Assignment A101 IAE
Entrepreneurship Report
Date: xxxxxx
Student ID xxxxxx
Word count xxxx
List of contents:
1 Introduction
2 Definition of enterprise, entrepreneurship and intrapreneurship
3 Skills, attributes and behaviours of entrepreneurs
4 The importance of enterprise, entrepreneurship and small business in the context of the wider economy as well as the individual or team.
5 Stages necessary to evaluate a new business idea
6 Critique of common misconceptions around Entrepreneurship
7 Summary and recommendations
8 List of references
1 Introduction
Xxxxxx xxxxxx xxxxx etc
2 Definition of enterprise, entrepreneurship and intrapreneurship
Xxxxxxxxx xxxxxx xxxxxx etc
3 Skills, attributes and behaviours of entrepreneurs
Xxxxx xxxxx xxxx etc
Carry on with all sections required including each section heading
V2016.01
BCSP Certifications
Education | Experience | Examinations | Ethics
v2017.02
V2016.01
About BCSP
• Established in 1969
• Not-For-Profit
Headquartered in
Indianapolis, IN
• 11-Member Director Board
• Not a Membership
Organization
• Internationally
Recognized
v2017.02
V2016.01
BCSP A Credentialing Leader
BCSP is recognized as the leader in high-quality credentialing
for safety, health, and environmental practitioners.
Mission:
BCSP sets and certifies technical competency criteria for safety,
health and environmental practitioners worldwide; enhancing
careers, advancing the profession, protecting the public.
Vision:
Creating a safer world through safety, health and environmental
certification.
v2017.02
V2016.01
• These Sponsoring Organizations help ensure that governance of
BCSP includes broad representation from across the safety
profession:
- AIHA - American Industrial Hygiene Association (1974)
- ASSE - American Society of Safety Engineers (1974)
- IISE - Institute of Industrial and Systems Engineers (1994)
- ISSS - International System Safety Society (1977)
- NESHTA – National Environmental, Safety and Health Training Association
(2012)
- NFPA - National Fire Protection Association (2007)
- NSC - National Safety Council (1994)
- SFPE - Society of Fire Protection Engineers (1984)
8 Sponsoring Organizations
v2017.02
V2016.01
National and International Accreditations
• National Accreditation
– Institute for Credentialing Excellence
National Commission for Certifying Agencies (NCCA)*
– Council of Engineering and Scientific Specialty Boards (CESB)**
• International Accreditation
– American National Standards Institute (ANSI/ISO 17024)***
* CSP, ASP, OHST, CHST,STS
** CET only
*** CSP, ASP
v2017.02
V2016.01
Accreditation Assures
• Governance
– Nominations/elections
– Peer participation
– Public participation
• Financial disclosure
– Stability and financial
condition
– Budget details
• Fairness to candidates
• Examinations
– Validity
– Reliability
– Passing sco ...
BKA renginio "Kaip tapti lyderiais IT valdymo, saugos ir audito srityje?" pranešimas apie CISM (Certified Information Security Manager) sertifikaciją. Renginys vyko balandžio 18 d., 2013.
An overview of ASQ Quality Auditor (CQA) certification program with tips for passing exam
http://seetharamkandarpa.webnode.in/news/web-series-session-1-overview-of-asq-certified-quality-auditor-conducted-on-21-may-2017/
BKA renginio "Kaip tapti lyderiais IT valdymo, saugos ir audito srityje?" pranešimas apie ISACA organizacijos veiklą, sertifikacijas ir mokymus. Renginys vyko balandžio 18 d., 2013.
CISSP® certification is a globally recognized standard of achievement that confirms an individual\\\'s knowledge in the field of information security. CISSPs are information assurance professionals who define the architecture, design, management and/or controls that assure the security of business environments. Using this course, students prepare for the exam, while at the same time obtain essential security knowledge that can be immediately used to improve organizational security. This knowledge enhances services and products, secures business functions and infrastructures, provides better implementation processes, and can be used to restructure critical programs and procedures to help keep companies up-to-date on today’s business and security strategies, technologies, and best practices.
BKA renginio "Kaip tapti lyderiais IT valdymo, saugos ir audito srityje?" pranešimas apie CISM (Certified Information Security Manager) sertifikaciją. Renginys vyko balandžio 18 d., 2013.
An overview of ASQ Quality Auditor (CQA) certification program with tips for passing exam
http://seetharamkandarpa.webnode.in/news/web-series-session-1-overview-of-asq-certified-quality-auditor-conducted-on-21-may-2017/
BKA renginio "Kaip tapti lyderiais IT valdymo, saugos ir audito srityje?" pranešimas apie ISACA organizacijos veiklą, sertifikacijas ir mokymus. Renginys vyko balandžio 18 d., 2013.
CISSP® certification is a globally recognized standard of achievement that confirms an individual\\\'s knowledge in the field of information security. CISSPs are information assurance professionals who define the architecture, design, management and/or controls that assure the security of business environments. Using this course, students prepare for the exam, while at the same time obtain essential security knowledge that can be immediately used to improve organizational security. This knowledge enhances services and products, secures business functions and infrastructures, provides better implementation processes, and can be used to restructure critical programs and procedures to help keep companies up-to-date on today’s business and security strategies, technologies, and best practices.
Find out how ASIS board certification can enhance your ability to differentiate yourself from the crowd. Raise your profile and broaden your exposure by earning your CPP, PCI, or PSP.
The purpose of the webinar will be to discuss key differences between quality certifications and certificate programs. To do this, presenters will engage in a discussion surrounding the importance of NCCA accreditation, the differences between a quality certification program vs. assessment-based certificate program, the Health Education Specialist Practice Analysis, and other certification related topics.
A presentation about the many reasons professionals in the security, risk, safety, facilities, loss prevention, and investigations industries should join ASIS International (formerly the American Society for Industrial Security)
This is the slideshow used by Wanda Gray for her presentation on 'The Value of IT Certifications'.
The presentation was made February 17, 2011 at the program meeting hosted by BDPA Cincinnati chapter.
Learn more about ASIS International, the leading association for security management professionals worldwide, 38,000+ members strong and growing daily.
CISA Live Online Training from Mercury Solutions is an engaging, instructor-led course that enhances the employment opportunities of the professionals in COVID and post COVID era.
Setting Standards through Credentialing ProgramsMDV-SEIA
Jack Werner of the Interstate Renewable Energy Council discusses setting workforce standards through credentialing programs.
This presentation was given December 4, 2009 at the Solar Energy Focus Conference: Fall 2009 hosted by the Maryland, DC, Virginia Solar Energy Industries Association (MDV-SEIA) in Gaithersburg, MD.
To learn more please visit:
www.mdvseia.camp7.org
IEVISION ISO 27001 lead auditor course is delivered by it security specialists having 20+ Years of auditing and consulting experience, exam and certification cost is inclusive.
In a two- to three-page paper (excluding the title and reference pag.docxrock73
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Your paper must be formatted according to APA style, and must include citations and references for the text and at least two scholarly sources.
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Based on Santa Clara University Ethics DialogueEthics .docxrock73
Based on Santa Clara University Ethics Dialogue
Ethics case studies
This is an extra credit assignment that I am offering for the first time this term. In this booklet, you will find 38 separate case studies. You are free to respond to any or all of these cases.
You may earn up to 5 extra credit points per question, based on the complexity of the case and the logic of your response. You may not earn more than 100 points (10 percent of your final grade).
You may find it helpful to read the paper “Four Tough Ethical Dilemmas” prior to responding.
While these are your opinions, citations are not expected; however, if you make use of the work of others, include APA style citations for complete credit.
Either cut and paste the cases you select to a separate file or use this file for your submission. If you use this file to submit a response, please delete those cases to which you are not responding.
Dr. Frick
Case 1: Family Loyalty vs. Meritocracy
A man was appointed president of the newly-acquired Philippine subsidiary of a large American company. He was reviewing the organization with the company's head of human resources. One thing the president noted was that the same names reoccurred frequently in several departments. "It is our tradition," commented the HR head. "Families take care of their own. If one family member gets a good job in a Philippine company, other members of the family apply to join that company and the first member there can help the whole family become successful by helping them get hired and by coaching them to be successful. The company benefits. Our costs of recruiting are lower, we know more about the people we hire, and the commitment to family success results in fewer performance and discipline problems because family members want to please their older relatives."
The president wondered how these practices would be regarded in a large American firm, and whether or not he should take action to change them.
1. Nepotism is not illegal, but is it ethical?
2. If the business is family-owned, does that make a difference?
3. How does national culture affect this discussion?
Case 2: Is the Two-Tier System Ethically Problematic
Employees at a cereal makers plant were “locked-out” from their jobs producing cereal for over 3 months. Company management and the union representing the employees reached a stalemate in negotiations resulting in the lockout. The union claims that the primary issue is the company’s demand of dramatically increasing the number of temporary workers, who would earn $6 less per hour and receive fewer benefits. Critics claim this effectively creates a two-tier system at the plant. Under the current agreement, the company may use temporary workers for up to 30% of the workforce, but the union claims the company is now pushing for 100%. The workers, who have had their health insurance suspended, fear that their jobs will either be replaced entirely by temporary workers, or they will be f ...
Barbara Corcoran Learns Her Heart’s True Desires In her.docxrock73
Barbara Corcoran Learns Her Heart’s True Desires
In her hilarious and lighthearted book, Shark Tales: How I Turned $1,000 Into a
Billion Dollar Business, Barbara Corcoran demonstrates the importance of knowing what
you really want out of life (Corcoran & Littlefield, 2011). As her title suggests, Barbara
founded her real estate company, The Corcoran Group, with only $1,000 and some big
dreams. Shortly after founding the company, Barbara took out a piece of paper and wrote
down some big goals for herself and the company. In 1978, she had only 14 sales agents
working for her, who earned a total of $250,000 in commissions. She set a goal of
doubling the number of agents and the commissions every year. So she put down 28 sales
people for 1979, 56 for 1980, and so on, all the way up to 1,792 salespeople in 1985 with
total commissions of $32,000,000. Barbara was amazed when she saw the fantastic sums
projected for 1985, and of course many people, when they see such amazing sums, would
dismiss the calculations as fantasy But as Barbara put it, she went to work the next day
hustling hard for her $32 million.
Real estate agents are paid largely by commission, which is about as close as you
can get to a pure form of contingent reward for performance. However, Barbara didn’t
rely solely on the commissions to motivate her workers. She threw theme parties and held
numerous social events to build a committed workforce. Good sales agents could always
move to another firm, but not every firm had Barbara’s positive attitude and fun-filled
atmosphere. In the early years of the firm, when money was tight, Barbara and her
relatives did the cooking for the outings and parties, and she found clever ways to
entertain people with skating parties and other lively activities. As the firm became larger
and more profitable, she even hired professional entertainers for the company’s midweek
picnics, which included elephant shows, daring rides on hot air balloons, horses, or
Harley Davidsons, etc. Barbara stated “I built my company on pure fun, and believe that
fun is the most underutilized motivational tool in business today. All of my best ideas
came when I was playing outside the office with the people I worked with” (Corcoran &
Littlefield, 2011, p. 283). What did she get in return for the fun atmosphere? She had the
“most profitable real estate company per person in the United States” (p. 284). By the
time she sold her agency in 2001, she had 1,000 agents working for her, and she had the
largest real estate agency in New York – clearly her motivational strategies attracted a
large number of productive employees.
Barbara Corcoran had sold her firm for $66 million. She thought that would make
her happy, but instead, it made her sad. Although she pretended to be happy with her new
wealth and freedom, she was “secretly miserable” (Corcoran & Littlefield, 2011, p. 232).
She had lost her purpose ...
Bapsi Sidhwa’s Cracking India
1947 Partition
Deepa Mehta’s earth (1998)
Characters
Aamir Khan - Dil Navaz, the Ice Candy Man
Nandita Das - Shanta, the Ayah
Rahul Khanna - Hassan, the Masseur
Maia Sethna - Lenny Sethna
Shabana Azmi - older Lenny, narrator
Kitu Gidwani - Bunty Sethna
Arif Zakaria - Rustom Sethna
Kulbhushan Kharbanda - Imam Din
Kumar Rajendra - Refugee Police
Pavan Malhotra - Butcher
IN Deepa Mehta’s words
I wanted desperately to make CRACKING INDIA into a film, a particular film, EARTH, which would be the second in my trilogy of the elements of Fire, Earth and Water.
Tracing Bapsi was no easy task but persevere we did and soon I was talking to Bapsi on the phone, hoping that the film rights to her book were still available. Two months later, thanks to David Hamilton's unwavering belief in the project, we owned the rights, had development funds, and I was sitting at my kitchen table, writing the screenplay of EARTH.
David and Anne Masson and I had worked together on FIRE and we re-assembled the team to begin the detailed planning of the production.
During this phase Bapsi became a friend and was exceedingly generous with information and old photographs. She would talk with me for hours about what it was like growing up in Lahore during those times. Lenny, after all, was based on Bapsi. In fact, Lenny was Bapsi.
The irony of our situation hasn't escaped Bapsi or myself. Bapsi is from Pakistan and now a US citizen. I'm from India and now living in Canada. If neither of us had moved from our respective homelands, the film just wouldn't have been possible. Pakistan and India, since the Partition of 1947, are sworn enemies. Not only have they fought three major wars against each other, but also, as I write this, both countries talk blithely about their nuclear capabilities and continue their militant aggression against each other across the still- disputed Kashmir border.
Fallen Women in the novel and film
Abducted women like Ayah and Hamdia, Lenny’s new nanny are viewed with suspicion from Lenny.
Page 226
“It isn’t a jail, Lenny baby…it’s a camp for fallen women.”
“What are fallen women?”
“Hai! The questions you ask! Your mother won’t like such talk…Now keep quiet”
“Are you a fallen woman?”
Fallen women – Abducted and raped women
In the aftermath of the 1947 declaration of Indian independence, the roughly drawn new state boundaries triggered what may have been the biggest migration in human history.
Historical consensus supports a figure of 12 million people displaced, although the BBC suggests figures as high as 14.5 million people. An undeclared civil war erupted as communities of Hindus, Muslims, and Sikhs fought one another to establish their own identities in their redefined homelands. And, in the process, the Indian government estimates, 83,000 women were abused and abducted. Others put the number even higher.
“Rather than being raped and abandoned,” Yasmin Khan writes in The Great Partition: The ...
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Barriers of therapeutic relationship:
The therapeutic relationship between patient and nurse is often filled with barriers that can generate obstacles for the relationship and, in the end, the health system as a whole (Sfoggia et al.,2014). There are many factors that hinder building a therapeutic relationship: language, professional jargon, communication impairment, and cultural diversity (ibid).
Language:
Language can be an obstacle to nurse-patient communication because a patient may not be able to speak the same language and therefore communication is not possible (Levin,2006). The best way to overcome this barrier is providing a translator who can explain a professional facilitator's message easily to the patient(ibid). For instance, if the nurse only speaks English but the patient is only able to speak Arabic, a translation to the patient of what the professional facilitator is saying leads to less chance of misunderstanding (ibid). Translation also allows a patient to feel comfortable through being able to speak in their own language (ibid).
Medical jargon:
Jargon is a technical language that is comprehended by people in a specific industry or area of work (Leblanc et al.,2014). Health professionals often use jargon to communicate with each other(ibid). For example, T.B. disease stands for tubercle bacillus and HIV stands for human immunodeficiency virus (Mccrary & Christensen,1993). Jargon often makes sense to health professionals but a patient who does not understand these acronyms will not understand such communication, leading to a barrier in therapeutic relationship between patient and health professional (Leblanc et al.,2014).
Communication impairment:
Patients with communication impairment such as blindness, deafness and speech impairment often feel isolated, frustrated and self-conscious (O’Halloran et al.,2009). Some patients are born with such disabilities or have developed them as a result of disease (ibid). Therefore, nurses should provide enough time in order to describe any issue to such patients so that they do not feel uncomfortable or censured by health professionals, who must remain impartial (ibid).
Cultural diversity:
Patients often have various differences (Leblanc et al.,2014).Some of these differences are due to a patient's illness, social status, economic class, education and personality(ibid). However, according to Kirkham (1998), the deepest differences might be cultural diversity. Beheri (2009) points out that many nurses believe if they just treat patients with respect, they will avoid most cultural issues. Nevertheless, avoiding misunderstanding can be achieved through some knowledge of cultural customs, which might help and enable nurses to provide better health care to patients (ibid).
Facilitators of therapeutic relationship:
UNCRPD (2006) states that the most fundamental human right in hospital is communication. Patients are required to be provided with an effective communication method by nurs ...
Barada 2Mohamad BaradaProfessor Andrew DurdinReligions of .docxrock73
Barada 2
Mohamad Barada
Professor Andrew Durdin
Religions of the World Hum 201-02
March 23rd, 2018
References:
1. Rachel. Rachel’s Musings: Buddhism is a Religion. Retrieved from https://www.rabe.org/thoughts-on-buddhism/buddhism-is-a-religion/
2. Winfield, Pamela. The Conversation: Why so many Americans think Buddhism is just a philosophy. Retrieved from https://theconversation.com/why-so-many-americans-think-buddhism-is-just-a-philosophy-89488
Critical Analysis of the religious nature of Buddhism
The religious community often debates on whether Buddhism is categorized as a religion or as philosophical teaching. The answer to the question varies depending on an individual’s point of view. There are three main types of Buddhism practices across the world with each of them having smaller branches with slights variances in their teachings and beliefs. The different styles of Buddhist mainly encompass Theravada Buddhism, Vajrayana Buddhism, and Mahayana Buddhism. The various forms often have deities that are worshipped while others do not. Some often have scriptures while others do not usually believe in any physical form of the Buddhist teachings. The first article is authored by Rachel, a blogger, presenting the argument that Buddhism is a religion (Rachel, 1). On the other hand, the second article authored by Pamela Winfield recognizes Buddhism as a philosophy. Analyzing and comparing the two pieces having divergent views on the religious nature of Buddhism is crucial for understanding whether it is a religion or philosophy.
Summary of the articles
Rachel in her article considers Buddhism as a religion. The author acknowledges the fact that Mahayana Buddhism which is often found in greater part of Asia that includes Japan, Korea, and China often teaches on attaining enlightenment (Rachel, 1). The Mahayana often accept that every individual wishes to ensure the effective attainment of enlightenment and thus end the cycle of rebirth which others recognize as “Karma.” The article proceeds to state that Buddha is the greatest of the deities but is not worshipped. Instead, Buddha often inspires all those who practice doing as he once did. The author states that Buddhism often requires that the individuals that choose the wrong path attempt to re-accomplish these tasks in their next life alongside other punishments imposed on them by karma. The characteristics of this type of Buddhism thus often play a significant role in showing the religious nature of Buddhism. The author concludes by stating that Buddhism often contains all the different elements of a religion. Moreover, the article associates Buddhism with fallacies that characterize other religions and just as dangerous as other religions as well. A quote proves the claim on the dangerous nature of Buddhism that the author uses to summarize the teachings of Buddhism.
On the other hand, Winfield tends to focus on enlightening the readers on some of the aspects of Buddhism that ensures its a ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Assignment A101 IAEEntrepreneurship Report Date xxxxx.docx
1. Assignment A101 IAE
Entrepreneurship Report
Date: xxxxxx
Student ID xxxxxx
Word count xxxx
List of contents:
1 Introduction
2 Definition of enterprise, entrepreneurship and
intrapreneurship
3 Skills, attributes and behaviours of entrepreneurs
4 The importance of enterprise, entrepreneurship and small
business in the context of the wider economy as well as the
individual or team.
5 Stages necessary to evaluate a new business idea
6 Critique of common misconceptions around Entrepreneurship
7 Summary and recommendations
8 List of references
1 Introduction
Xxxxxx xxxxxx xxxxx etc
2 Definition of enterprise, entrepreneurship and
intrapreneurship
Xxxxxxxxx xxxxxx xxxxxx etc
2. 3 Skills, attributes and behaviours of entrepreneurs
Xxxxx xxxxx xxxx etc
Carry on with all sections required including each section
heading
V2016.01
BCSP Certifications
Education | Experience | Examinations | Ethics
v2017.02
V2016.01
About BCSP
• Established in 1969
• Not-For-Profit
Headquartered in
Indianapolis, IN
• 11-Member Director Board
• Not a Membership
Organization
• Internationally
Recognized
v2017.02
3. V2016.01
BCSP A Credentialing Leader
BCSP is recognized as the leader in high-quality credentialing
for safety, health, and environmental practitioners.
Mission:
BCSP sets and certifies technical competency criteria for safety,
health and environmental practitioners worldwide; enhancing
careers, advancing the profession, protecting the public.
Vision:
Creating a safer world through safety, health and environmental
certification.
v2017.02
V2016.01
• These Sponsoring Organizations help ensure that governance
of
BCSP includes broad representation from across the safety
profession:
- AIHA - American Industrial Hygiene Association (1974)
- ASSE - American Society of Safety Engineers (1974)
- IISE - Institute of Industrial and Systems Engineers (1994)
- ISSS - International System Safety Society (1977)
4. - NESHTA – National Environmental, Safety and Health
Training Association
(2012)
- NFPA - National Fire Protection Association (2007)
- NSC - National Safety Council (1994)
- SFPE - Society of Fire Protection Engineers (1984)
8 Sponsoring Organizations
v2017.02
V2016.01
National and International Accreditations
• National Accreditation
– Institute for Credentialing Excellence
National Commission for Certifying Agencies (NCCA)*
– Council of Engineering and Scientific Specialty Boards
(CESB)**
• International Accreditation
– American National Standards Institute (ANSI/ISO 17024)***
* CSP, ASP, OHST, CHST,STS
** CET only
*** CSP, ASP
5. v2017.02
V2016.01
Accreditation Assures
• Governance
– Nominations/elections
– Peer participation
– Public participation
• Financial disclosure
– Stability and financial
condition
– Budget details
• Fairness to candidates
• Examinations
– Validity
– Reliability
– Passing scores
• Recertification
• Independence from
preparation
• Management systems
v2017.02
6. V2016.01
Certification vs Certificate
• Voluntary process
– Set standards
• Educational
• Experience
• Examination
– Evaluates individuals against
standards
– Awards certification and use of
mark
– Requires continuing
professional development
• It is NOT
– License to practice
– Permanent
– Membership
– Certificate of completion
v2017.02
V2016.01
7. Professional Certifications
and Designation
Associate Safety
Professional®
Graduate Safety
Practitioner®
Certified Safety
Professional®
The Certified Safety Professional has been in operation
for more than 47 years with over 30,000 CSPs certified
during that time.
Currently, over 16,700 people hold the CSP.
v2017.02
V2017.03
CSP Qualifications
• Minimum Academic Requirement
– Associate’s in Safety (SH&E-related and from an
accredited* school)
– Or Bachelor’s in any field (from an accredited* school)
– Or Bachelor’s from a QAP School (BCSP Qualified
Academic Program for GSP)
8. • The Graduate Safety Practitioner (GSP) designation
is a path offered to the CSP certification for qualifying
QAP graduates.
• GSPs only have to take one examination
for the CSP
• NOTE: Non-US transcripts must be evaluated for equivalency
through the
National Association of Credential Evaluation Services
(NACES)
• *Accredited School is one that is recognized by the US
Department of Education
or the Council for Higher Education Accreditation (CHEA)
V2016.01
CSP Qualifications
• Experience Requirement
- 4 Years Minimum
• Qualifying Criteria for Experience
– Full-Time Position (or Part-Time ≥ 900 hrs/yr)
– Professional safety is primary function (≥ 50% of position)
– Primary responsibility must be the prevention of harm to
people,
property, or the environment
– Must be at professional level (responsible charge)
9. – Breadth: Safety Tasks, Hazard Types, etc.
• Credential Requirement
– Must hold the ASP, GSP, CIH, CMIOSH, CRSP, SISO,
NEBOSH National or International Diploma in Occupational
Health and Safety, Diploma in Industrial Safety from
CLI/RLIs of the Government of India, or has Member
status with the Institute of Safety Professionals of Nigeria
V2017.03
GSP Program
• Designation
• Available to graduates of Qualified
Academic Programs (QAPs)
• An alternative path
to the CSP
• Curriculum substantially
overlaps content of ASP
Examination
V2017.03
GSP Requirements
• Benefits of Becoming a GSP
– Recognition for being in a path toward the CSP certification.
10. – Recognition for the level of preparation for professional
safety practice.
– A waiver of the ASP examination requirement for CSP
eligibility.
– A certificate awarding the GSP designation.
• Applying for the GSP
– Visit www.bcsp.org and click on “My Profile”.
– Select “Apply for Certification” and the GSP option. (Free!)
– Complete online application and send in official
transcript to BCSP.
• GSP Time Limit
– GSPs must sit for and pass the Certified Safety
Professional (CSP) examination within ten (10)
years of the date the GSP is awarded.
V2016.01
ASP Qualifications
• Minimum Academic Requirement
– Associate’s in Safety (SH&E-related and
from an accredited* school)
– Or Bachelor’s in any field (from an
11. accredited* school)
* Accredited School is one that is recognized by the US
Department of Education
or the Council for Higher Education Accreditation (CHEA)
• Experience Requirement
– At least 1 year of experience where safety
is at least 50%, preventative, professional
level with breadth and depth of safety duties
v2017.02
V2016.01
ASP/CSP Recertification Requirements
• 25 Points Every 5 Years
• 10 Point Categories (Some with Point Limitations)
– Practice
– Membership
– Organizational Service
– Publishing, Presenting, Patents
– Service to BCSP
– Professional Development Conferences
– Safety-Related Courses, Seminars, Quizzes
12. – Continuing Education
– New Advanced Degree
– Other Certifications/Re-Examination
v2017.02
V2016.01
OHST Qualifications
• Minimum Academic Requirement
- Have high school diploma/GED
• Experience Requirement
- Have 3 years of experience with 35% of
primary job duties in safety and health
• Pass the OHST examination
• Minimum Academic Requirement
- Have high school diploma/GED
• Experience Requirement
- Have 3 years of experience with 35% of
primary job duties in construction-
related safety and health
• Pass the CHST examination
13. CHST Qualifications
Occupational Health and
Safety Technologist®
Construction Health
and Safety Technician®
v2017.02
V2016.01
Supervisory Certification
Safety Trained Supervisor
Construction
Safety Trained Supervisor®
• Education Requirement
– 30 hours of formal safety-related training
• Experience Requirement
– Two years supervisory experience
OR
– Four years industry experience if not a
supervisor
• Pass the STS/STSC Examination
14. v2017.02
V2016.01
Other Certifications
Certified Environmental,
Safety and Health Trainer®
• Minimum Academic Requirement - High school diploma/GED
• Experience Requirement - Minimum of 135 Hours
Training/Teaching
• Must hold the ASP, CDGP, CFPS, CHMM, CHST, CIH,
CMIOSH, CRSP, CSP,
OHST, STS, or STSC
• Pass the CET Examination
Safety Management Specialist
The SMS certification is in the process of being developed.
This certification will be
for individuals with management skills required for a business’s
safe operation,
such as defining and utilizing an organization’s safety
management systems and
identifying the business case for safety.
v2017.02
V2016.01
15. Why BCSP Certifications?
• General
- Raises bar
- Levels playing field
- Provides benchmark
- Demonstrates competency
• Safety Professionals
- Personal fulfillment
- Peer recognition
- Pay and position
- Competitive advantage
- Demonstrates credibility
• Employers
- Prescreens candidates
- Public image
- Indicator of professionalism
• Government Agencies
- Contract qualifications
- Task performance qualifications
- Higher public assurance of
competency
v2017.02
Salary Survey data collected by the BCSP,
16. ABIH, ASSE, AIHA, AHMP, IHMM
http://www.bcsp.org/SH-E-Practice/Salary-Survey
v2017.02
http://www.bcsp.org/SH-E-Practice/Salary-Survey
Salary Survey data collected by the BCSP,
ABIH, ASSE, AIHA, AHMP, IHMM
http://www.bcsp.org/SH-E-Practice/Salary-Survey
v2017.02
http://www.bcsp.org/SH-E-Practice/Salary-Survey
Salary Survey data collected by the BCSP,
ABIH, ASSE, AIHA, AHMP, IHMM
http://www.bcsp.org/SH-E-Practice/Salary-Survey
v2017.02
http://www.bcsp.org/SH-E-Practice/Salary-Survey
The Examination Development
Process (Psychometric Process)
• Job Task Analysis/Role Delineation
• Validation Survey
• Item Development
• Cut Score Determination
• Beta Examination
• Statistical Analysis
• Continuous Improvement
17. v2017.02
Job Task Analysis/Role
Delineation
• Representative SMEs who hold the certification
gather for 2-3 days
• Identify tasks, knowledge and skills that the
minimally qualified candidate should know to
hold that certification
v2017.02
Validation Survey
• A different group of SMEs that hold the certification are
surveyed as to the importance, criticality, and
frequency of use of the tasks or skills identified in the
Job Task Analysis
• Survey results frame the examination blueprint
• Domains (areas)
• Knowledge and skills required in those domains
• Relative importance
• Indicates the number of questions (called items) which
should come from each domain and knowledge/skill area
v2017.02
18. Examination/Item Development
• Another group of SMEs gather with a library of
safety and health resources to write test questions
• Items must:
o Be accurate
o Be relevant
o Be at the appropriate
level of difficulty
o Have one correct
answer
o Have three credible
distractors
o Measure the knowledge
or skills in the blueprint
o Be written clearly and
concisely
o Be independent from
other items on the exam
o Be grammatically correct
v2017.02
Examination/Item Development
19. • The body of the question (the stem), must clearly
and completely present the question or problem
o No excess verbiage or teaching in the stem
o No complex sentence structure
o No negatively worded questions
o Avoid subjective or opinion-based questions
• The answers must
o Be a logical extension of the stem (finish the sentence)
o Be of same length, tense and complexity
v2017.02
Examination/Item Development
• All test questions must pass a beta testing
process
• Each exam has a certain number of beta items
that are not used in the determination of your final
score (for the CSP 25/200)
• The results of the response to those beta items
are evaluated before allowing it to become a
scored item on a future test.
• Those that are too easy, too hard or are misunderstood
are re-evaluated and either rewritten or removed.
v2017.02
20. Cut Score Process
• By eliminating both the very easy and the very hard
questions, those questions that remain are those that
can truly differentiate between candidates who possess
the requisite knowledge and skills and those who do
not.
• This is an important contribution as to why the cut
score, or passing score, for an examination is relatively
low (usually below 70%) compared to a typical
academic-style multiple choice examination.
v2017.02
Cut Score Process
v2017.02
Cut Score Process
v2017.02
Cut Score Process
• Angoff Method or Modified Angoff Method
o Representative SMEs review each exam question
and produce ratings based on whether a minimally
qualified candidate would have the experience and
knowledge to be able to answer the question.
21. o The ratings are then evaluated by a psychometrician
and an Angoff cut score is calculated.
• Passing scores are published
http://www.bcsp.org/Certifications/Safety-
Certifications-at-a-Glance CSP 100/175 (57.1%)
ASP 107/175 (61.1%)
v2017.02
http://www.bcsp.org/Certifications/Safety-Certifications-at-a-
Glance
Statistical Analysis
• Validity (whether the exam reflects the minimally
qualified candidate’s knowledge and skills) and reliability
(correlation between different items that measure a
particular knowledge or skill) are statistically evaluated
annually and published
http://www.bcsp.org/Portals/0/Assets/DocumentLibrary/2015.pd
f
• Passing rates are also published in the same document
• CSP Passing Rate 2015 80.39%, 2014 83.10%
• ASP Passing Rate 2015 68.10%, 2014 68.03%
v2017.02
http://www.bcsp.org/Portals/0/Assets/DocumentLibrary/2015.pd
f
22. Continuous Improvement
• Process is repeated every
3-5 years
v2017.02
V2016.01
Preparing for the Exam
• Blueprint Reference Lists
o CSP
http://www.bcsp.org/Portals/0/Assets/DocumentLibrary/CSP
_References.pdf
o ASP
http://www.bcsp.org/Portals/0/Assets/DocumentLibrary/ASP
_References.pdf
• Self-Assessments Available for Purchase
http://www.bcsp.org/Portals/0/Assets/IMG/Blog/BCSP_Self-
Assessment.pdf
v2017.02
http://www.bcsp.org/Portals/0/Assets/DocumentLibrary/CSP_Re
ferences.pdf
http://www.bcsp.org/Portals/0/Assets/DocumentLibrary/ASP_Re
ferences.pdf
http://www.bcsp.org/Portals/0/Assets/IMG/Blog/BCSP_Self-
Assessment.pdf
23. V2016.01
Preparing for the Exam
• Study Sources
http://www.bcsp.org/Resources/Review-and-Study-Sources
• Mentors
http://www.bcsp.org/Resources/Mentoring
• Top 10 Things to Know Before Taking the ASP/CSP
Exams
http://www.connectingehs.com/top-10-things-to-know-before-
taking-the-aspcsp-exams/
v2017.02
http://www.bcsp.org/Resources/Review-and-Study-Sources
http://www.bcsp.org/Resources/Mentoring
http://www.connectingehs.com/top-10-things-to-know-before-
taking-the-aspcsp-exams/
V2016.01
QUESTIONS?
v2017.02
BCSP Certifications About BCSPBCSP A Credentialing
LeaderSlide Number 4National and International
AccreditationsAccreditation AssuresCertification vs
CertificateProfessional Certifications �and DesignationCSP
QualificationsCSP QualificationsGSP ProgramGSP
RequirementsASP QualificationsASP/CSP Recertification
RequirementsOHST QualificationsSupervisory
24. CertificationOther CertificationsWhy BCSP
Certifications?Salary Survey data collected by the BCSP, ABIH,
ASSE, AIHA, AHMP, IHMM�http://www.bcsp.org/SH-E-
Practice/Salary-SurveySalary Survey data collected by the
BCSP, ABIH, ASSE, AIHA, AHMP,
IHMM�http://www.bcsp.org/SH-E-Practice/Salary-
SurveySalary Survey data collected by the BCSP, ABIH, ASSE,
AIHA, AHMP, IHMM�http://www.bcsp.org/SH-E-
Practice/Salary-SurveyThe Examination Development Process
(Psychometric Process)Job Task Analysis/Role
DelineationValidation SurveyExamination/Item
DevelopmentExamination/Item DevelopmentExamination/Item
DevelopmentCut Score ProcessCut Score ProcessCut Score
ProcessCut Score ProcessStatistical AnalysisContinuous
ImprovementPreparing for the ExamPreparing for the
ExamQUESTIONS?
Assignment Brief A101IAE
Page 1 of 5
Faculty of Business and Law
Assignment Brief
Module Title: Introduction to
Entrepreneurship
Assignment
Number
1 of 1
25. Module Code: A101IAE Assignment Title Report
Release Date: 20/03/2017 Module Leader Tony Duckett
Submission Date: 26/04/2017 @ 23:55
Submission
Time and Place:
Submission through
Turnitin ONLY in a
PDF file format
Assessment Information
This assignment is designed to assess learning outcomes 1,2,3
and accounts for 100% of the overall module
mark. The learning outcome are below:
LO1: Differentiate between enterprise, entrepreneurship and
intrapreneurship;
LO2: Recognise and relate to what is meant by entrepreneurial
behaviours, attributes, skills;
LO3: Identify the steps necessary to evaluate a new business
idea.
This assignment is an individual assignment.
In 1,500 words write a report identifying and describing the
26. stages necessary to evaluate the potential of a
new business idea and describe the skills you feel entrepreneurs
/ intrapreneurs need. You are only allowed to
go above or below this word count by 10% otherwise marks may
be deducted.
The word count is 1500. (In accordance with the Faculty
Assessment Tariff).
Criteria for Assessment
This table details the weightings of the nine criteria by which
your work will be assessed.
Criteria Proportion of overall
module mark
1. Introduction 5%
2. Define enterprise, entrepreneurship and intrapreneurship 15%
3. Skills, attributes and behaviours of entrepreneurs 15%
4. Define the importance of enterprise, entrepreneurship and
small business in the context of the wider economy as well as
the individual or team
15%
5. Highlight the stages necessary to evaluate a new business
idea 15%
6. Critique of common misconceptions around the above and all
27. 10%
Assignment Brief A101IAE
Page 2 of 5
issues concerning entrepreneurship
7. Summary and recommendations 5%
8. Research and resource 10%
9. Presentation, grammar and spelling 10%
Total 100%
Please refer to the Marking Scheme below for information on
how work is assessed and graded.
How to submit your assessment
The assessment must be submitted by 23.55 on 26th April 2017.
No paper copies are required. You can access
the submission link through the module web.
submit a copy through Turnitin. Please take care
to ensure that you have fully submitted your work. Further
guidance can be found here: How to submit
your assignment. Should you submit work on time but fail the
28. assignment, you may be offered a resit
opportunity, the resit mark will be capped at 40%. Resit
information will be made available by the Module
Leader via the course web.
valid and approved reason (see below) will be
given a mark of zero.
wo calendar weeks can
only be given for genuine "force majeure"
and medical reasons, not for bad planning of your time. Please
note that theft, loss, or failure to keep a
back-up file, are not valid reasons. The short deferral must be
applied for on or before the submission
date. You can apply for a short deferral by submitting an
Examination/ Coursework Deferral Application
Form. Application Forms along with the supporting evidence
should go to the relevant Student Support
Office. For a longer delay in submission a student may apply
for a long deferral.
assignment.
-plagiarism
software and approved plagiarism checking
websites.
GUIDELINES AND BACKGROUND TO THIS ASSIGNMENT
Plagiarism
As part of your study you will be involved in carrying out
29. research and using this when writing up your
coursework. It is important that you correctly acknowledge
someone else’s writing, thoughts or ideas and that
you do not attempt to pass this off as your own work. Doing so
is known as plagiarism. It is not acceptable to
copy from another source without acknowledging that it is
someone else’s writing or thinking. This includes
using paraphrasing as well as direct quotations. You are
expected to correctly cite and reference the works of
others. The Centre for Academic Writing provides documents to
help you get this right. If you are unsure,
please visit www.coventry.ac.uk/caw.
Moodle includes a plagiarism detection system and assessors are
experienced enough to recognise plagiarism
when it occurs. Copying another student’s work, using previous
work of your own or copying large sections
from a book or the internet are examples of plagiarism and carry
serious consequences. Please familiarise
yourself with the CU Harvard Reference Style (on Moodle) and
use it correctly to avoid a case of plagiarism or
cheating being brought. Again, if you are unsure, please
contact the Centre for Academic Writing, your
Academic Personal Tutor or a member of the course team.
Return of Marked Work
You can expect to have marked work returned to you by 17th
May 2017. Marks and feedback will be provided
online. As always, marks will have been internally moderated
only, and will therefore be provisional; your
https://cumoodle.coventry.ac.uk/pluginfile.php/163612/mod_bo
ok/chapter/1972/Assignment%20inc%20Turnitin.mp4
https://cumoodle.coventry.ac.uk/pluginfile.php/163612/mod_bo
30. ok/chapter/1972/Assignment%20inc%20Turnitin.mp4
http://www.coventry.ac.uk/caw
Assignment Brief A101IAE
Page 3 of 5
mark will be formally agreed later in the year once the external
examiner has completed his / her review.
Marking and Assessment Scheme
Mark range
Guidelines
70 – 100%
In order to secure a mark in this range, a candidate must submit
an
outstanding answer that could hardly be bettered. In addition to
the
criteria identified below for a mark between 70-85%, an answer
scoring
a mark of 85-100% would show an excellent level of
understanding and
critical/analytic skills and originality. For example, such an
answer would
include new insights into entrepreneurship which are not drawn
from
31. the literature but from the student's own critical thinking, and
which add
something to the existing literature.
An essay in this range will demonstrate a strong understanding
of
theories, concepts and issues relating to entrepreneurship.
There will be
evidence of wide-ranging reading from a variety of valid
sources (as
described and presented in the marking criteria for 60-69%).
The assignment must be written in a clear, well-structured way
with a
coherent and seamless flow and show evidence of independent,
critical
thought. It must show extensive relevant reading on the subject
and
intelligent use of the material to present a well-balanced and
well-
argued assignment. For example, the student will have
considered a
range of relevant issues and be able to assess the strength and
weaknesses of various approaches/arguments and put forward a
confident and articulate view of their own.
60 – 69%
An essay in this mark range will demonstrate a good
understanding of
the requirements of the assignment and of theories, concepts
and issues
relating to entrepreneurship. An assignment in this percentage
range will
32. include a balanced discussion of issues central to the question,
how
these are addressed by different authors or sources and some
critical
thinking into their relative merits or shortcomings.
The answer will be contain few errors and little, if any,
irrelevant
material. It will show evidence of reading from a variety of
sources (i.e.
more than 3 or 4) but not so many sources that the discussion
loses
focus and becomes unclear or irrelevant. All sources should be
of some
academic merit (e.g. books, journals, reports, media
publications).
Unreferenced material from non-credible internet sources
MUST be
avoided.
All sources must be included and properly referenced in the
references.
The assignment will be well-organised and clearly
written/presented
overall.
50 – 59%
The answer will demonstrate some reasonable understanding of
relevant theories, concepts and issues relating to
entrepreneurship but
also some minor errors of fact or understanding.
33. Assignment Brief A101IAE
Page 4 of 5
Mark range
Guidelines
The assignment will not be based on an extensive range of
sources (for
example few references are included), or much evidence that
they have
been read closely or well-understood. For example, the
assignment will
retell sources rather than analyse them.
The assignment may be quite general in part. Some errors may
be
present and some irrelevant material may be included.
The essay may not be particularly well-structured, and/or
clearly
presented and contain some spelling mistakes and grammatical
errors. A
few sentences may be unclear.
40 - 49%
34. A mark within this percentage range will be given to an essay
which:
- shows some limited basic understanding of the subject but is
incomplete. For example, if it answers one part of a question
but not
the rest.
- makes only very general statements
- includes some factual errors or misunderstandings e.g.
confusion
between different companies or misuse of certain key terms.
- shows limited use of material with limited reading/research on
the
topic and includes only a very small number of references, not
all of
which are included in the references
- includes spelling mistakes, is poorly structured with no clear
argument and grammar mistakes making it difficult to
understand.
- includes some irrelevant material.
35 – 39%
A mark within this percentage range will be given to an
assignment
which:
- includes only a limited amount of relevant material.
35. - shows little evidence of reading/research on the topic. For
example,
the essay includes only very few references, and relies only on
material or case studies used during the course.
- shows only a very basic understanding of the subject.
- is poorly presented with bad grammar, some spelling mistakes
and an
incomplete reference list.
- has a poor structure and does not flow e.g. if there is no
conclusion
or new facts are introduced in the conclusion rather than
introduction or main discussion.
- contains some fundamental errors.
20 – 34%
A poor fail on this assignment means the assignment submitted:
- is poor and suggests that the student has spent very little time
on it
e.g. if the answer is considerably under the word requirement
and/or
presented in note form rather than as a fully written up essay.
Assignment Brief A101IAE
Page 5 of 5
36. Mark range
Guidelines
0 - 19%
- bears little relation to the assignment topic.
- shows a poor understanding of theories, concepts and issues
relating
to entrepreneurship and to the learning outcomes detailed in this
document.
- contains some or many fundamental errors and
misunderstandings of
the academic or other material used. For example many of the
facts
cited are incorrect.
- uses literature or other material which is largely irrelevant or
has no
academic value
- is poorly structured and poorly presented. For example,
sentences
may be hard to understand and contain many spelling or
grammatical
mistakes.
- contains no references.
37. Work within this mark range shows a complete failure to meet
the
requirements of the assignment. A mark in this range will be
given for an
essay which:
- is below 500 words in length.
- bears no link to the question chosen and shows very little or
no
knowledge or understanding of any of the theories, concepts and
issues relating to entrepreneurship. The answer may be
fundamentally wrong or trivial.
- contains no references and/or evidence of relevant reading.
- shows little understanding of the requirements of the
assignment
and only a vague knowledge of the subject area.
- includes numerous fundamental errors in the understanding or
presentation of the material discussed. There is a general lack of
facts/evidence and what is provided is mostly incorrect and/or
irrelevant.
- is poorly structured and poorly presented. Spelling and
grammar are
poor. Many sentences are incomprehensible.
- the examiners do not feel could be described as a serious
attempt by
any reasonable standards.
