The document discusses issues with current assessment forms used to evaluate prevocational medical trainees in NSW. A previous 2010 study found the forms may underreport trainee underperformance and do not provide enough specific feedback. The study analyzed over 3,000 forms and found that supervisors rated trainees much higher than trainees rated themselves. A new set of criterion-based assessment forms were created with explicit descriptions of performance levels in an attempt to address these issues. Preliminary testing of the new forms with trainees and supervisors found mixed reactions, with users divided between preferring the new more detailed forms or the old more concise forms.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
- Competency frameworks describe what skills and abilities people possess through observable and measurable behaviors. They provide consistency in evaluating individuals against a set of defined competencies.
- Competency frameworks benefit organizations by allowing them to identify strengths and weaknesses in individuals compared to job requirements. They also allow for more objective performance evaluation and career development planning.
- Professional bodies like the Institute of Physics (IOP) use competency frameworks to maintain standards for their members and articulate the skills required for designations like Chartered Physicist (CPhys). Applicants must provide evidence from their experiences and backgrounds that demonstrate they possess the competencies.
The selection process typically consists of eight steps: initial screening, completing an application, pre-employment testing, comprehensive interviews, conditional job offer, background investigation, medical examination, and final job offer or rejection. The purpose is to determine if applicants have the qualifications, skills, and attributes necessary to successfully perform the job. Selection tools must be reliable, valid, and legally compliant. Cutoff scores are set to differentiate qualified from unqualified candidates. Global selection considers cultural factors and expatriate success predictors. Strong interview skills can help applicants impress potential employers.
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
This document addresses eye, face, head, hand, foot, torso, respiratory, noise, and fall protection. It will serve as the Personal Protective Equipment (PPE) Certification document required to satisfy the federal requirements of the Occupational Safety and Health Administration (OSHA) Standard, 29 CFR 1910.132 Subpart I‐ Personal Protective Equipment.
Field Study 5 Learning Assessment Strategiesdgriarte
The document provides guidance for students on conducting field studies to observe classroom assessment practices. It instructs students to document their observations of various assessment methods used in three different classes. Students are then asked to design their own assessment tools, including a pen-and-paper test based on the objectives of the observed class. The document outlines steps for developing assessment plans, including conducting interviews with teachers and designing both process-oriented and product-oriented performance assessments. The overall goal is for students to gain experience with different assessment strategies through observation and hands-on practice.
The document discusses portfolio assessment as an alternative to traditional testing. It describes portfolios as collections of student work that demonstrate skills and abilities. The document provides guidance on setting up effective portfolio assessment, including deciding on a purpose, selecting work samples, developing a scoring rubric, and providing feedback through student-teacher conferences. It notes benefits of portfolios in showcasing student work and progress over time, but also challenges in reliability, time requirements, and controlling outside influences.
The document discusses learning assessment strategies. It provides a framework for students to observe two classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the teaching-learning process, assessment tools matching performance objectives, feedback being provided to learners on results, and considering learners' styles and intelligences with a variety of assessment methods. Students are to observe classes, interview teachers, identify evidence of principles, reflect on their experiences, and document their analysis in an observation sheet and portfolio.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
- Competency frameworks describe what skills and abilities people possess through observable and measurable behaviors. They provide consistency in evaluating individuals against a set of defined competencies.
- Competency frameworks benefit organizations by allowing them to identify strengths and weaknesses in individuals compared to job requirements. They also allow for more objective performance evaluation and career development planning.
- Professional bodies like the Institute of Physics (IOP) use competency frameworks to maintain standards for their members and articulate the skills required for designations like Chartered Physicist (CPhys). Applicants must provide evidence from their experiences and backgrounds that demonstrate they possess the competencies.
The selection process typically consists of eight steps: initial screening, completing an application, pre-employment testing, comprehensive interviews, conditional job offer, background investigation, medical examination, and final job offer or rejection. The purpose is to determine if applicants have the qualifications, skills, and attributes necessary to successfully perform the job. Selection tools must be reliable, valid, and legally compliant. Cutoff scores are set to differentiate qualified from unqualified candidates. Global selection considers cultural factors and expatriate success predictors. Strong interview skills can help applicants impress potential employers.
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
This document addresses eye, face, head, hand, foot, torso, respiratory, noise, and fall protection. It will serve as the Personal Protective Equipment (PPE) Certification document required to satisfy the federal requirements of the Occupational Safety and Health Administration (OSHA) Standard, 29 CFR 1910.132 Subpart I‐ Personal Protective Equipment.
Field Study 5 Learning Assessment Strategiesdgriarte
The document provides guidance for students on conducting field studies to observe classroom assessment practices. It instructs students to document their observations of various assessment methods used in three different classes. Students are then asked to design their own assessment tools, including a pen-and-paper test based on the objectives of the observed class. The document outlines steps for developing assessment plans, including conducting interviews with teachers and designing both process-oriented and product-oriented performance assessments. The overall goal is for students to gain experience with different assessment strategies through observation and hands-on practice.
The document discusses portfolio assessment as an alternative to traditional testing. It describes portfolios as collections of student work that demonstrate skills and abilities. The document provides guidance on setting up effective portfolio assessment, including deciding on a purpose, selecting work samples, developing a scoring rubric, and providing feedback through student-teacher conferences. It notes benefits of portfolios in showcasing student work and progress over time, but also challenges in reliability, time requirements, and controlling outside influences.
The document discusses learning assessment strategies. It provides a framework for students to observe two classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the teaching-learning process, assessment tools matching performance objectives, feedback being provided to learners on results, and considering learners' styles and intelligences with a variety of assessment methods. Students are to observe classes, interview teachers, identify evidence of principles, reflect on their experiences, and document their analysis in an observation sheet and portfolio.
Student Complete is a unique process for enabling assessment and development of Corporate bound, college students. This on-line assessment tool (www.Student-Complete.com) enables personality as well as competency assessment.
Article Review. "Retaining Experts:Administrators' views on Retention Incentives and Older Employees" Moon T.C., Beck S., & Laudicina R.J., Clin Lab Sci 2014;27(3):162
Assignment in fulfillment of MBA, subject: Human Resource Management by Santhy Govindasamy, The Open University Malaysia
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Selection and Appointment".
Problems faced by both the interviewer and the interviewee during an intervie...Azas Shahrier
This report was prepared to identify the core problems faced by both the interviewer and the interviewee during an interview session and how to resolve it.
Using rubrics to assess student work provides several benefits:
1) Rubrics specify clear criteria for evaluating student performance on learning outcomes, guiding subjective judgments of student work.
2) Rubrics can be used to provide students with formative feedback to improve, as well as to assign grades.
3) Rubrics evaluate student work based on pre-defined criteria and standards rather than comparing students to each other.
Nine Evaluation of TrainingLearning ObjectivesAfter readin.docxcurwenmichaela
Nine Evaluation of Training
Learning Objectives
After reading this chapter, you should be able to:
· ■ Describe the pros and cons of evaluation and indicate which way to go on the issue.
· ■ Explain what process evaluation is, and why it is important.
· ■ Describe the interrelationships among the various levels of outcome evaluation.
· ■ Describe the costs and benefits of evaluating training.
· ■ Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
· ■ Describe the various designs that are possible for evaluation and their advantages and disadvantages.
· ■ Define and explain the importance of internal and external validity (Appendix 9-1).CASE TRAINING DESIGNED TO CHANGE BEHAVIOR AND ATTITUDES1
The city of Palm Desert, California, decided to provide training to improve employees’ attitudes toward their work and to provide them with the skills to be more effective on the job. The two-day seminar involved a number of teaching methods, including a lecture, films, role-plays, and group interaction. Among the topics covered were conflict control, listening, communicating, telephone etiquette, body language, delegation, and taking orders. Throughout the two days, the value of teamwork, creativity, and rational decision making was stressed and integrated into the training.
Before the training was instituted, all 55 nonmanagement employees completed a paper-and-pencil questionnaire to measure both their attitudes toward the job and their perception of their job behaviors. Supervisors also completed a questionnaire assessing each of their employees. All 55 employees were told that they would be receiving the same two-day seminar. The first set of 34 employees was chosen at random.
The 21 employees who did not take the training immediately became a comparison group for evaluating the training. While the first group of employees was sent to the training, the others were pulled off the job, ostensibly to receive training, but they simply took part in exercises not related to any training. Thus, both groups were treated similarly in every way except for the training. Both groups completed attitude surveys immediately after the trained group finished training. Six months later, both groups completed self-report surveys to measure changes in their job behavior. Their supervisors also were asked to complete a similar behavior measure at the six-month mark.
The data provided some revealing information. For the trained group, no changes in attitude or behavior were indicated, either by the self-report or by supervisor-reported surveys. This result was also true (but expected) for the group not trained.
Was training a failure in the Palm Desert case? Would the training manager be pleased with these results? Was the evaluation process flawed? These types of issues will be addressed in this chapter. We will refer back to the case from time to time to answer these and other questions.RATIONALE FOR EVALUATION
Im ...
This document summarizes the key findings from a study analyzing data on implementing multi-source feedback in professional pharmacy courses. Data was collected through questionnaires given to students, interviews with instructors and simulated patients, and observations of student consultations. The results were analyzed using descriptive statistics and charts. It was found that students generally agreed there was sufficient time for feedback, and that receiving feedback from peers was useful. However, some expressed uncertainty around how the feedback would be used. The study highlights challenges in implementing multi-rater feedback and ensuring feedback is used constructively.
The document discusses taking an evidence-based approach to decision making. It explains that an evidence-based approach involves using the best available evidence from multiple sources to increase the likelihood of a favorable outcome. It outlines four sources of evidence: scientific literature, organizational data, practitioner experience, and stakeholder values. The document provides an example decision around improving graduate productivity and engagement and walks through analyzing different evidence sources to determine the most trustworthy information to make the best decision.
The document discusses Benchmark Sample Committees (BSCs) and the need for holistic assessment rather than mechanical assessment in language learning programs. It explains that BSCs were created to implement holistic assessment through Benchmarks and representative language samples, rather than rubrics, in order to best assess student language proficiency rather than just what was taught.
The document summarizes the results of a training needs assessment conducted by XX across ten key job categories. An online survey was used to evaluate employees' comfort levels with various skills on a scale of 1 to 5. Skills rated a 3 or lower indicated a need for development. Across all job categories, the most common skills gaps identified related to software proficiency, business/sales strategies, and managing client relationships. The summary provides recommendations for prioritizing and addressing the training needs to ensure they support the organization's objectives.
This document summarizes a study conducted by Suzie Rose to identify process gaps in how Edelweiss Communications helps its customer-facing employees stay up to date on company changes. The study involved measuring the current state, conducting a focus group, assessing employee knowledge, and analyzing the results to determine possible causes of low performance. The purpose was to lay the foundation for improving processes to better support employees. A literature review identified several process improvement methodologies commonly used in corporate settings, including Kaizen, Six Sigma, Lean, and Lean Six Sigma. The study aimed to help Edelweiss Communications select and implement an effective methodology.
This week, you examine cellular processes that are subject to alteTakishaPeck109
This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease.
Scenario:
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: I suggest that each bullet point be a subject heading and submit in APA format. Each bullet point should reflect a subject heading followed by subsequent content reflective of primary source(s) of reference published within the last 6 years.
. The role genetics plays in the disease.
. Why the patient is presenting with the specific symptoms described.
. The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
. The cells that are involved in this process.
. How another characteristic (e.g., gender, genetics) would change your response.
6
Training and Evaluation for Shell Company
Name
Department, Institutional Affiliation
Course
Instructor
Date
Training and Evaluation for Shell Company
Training programs can sometimes be costly endeavor for modern firms. In the United States, for example, firms often allocate a total of approximately $170 billion in human resource development and professional courses. These investments are often necessary for attracting and retaining highly talented and qualified employees, and keeping up with contemporary technological requirements. Furthermore, employee participation in high-quality training increases their opportunities for advancements, skill development, as well as professional growth. During financial crises, however, firms often tend to cut the funds that are apportioned for training employees in new skills and competences. These decisions are often regarded as unaffordable luxuries. Thus, evaluation programs should be established to assess the success of training initiatives. Shell Company requires an elaborate and effective evaluation plan to determine if the training benefits justify the financial investments, and if the knowledge and skills that are gained in the training courses are indeed applied in real-work settings.
Link to the first evaluation form
https://docs.google.com/forms/d/1_ulhJ1Mf6OgxufxH5GG1YhK41C50hlRTsF247UAaKgY/edit
Reasons for Selecting the first Evaluation Instrument
There are various reasons why I selected the above evaluation instrument. This instrument was informed by the Kirkpatrick’s Taxonomy model, which provides a comprehensive framework for designing an efficacious assessment criteria. The model or example, provides a fo ...
The document discusses validation therapy, which is a therapeutic approach developed to care for individuals with dementia by acknowledging and accepting their personal realities rather than imposing new insights. Validation therapy focuses on using techniques to understand patients' feelings, losses, needs, and perceptions of reality to guide behaviors, rather than viewing behaviors as solely dependent on brain function. The core assumption of validation therapy is that behavior is guided by both physical and psychosocial factors, including damage to memory and identity.
Al-Ahliyya Amman University جامعة عمان األهلية.docxgalerussel59292
Al-Ahliyya Amman University
جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
1-1
VENDMACH is a vending machine that accepts nickels, dimes, and quarters, and dispenses gum, apple,
or yogurt. A gum pack costs 15¢, an apple is 20¢, and yogurt is 25¢.
The ma chine has the following 1 - bit input s:
NICKEL: a signal that becomes 1 when a nickel is deposited in the coin slot.
DIME: a signal that becomes 1 when a dime is deposited in the coin slot.
QUARTER: a signal that becomes 1 when a quarter is deposited in the coin slot.
COINRETURN: a signal that becomes 1 when the coin return button is pressed.
GUM: a signal that becomes 1 when the gum selection button is pressed.
APPLE: a signal that becomes 1 when the apple selection button is pressed.
YOGURT: a signal that becomes 1 when the yogurt selection button is pressed.
Al-Ahliyya Amman University
جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
2-1
In addition to these “ user ” inputs, the ma chine has two control inputs:
CLOCK: a timing signal that sequences the state transitions of the machine.
INIT: an initialization signal that resets the machine to a suitable starting state.
The ma chine has thre e outputs:
CREDIT: the amount of money deposited so far and available to make a purchase;
CREDIT, in cents, should be displayed on the LEFT and RIGHT LED digits.
DISPENSED ITEM: the item that was just purchased should be displayed on the
XS40 LED: g for gum, A for apple, and y for yogurt, as indicated in Figure.
Instructions:
Use proteus software to implement the design of system and test it.
BLOOM’S TAXONOMY 2
APA Style:
All parts are not related to each other. Please answer individually APA STYLE:
Part1 – ¾ page (less than 1 page) no cover or reference page needed
https://www.ted.com/talks/michelle_thompson_education_reimagined_through_constructivism
View the TED Talk with Michelle Thompson and respond to the following after viewing this talk.
What is the benefit or benefits of constructivism? How do you believe it can help enhance the educational experience? What was one of the key "takeaways" of Michelle's experience?
Part2: 1 and 1/4 pages: cover and reference page needed
Integrating Educational Technology into Teaching
Pick one of the learning Theorists (i.e. B.F. Skinner, Robert Gagne', John Dewey, Albert Bandura, Jean Piaget, Howard Gardn.
This document provides an evaluation for a training program for provider's assistants at Cottrell Home Day Care. It outlines the evaluation methods that will be used, including feedback questionnaires, tests, and observations to assess how well trainees retain the information. Sample evaluation forms are provided in the appendices. The evaluation aims to improve training quality and ensure employees are properly prepared for their roles in caring for children.
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docxfaithxdunce63732
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
1. The document provides information about an evaluation of a learning and development activity, including covering sheets, questions, and answers about evaluation.
2. It discusses evaluation methods like questionnaires, tests, and checklists to evaluate at different levels including reactions, learning, and transfer.
3. The summary identifies areas for improvement based on evaluations and proposes an action plan to discuss with stakeholders.
1) ESOL learners are extremely diverse, ranging from highly educated learners learning a new language to those with little to no formal education or literacy in any language. This diversity means learners need very different amounts of time to progress.
2) Qualification and funding systems assume an "average learner" but providers reported this does not exist for ESOL. Learners need programs from as little as 45 hours to as many as 450 hours per year based on their backgrounds and skills.
3) For learners with little education or literacy, moving from no skills to Entry Level 1 qualification takes much longer than for literacy learners as they must learn all four skills of speaking, listening, reading and writing from
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, subjects, credits, and marks. It also includes notes about answering all questions and word counts for longer questions. The document then provides 6 sample questions related to research methodology, with multiple parts to each question.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, semesters, subjects, and questions included in the assignments. It discusses research processes, data collection methods, measurement scales, reliability and validity concepts, questionnaire administration modes, analysis of variance techniques, and principles of professional ethics in research.
The document provides an overview of the newly formed Team Health program at the Clinical Education and Training Institute (CETI), which aims to improve teamwork, communication and collaboration for safer patient-centered care. It summarizes outcomes from two statewide consultation forums, which identified priorities for preparing new clinical graduates and enhancing team-based care. The consultations generated consensus that the Team Health program is evidence-based and can be implemented in coordination with Local Health Districts and other related programs.
The Clinical Education and Training Institute (CETI) 2010-2011 Annual Report summarizes CETI's performance in its first year of operation. CETI coordinates clinical education and training across NSW to support excellence in patient care. The report outlines CETI's functions, governance structure, directorates including Medical, Allied Health, Nursing and Midwifery, and Rural and Remote, as well as the Centre for Learning and Teaching. CETI works collaboratively with health professionals, services and other stakeholders to develop innovative education and training programs.
Student Complete is a unique process for enabling assessment and development of Corporate bound, college students. This on-line assessment tool (www.Student-Complete.com) enables personality as well as competency assessment.
Article Review. "Retaining Experts:Administrators' views on Retention Incentives and Older Employees" Moon T.C., Beck S., & Laudicina R.J., Clin Lab Sci 2014;27(3):162
Assignment in fulfillment of MBA, subject: Human Resource Management by Santhy Govindasamy, The Open University Malaysia
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Selection and Appointment".
Problems faced by both the interviewer and the interviewee during an intervie...Azas Shahrier
This report was prepared to identify the core problems faced by both the interviewer and the interviewee during an interview session and how to resolve it.
Using rubrics to assess student work provides several benefits:
1) Rubrics specify clear criteria for evaluating student performance on learning outcomes, guiding subjective judgments of student work.
2) Rubrics can be used to provide students with formative feedback to improve, as well as to assign grades.
3) Rubrics evaluate student work based on pre-defined criteria and standards rather than comparing students to each other.
Nine Evaluation of TrainingLearning ObjectivesAfter readin.docxcurwenmichaela
Nine Evaluation of Training
Learning Objectives
After reading this chapter, you should be able to:
· ■ Describe the pros and cons of evaluation and indicate which way to go on the issue.
· ■ Explain what process evaluation is, and why it is important.
· ■ Describe the interrelationships among the various levels of outcome evaluation.
· ■ Describe the costs and benefits of evaluating training.
· ■ Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
· ■ Describe the various designs that are possible for evaluation and their advantages and disadvantages.
· ■ Define and explain the importance of internal and external validity (Appendix 9-1).CASE TRAINING DESIGNED TO CHANGE BEHAVIOR AND ATTITUDES1
The city of Palm Desert, California, decided to provide training to improve employees’ attitudes toward their work and to provide them with the skills to be more effective on the job. The two-day seminar involved a number of teaching methods, including a lecture, films, role-plays, and group interaction. Among the topics covered were conflict control, listening, communicating, telephone etiquette, body language, delegation, and taking orders. Throughout the two days, the value of teamwork, creativity, and rational decision making was stressed and integrated into the training.
Before the training was instituted, all 55 nonmanagement employees completed a paper-and-pencil questionnaire to measure both their attitudes toward the job and their perception of their job behaviors. Supervisors also completed a questionnaire assessing each of their employees. All 55 employees were told that they would be receiving the same two-day seminar. The first set of 34 employees was chosen at random.
The 21 employees who did not take the training immediately became a comparison group for evaluating the training. While the first group of employees was sent to the training, the others were pulled off the job, ostensibly to receive training, but they simply took part in exercises not related to any training. Thus, both groups were treated similarly in every way except for the training. Both groups completed attitude surveys immediately after the trained group finished training. Six months later, both groups completed self-report surveys to measure changes in their job behavior. Their supervisors also were asked to complete a similar behavior measure at the six-month mark.
The data provided some revealing information. For the trained group, no changes in attitude or behavior were indicated, either by the self-report or by supervisor-reported surveys. This result was also true (but expected) for the group not trained.
Was training a failure in the Palm Desert case? Would the training manager be pleased with these results? Was the evaluation process flawed? These types of issues will be addressed in this chapter. We will refer back to the case from time to time to answer these and other questions.RATIONALE FOR EVALUATION
Im ...
This document summarizes the key findings from a study analyzing data on implementing multi-source feedback in professional pharmacy courses. Data was collected through questionnaires given to students, interviews with instructors and simulated patients, and observations of student consultations. The results were analyzed using descriptive statistics and charts. It was found that students generally agreed there was sufficient time for feedback, and that receiving feedback from peers was useful. However, some expressed uncertainty around how the feedback would be used. The study highlights challenges in implementing multi-rater feedback and ensuring feedback is used constructively.
The document discusses taking an evidence-based approach to decision making. It explains that an evidence-based approach involves using the best available evidence from multiple sources to increase the likelihood of a favorable outcome. It outlines four sources of evidence: scientific literature, organizational data, practitioner experience, and stakeholder values. The document provides an example decision around improving graduate productivity and engagement and walks through analyzing different evidence sources to determine the most trustworthy information to make the best decision.
The document discusses Benchmark Sample Committees (BSCs) and the need for holistic assessment rather than mechanical assessment in language learning programs. It explains that BSCs were created to implement holistic assessment through Benchmarks and representative language samples, rather than rubrics, in order to best assess student language proficiency rather than just what was taught.
The document summarizes the results of a training needs assessment conducted by XX across ten key job categories. An online survey was used to evaluate employees' comfort levels with various skills on a scale of 1 to 5. Skills rated a 3 or lower indicated a need for development. Across all job categories, the most common skills gaps identified related to software proficiency, business/sales strategies, and managing client relationships. The summary provides recommendations for prioritizing and addressing the training needs to ensure they support the organization's objectives.
This document summarizes a study conducted by Suzie Rose to identify process gaps in how Edelweiss Communications helps its customer-facing employees stay up to date on company changes. The study involved measuring the current state, conducting a focus group, assessing employee knowledge, and analyzing the results to determine possible causes of low performance. The purpose was to lay the foundation for improving processes to better support employees. A literature review identified several process improvement methodologies commonly used in corporate settings, including Kaizen, Six Sigma, Lean, and Lean Six Sigma. The study aimed to help Edelweiss Communications select and implement an effective methodology.
This week, you examine cellular processes that are subject to alteTakishaPeck109
This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease.
Scenario:
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: I suggest that each bullet point be a subject heading and submit in APA format. Each bullet point should reflect a subject heading followed by subsequent content reflective of primary source(s) of reference published within the last 6 years.
. The role genetics plays in the disease.
. Why the patient is presenting with the specific symptoms described.
. The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
. The cells that are involved in this process.
. How another characteristic (e.g., gender, genetics) would change your response.
6
Training and Evaluation for Shell Company
Name
Department, Institutional Affiliation
Course
Instructor
Date
Training and Evaluation for Shell Company
Training programs can sometimes be costly endeavor for modern firms. In the United States, for example, firms often allocate a total of approximately $170 billion in human resource development and professional courses. These investments are often necessary for attracting and retaining highly talented and qualified employees, and keeping up with contemporary technological requirements. Furthermore, employee participation in high-quality training increases their opportunities for advancements, skill development, as well as professional growth. During financial crises, however, firms often tend to cut the funds that are apportioned for training employees in new skills and competences. These decisions are often regarded as unaffordable luxuries. Thus, evaluation programs should be established to assess the success of training initiatives. Shell Company requires an elaborate and effective evaluation plan to determine if the training benefits justify the financial investments, and if the knowledge and skills that are gained in the training courses are indeed applied in real-work settings.
Link to the first evaluation form
https://docs.google.com/forms/d/1_ulhJ1Mf6OgxufxH5GG1YhK41C50hlRTsF247UAaKgY/edit
Reasons for Selecting the first Evaluation Instrument
There are various reasons why I selected the above evaluation instrument. This instrument was informed by the Kirkpatrick’s Taxonomy model, which provides a comprehensive framework for designing an efficacious assessment criteria. The model or example, provides a fo ...
The document discusses validation therapy, which is a therapeutic approach developed to care for individuals with dementia by acknowledging and accepting their personal realities rather than imposing new insights. Validation therapy focuses on using techniques to understand patients' feelings, losses, needs, and perceptions of reality to guide behaviors, rather than viewing behaviors as solely dependent on brain function. The core assumption of validation therapy is that behavior is guided by both physical and psychosocial factors, including damage to memory and identity.
Al-Ahliyya Amman University جامعة عمان األهلية.docxgalerussel59292
Al-Ahliyya Amman University
جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
1-1
VENDMACH is a vending machine that accepts nickels, dimes, and quarters, and dispenses gum, apple,
or yogurt. A gum pack costs 15¢, an apple is 20¢, and yogurt is 25¢.
The ma chine has the following 1 - bit input s:
NICKEL: a signal that becomes 1 when a nickel is deposited in the coin slot.
DIME: a signal that becomes 1 when a dime is deposited in the coin slot.
QUARTER: a signal that becomes 1 when a quarter is deposited in the coin slot.
COINRETURN: a signal that becomes 1 when the coin return button is pressed.
GUM: a signal that becomes 1 when the gum selection button is pressed.
APPLE: a signal that becomes 1 when the apple selection button is pressed.
YOGURT: a signal that becomes 1 when the yogurt selection button is pressed.
Al-Ahliyya Amman University
جامعة عمان األهلية
Project
Second Semester 2019/2020
Advance Digital System
Student Name : Student ID:
EP-04-01-F151-Eng, Rev. c
Ref.: 31/19 / 2014 - 2015
Date: 09/08/2015
2-1
In addition to these “ user ” inputs, the ma chine has two control inputs:
CLOCK: a timing signal that sequences the state transitions of the machine.
INIT: an initialization signal that resets the machine to a suitable starting state.
The ma chine has thre e outputs:
CREDIT: the amount of money deposited so far and available to make a purchase;
CREDIT, in cents, should be displayed on the LEFT and RIGHT LED digits.
DISPENSED ITEM: the item that was just purchased should be displayed on the
XS40 LED: g for gum, A for apple, and y for yogurt, as indicated in Figure.
Instructions:
Use proteus software to implement the design of system and test it.
BLOOM’S TAXONOMY 2
APA Style:
All parts are not related to each other. Please answer individually APA STYLE:
Part1 – ¾ page (less than 1 page) no cover or reference page needed
https://www.ted.com/talks/michelle_thompson_education_reimagined_through_constructivism
View the TED Talk with Michelle Thompson and respond to the following after viewing this talk.
What is the benefit or benefits of constructivism? How do you believe it can help enhance the educational experience? What was one of the key "takeaways" of Michelle's experience?
Part2: 1 and 1/4 pages: cover and reference page needed
Integrating Educational Technology into Teaching
Pick one of the learning Theorists (i.e. B.F. Skinner, Robert Gagne', John Dewey, Albert Bandura, Jean Piaget, Howard Gardn.
This document provides an evaluation for a training program for provider's assistants at Cottrell Home Day Care. It outlines the evaluation methods that will be used, including feedback questionnaires, tests, and observations to assess how well trainees retain the information. Sample evaluation forms are provided in the appendices. The evaluation aims to improve training quality and ensure employees are properly prepared for their roles in caring for children.
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docxfaithxdunce63732
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
1. The document provides information about an evaluation of a learning and development activity, including covering sheets, questions, and answers about evaluation.
2. It discusses evaluation methods like questionnaires, tests, and checklists to evaluate at different levels including reactions, learning, and transfer.
3. The summary identifies areas for improvement based on evaluations and proposes an action plan to discuss with stakeholders.
1) ESOL learners are extremely diverse, ranging from highly educated learners learning a new language to those with little to no formal education or literacy in any language. This diversity means learners need very different amounts of time to progress.
2) Qualification and funding systems assume an "average learner" but providers reported this does not exist for ESOL. Learners need programs from as little as 45 hours to as many as 450 hours per year based on their backgrounds and skills.
3) For learners with little education or literacy, moving from no skills to Entry Level 1 qualification takes much longer than for literacy learners as they must learn all four skills of speaking, listening, reading and writing from
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, subjects, credits, and marks. It also includes notes about answering all questions and word counts for longer questions. The document then provides 6 sample questions related to research methodology, with multiple parts to each question.
This document provides information about getting fully solved assignments from an assignment help service. It lists the contact email and phone number and provides details about the available programs, semesters, subjects, and questions included in the assignments. It discusses research processes, data collection methods, measurement scales, reliability and validity concepts, questionnaire administration modes, analysis of variance techniques, and principles of professional ethics in research.
The document provides an overview of the newly formed Team Health program at the Clinical Education and Training Institute (CETI), which aims to improve teamwork, communication and collaboration for safer patient-centered care. It summarizes outcomes from two statewide consultation forums, which identified priorities for preparing new clinical graduates and enhancing team-based care. The consultations generated consensus that the Team Health program is evidence-based and can be implemented in coordination with Local Health Districts and other related programs.
The Clinical Education and Training Institute (CETI) 2010-2011 Annual Report summarizes CETI's performance in its first year of operation. CETI coordinates clinical education and training across NSW to support excellence in patient care. The report outlines CETI's functions, governance structure, directorates including Medical, Allied Health, Nursing and Midwifery, and Rural and Remote, as well as the Centre for Learning and Teaching. CETI works collaboratively with health professionals, services and other stakeholders to develop innovative education and training programs.
Final Progress Report on the Implementation of the Government‟s Response to the Special Commission of Inquiry into Acute Care Services in NSW Hospitals
October 2011
This document lists the names of 14 individuals. It appears to be a list of people taking an oath for an unspecified purpose, as the final 3 words are "Take the Oath".
The document discusses trainee-led initiatives in pre-vocational medical training in NSW. It describes the NSW JMO Forum, which is composed of elected trainee representatives from the 15 training networks. The Forum identifies areas for improvement and undertakes projects to address issues. Examples provided include developing a standardized educational program across hospitals, auditing handover practices, and creating a guidebook for specialty training pathways. The document argues that trainees have the interest, ideas, and enthusiasm to innovate in medical education if given the opportunity and support to do so.
The NSW Health and Medical Research Strategic Review will recommend a 10-year plan.
A 10-year horizon recognises that research
is a long-term enterprise that requires a consistent approach to funding and support if it is to deliver the best outcomes for the state.
To date, the Review has consulted more than 400 people and has published a Fact Base of data on NSW’s research performance against a number of metrics and an Issues Paper that presents a preliminary framework for the NSW health and medical research strategy.
This document provides guidance for supervising allied health professionals. It discusses the purpose of clinical supervision which is to facilitate high quality patient care, learning and professional development, accountable decision making, and staff well-being. Effective supervision involves setting clear expectations, promoting lifelong learning, and ensuring supervisees are active participants. Supervisors should understand adult learning principles and styles to effectively contribute to professional development. Maintaining patient safety is the top priority for both supervisors and supervisees.
This document provides the programme for the Prevocational Medical Education Forum, which takes place from November 6-9. The forum includes keynote presentations, concurrent sessions, and workshops on topics related to prevocational medical training, such as accreditation, cultural competence, career planning, and models of clinical teaching. Presentations are scheduled each morning and afternoon, with concurrent sessions running in parallel on specific themes. Social events include a welcome reception, dinner for RMOs and JMOs, and a gala dinner on the final night. The programme provides details of over 150 individual presentations, workshops and discussions across the three day event.
Overview
Establishment of the national registration and accreditation scheme The intern year – draft registration standard framework for accreditation of the intern year Performance assessment Mandatory notifications
The document discusses prevocational medical training accreditation in NSW in 2011. It summarizes the expansion of training settings to include general practice placements and community facilities. Trainee feedback on general practice placements was overwhelmingly positive. It also discusses developing online accreditation systems and increasing accreditation of private hospitals. Most accreditations were for three years, with supervision, training management, and promoting interests being common areas needing improvement. The year ahead involves accrediting more terms and training opportunities in innovative settings.
CETI was established to facilitate clinical education and training across NSW through collaboration and building sustainable capacity. It aims to improve patient care by supporting safe, high-quality, team-based learning. CETI's directorates in medicine, nursing, allied health, and rural areas work to standardize training, develop core competencies, and increase access to resources like online learning and simulation. Key priorities include building a skilled and coordinated teaching workforce, linking training to competency standards, and strengthening partnerships between CETI and local health districts.
The document provides an overview of the current state of the prevocational training program in NSW presented by Craig Bingham. It discusses the growth of the program, recommendations from an external review to improve the model and assessment process, and data from reports on program funding, teaching activities, and DPET turnover and duties. Bingham concludes by noting the variability between training sites and strong overall support among DPETs for the networked training system.
This presentation has been created for the CETI staff meeting where the slideshare site will be launched to the staff.
It is only meant as a brief overview on how it will be governed.
A more detailed governance document will be developed
This document discusses the new Allied Health Directorate at CETI which aims to provide leadership and coordination for clinical education and training of allied health professionals in NSW. It oversees 23 allied health disciplines and will develop resources to build capacity for allied health education. The directorate held a consultation forum with allied health leaders to inform its operational plan for 2011-2012 and will collaborate with stakeholders to meet education needs and support high quality patient care. It introduces the two new Allied Health Learning and Teaching Coordinators, Jacqueline Dominish and Daniella Pfeiffer, who have clinical experience in occupational therapy and social work, respectively.
“The Hospital Skills Program (HSP) provides a life-long pathway for self-directed medical education across three levels of agreed expertise, utilising a variety of traditional and non-traditional resources and methods appropriate to the working environment of the participant, resulting in the acquisition of a skills portfolio useful to an employer, and appropriate to the local patient community.
This Hospital Skills Program (HSP) module has been developed to support the professional development of doctors working in a hospital generalist role in NSW hospitals.
Doctors participating in the HSP will have at least two years of clinical postgraduate experience and not be currently participating in a specialist vocational training program.
This HSP module has been developed by CETI on behalf of NSW Health as part of the Hospital Skills Program for generalist doctors. It aims to guide doctors, their employers and educators with regard to learning and professional development needs, workplace responsibilities and clinical tasks.
This module is one of several that have been developed by CETI to support the implementation of the HSP.
This Hospital Skills Program (HSP) module has been developed to support the professional development of doctors working in a hospital generalist role in NSW hospitals.
Doctors participating in the HSP will have at least two years of clinical postgraduate experience and not be currently participating in a specialist vocational training program.
This HSP module has been developed by CETI on behalf of NSW Health as part of the Hospital Skills Program for generalist doctors. It aims to guide doctors, their employers and educators with regard to learning and professional development needs, workplace responsibilities and clinical tasks.
This module is one of several that have been developed by CETI to support the implementation of the HSP.
This Hospital Skills Program (HSP) module has been developed to support the professional development of doctors working in a hospital generalist role in NSW hospitals.
Doctors participating in the HSP will have at least two years of clinical postgraduate experience and not be currently participating in a specialist vocational training program.
This HSP module has been developed by CETI on behalf of NSW Health as part of the Hospital Skills Program for generalist doctors. It aims to guide doctors, their employers and educators with regard to learning and professional development needs, workplace responsibilities and clinical tasks.
This module is one of several that have been developed by CETI to support the implementation of the HSP.
The Hospital Skills Program (HSP) Aged Care Curriculum is a framework which identifies the capabilities or competencies required of doctors working in clinical areas relating to the care of older people in NSW. Doctors participating in the HSP will be expected to have greater than two years of clinical postgraduate experience and not be currently participating in a specialist vocational training program.
Introduction
The commencement of psychiatric training is a daunting task for any medical officer. Whilst exposure to mental illness and the institutional systems which operate around it may occur during graduate medical training programs and some junior resident medical officer rotations, nothing prepares the new trainee in psychiatry for their many responsibilities in this early phase of their careers.
Didactic content is provided for psychiatric trainees by the NSW Institute of Psychiatry and local training networks, however information on how to provide safe and effective care to people with mental illnesses is invariably acquired in the course of working in acute mental health settings. With this in mind, the contributors to this resource have attempted to provide accessible overviews of the kind of information which might be needed in the course of working in acute adult mental health settings.
This resource is set out in a series of themes. It does not seek to provide a comprehensive reference, nor does it attempt to summarize text-books or the current literature in psychiatry. Each contributor has written a brief account of different topics of relevance to practice in acute adult psychiatry. The style of writing aims to provide the reader with a grasp of the necessary information, which can be absorbed rapidly by the inexperienced psychiatric trainee. Whilst not a manual of ‘how to be a registrar’, it aims to provide a ready reference to both common and classic challenges in the setting of acute adult mental health.
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Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdfrightmanforbloodline
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Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdf
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Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
The skin is the largest organ and its health plays a vital role among the other sense organs. The skin concerns like acne breakout, psoriasis, or anything similar along the lines, finding a qualified and experienced dermatologist becomes paramount.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Summer is a time for fun in the sun, but the heat and humidity can also wreak havoc on your skin. From itchy rashes to unwanted pigmentation, several skin conditions become more prevalent during these warmer months.
Co-Chairs, Val J. Lowe, MD, and Cyrus A. Raji, MD, PhD, prepared useful Practice Aids pertaining to Alzheimer’s disease for this CME/AAPA activity titled “Alzheimer’s Disease Case Conference: Gearing Up for the Expanding Role of Neuroradiology in Diagnosis and Treatment.” For the full presentation, downloadable Practice Aids, and complete CME/AAPA information, and to apply for credit, please visit us at https://bit.ly/3PvVY25. CME/AAPA credit will be available until June 28, 2025.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
DECLARATION OF HELSINKI - History and principlesanaghabharat01
This SlideShare presentation provides a comprehensive overview of the Declaration of Helsinki, a foundational document outlining ethical guidelines for conducting medical research involving human subjects.
3. Our aim is to find better methods of assessment for prevocational trainees.
Among our underlying assumptions, we think that these are the purposes
of assessment.
1. Formative: to guide the trainee’s professional development.
2. Safety: to identify safety concerns and underperformance issues.
3. Summative: to document satisfactory performance
(certification/registration/progression).
4. Systemic: to identify strengths and weaknesses of the education and
training process.
These are four big purposes, and it is quite likely that a range of assessment
methods is required to meet all of them. However, in NSW, and I think in
other jurisdictions as well, assessment is conducted through a mid‐term
formative appraisal and an end‐term summative assessment — two forms,
filled out at two interviews between the term supervisor and the trainee.
2