Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss your options and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically outlines the due dates of each of your assessments. You must adhere to this timetable. If you need extra time to complete an assessment you must discuss this with your Nurse Educator before the due date. Extensions to assessments can be granted in agreement with you, your Nurse Educator and where applicable the RTO General Manager. The following requirements apply to all written assessments:
• All questions must be answered in full and using your own words.
• Hand written assessments must be legible and in either BLUE or BLACK pen.
• Assessments can be word processed. You must use:
? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be returned for resubmi.
CHCDIV001 Work with diverse people 7HLTAAP002 Confrim Physic.docxbissacr
CHCDIV001 Work with diverse people 7
HLTAAP002 Confrim Physical Health Status 28
HLTENN001 Practice nursing within the Australian health care system 33
HLTENN002 Apply communication skills in Nursing 42
HLTENN003 Perform clinical Assessment and contribute to planning nursing care 52
HLTENN004 Contribute to planning nursing care 56
HLTENN008 Apply legal and ethical parameters to nursing practice 70
HLTENN013 Implement and monitor care of the older person 102
HLTINF001 Comply with infection prevention and control policies and procedures 131
HLTWHS002 Follow safe work practices for direct client care 147
Transition Information
This Assessment booklet contains the necessary assessment items to ensure a smooth transition from superseded units of competency that you have previously completed with CTA. The assessments in this booklet have been created after the assessments you have previously completed were mapped (compared) to the new units of competency. Further materials can be found in Moodle
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss yo.
Continuous improvement and innovation project.docxsdfghj21
1. The document provides assessment tasks and instructions for the unit BSBMGT608 Manage innovation and continuous improvement.
2. It includes 4 assessment tasks - written questions, a continuous improvement project, an action plan, and an implementation review.
3. Detailed instructions are provided for students on completing each task, including submission requirements, deadlines, and grading criteria.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
This document provides an overview of assessing the Level 3 Diploma for Health Screeners qualification. It discusses the structure of units, learning outcomes, and assessment criteria. It explains Bloom's taxonomy and how it relates to unit structure. The document also outlines strategies for assessment, including using a range of methods, direct observation in the workplace, and ensuring assessments are valid, reliable, and meet awarding organization standards. Tips are provided for developing good assessment approaches, such as using up-to-date assessment plans and giving constructive feedback.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxgalerussel59292
The document provides instructions for a 3-part assessment for a unit on leading organizational learning strategies. It includes:
1) Written questions to answer about concepts like authority, research approaches, and legislation.
2) A practical assessment involving role-playing a meeting to review an organization's learning practices and options for quality policies. The student must document the meeting.
3) Designing and developing an organizational learning strategy for a case study organization. This involves analyzing technology, human resource, and learning requirements and designing the strategy.
The assessment aims to test the student's knowledge of key concepts and ability to practically lead the development of an organizational learning strategy through tasks like meetings, analysis, and strategy design. Feedback
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
This document provides instructions and guidelines for three assessment scenarios involving researching travel products and services for customers. It outlines what is to be assessed, where the assessment will take place, required resources, and health and safety instructions. It also provides details on the assessment process, outcomes, reasonable adjustments, submission requirements, and a statement of authenticity. The scenarios involve researching flights, hotels, tours, activities and other travel products for customers booking trips to Sydney, Vietnam, and a cruise from Brisbane.
This document introduces an End of Life Care Facilitator Competency Framework. The framework contains 4 core competency areas: communication, facilitation, audit, and learning and development. It is designed to help facilitators assess their own competencies, identify areas for improvement, and create learning plans. The framework provides indicators for each competency and tools for self-assessment and assessment by a mentor. It encourages facilitators to continually review and improve their practice through reflection, learning, and experience.
CHCDIV001 Work with diverse people 7HLTAAP002 Confrim Physic.docxbissacr
CHCDIV001 Work with diverse people 7
HLTAAP002 Confrim Physical Health Status 28
HLTENN001 Practice nursing within the Australian health care system 33
HLTENN002 Apply communication skills in Nursing 42
HLTENN003 Perform clinical Assessment and contribute to planning nursing care 52
HLTENN004 Contribute to planning nursing care 56
HLTENN008 Apply legal and ethical parameters to nursing practice 70
HLTENN013 Implement and monitor care of the older person 102
HLTINF001 Comply with infection prevention and control policies and procedures 131
HLTWHS002 Follow safe work practices for direct client care 147
Transition Information
This Assessment booklet contains the necessary assessment items to ensure a smooth transition from superseded units of competency that you have previously completed with CTA. The assessments in this booklet have been created after the assessments you have previously completed were mapped (compared) to the new units of competency. Further materials can be found in Moodle
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss yo.
Continuous improvement and innovation project.docxsdfghj21
1. The document provides assessment tasks and instructions for the unit BSBMGT608 Manage innovation and continuous improvement.
2. It includes 4 assessment tasks - written questions, a continuous improvement project, an action plan, and an implementation review.
3. Detailed instructions are provided for students on completing each task, including submission requirements, deadlines, and grading criteria.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
This document provides an overview of assessing the Level 3 Diploma for Health Screeners qualification. It discusses the structure of units, learning outcomes, and assessment criteria. It explains Bloom's taxonomy and how it relates to unit structure. The document also outlines strategies for assessment, including using a range of methods, direct observation in the workplace, and ensuring assessments are valid, reliable, and meet awarding organization standards. Tips are provided for developing good assessment approaches, such as using up-to-date assessment plans and giving constructive feedback.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxgalerussel59292
The document provides instructions for a 3-part assessment for a unit on leading organizational learning strategies. It includes:
1) Written questions to answer about concepts like authority, research approaches, and legislation.
2) A practical assessment involving role-playing a meeting to review an organization's learning practices and options for quality policies. The student must document the meeting.
3) Designing and developing an organizational learning strategy for a case study organization. This involves analyzing technology, human resource, and learning requirements and designing the strategy.
The assessment aims to test the student's knowledge of key concepts and ability to practically lead the development of an organizational learning strategy through tasks like meetings, analysis, and strategy design. Feedback
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
This document provides instructions and guidelines for three assessment scenarios involving researching travel products and services for customers. It outlines what is to be assessed, where the assessment will take place, required resources, and health and safety instructions. It also provides details on the assessment process, outcomes, reasonable adjustments, submission requirements, and a statement of authenticity. The scenarios involve researching flights, hotels, tours, activities and other travel products for customers booking trips to Sydney, Vietnam, and a cruise from Brisbane.
This document introduces an End of Life Care Facilitator Competency Framework. The framework contains 4 core competency areas: communication, facilitation, audit, and learning and development. It is designed to help facilitators assess their own competencies, identify areas for improvement, and create learning plans. The framework provides indicators for each competency and tools for self-assessment and assessment by a mentor. It encourages facilitators to continually review and improve their practice through reflection, learning, and experience.
The document provides guidance for teachers to evaluate student work consistently according to shared standards. It outlines ground rules for leaving personal biases at the door and basing scores solely on evidence from the work. A formal scoring protocol is presented to guide teachers through individually assessing samples, comparing scores, and coming to agreement on anchor pieces to exemplify each level of performance. Reflection questions after scoring aim to draw insights about student strengths/weaknesses and ways to improve future assignments and standards. The goal is for teachers to work together toward fair and coherent assessment of student performance.
Discharge Summary and Summary Statement.pdfsdfghj21
The document provides instructions for a discharge summary and summary statement assignment for a counseling client named Eliza. Students are asked to:
1) Complete a discharge summary using a template that addresses Eliza's treatment goals, behaviors indicating a healthy baseline, and factors requiring reevaluation or referral.
2) Write a 700-1050 word summary statement about Eliza demonstrating if she met treatment goals and the factors contributing to success or lack thereof. Language to communicate the outcome and documenting the final session is also required.
3) Follow APA style guidelines and include at least three scholarly references. Additional instructions provide details on formatting, citations, and policy regarding late submissions.
Assessment 1 Develop and maintain professional competenceSubmiss.docxdavezstarr61655
This document outlines an assessment for developing and maintaining professional competence. It involves completing various templates and appendices to develop a professional development plan. The candidate will analyze their personal and key skills, job requirements, learning style, stress levels, time management, and complete a SWOT analysis. With this information, the candidate will create short-term and long-term professional goals and an action plan to improve their competencies. They will submit their completed templates and a reflection journal on their findings and professional development plan.
The document discusses evaluating training programs through various methods. It outlines the goals of evaluation, such as assessing progress, evaluating curriculum and staff, and justifying expenditures. Common myths about evaluation are debunked, such as the ideas that results cannot be measured or that evaluation will lead to criticism. Effective evaluation requires collecting data at different stages using instruments like questionnaires, observations, interviews and performance reviews. The document provides guidance on developing these instruments and conducting evaluations to improve training programs.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
Psychometric assessment and dermatoglyphicsPremanand Rai
Career Assessments of an individual is conducted of some or all of these personal attributes for example- interests, work values ability and skills are often used by career development professionals. And in order to impact their potential success and satisfaction with different career options these assessments are necessarily conducted. Also Career assessments have played a critical role in career development and economy development.
The results of the Career Assessment are authorized for career exploration, career planning, and career guidance purposes only. No other use of this tool or any part of this tool is valid or authorized.
Career Assessment tools administered by the Career Development Professionals. It presents the basic rules and procedures for administering the Ability Assessment. It includes checklists, guidelines, and other information designed to make your job easier.
A rubric is a scoring guide used to evaluate performance on a project or product. It has three parts: performance criteria, a rating scale, and indicators. The rubric defines expectations and allows for transparent and fair grading. When designing a rubric, the creator identifies criteria, develops a rating scale, and writes indicators to describe the quality of work at each level of the scale. An effective rubric clearly defines expectations and ensures consistent scoring. Self-reflection and peer evaluation are processes to provide feedback and improve teaching and learning.
This document provides the agenda for the eighth session of a learning collaborative. It includes time for team reports on successes, challenges, and recruitment updates. It also covers position offers, contracts, onboarding, licensing, credentialing, program evaluation, and accreditation preparation. The next session is scheduled for May 3rd. Action items include monthly reports, drafting contracts and agreements, and preparing questions for a precepting panel.
HLTH 625Journal Article Reviews Instructions· Review and analy.docxpooleavelina
HLTH 625
Journal Article Reviews Instructions
· Review and analyze a recent journal article (published within the last 5 years) from a peer-reviewed publication (e.g The Journal of Infectious Diseases) about a disease
· You must evaluate the chosen paper against at least 4 other peer-reviewed sources.
· You may cite your text; however, it does not count as one of your peer-reviewed sources.
· For each review, you will select an article about a topic from the required readings between each review assignment submission.
· You will then compose a 4 -page paper, not including the cover page and references, on your topic of choice.
· The goal of the assignment is to help link the current best practices identified in your text and the ongoing developments of research reflected in the peer-reviewed literature in support of learning outcomes A and B.
· You should, therefore, choose articles related to current epidemiologic trends for infectious diseases and/or the impact of the diseases and of the control measures on global populations. Special attention should be devoted to understanding the role of infectious agents as causes of morbidity and mortality in the context of economically developing nations.
Be sure to include the following elements:
· A clearly documented reference to best practices or standard of care
· Reported findings are completely and fairly assessed and critiqued
· A summary of the principal contents of the article under review
· Adequate information to understand the central themes and recommendations
· Paper, references, and citations all consistently follow current AMA formatting
Pick any Disease from this list
· Blastomycosis
· Candidiasis
· Coccidioidomycosis
· Fungal Infections of the Skin, Hair, and Nails
· Helicobacter pylori
· Histoplasmosis
· Epstein-Barr Virus
· Human Papillomavirus
· Pinta
· Psittacosis
· Sporotrichosis
· Warts
· Yaws
www.alphainstitute.edu.au
Student Assessment Tasks
BSBHRM506 Manage recruitment, selection and induction processes
Table of Contents
Table of Contents 2
Assessment Information 3
Additional Resources 4
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Human resources needs project 14
Assessment Task 2 Instructions 16
Assessment Task 2 Checklist 21
Assessment Task 3 Cover Sheet 22
Assessment Task 3: Recruitment and selection project 23
Assessment Task 3 Instructions 24
Assessment Task 3 Checklist 26
Assessment Task 4 Cover Sheet 27
Assessment Task 4: Manage selection process 28
Assessment Task 4 Instructions 29
Assessment Task 4 Checklist 32
Assessment Task 5 Cover Sheet 33
Assessment Task 5: Induction project 34
Assessment Task 5 Instructions 36
Assessment Task 5 Checklist 40
Assessment Information
The assessment tasks for BSBHRM506 Manage recruitment, select ...
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This document provides guidelines for constructing different types of written tests to assess student learning. It begins by outlining the desired learning outcomes, which are to identify appropriate test formats for different outcomes and apply guidelines for constructing test items. It then describes various test formats, including selected response (e.g. multiple choice) and constructed response (e.g. essays, short answer). The document provides detailed guidelines for writing high-quality test items for multiple choice, matching, and true/false question formats. Teachers are advised to choose formats based on learning outcomes and cognitive level, and to write clear stems and options to develop valid and reliable assessments of student knowledge.
Ram awadh singh training needs and evaluationRam Awadh Singh
The document discusses evaluating training needs and effectiveness. It outlines a 4-level model for evaluation: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. Each level provides important information and should be evaluated to fully understand the impact of training. Guidelines are provided for evaluating each level, including using control groups, measuring before and after, and collecting 100% feedback. Evaluating all levels from satisfaction to on-the-job results can help optimize training design and outcomes.
This document discusses different types of criterion-referenced tests such as entry behavior tests, pretests, practice tests, and posttests. It also covers domains that can be assessed like verbal information, intellectual skills, attitudes, and psychomotor skills. Test items should match objectives and consider learners, context, and quality. Dick and Carey's 5 steps for creating instruments are outlined which involve identifying elements, paraphrasing, sequencing, selecting judgments, and determining scoring. The goal is to effectively evaluate learning and ensure objectives are achieved.
Assessment tool coordinate merchandise presentation - india sample [web]Krunal Kenia
- Conduct regular stocktakes to ensure advertised stock is available
- Communicate with relevant departments to confirm stock levels before advertising
2. How would you construct a display to achieve visual impact?
Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must provide citation.
Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ section.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Checklist
Commen.
Embracing the diploma presentation Richard CraggPHEScreening
Richard Cragg discusses his experience with implementing an NVQ qualification program for assessors in the Derbyshire Diabetic Eye Screening Programme. He describes initially feeling confused and resistant to the change, but realizing he needed to direct his energy towards meeting goals. He outlines some of the hurdles to overcome like managing the change, understanding requirements, and setting timeframes. Cragg provides tips for assessors on recording evidence, asking for support, using the right tools, and meeting regularly with learners to submit assessments and prevent delays.
Self and peer evaluation are important processes for professional growth. Self-evaluation involves judging one's own work and identifying areas for improvement. It provides benefits like increased confidence, improved teamwork, and awareness of new techniques. Peer evaluation reviews work by others of the same rank and helps assure quality and identify weaknesses through feedback. Both processes require training, objective analysis, and use of tools like checklists, feedback, and goal-setting for career development. While time-consuming, they can improve skills if done systematically and sensitively.
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
Exam #3 ReviewChapter 10· Balance of payment statements · .docxturveycharlyn
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Evolving Role of the Nursing Informatics Specialist Ly.docxturveycharlyn
The document discusses the evolving role of nursing informatics specialists. It describes how the role has expanded over the last 50 years from basic IT support to more specialized roles requiring graduate degrees. Emerging areas for nursing informatics include supporting virtual care delivery, remote patient monitoring, and integrating new sources of patient data from sensors. The role will continue evolving rapidly to help healthcare organizations effectively manage and apply new knowledge and technologies.
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The results of the Career Assessment are authorized for career exploration, career planning, and career guidance purposes only. No other use of this tool or any part of this tool is valid or authorized.
Career Assessment tools administered by the Career Development Professionals. It presents the basic rules and procedures for administering the Ability Assessment. It includes checklists, guidelines, and other information designed to make your job easier.
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HLTH 625Journal Article Reviews Instructions· Review and analy.docxpooleavelina
HLTH 625
Journal Article Reviews Instructions
· Review and analyze a recent journal article (published within the last 5 years) from a peer-reviewed publication (e.g The Journal of Infectious Diseases) about a disease
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· You may cite your text; however, it does not count as one of your peer-reviewed sources.
· For each review, you will select an article about a topic from the required readings between each review assignment submission.
· You will then compose a 4 -page paper, not including the cover page and references, on your topic of choice.
· The goal of the assignment is to help link the current best practices identified in your text and the ongoing developments of research reflected in the peer-reviewed literature in support of learning outcomes A and B.
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· A clearly documented reference to best practices or standard of care
· Reported findings are completely and fairly assessed and critiqued
· A summary of the principal contents of the article under review
· Adequate information to understand the central themes and recommendations
· Paper, references, and citations all consistently follow current AMA formatting
Pick any Disease from this list
· Blastomycosis
· Candidiasis
· Coccidioidomycosis
· Fungal Infections of the Skin, Hair, and Nails
· Helicobacter pylori
· Histoplasmosis
· Epstein-Barr Virus
· Human Papillomavirus
· Pinta
· Psittacosis
· Sporotrichosis
· Warts
· Yaws
www.alphainstitute.edu.au
Student Assessment Tasks
BSBHRM506 Manage recruitment, selection and induction processes
Table of Contents
Table of Contents 2
Assessment Information 3
Additional Resources 4
Assessment Instructions 5
Student Assessment Agreement 6
Assessment Task 1 Cover Sheet 7
Assessment Task 1: Written Questions 8
Assessment Task 1 Instructions 10
Assessment Task 1 Checklist 12
Assessment Task 2 Cover Sheet 13
Assessment Task 2: Human resources needs project 14
Assessment Task 2 Instructions 16
Assessment Task 2 Checklist 21
Assessment Task 3 Cover Sheet 22
Assessment Task 3: Recruitment and selection project 23
Assessment Task 3 Instructions 24
Assessment Task 3 Checklist 26
Assessment Task 4 Cover Sheet 27
Assessment Task 4: Manage selection process 28
Assessment Task 4 Instructions 29
Assessment Task 4 Checklist 32
Assessment Task 5 Cover Sheet 33
Assessment Task 5: Induction project 34
Assessment Task 5 Instructions 36
Assessment Task 5 Checklist 40
Assessment Information
The assessment tasks for BSBHRM506 Manage recruitment, select ...
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Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must provide citation.
Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ section.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Checklist
Commen.
Embracing the diploma presentation Richard CraggPHEScreening
Richard Cragg discusses his experience with implementing an NVQ qualification program for assessors in the Derbyshire Diabetic Eye Screening Programme. He describes initially feeling confused and resistant to the change, but realizing he needed to direct his energy towards meeting goals. He outlines some of the hurdles to overcome like managing the change, understanding requirements, and setting timeframes. Cragg provides tips for assessors on recording evidence, asking for support, using the right tools, and meeting regularly with learners to submit assessments and prevent delays.
Self and peer evaluation are important processes for professional growth. Self-evaluation involves judging one's own work and identifying areas for improvement. It provides benefits like increased confidence, improved teamwork, and awareness of new techniques. Peer evaluation reviews work by others of the same rank and helps assure quality and identify weaknesses through feedback. Both processes require training, objective analysis, and use of tools like checklists, feedback, and goal-setting for career development. While time-consuming, they can improve skills if done systematically and sensitively.
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
Similar to Even though parts of the title sound the same as units that you .docx (20)
Exam #3 ReviewChapter 10· Balance of payment statements · .docxturveycharlyn
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
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eworkMarket45135.0 (441)adminNew bid from Madam Cathy.docxturveycharlyn
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Do you know how to do power point videos
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Let me see. One min
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Prior to beginning work on this video presentation, read Fourth Amendment: Search and Seizure (Links to an external site.), The Difference Between the 5th and 6th Amendment Right to Counsel (Links to an external site.), Probable Cause and Reasonable Suspicion (Links to an external site.), Saul Ornelas and Ismael Ornelas Ledesma, Petitioners v. United States (Links to an external site.), and Pre-Trial Motions (Links to an external site.). The fourth, fifth and sixth amendments are the most important of the Bill of Rights which affect criminal law, prosecutions, and defenses in the United States. Consider the protections against unreasonable searches and seizures, the right to remain silent, the right to due process, the right to counsel, and the right to a speedy trial as the “Holy Grail” of constitutional protections for those accused of a crime. Part 1: Your PowerPoint (or equivalent) presentation: If your last name begins with the letters A through G (fourth amendment). Create a five- to eight-slide PowerPoint explaining the fourth amendment. Additionally, provide 50 to 75 words of explanations for each of your PowerPoint slides in the discussion area, just as you would present an oral presentation explaining the slides on the topics listed. In your PowerPoint slides and discussions, List the requirements of the fourth amendment. Define the key term warrant, and provide exceptions to the warrant requirement. Examine what the remedy is for a defendant when a motion granted to suppress is granted for a fourth amendment violation. In all presentations, support your observations using a minimum of two scholarly and/or credible sources either from the required readings this week or from independent research that you conduct in the University of Arizona Global Campus Library or online, and properly cite any references. Making your PowerPoint (or equivalent) Presentation You may wish to include visual enhancements in your presentation. These may include appropriate images, a consistent font, appropriate animations, and transitions from content piece-to-content piece and slide-to-slide. (Images should be cited in APA format as outlined by the University of Arizona Global Campus Writing Center’s Tables, Images, & Appendices (Links to an external site.) resource.) The Where to Get Free (and Legal) Images (Links to an external site.) guide provides assistance with accessing freely available public domain and/or Creative Commons licensed images. It is recommended that you access the University of Arizona Global Campus Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) and Simple Rules for Better PowerPoint Presentations (Links to an external site.
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"Evolving Technology"
Please respond to the following:
Analyze the various technological improvements over the last 100 years and determine which has been the most significant for both guests and hotel owners. Explain your rationale.
Determine how evolving communications technology (i.e., cell phones and Wi-Fi) has changed guest expectations regarding communications, as well as how the lodging industry should respond.
WRITE MINUMUM 4 SENTENCES FOR EACH PARAPGRAPH. PROVIDE ORGINAL WORK. WRITE THEM ON YOUR OWN WORDS. GONNA USE TURNITIN TO CHECK PLAGARISIM. TYPE EACH QUESTION BEFORE ANSWER THEM.
.
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Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).
(Note: The citations below are provided for your research convenience. Students should always cross reference the current APA guide for correct styling of citations and references in their academic work.)
Read
Black, B. P. (2017). Chapter 14 and 15
Online Materials & Resources
Lucas, A. & Ward, C. W. (2016). Using social media to increase engagement in nursing organizations. Nursing, 46(6), 47-49.
Johnson, J. E. & Billingsley, M. (2014). Convergence: How nursing unions and Magnet are advancing nursing. Nursing Forum, 49(4), 225-232
Berg, J. G. & Dickow, M. (2014). Nurse role exploration project: The Affordable Care Act and new nursing roles. Nurse Leader, 12(5), 40-44
Vincent, D. & Reed, P. G. (2014). Affordable Care Act: Overview and implications for advancing nursing. Nursing Science Quarterly, 27(4), 254-259.
QUESTION
What are your thoughts about the debate regarding whether health care is a right or a privilege? How has the changing health care environment impacted your practice?
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Your assignment will be graded according to the grading rubric.
.
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Slide 1: Introduction
Slide 2: A
narrative
discussing
how the family has changed
over time? Explicitly note what changes have occurred.
Slide 3:
Visual depictions
of what the
"typical" family used to look like
. You are welcomed to use a range of media resources.
Slide 4:
Visual depictions
of what the
"typical" family looks like now
. (i.e., how do you perceive or define the typical family, how does society perceive or define the typical family, etc.) You are welcomed to use a range of media resources.
Slide 5: A
narrative
discussing and analyzing the
individual factors
that have contributed to the changing family. (See your textbook. You may use external resources as well.)
Slide 6: A
narrative
discussing and analyzing the
systemic or structural factors
that have contributed to the changing family over time. (See your textbook. You may use external resources as well.)
Slide 7:
Conclusions
Slide 8:
Citations/Resources
.
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.
Evolution or change over time occurs through the processes of natura.docxturveycharlyn
Evolution or change over time occurs through the processes of natural and sexual selection. In response to problems in our environment, we adapt both physically and psychologically to ensure our survival and reproduction. Sexual selection theory describes how evolution has shaped us to provide a mating advantage rather than just a survival advantage and occurs through two distinct pathways: intrasexual competition and intersexual selection. Gene selection theory, the modern explanation behind evolutionary biology, occurs through the desire for gene replication. Evolutionary psychology connects evolutionary principles with modern psychology and focuses primarily on psychological adaptations: changes in the way we think in order to improve our survival. Two major evolutionary psychological theories are described: Sexual strategies theory describes the psychology of human mating strategies and the ways in which women and men differ in those strategies. Error management theory describes the evolution of biases in the way we think about everything. Learning Objectives • Learn what “evolution” means. • Define the primary mechanisms by which evolution takes place. • Identify the two major classes of adaptations. • Define sexual selection and its two primary processes. • Define gene selection theory. • Understand psychological adaptations. • Identify the core premises of sexual strategies theory. • Identify the core premises of error management theory, and provide two empirical examples of adaptive cognitive biases. Introduction If you have ever been on a first date, you’re probably familiar with the anxiety of trying to figure out what clothes to wear or what perfume or cologne to put on. In fact, you may even consider flossing your teeth for the first time all year. When considering why you put in all this work, you probably recognize that you’re doing it to impress the other person. But how did you learn these particular behaviors? Where did you get the idea that a first date should be at a nice restaurant or someplace unique? It is possible that we have been taught these behaviors by observing others. It is also possible, however, that these behaviors— the fancy clothes, the expensive restaurant —are biologically programmed into us. That is, just as peacocks display their feathers to show how attractive they are, or some lizards do push-ups to show how strong they are, when we style our hair or bring a gift to a date, we’re trying to communicate to the other person: “Hey, I’m a good mate! Choose me! Choose me!" However, we all know that our ancestors hundreds of thousands of years ago weren’t driving sports cars or wearing designer clothes to attract mates. So how could someone ever say that such behaviors are “biologically programmed” into us? Well, even though our ancestors might not have been doing these specific actions, these behaviors are the result of the same driving force: the powerful influence of evolution. Yes, evolution—certain trait.
Evolution, Religion, and Intelligent DesignMany people mistakenl.docxturveycharlyn
Evolution, Religion, and Intelligent Design
Many people mistakenly believe that a belief in evolution precludes a belief in God or intelligent design; in other words, some people falsely think that one must be an atheist or agnostic to believe in evolution and the Big Bang. The Catholic Church is one example of a religious institution that has long held the view that evolution and the Big Bang explain ‘how we got here.’ Read the below article from the
Catholic Herald
, and then answer the following questions: Why do you think so many people are mistaken about the ability to believe in God as well as evolution and the Big Bang? Do you find anything problematic about combining religious and scientific explanations of the universe? Explain.
NB: In this discussion, students often misuse the word ‘theory’, saying things such as “the Big Bang/evolution are ‘just’ theories.” But to say this is a misuse of the word 'theory' as it applies to scientific theory. Many people misunderstand the word as it is used in the realm of science, thinking it to mean a guess, a hypothetical, untested idea. However, in science, 'theory' means something different. Please read the article below:
"Just a Theory": 7 Misused Science Words - Scientific American
Article from the
Catholic Herald
By Patrick Cusworth October 31, 2014
Pope Francis's comments on the Big Bang are not revolutionary. Catholic teaching has long professed the likelihood of human evolution
Perhaps it was inevitable that Pope Francis’ comments on the Church’s position on scientific theories such as the Big Bang and evolution would cause a stir. In his address to the Pontifical Academy of Sciences, the Pope cautioned against the image of God the creator as “a magician, with a magic wand”, arguing that belief in both theories around the beginnings of the universe and the birth of humankind are consistent with the Catholic faith.
“The Big Bang, which is today posited as the origin of the world, does not contradict the divine act of creation; rather, it requires it”, he stated. Similarly, he argued, “evolution of nature is not inconsistent with the notion of creation because evolution pre-supposes the creation of beings which evolve.”
Yet despite further murmurings that Pope Francis was beginning (yet another) revolution in Catholic doctrine, it must be pointed out – the Pope’s declaration on either theory has not broken with established Catholic belief in the slightest.
The Big Bang theory, originally hypothesised in 1927 by Jesuit priest and physicist Georges Lemaître, is based on the central proposition that the universe is continually expanding. As a preposition, the universe was originally contained within a single point, in a highly intense state of heat and density. As the universe began to expand it cooled, allowing the formation of subatomic particles, which began a series of physical cosmological processes, which led eventually to the known universe. While this has become the most co.
Evolution and Its ProcessesFigure 1 Diversity of Life on Eart.docxturveycharlyn
Evolution and Its Processes
Figure 1: Diversity of Life on Earth
The diversity of life on Earth is the result of evolution, a continuous process that is still occurring.
“wolf”: modification of work by Gary Kramer, USFWS; “coral”: modification of work by William Harrigan, NOAA; “river”: modification of work by Vojtěch Dostál; “protozoa”: modification of work by Sharon Franklin, Stephen Ausmus, USDA ARS; “fish” modification of work by Christian Mehlführer; “mushroom”, “bee”: modification of work by Cory Zanker; “tree”: modification of work by Joseph Kranak
Chapter Outline
1. Discovering How Populations Change
2. Mechanisms of Evolution
3. Evidence of Evolution
4. Speciation
5. Common Misconceptions about Evolution
Introduction
All species of living organisms—from the bacteria on our skin, to the trees in our yards, to the birds outside—evolved at some point from a different species. Although it may seem that living things today stay much the same from generation to generation, that is not the case: evolution is ongoing. Evolution is the process through which the characteristics of species change and through which new species arise.
The theory of evolution is the unifying theory of biology, meaning it is the framework within which biologists ask questions about the living world. Its power is that it provides direction for predictions about living things that are borne out in experiment after experiment. The Ukrainian-born American geneticist Theodosius Dobzhansky famously wrote that "nothing makes sense in biology except in the light of evolution" (Dobzhansky 1964, 449). He meant that the principle that all life has evolved and diversified from a common ancestor is the foundation from which we understand all other questions in biology. This chapter will explain some of the mechanisms for evolutionary change and the kinds of questions that biologists can and have answered using evolutionary theory.
Discovering How Populations Change
By the end of this section, you will bbe able to:
· Explain how Darwin’s theory of evolution differed from the current view at the time.
· Describe how the present-day theory of evolution was developed.
· Describe how population genetics is used to study the evolution of populations
The theory of evolution by natural selection describes a mechanism for species change over time. That species change had been suggested and debated well before Darwin. The view that species were static and unchanging was grounded in the writings of Plato, yet there were also ancient Greeks that expressed evolutionary ideas.
In the eighteenth century, ideas about the evolution of animals were reintroduced by the naturalist Georges-Louis Leclerc, Comte de Buffon and even by Charles Darwin’s grandfather, Erasmus Darwin. During this time, it was also accepted that there were extinct species. At the same time, James Hutton, the Scottish naturalist, proposed that geological change occurred gradually by the accumulation of small changes from pr.
Evolution in Animals and Population of HumansHumans belong t.docxturveycharlyn
"Evolution in Animals and Population of Humans"
Humans belong to the genus Homo and chimpanzees to the genus Pan, yet studies of primate genes show that chimpanzees and humans are more closely related to one another than each is to any other animals. In light of this result, some researchers suggest that chimpanzees should be renamed as members of the genus Homo. Discuss at least three (3) practical, scientific, and / or ethical issues that might be raised by such a change in naming.
.
Evolution of Seoul City in South KoreaHow the City changed s.docxturveycharlyn
Evolution of Seoul City in South Korea
How the City changed since it was first created. Describe the changes over time up to the present day.
Note
: Insert Citations at the final slide
include pictures of city (not the people in the city)
and you should have enough information ( only takes about the city, Don't talk about the people)!!!!
6 slides
.
evise your own definition of homegrown terrorism. Then using t.docxturveycharlyn
evise your own definition of homegrown terrorism. Then using the e-Activity, provide one example of what you believe to be a specific homegrown terrorist attack that occurred in the United States. Provide a rationale for your response.
There are many agencies, including private security, directly involved in defending against homegrown terrorism that are not part of the Department of Homeland Security (DHS). Examine at least three agencies that are not part of the DHS but play a direct role in homeland security. Hypothesize the key reasons why you believe these three agencies are not part of the DHS. Justify your response.
.
eview the Paraphrasing tutorial here (Links to an external sit.docxturveycharlyn
eview the Paraphrasing tutorial
here (Links to an external site.)
. There's also a helpful video
here (Links to an external site.)
.
Directions
: Paraphrase the quote below by putting into your own words
"I am most willing to answer all questions about myself. I have nothing to hide from your committee and there is nothing in my life of which I am ashamed. I have been advised by counsel that under the fifth amendment I have a constitutional privilege to decline to answer any questions about my political opinions, activities, and associations, on the grounds of self-incrimination. I do not wish to claim this privilege. I am ready and willing to testify before the representatives of our Government as to my own opinions and my own actions, regardless of any risks or consequences to myself."
Excerpt from Lillian Hellman,
Letter to HUAC (Links to an external site.)
, May 19, 1952.
you need to put this in your own words. So, take it out of the quote. Don't forget to cite!
Type your answer into the text box below.
.
Evidenced-Based Practice- Sample Selection and Application .docxturveycharlyn
Evidenced-Based Practice- Sample Selection and Application
Description: Professional nursing practice is grounded in the translation of current evidence
into practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 5) Evaluate data from
relevant sources, including technology, to inform the delivery of care to culturally and
ethnically diverse populations. 6) Collaborate with health team members to collect, interpret,
synthesize and disseminate evidence to improve patient outcomes in complex health care
environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Fully detail how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes how
research and
sampling affect
generalizability of
findings but does
not identify
specific
populations in
Sentinel City®
Superficially
describes
sampling but does
not connect to
generalizability of
research findings
to practice
Identifies
populations of
interest but does
not relate to
research
applicability
Fully detail, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes, with
specific
example(s) inter
professional
evidence-based
practice guidelines
but does not
develop outcomes
specific to a
population
Superficially
describes with
what evidence-
based practice
guidelines are
available but does
not address
interprofessional
nature or
outcomes
Provides
suggestions to
improve care for
population but
provides no
research/evidence
to support
APA, Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three errors
in APA, Spelling,
and Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
Include a PICO
model that clearly
labels specific
.
Evidenced-Based Practice- Evaluating a Quantitative Research S.docxturveycharlyn
This document outlines the competencies and evaluation criteria for a course on evidenced-based practice and evaluating quantitative research studies. The course aims to help baccalaureate graduate nurses develop skills in several areas related to research and evidence-based practice, including examining relationships between theory, practice and research; interpreting research findings; differentiating ethical and legal guidelines for research; integrating evidence from various sources to inform clinical practice; and collaborating with health teams on research and improving patient outcomes. Students will be evaluated on their ability to critically evaluate the research design, methods/procedures, results and implications of studies using established checklists to determine mastery of these competencies.
eview the Captain Edith Strong case study in Ch. 6 of Organi.docxturveycharlyn
eview
the Captain Edith Strong case study in Ch. 6 of
Organizational Behavior and Management in Law Enforcement
.
Answer
the questions in column one.
This is not an opinion paper, SO DO NOT USE FIRST OR SECOND PERSON;
your answers should be supported with the textbook readings and outside research; you need a minimum of two references and citations.
Format
your references consistent with APA guidelines.
.
Evidenced based practice In this writing, locate an article pert.docxturveycharlyn
Evidenced based practice
In this writing, locate an article pertaining to the topic below. Choose your article wisely, because you will be incorporating the article into all three of your writing assignments this session. In this writing, please discuss how this (one) article will be beneficial to your assigned topic. (The article should be a research conducted in United states.) Also state what you will be focusing on.
Topic: Preventing Healthcare Associated Infections.
This should be a page. Do not use direct quotes, but paraphrase. Also, cite the article you chose in APA 6th edition format.
Research Design: Observational
and Correlational Studies
Video Title: Research Design: Observational and Correlational Studies
Originally Published: 2011
Publishing Company: SAGE Publications, Inc
City: Thousand Oaks, USA
ISBN: 9781483397108
DOI: https://dx.doi.org/10.4135/9781483397108
(c) SAGE Publications, Inc., 2011
This PDF has been generated from SAGE Research Methods.
https://dx.doi.org/10.4135/9781483397108
NARRATOR: Research Design-- Observational and Correlational Studies. Since the moment you
were born, you've been exploring the world around you. In a sense, you've been conducting research.
You've noticed the ways people interact with each other, the relative sizes of objects,
NARRATOR [continued]: and how the colors of nature change with the seasons. Each of us is an
amateur researcher, observing, analyzing, and drawing conclusions about everything we see. In order
to conduct a more formal study whose conclusions you can share with others, you need to apply
scientific methods to your research.
NARRATOR [continued]: Knowing about scientific research methods will also help you understand,
interpret, and be more analytical in your thinking about studies you read about in textbooks, journals,
newspapers, or online. To make sure your research is as strong as possible, let's talk about designing
your study and interpreting your results.
NARRATOR [continued]: Specifically, we'll focus on some overarching types of research studies,
when to use an observational design, along with some advantages and disadvantages, two different
types of observational design, those that you conduct in the field and those that you conduct in a
laboratory,
NARRATOR [continued]: analyzing data from an observational study, including some statistical
methods, when to use a correlational design, along with some advantages and disadvantages, how
to design and implement one, and analyzing data from a correlational study.
NARRATOR [continued]: Before we begin to explore research designs, it is important to understand
the terms "variable" and "construct." These terms are used interchangeably and are found throughout
scientific literature.
NICOLE CAIN: A "construct," which can also be called a "variable," is a topic of interest that varies
from person to person. Some examples of constructs that researchers .
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech 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!
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Even though parts of the title sound the same as units that you .docx
1. Even though parts of the title sound the same as units that you
have previously completed, there is significant difference in the
knowledge and skills components of the units. What this means,
is there will be assessment items you will need to undertake to
close any gaps identified during the mapping process in order
for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any
assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you
to sign the assessment summary acknowledging agreement with
the result. If you have been found Not Yet Competent, the
assessor will provide you with feedback explaining why this
decision has been made and what you are required to do before
being re-assessed. If you disagree with the assessor’s
judgement, the assessor must explain the appeal process and
provide you with any relevant documentation. The assessor will
find a mutually convenient time to discuss any questions or
concerns you have regarding your ability to complete the
assessments. The assessor will also consider whether any
additional support services should be provided to support you.
If the assessor deems that you do not have the skills or
knowledge to complete the unit, they will discuss this with The
RTO Operations Manager.
• You are entitled to two assessment attempts at no additional
cost.
• Each re-assessment attempt will be negotiated with the
Assessor and should be programmed to enable you to have the
2. best chance for success.
• Your Trainer/Assessor will provide you with direction on the
further learning required for your next assessment attempt, this
may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the
subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a
formal counselling session will occur to discuss your options
and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and
assessment process will commence from the beginning of the
unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically
outlines the due dates of each of your assessments. You must
adhere to this timetable. If you need extra time to complete an
assessment you must discuss this with your Nurse Educator
before the due date. Extensions to assessments can be granted in
agreement with you, your Nurse Educator and where applicable
the RTO General Manager. The following requirements apply to
all written assessments:
• All questions must be answered in full and using your own
words.
• Hand written assessments must be legible and in either BLUE
or BLACK pen.
• Assessments can be word processed. You must use:
3. ? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be
returned for resubmission. Cross out any incorrect answer and
rewrite it.
• If submitting extra information, diagrams, posters, flyers or
handouts make sure your name and number, date and the unit
code is clearly identified on each piece of extra information.
• Where applicable reference any work that is not your own
using the style described in the student handbook.
• Where applicable create a bibliography at the back of your
work to show where you have accessed information used in your
assessment.
• It is advisable that you make a copy of your fully completed
Assessment Workbook before you submit it. CTA are required
to keep all of your assessments so it will not be returned to you.
Outcomes:
Once you have a “Satisfactory Outcome” for all assessments
linked to each unit of competency you will be deemed
competent for the unit of competency.
If you have a “Not Satisfactory Outcome” your Assessor will
provide feedback to you on the area/s for improvement and
confirm further requirements. At this time a mutually agreed
4. future date for re-assessment will be set.
Listed below are explanations of the assessment decisions an
Assessor can make when marking your assessments.
Satisfactory
Outcome The Assessor has assessed your submission against the
criteria of the Assessment and is satisfied that all requirements
have been met.
Not Satisfactory Outcome The Assessor has assessed your
submission against the criteria of the Assessment and is not
satisfied that all requirements have been met.
All CTA Assessors follow the Principles of Assessment when
assessing your work. What this means to you is that they will
always treat every assessment submission objectively (fairly)
and without bias, they can make alternative assessment
arrangements if need be (flexible), they will only assess what
you have submitted (valid), and will use the assessment criteria
in the Assessor Marking guide when making their decision
(reliable).
Assessors also follow the Rules of Evidence when making the
assessment decision. What that means to you is they will make
sure the evidence you have submitted is relevant to the
assessment (valid), that the evidence you have given covers all
of the questions asked (sufficient), that the assessment is your
own work (authentic), and that the evidence is recent or from
the very recent past (current).
Reasonable Adjustment
To meet the Principles of Assessment, Assessors may make a
reasonable adjustment to the assessment. In some cases this may
5. mean that verbal questions may be asked instead of written
questions if a student has a literacy difference which would
make it difficult for them to complete the assessment under
normal circumstances. If you are struggling with the assessment
processes outlined in this workbook, then it is highly
recommended that you discuss this with your Trainer/Assessor
as soon as practicable, however it should be before you attempt
any assessment.
Overview of assessment
This unit of competency is predominantly assessed using a
project approach. Assessment will focus on your own workplace
environment. To demonstrate your competency, you must
complete all assessments included in this document. This
assessment includes:
• Written Questions – These questions assess your required
knowledge and research skills. Whilst it is expected that you
will refer to their learning material and secondary research all
responses must be in your own words.
• Project– This assessment allows you to apply your skills and
knowledge in a practical project, it may be a case study, role
play, workplace project or other relevant task that helps you
prove your ability to demonstrate how you apply your skills.
Students Please Note:
A zero tolerance to cheating and plagiarism is taken by CTA
If you, the student are found to have cheated on any forms of
assessment, including plagiarism of another’s work, you will be
required to re-sit an alternative assessment under the
supervision of an assessor to confirm competence in this unit or
you may face expulsion from the course.
6. Student Instructions
You must complete all of the following tasks of this workbook.
You may work in groups or individually to complete the
activities, this must be discussed and agreed to by your
Educator. To demonstrate your understanding of the knowledge
content, answers must be contextualised and in your own words.
Units of Competency and Tasks
The following units of competency for HLT54115 Diploma of
Nursing are included in this Transition Assessment Booklet
• CHCDIV001 Work with diverse people
• CHCDIV002 Promote Aboriginal and/or Torres Strait Islander
cultural safety
• HLTAAP002 Confirm physical health status
• HLTENN001 Practise nursing within the Australian health
care system
• HLTENN002 Apply communication skills in nursing practice
• HLTENN003 Perform clinical Assessment and contribute to
planning nursing care
• HLTENN004 Contribute to planning nursing care
• HLTENN008 Apply legal and ethical parameters to nursing
practice
• HLTENN013 Implement and monitor care of the older person
7. • HLTINF001 Comply with infection prevention and control
policies and procedures
• HLTWHS002 Follow safe work practices for direct client care
Thoroughly read the instructions for each assessment task as
they may differ from the one you have just completed. Follow
the instructions in each assessment and discuss with your
Educator if there is something you do not understand
CHCDIV001 Work with diverse people
CHCDIV001 – Written Questions
Instructions to Student:
In order to be competent in this assessment you must answer all
of the following questions correctly. This is an open book
assessment and you may use learning resources, research or the
internet to answer questions. You may be observed numerous
times over the duration of the unit. Answers to questions must
be in your own handwriting.
Question Answer Assessor Comments
1. Give 2 examples of ways you can improve awareness of
diversity in the workplace.
2. List 2 things that you could do to help form effective
workplace relationships with co-workers and colleagues of
diverse backgrounds and cultures?
3. Give an example of a work practice that you can use to
ensure your working environment is safe for all, including staff
and patients/clients.
8. 4. How can you show respect for diversity when communicating
with work colleagues?
5. What is the role of interpreters in the workplace?
6. If there is a cultural misunderstanding in your workplace.
What impact may it have on workplace social and cultural
diversity?
7. Take diversity into consideration and give an example of how
you can sensitively resolve an argument between two colleagues
in your workplace.
8. Give two examples of how culturally diverse difficulties can
be resolved in the workplace.
9. What is the definition of diversity?
10. Complete the following sentences
When working with diverse people
a) A workers responsibility or right is :
b) An Employers responsibility or right is:
c) A Client/patients responsibility or right is :
What kind of action could be taken if they breached a
responsibility or right?
a) An action taken against a worker could be:
b) An action taken against an employer could be:
c) An action taken against a client/patient could be:
9. 11. List three issues affecting Aboriginal and/or Torres Strait
Islander people.
(Include social, political and economic issues)
12. At work how can you participate in identifying and
implementing culturally safe work practices?
13. What resources in relation to cultural diversity issues
including the availability of assistance should be obtainable to
individuals within their workplace?
14. List 2 cultural influences or practices from diverse
communities that you are aware of.
15. How has exposure to cultural practices and experiences
positively affected your personal behaviour, interpersonal
relationships and social expectations?
16. When working with the general public you need to know
where to find information on equal employment opportunity in
relation to sex, race, disability, anti-discrimination and similar
legislation
List where you can obtain this information.
17.
Match the key areas of diversity with their definition:
• Culture, race, ethnicity
• Disability
• Religious or spiritual beliefs
10. • Gender
• Intersex
• Generational
• Sexual orientation/sexual identity
A strong belief in a supernatural power or powers that control
human destiny
A form or stage in the life cycle of an organism
A population that is believed to be distinct in a way from others
and social traits that are shared
The state of being male or female
The type of sexual, romantic, and/or physical attraction
someone feels toward others
A physical or mental condition that limits a person’s
movements, senses, or activities
The condition of being intermediate between male and female
CHCDIV001 – Written Questions
Question Answer Assessor Comments
What is the universal declaration of human rights?
What is the relationship between human needs and human
rights?
11. What rights and responsibilities do you and your clients have if
your human rights are being infringed?
What frame works, approaches and instruments are used in the
workplace to support diversity?
What western systems and structures impact Aboriginal and/or
Torres Strait Islander people and their engagement with
services?
What are the potential needs of marginalised groups including
a) Protective factors
b) Physical, mental and emotional health issues/care needs
List 2 examples of the potential impact if subjected to the
following:
a) Discrimination
b) Trauma
c) Exclusion
d) Negative attitudes
Written Questions Outcome
Assessment Decision
? Satisfactory
? Not Satisfactory
? Further Evidence Required
12. Feedback and Future Action
Assessor Feedback
Reassessment necessary?
Assessor Name Date
Assessor Signature Date Received
Date Due
Student Name
Student Signature Date
Student Feedback
CHCDIV001 – Self Reflection
Resources required for this assessment:
• Learning resources
• Access to a simulated environment or workplace
• Computer with ergonomic workstation and equipment
• Access to the internet
• Workplace resources
Activity 1 – Self Reflection
For this assessment you are required to complete a self-
13. reflection on your own cultural identity during your work
placement.
Self-Reflection
What are your own social and cultural perspectives and biases?
How do the social and cultural perspectives and biases you have
identified above impact your work with people?
How can you improve your own self and social awareness?
What are the community attitudes, language, policies and
structures of your own culture?
Give two examples of ways your own cultural practices or
beliefs have had a positive or a negative effect on your ability
work inclusively with others?
How can you ensure you work with awareness for your own
limitations regarding self and social awareness?
Activity 2 – Case Study
For this assessment you are required to demonstrate how you
recognise and respect the needs of people from diverse and
cultural backgrounds in at least 3 different situations.
You must ensure you choose three different diverse
clients/patients and one of them must be a client/patient who
has a language barrier.
One patient must be an Aboriginal and/or Torres Strait Islander
(ATIS).
You must then complete a case study about the threes
14. interactions. Answer the questions in the table below to
complete this case study.
Do not share names or personal details of your client/patient.
Case Study Client/patient 1 Client/patient 2
Client/patient 3
What was their diverse social and/or cultural background?
What did you find was the best method of communication with
them?
What resources were available to you to assist them?
What misunderstanding could you foresee happening with them
due to their diverse social and/or cultural background?
How did you show respect when communicating with them?
What strategy did you use to communicate with the
client/patient who had a language barrier?
When experiencing difficulties with your client/patient who did
you seek assistance from regarding your?
What legal and ethical considerations did you have to make
when interacting with them?
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander
cultural safety
CHCDIV002 – Written questions
Question Answer Assessor Comments
15. 18. What laws, codes or practice and regulations exist in
Australia to promote and protect Aboriginal and/or Torres Strait
Islander cultural safety
19. What are some of the key factors that make up a person’s
cultural identity?
List at least five
20. What resources can be engaged to promote partnerships
between staff and Aboriginal and/or Torres Strait Islander
people and their communities
(list 3)
21. List 10 factors that contribute to Aboriginal and/or Torres
Strait Islander ill health
For example, experience of racism leading to mental stress and
poor mental health issues
22. What are some (list four) of the diseases that are more
commonly experienced by Aboriginal and Torres Strait Islander
People than non-indigenous Australians?
23. How can experienced trauma impact on individuals’ ability
to:
a) Make decisions
b) Communicate
c) Interpret information
d) Retain information
16. 24. How can you make sure that you actively involve Aboriginal
and/or Torres Strait Islander people in the planning and delivery
of services and programs in your facility?
25. Describe Aboriginal and/or Torres Strait Islander cultural
safety in the community services and health context
Discuss the relationship between this cultural safety and:
a) cultural awareness
b) cultural competence
Assessment summary
Student Name
Assessor Name
Date
Unit Code CHCDIV001 & CHCDIV002
Unit Title Work with Diverse People
Please attach the following assessment items and associated
checklists to this form Satisfactory
Assessment 1 Written Questions
?YES ?NO ?N/A
Assessment 2 Self Reflection ?YES ?NO ?N/A
Assessment 3 Written questions ?YES ?NO ?N/A
17. The assessment requirements of this unit have been met
?COMPETENT
The assessment requirements of this unit have NOT been met
?NOT YET COMPETENT
Reassessment necessary ? YES ? NO
Feedback to Student
Student Declaration
I hereby acknowledge that I have been assessed in this unit and
have been advised of my result. I have been made aware of my
appeal rights.
Student Signature Date
Assessor Declaration
I hereby declare that I have provided appropriate feedback and
undertaken an assessment process which complies with the
principles of assessment and rules of evidence.
Assessor Signature Date
HLTAAP002 Confrim Physical Health Status
Assessment Task 1: Written Questions
Question Answer Assessor Comments
1. Describe your role (including responsibilities and limitations)
in relation to checking client health status
18. 2. What are the roles of at least two other members of the care
team in relation to checking client health status
3. Fill in the blanks with the correct term for measurement:
Fingers are ____________________ to the elbow
The head is ____________________ to the chest
The knee is ____________________to the pelvis
The back is ____________________ to the abdomen
The face is ____________________ to the spine
The toes are ___________________to the knee
4. Describe the cautions and contraindication for the following
medications in terms of basic health procedures (such as the
taking of observations)
Warfarin
Digoxin
Insulin
GTN Patch
5. Describe the major types of cellular
Adaptation
6. Describe at least two oral health diseases of the mouth and
teeth for both edentulous and dentate clients.
19. edentulous (no-natural teeth) dentate (having natural teeth)
Written Questions Outcome
Assessment Decision
? Satisfactory
? Not Satisfactory
? Further Evidence Required
Feedback and Future Action
Assessor Feedback
Reassessment necessary?
Assessor Name Date
Assessor Signature Date Received
Date Due
Student Name
Student Signature Date
Student Feedback
Assessment summary
Student Name
Assessor Name
20. Date
Unit Code HLTAAP002
Unit Title Confirm Physical Health Status
Please attach the following assessment items and associated
checklists to this form Satisfactory
Assessment 1 Written Questions
?YES ?NO ?N/A
The assessment requirements of this unit have been met
?COMPETENT
The assessment requirements of this unit have NOT been met
?NOT YET COMPETENT
Reassessment necessary ? YES ? NO
Feedback to Student
Student Declaration
I hereby acknowledge that I have been assessed in this unit and
have been advised of my result. I have been made aware of my
appeal rights.
Student Signature Date
Assessor Declaration
I hereby declare that I have provided appropriate feedback and
undertaken an assessment process which complies with the
21. principles of assessment and rules of evidence.
Assessor Signature Date
HLTENN001 Practice nursing within the Australian health care
system
Assessment Task 1: Written Questions
Instructions to Student:
In order to be competent in this unit and to successfully
transition into the new Diploma of Nursing, you must answer all
of the following questions correctly. This is an open book
assessment and you may use learning resources, text books,
research or the internet to answer questions.
Question Answer Assessor Comments
7. How can you maintain your knowledge of health issues,
emerging theories and health policy and make sure that you are
always up to date with new developments?
8. List at least 10 current health issues that are experienced by
people in Australia:
List at least 10 factors that affect the health of people in
Australia:
9. Australia is country made up of a vast range of cultures and
people of diverse backgrounds.
a) Describe the unique health and wellbeing issues faced by
people who have come to Australia from other countries?
b) Why are these issues experienced by people from other
22. countries (in your response, consider factors relating to
environment and community)?
10. Aboriginal and Torres Strait Islander people have
experienced a lesser level of health care and have differing
health-related issues to non-aboriginal people living in
Australia. Describe this gap including factors that have
contributed to it and what is being done to bridge the gap:
11. Where can Australians access funding for their health care?
Include in your response
• At least two government funding sources
• At least two non-government funding sources
• At least four types of private health insurance available to
Australians
Provide a benefit and limitation for each of your examples.
12. How has the nursing profession evolved in Australia from
historical perspectives on nursing to contemporary nursing
perspectives today:
Include at least two examples of current nursing perspectives in
your response.
13. How has the Australian Health Care System evolved from a
historical context through to health care standards in Australia
today?
14. What is “primary health care” and how do you contribute to
primary health care as a nurse?
23. 15. List the standards of care expected of community health
nurses in Victoria
16. List at least five health care environments that you may
work in as a nurse. For each of these environments, describe the
interdisciplinary team that works there and their roles.
Example:
An Oncology Ward will have a team of oncologists, surgeons,
nurses, physiotherapists, occupational therapists and counsellors
assigned to help clients with their care.
17. In 250 words or less, critically analyse the strengths and
weaknesses of the Australian Heath Care System in Victoria,
and particularly your local area:
18. Health and illness have significant impacts on a person’s
life. Give two examples each of the impact that good health and
poor health can have on people’s every day lives:
19. What are the principles of wellness and illness?
20. Describe at least three non-western approaches to health
care and their place in contemporary nursing practice in
Australia.
21. Choose two health service models and describe their key
features:
Written Questions Outcome
Assessment Decision
? Satisfactory
24. ? Not Satisfactory
? Further Evidence Required
Feedback and Future Action
Assessor Feedback
Reassessment necessary?
Assessor Name Date
Assessor Signature Date Received
Date Due
Student Name
Student Signature Date
Student Feedback
HLTENN002 Apply communication skills in nursing practice
HLTENN002 – Written Questions
Instructions to Student:
In order to be competent in this unit and to successfully
transition into the new Diploma of Nursing, you must answer all
of the following questions correctly. This is an open book
assessment and you may use learning resources, text books,
research or the internet to answer questions.
1. For the characteristics listed in the table explain the
importance of each one to establish effective partnerships in
25. nursing? Characteristics Importance
Confidentiality
Trust
Self-reflection
Social conversation
Creating a therapeutic environment
2. What is the purpose for each of the follow resources that are
included in the core standards for nurses who support people
with a disability?
a) Communication and behaviour support for nurses practice
package
b) Communication and behaviour support for nurses appraisal
https://essaycove.com/this-assessment-booklet-contains-the-
necessary-assessment-items-to-ensure-a-smooth-transition-
from-superseded-units-of-competency-that/
3. For the communication processes listed in the table, give a
rationale for each one.
Process Rationale
Conflict resolution
Group dynamics
4. When communicating with colleagues and patients/clients
26. a) What information technology can you use?
b) What policies might you need to adhere to?
5. What are the 8 principles of the Australian open Disclosure
Framework?
6. You have a patient/client who suffers from sensory losses;
give an example of how you would communicate with them.
7. What is the purpose of a social media policy?
HLTENN002 – Written Questions
Resources required for this assessment:
• Learning resources
• Access to a workplace
• Computer with ergonomic workstation and equipment
• Access to the internet
• Workplace resources, including industry software packages
• CTA Student Handbook (social media policy)
For this activity you are required to read the scenario below and
answer the questions that follow.
Scenario: You have checked your calendar and have noticed
your next appointment is with a patient/client who suffers from
a hearing impairment.
1. Prior to the appointment, how can you identify if the
27. communication with the patient/client is going to be complex?
2. What strategies can you use to address the complex
communication situation?
3. What policies and procedures do you need to adhere to when
communicating with the patient/client?
4. How can you demonstrate advocacy for the patient/client?
When the patient/client arrives for their appointment they have
brought a family member with them and at the end of the
appointment the family member asks you to put the
conversation in writing to them via email.
Use the space below to document what your response would be
to the family member.
Assessment summary
Student Name
Assessor Name
Date
Unit Code HLTENN002
Unit Title Apply communication skills in nursing
Please attach the following assessment items and associated
checklists to this form Satisfactory
Assessment 1 Written Questions
?YES ?NO ?N/A
28. Assessment 2 Done on placement ?YES ?NO ?N/A
Assessment 3 Done on placement ?YES ?NO ?N/A
Summary Done on placement ?YES ?NO ?N/A
The assessment requirements of this unit have been met
?COMPETENT
The assessment requirements of this unit have NOT been met
?NOT YET COMPETENT
Reassessment necessary ? YES ? NO
Feedback to Student
Student Declaration
I hereby acknowledge that I have been assessed in this unit and
have been advised of my result. I have been made aware of my
appeal rights.
Student Signature Date
Assessor Declaration
I hereby declare that I have provided appropriate feedback and
undertaken an assessment process which complies with the
principles of assessment and rules of evidence.
Assessor Signature Date
HLTENN003 Perform clinical Assessment and contribute to
planning nursing care
29. HLTENN003 – Written Questions
Instructions to Student:
In order to be competent in this assessment you must answer all
of the following questions correctly. This is an open book
assessment and you may use learning resources, research or the
internet to answer questions. You may be observed numerous
times over the duration of the unit. Answers to questions must
be in your own handwriting.
Question Answer Assessor Comments
1. For each of the below explain how you would perform
clinical measurements or assessments:
Client status Process for clinical assessment (equipment,
measurement, process)
Blood glucose level
Blood pressure
BMI, height and weight
Conscious state
Pupil reaction
Neurological reflexes
Pulse and peripheral circulation
Sensory perception (inc. hearing and sight)
Skin (colour, integrity and turgor)
30. Respirations
Urinalysis
Temperature
2. What are the principles of health assessment?
3. What problem solving strategies and techniques can you use
to handle the following situations:
You are conducting a health assessment when your client starts
to get angry and resist:
Your client is in an altered conscious state and can’t answer
your questions:
Your client is living with a psychotic illness and their answers
to your questions are inconsistent. They tell you that they can’t
trust you because you are trying to poison them. All you need to
know is what medication they are taking:
4. What is the purpose for each of the follow resources that are
included in the core standards for nurses who support people
with a disability?
https://essaycove.com/category/uncategorized/
a) Person Centred Health Care Assessments
b) Development of Health Care Plans Core Standard for
Practitioners
c) Mealtime Management for Nurses Practice Package