within an organisation and the environmental context. By the end of this unit the learner will have developed their understanding of how HR activities support an organisation’s strategy and assist the achievement of business objectives and how these are shaped by internal and external factors. This unit is suitable for persons who: are aspiring to, or embarking on, a career in HR/L&D are working in the field of HR/L&D in a support role and wish to develop their knowledge and skills have responsibility for HR/L&D activities and decisions within an organisation without a specialist function are employees or independent consultants within the field of HR/L&D wish to understand the role of HR/L&D in the wider, organisational and environmental context. Learning outcomes On completion of this unit, learners will: 1 Understand the purpose of an organisation and its operating environment. 2 Understand the structure, culture and functions of an organisation. 3 Understand how HR activities support an organisation. 1 Equivalents in Ireland = 5; Scotland = 6 CIPD unit 3HRC - Version 2 - 17.03.10 1 Unit content Indicative content is provided for each of the learning...
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...] ,, д#&,d Unit Title: |l. LoNDoN BMDGE aUslNEs,ý лслDЕмY Sлtzs, UФеапо/ilз Student Nаmе- fr7r4 Assessor's Name- Lo plap{ipo l/*+g tл/D ulР Student ID- LEARN|NG oUTcoME (Lo) Students must fill up this Table M&DplL sёtцrws wt{й)м fйе oyez*tb чд2kйр& ор, gграrаеry - у/р R.оор* Sцдs LBBA ОOqИ Date IssuedDuе date- НВ 0оопчь 2wд от Lo1 ment Frопt Shee t UnitNo: 2о Рвэ.!оаtY*il Ас Iп this assessment уоu will hаче the орроrtuпiý to present evidence that shows yоu аrе atlle to: 1.1 Во7аь w€\lфi}-L 1.3 е:*"r |.4 с! 2.3 ff,[ffiоыв rпровпilсо а4/D oF sl!4s 'gJаdiуёs 14ДР*с-4(mоlr 3.1 3.2 3.3 3.4 ý5 Lo4 ф LOq flд,,,tаitе hеосеss SQtаs асiuiф Fбро - ar. la;tlptviцu L 4lJ 4.!L 4.3 q I ь о о 1 1 1 Uч/Ьч ltt6 2 'trj;:ffit?"*-r, ? ) 0 er1.,/alr/ Е +оо9 & 1 2.4 Lоз (Page No) 1 2.1 2.2 Lo2 Evidence No. юР,tЁrЁ?{п'Fft'"" 1.2 Task iоъ) S4Р4S $TЁCLrryS 4Ц 3 Dtууuеd ilJ црр uilt+ С О ImроLйtусд. РЪ Ре4.1lаГ- , 3 mlrlt дУо Ул,ссrt'6У Р2OСЩ с4 lqэ. Iy m оГt U ЭТl tЪ,' ечпч. 3 iоRогltv t' ллъ t-?a,ilbl U у oec,tyluye CollT а аu-t лlе Sа,rэ зО фt Mt sl р 3 Dа?ъв{sеJ JlJ SЦ Pzvebop t ýt4< РШР Fо0о 9 4а 4+ 4ý 4 4 - ФlLёctill)Dtl /lP, 4Е 4 )ршлlр;пёl @oфlla л 4 zдhiдiпл/д dъ teadb h rLQ l 4Е 2ъ Rules and Regulations ...
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... | Purpose and aim of unit This unit develops the learner’s understanding of the important contribution that accurate data, whether stored manually or electronically, can make to the human resources (HR) or learning and development (L&D) function. The unit is intended to span the remit of data management for all areas including but not limited to HR planning, recruitment and selection, performance and reward management, absence management, disciplinary and grievance procedures and electronic record management for L&D. It covers the legal implications of collecting, storing and using personnel data and will enable the learner to record data and information and to interpret, analyse and present information clearly and accurately in an appropriate format in support of decision-making to meet organisation-wide objectives and support L&D solutions for individuals and groups within the organisation. This unit is suitable for persons who: • are aspiring to, or embarking on, a career in HR/L&D • are working in the field of HR/L&D in a support role and wish to develop their knowledge and skills • have responsibility for HR/L&D activities and decisions within an organisation...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...Vol. 14 No. 3 September 1997 Journal of Pain and Symptom Management 175 Special Article Nurses' Knowledge of Pain Assessment and Management: How Much Progress Have We Made? M a r g o McCaffery, MS, RN, FAAN, a n d Betty R. Ferrell, PhD, FAAN Nursing Consultant (M.M.), Los Angeles, California and Nursing Research (B.t~E ), City of Hope National Medical Center, Duarte, California, USA Abstract Uadertreatment of pain and lack of knowledge about pain management have been evident for approximately two decades. Because nurses are often the cornerstone of pain management, nurses' knowledge in this area is especially important. This paper explores indications of progress in the level of nursing knowledge about basic aspects of pain management. The literature is reviewed and findings from recent (1995) surveys of nurses' knowledge are compared with results of similar surveys conducted beginning in 1988. Improvements in nurses' knowledge of pain assessment, opioid dosing, and likelihood of addiction seem to have occurred. However, knowledge deficits continue. Fewer than one-half of the nurses surveyed understand that the patient's self report of pain is the single most reliable indicator of pain and that the nurse should increase a previously safe but ineffective dose of opioid. Findings from surveys on addiction reveal that the longer the patient receives opioids the more concerned nurses become about causing addiction. Nevertheless, results of current knowledge surveys...
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...Volume 2, No. 1, 2006 Trichotillomania: Behavioral Assessment and Treatment Interventions Brandy L. Kell & Victoria E. Kress Abstract This article examines the behavioral treatment of Trichotillomania. A brief overview of the diagnosis and assessment of Trichotillomania is provided. Guidelines for a structured clinical evaluation when working with people diagnosed with Trichotillomania are supplied. The most effective behavioral interventions and treatments for working with client’s diagnosed with Trichotillomania are discussed. Keywords: Trichotillomania, Behavioal Assessment,Behavior Treatment Introduction The reported incidence of Trichotillomania is rising with an estimated prevalence rate of 1%, suggesting that nearly 2.5 million people in the United States have this disorder (Diefenbach, Reitman, & Williamson, 2000). Increased attention should be given to the assessment and treatment of Trichotillomania to fulfill the escalating needs of those dealing with this mental disorder. There is a tendency for the severity of this disorder to be overlooked due to the underestimation of prevalence, and high rate of comorbidity with other psychological disorders (Mulinari-Brenner & Bergfeld, 2001). This article will provide suggestions for the behavioral assessment and treatment of Trichotillomania. It is helpful for individuals to become familiar with the diagnostic features of Trichotillomania to establish the proper assessment and treatment of this disorder. The disorder was introduced...
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...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
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...Pain Assessment and Management G u i d e l i n e f o r Marlene Walden, PhD RNC NNP CCNS Sharyn Gibbins, PhD RN NNP P r a c t i c e , 2 n d E d i t i o n Pain Assessment and Management Guideline for Practice, 2nd Edition This guideline is an outline of the pain assessment and management practices that currently are accepted and documented by experts in the field of neonatal care. In addition, it summarizes and recommends pain assessment and management practices based on the best evidence for the nursing care of infants. This guideline does not preclude the use of manufacturers’ recommendations or other acceptable methods of assessing and managing pain in infants. The use of other practices known to improve the quality of neonatal care is encouraged and not restricted by this document. The National Association of Neonatal Nurses (NANN) developed this guideline in response to members’ requests. Broad in scope, it can provide a foundation for specific nursing protocols, policies, and procedures developed by individual institutions. Authors Marlene Walden, PhD RNC NNP CCNS Sharyn Gibbins, PhD RN NNP Reviewers Daniel Batton, MD, American Academy of Pediatrics Sandra Sundquist Beauman, MSN RNC Jim Couto, MA, American Academy of Pediatrics Mary Ann Gibbons, BSN RN Melinda Porter, RNC CNS NNP Ann Stark, MD FAAP, Chair of AAP Committee on Fetus and Newborn Carol Wallman, RNC NNP MS, NANN/AWHONN Liaison to AAP Committee on Fetus and...
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...Randall L and Sam S) employed by Riordan Manufacturing have recently completed a self-assessments. Randall and Sam’s results were very similar. However, Bailey’s result were significantly different from Randall and Sam. Bailey J’s Assessment Bailey’s achieving the highest possible result on the “How Satisfied Am I with My Job” assessment shows that she is extremely happy with her job. She also scored higher than average on the “What’s My Affect Intensity” survey. These two result show that she would be a great company ambassador for the new hires. Her positive attitude coupled with outward display of positive emotion will help the new hires become “fired up” about Riordan Manufacturing and their core values. Bailey shows a good aptitude for leading, and she is interested in a move into a management role. Recommendations suggest that she take the “What Is My Leadership Style,” the “How Motivated Am I to Manage,” and “How Good Am I at Building and Leading a Team” assessments. Sam S’s Assessment Sam’s “How Are You Feeling Right Now” assessment score was low, and his “What’s My Affect Intensity” assessment show him to be a level head individual. However, the lower score in the “How Are You Feeling Right Now” assessment shows that he bad mood or poor state of mind when he took the assessments that may have negatively affected the other assessment scores. Recommendations suggests that Sam retake the assessments at a later date. Also “Am I Engaged” assessment score...
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...microeconometrics. Behavioral corporate finance integrates psychology into the study of corporate financial decisions, while corporate governance focuses on implicit and explicit contracting, supervision, and control for ensuring accountability and reconciliation of conflicting interests. Microeconometrics, finally, refers to econometric tools for analysis of individual-level data on the economic behavior of individuals or firms. Assessment and grading The intention with the assessment is for you to give account for your knowledge and demonstrate your capacity to undertake the abilities you are expected to learn in the course. All assessment tasks must be carried out in English. In the grading, we make use of scoring system where you collect points on different assessment tasks. The maximum score on the course is 100 points and you need at least 50% to pass the course. Your overall grade is determined by adding your individual scores on the different assessment tasks. The overall grading is * A: ≥85 points * B: 75-84 points * C: 65-74 points * D: 55-64 points * E: 50-54 points * F: <50 points. The general interpretations of the...
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...conjunction with the online learning materials which can be found on your MyUnits page. Unit coordinator Dr Amy Huang (A.Huang@murdoch.edu.au) © Published by Murdoch University, Perth, Western Australia, 2016 This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of the publisher. BUS378 Knowledge and Organisational Learning Murdo 2 ch University Contents Unit information Information about the unit 3 Contact details 5 How to study this unit 8 Resources for the unit 10 Study schedule 11 Assessment 13 Appendix 1 Essay marking guide 17 Appendix 2 Presentation marking guide 18 Murdoch University BUS378 Knowledge and Organisational Learning 3 Information about the unit Welcome to: BUS378 Knowledge and Organisational Learning Unit description The management of information and knowledge and its role in organisations are widely recognised as important elements contributing to international competitiveness in the digital (knowledge based) economy. This unit examines how the concepts of information and knowledge assist in the understanding of organisational processes, organisational learning and strategy. Topics examined include: The origins and future of knowledge creation, dissemination and management; knowledge and organisational...
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...Activities Level 31 Credit value 6 Unit code 3DLA Unit review date Sept. 2011 Purpose and aim of unit This core unit will provide the knowledge and skills required to deliver planned learning and development (L&D) activities, for example one-to-one, small group and large group sessions. The need for learning and development arises for diverse reasons, including both individual self-assessment and organisational assessment. A learning and development needs analysis may identify organisational challenges or problems affecting employees, for example major organisational change; the introduction of new operations or systems and/or the maintenance of existing operations or systems. The identification of learning and development needs may also arise during an induction process. This unit will review adult learning principles and the learning cycle, but the main focus will be on the importance of creating and maintaining a positive learning environment and the knowledge and skills required for the actual delivery of an activity or session. This unit is suitable for persons who: are aspiring to, or embarking on, a career in HR/L&D are working in the field of HR/L&D in a support role and wish to develop their knowledge and skills have responsibility for HR/L&D activities and decisions within an organisation without a specialist function wish to develop their knowledge, skills and capabilities in delivering learning and development activities. Learning outcomes On completion...
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... As Oceanview Marine Company Assessment of Inherent Risk December 31, 2012 5-1 B.L.2/22/2013 |||YESorNO ||Assessment of | ||||Complex or ||Inherent Risk | ||Account |Susceptible to |non-routine |Large number |High, | ||balance based |theft or |transactions |of |Medium, or | ||on estimates' |manipulation |or calculations |transactions |Low | ||||||* | Cash ||N |Y |N |y |M | Accounts Receivable |N|N|N|Y|M| Allowance for Bad Debts |Y|N|N|N|M| Inventory |N|N|N|N|L| Prepaid Expenses |N|N|N|N|L| Property, Plant, & Equipment |N|N|N|N|L| Accounts Payable |N|N|N|N|L| Accrued Liabilities |N |N |N |N |L | Notes Payable |N |N |N |N |L | Taxes Payable |N |N |Y |N |M | Long-term Debt |N |N |N |N |L | Other Liabilities |N |N |N |N |L | Common Stock |N |N |N |N |L | Owners' Equity |N |N |N |N |L | Revenue |N |y |N |Y |H | Expenses (excluding items |N |N |N |N |L | below) ||||||| |Bad debts |Y |N |N |N |M | |Depreciation |y |N |N |N |M | * Any accounts that have one or more YES answers should be assessed as medium or high inherent risk. If not, explain why. 1 Includes significant concerns about the account balance's net realizable value. Current workpapers - audit planning + Page 25 Oceanview Marine Company Assessment of Acceptable Audit Risk December 31, 2012 A. Likelihood of Financial Difficulty ( check one) Source W IP reference:2-3 5-2-a B.L. 2/22/1013 D High probability that the company...
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...32965 Information Note by World Bank Staff July 12,2005 TABLE CONTENTS OF I N T R O D U C T I O N .............................................................................................................. I . I1 . 3 4 10 10 11 13 14 14 17 19 THE GLOBAL AGENDA .......................................................................................... PROGRESS IN THE IFA AGENDA ....................................................................... The Financial Sector Assessment Program (FSAP) ............................................. The Reports on the Observance o f Standards and Codes (ROSC) ....................... The Financial Sector Reform and Strengthening Initiative (FIRST) .................... The Financial Sector Reform and Strengthening Initiative (FIRST) .................... Combating Money Laundering and Terrorist Financing (AML/CFT) ................. Debt Sustainability & Debt Management ............................................................. Social Protection................................................................................................... A. B. C. C. D. E. F. ANNEX Accounting and Auditing ........................................................................................... Corporate Governance ............................................................................................. Insolvency and Creditor Rights ................................................................................ ...
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...SHRM FOUNDATION’S EFFECTIVE PRACTICE GUIDELINES Selection Assessment Methods A guide to implementing formal assessments to build a high-quality workforce Elaine D. Pulakos SHRM FOUNDATION’S EFFECTIVE PRACTICE GUIDELINES Selection Assessment Methods A guide to implementing formal assessments to build a high-quality workforce Elaine D. Pulakos This publication is designed to provide accurate and authoritative information regarding the subject matter covered. Neither the publisher nor the author is engaged in rendering legal or other professional service. If legal advice or other expert assistance is required, the services of a competent, licensed professional should be sought. Any federal and state laws discussed in this book are subject to frequent revision and interpretation by amendments or judicial revisions that may significantly affect employer or employee rights and obligations. Readers are encouraged to seek legal counsel regarding specific policies and practices in their organizations. This book is published by the SHRM Foundation, an affiliate of the Society for Human Resource Management (SHRM©). The interpretations, conclusions and recommendations in this book are those of the author and do not necessarily represent those of the SHRM Foundation. ©2005 SHRM Foundation. All rights reserved. Printed in the United States of America. This publication may not be reproduced, stored in a retrieval system or transmitted in whole or in part, in...
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