Template to review your current skills based on the current Solicitors Regulation Authority competencies. The current competencies can be found here: https://www.sra.org.uk/solicitors/resources/cpd/competence-statement/
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 199.docxrafbolet0
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 1994
The purpose of this case is to give the student the opportunity to read a court case. This case brings out the role of the federal courts and state courts in our dual court system, and the federal preemption. It also cover important aspects of the law of warranties.
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Executive Summary
10
8
6
4
A concise well written explanation of the importance of the case
Concise but not well written has both the results and importance.
Too lengthy and misses the importance or results of the case
Too lengthy and does not explain why the case is important or the results.
Introduction
10
8
6
4 or less
Summarizes the case facts and legal proceedings
Shows a thorough understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts or how the case proceeded through the legal system, but not both.
Misses important fact of the case and an understanding of the legal process is lacking and confused.
Analysis
25
20
15
10 or less
Discuss the reasons and reasoning supporting the court’s opinion
Thoroughly and succinctly discusses the reasoning supporting the court’s opinion.
Thoroughly discusses the reasoning supporting the court’s majority opinion, However, the discussion is wordy.
Discusses the reasoning supporting the court’s majority opinion. However, part of the analysis is missing.
Discusses the reasoning supporting the court’s majority opinion. However, much of the analysis is missing.
Ethics
15
12
9
6 or less
Ethical issue recognition
Recognizes the complex and gray ethical issues in the case and recognize and explains the cross relationships between legal and ethical issues.
Recognizes the ethical complex and gray issues in the case or can grasp cross relationships between legal and ethical issues, but the explanations are cloudy.
Recognizes basic and obvious issues and grasps incompletely complex relationships among the issues and fails to explain them adequately.
Recognizes basic and obvious ethical issues, but fails to grasp the complexity of the relationships. The explanation is incomplete.
Conclusion
10
8
6
4 or less
Summarize the reasons for the court’s decision and its impact on business
Succinctly and effectively summarizes the effect of the case and its importance to business.
Summary is ineffective and includes the major points of the case.
Misses one of the major reasons for the importance of the case.
Misses more than one of the major reasons for the importance of the case.
Communication
15
12
9
6 or less
Organization of Paper
Report is professional in appearance; includes title page, headings/subheadings, exhibits are creative and informative; external sources are properly cited; easy to read, comprehend; persuasive.
Report is acceptable in appearance; includes title page, headings/su.
Unit 3 maintain yourself in professional practiceUc Man
This document summarizes the key elements of maintaining professional practice. It covers continuing professional development, networking, and managing one's own work. Element 1 involves identifying professional standards and setting development objectives. Element 2 is about establishing and maintaining contacts that can benefit one's work. Element 3 covers setting work goals, prioritizing tasks, planning, and reviewing progress. The document provides examples of how to meet the performance criteria for each element through activities, products, reports, and witness testimony.
Unit 3 maintain yourself in professional practiceUc Man
This document summarizes the key elements of maintaining professional practice. It covers continuing professional development, networking, and managing one's own work. Element 1 involves identifying professional standards and setting development objectives. Element 2 is about establishing and maintaining contacts that can benefit one's work. Element 3 covers setting work goals, prioritizing tasks, planning, and reviewing progress. The overall unit aims to provide guidance on maintaining competence through skills development, networking, and self-management.
Unit 3 maintain yourself in professional practiceUc Man
This document summarizes three units covering maintaining professional practice for talent to employment. Unit 3 focuses on maintaining professional competence, relationships, and work management. Element 3.1 involves identifying standards, skills, objectives and devoting time/resources to development. Element 3.2 is about establishing and maintaining contacts to benefit work. Element 3.3 requires setting goals, prioritizing and planning work, estimating resources, reviewing progress, and balancing work/life. Evidence of competency in these areas is required.
MYP Individuals and Society Criteria of assessmentPaula Ledesma
This document outlines the four criteria for assessing students in the Individuals and Societies subject group in the International Baccalaureate Middle Years Programme: Criterion A is knowing and understanding subject content, Criterion B is investigating research questions, Criterion C is communicating information appropriately, and Criterion D is thinking critically about concepts and sources. Each criterion lists what students should be able to do to demonstrate their achievement.
Unit 3 maintain yourself in professional practiceUc Man
This document summarizes the key elements needed to maintain professional practice, including continuing professional development, networking, and managing one's own work. It covers identifying professional standards, developing objectives for self-improvement, establishing professional contacts, setting work goals, prioritizing tasks, and reviewing progress. The document provides guidance on maintaining competence, building relationships, and managing time and resources to complete work as planned and achieve a work-life balance.
This document summarizes the key elements needed to maintain professional practice, including continuing professional development, networking, and managing one's own work. It covers identifying professional standards, developing objectives for self-improvement, establishing professional contacts, setting work goals, prioritizing and planning work activities, and reviewing progress. The document provides guidance on what needs to be done and known to demonstrate competence in these important aspects of maintaining a professional practice.
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 199.docxrafbolet0
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 1994
The purpose of this case is to give the student the opportunity to read a court case. This case brings out the role of the federal courts and state courts in our dual court system, and the federal preemption. It also cover important aspects of the law of warranties.
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Executive Summary
10
8
6
4
A concise well written explanation of the importance of the case
Concise but not well written has both the results and importance.
Too lengthy and misses the importance or results of the case
Too lengthy and does not explain why the case is important or the results.
Introduction
10
8
6
4 or less
Summarizes the case facts and legal proceedings
Shows a thorough understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts or how the case proceeded through the legal system, but not both.
Misses important fact of the case and an understanding of the legal process is lacking and confused.
Analysis
25
20
15
10 or less
Discuss the reasons and reasoning supporting the court’s opinion
Thoroughly and succinctly discusses the reasoning supporting the court’s opinion.
Thoroughly discusses the reasoning supporting the court’s majority opinion, However, the discussion is wordy.
Discusses the reasoning supporting the court’s majority opinion. However, part of the analysis is missing.
Discusses the reasoning supporting the court’s majority opinion. However, much of the analysis is missing.
Ethics
15
12
9
6 or less
Ethical issue recognition
Recognizes the complex and gray ethical issues in the case and recognize and explains the cross relationships between legal and ethical issues.
Recognizes the ethical complex and gray issues in the case or can grasp cross relationships between legal and ethical issues, but the explanations are cloudy.
Recognizes basic and obvious issues and grasps incompletely complex relationships among the issues and fails to explain them adequately.
Recognizes basic and obvious ethical issues, but fails to grasp the complexity of the relationships. The explanation is incomplete.
Conclusion
10
8
6
4 or less
Summarize the reasons for the court’s decision and its impact on business
Succinctly and effectively summarizes the effect of the case and its importance to business.
Summary is ineffective and includes the major points of the case.
Misses one of the major reasons for the importance of the case.
Misses more than one of the major reasons for the importance of the case.
Communication
15
12
9
6 or less
Organization of Paper
Report is professional in appearance; includes title page, headings/subheadings, exhibits are creative and informative; external sources are properly cited; easy to read, comprehend; persuasive.
Report is acceptable in appearance; includes title page, headings/su.
Unit 3 maintain yourself in professional practiceUc Man
This document summarizes the key elements of maintaining professional practice. It covers continuing professional development, networking, and managing one's own work. Element 1 involves identifying professional standards and setting development objectives. Element 2 is about establishing and maintaining contacts that can benefit one's work. Element 3 covers setting work goals, prioritizing tasks, planning, and reviewing progress. The document provides examples of how to meet the performance criteria for each element through activities, products, reports, and witness testimony.
Unit 3 maintain yourself in professional practiceUc Man
This document summarizes the key elements of maintaining professional practice. It covers continuing professional development, networking, and managing one's own work. Element 1 involves identifying professional standards and setting development objectives. Element 2 is about establishing and maintaining contacts that can benefit one's work. Element 3 covers setting work goals, prioritizing tasks, planning, and reviewing progress. The overall unit aims to provide guidance on maintaining competence through skills development, networking, and self-management.
Unit 3 maintain yourself in professional practiceUc Man
This document summarizes three units covering maintaining professional practice for talent to employment. Unit 3 focuses on maintaining professional competence, relationships, and work management. Element 3.1 involves identifying standards, skills, objectives and devoting time/resources to development. Element 3.2 is about establishing and maintaining contacts to benefit work. Element 3.3 requires setting goals, prioritizing and planning work, estimating resources, reviewing progress, and balancing work/life. Evidence of competency in these areas is required.
MYP Individuals and Society Criteria of assessmentPaula Ledesma
This document outlines the four criteria for assessing students in the Individuals and Societies subject group in the International Baccalaureate Middle Years Programme: Criterion A is knowing and understanding subject content, Criterion B is investigating research questions, Criterion C is communicating information appropriately, and Criterion D is thinking critically about concepts and sources. Each criterion lists what students should be able to do to demonstrate their achievement.
Unit 3 maintain yourself in professional practiceUc Man
This document summarizes the key elements needed to maintain professional practice, including continuing professional development, networking, and managing one's own work. It covers identifying professional standards, developing objectives for self-improvement, establishing professional contacts, setting work goals, prioritizing tasks, and reviewing progress. The document provides guidance on maintaining competence, building relationships, and managing time and resources to complete work as planned and achieve a work-life balance.
This document summarizes the key elements needed to maintain professional practice, including continuing professional development, networking, and managing one's own work. It covers identifying professional standards, developing objectives for self-improvement, establishing professional contacts, setting work goals, prioritizing and planning work activities, and reviewing progress. The document provides guidance on what needs to be done and known to demonstrate competence in these important aspects of maintaining a professional practice.
This educational contract outlines the student's internship goals, learning plan, and responsibilities. The student seeks to gain skills in research, evaluation, data analysis, and data presentation. Their learning plan includes conducting research on equity measures, creating a resource database, and engaging in policy work. The student also aims to explore their ethnic identity and participate in trainings on disproportionality. Additional goals are to develop professional skills like networking and creating a portfolio. The contract specifies the student will complete 480 hours over 16 weeks, attend weekly supervision, and document hours using a tracking spreadsheet.
The document describes 7 job openings:
1. A manager is needed for administration, HR, and accounts with responsibilities like overseeing operations, hiring, evaluating employees, ensuring supplies, and processing payroll. A bachelor's is required.
2. A mining manager is required to oversee mine operations, prepare budgets and reports, ensure safety and efficiency, and collaborate with other managers. Experience in mining and a bachelor's are required.
3. A legal advisor is sought for civil and criminal legal matters like drafting agreements and court appearances. Experience in legal matters and a bachelor's are required.
The document outlines the ISTE Technology Standards which provide guidelines for student skills and knowledge with technology. The 6 standards are: 1) Creativity and Innovation where students develop innovative ideas and works using technology, 2) Communication and Collaboration where students communicate and work collaboratively using digital tools, 3) Research and Information Fluency where students gather, evaluate and use information from various sources, 4) Critical Thinking where students use technology to conduct research, solve problems and make decisions, 5) Digital Citizenship where students practice legal and ethical behavior related to technology use, and 6) Technology Operations where students understand technology systems and operations.
The document provides standards and frameworks for the Caribbean Primary Exit Assessment (CPEATM) developed by the Caribbean Examinations Council (CXC). It outlines the key areas assessed in the exam which are Language Arts, Mathematics, Science, and Social Studies. For each area, it lists the literacy skills and competencies students are expected to demonstrate. The document provides 3 or fewer specific targets and standards for each area to guide curriculum and assessment development for primary exit examinations across the Caribbean.
The document outlines six standards for students' technology use:
1. Creativity and Innovation - Students use technology creatively to generate new ideas and works.
2. Communication and Collaboration - Students use digital tools to communicate and collaborate with others.
3. Research and Information Fluency - Students find, organize, evaluate, and share information using technology.
Bachelor of Technology (Construction Management)Aaron Couto
The document outlines the program learning outcomes for the Bachelor of Technology in Construction Management program at George Brown College. It lists 10 specific outcomes that graduates should reliably demonstrate, including communicating project information, analyzing past project performance, managing projects safely and ethically, and applying management and business principles. It also lists the generic degree level outcomes expected of bachelor's degree programs, such as depth of knowledge in the field, conceptual and research abilities, communication skills, and professional capacity.
This job posting is for a Design Coordinator position in Birmingham paying £35,000-£40,000. The role involves leading and coordinating the design and working drawing process for a client with over £1 billion in annual turnover and 3,500 employees. Key responsibilities include managing design consultants, developing design programs, producing cost-effective designs that meet requirements and budgets, and ensuring health and safety risks are mitigated. The ideal candidate has 4+ years of contracting experience, knowledge of construction technology and Microsoft Office/CAD software, and a minimum level 4 qualification in a relevant field. Strong project delivery, cost control, and relationship building skills are required.
This document provides guidance on creating documents for knowledge sharing within an organization. It outlines the key tasks involved, which include establishing the purpose and audience for documents, obtaining relevant information, reviewing documents with others, and publishing approved documents. The document also describes the necessary knowledge, skills, and tools required to effectively create documents, such as understanding the organization's documentation policies and templates, being able to structure information clearly, and using software like Word and Visio. The overall goal is to create high-quality documents that capture and disseminate important knowledge throughout the organization.
Page 1 of 2 Updated: 8/17/2011
The student will recognize application of communication theories by
The student will demonstrate the ability to organize meaningful ideas for communication
situations by
The student will demonstrate effective listening skills by
The student will adapt language to various communication situations by
The student will demonstrate effective auditory aspects of delivery by
Miami-Dade College
SPC 1017 - Fundamentals of Speech Communication
Course Description:
SPC 1017 provides students with the oral communication skills necessary for success in personal, professional
and educational settings. Through the study and experiential practice of interpersonal communication,
presentational speaking and group dynamics, students will understand the concepts and principles of
communication and be able to use them effectively. This course fulfills the Gordon Rule requirement that students
demonstrate proficiency in college-level writing through multiple assignments. 3 Credits
Prerequisites and Co-requisites: None
Course Competencies:
Competency 1:
a. differentiating among communication models.
b. identifying ethical issues in communication.
c. recognizing different types and functions of communication.
d. explaining the impact of perception on communication.
e. identifying characteristics of a competent communicator.
Competency 2:
a. incorporating supporting materials to develop ideas.
b. incorporating various traditional and electronic research methods.
c. asking and responding to questions in an interview situation.
d. facilitating the communication process to accomplish group goals in a meeting
situation.
Competency 3:
a. differentiating between hearing and listening.
b. recognizing and correcting ineffective listening habits.
c. adapting listening techniques to purpose and situation.
Competency 4:
a. analyzing the audience.
b. using strategies to achieve listener attention.
c. recognizing assertive language techniques.
d. distinguishing among conflict-resolution styles.
e. distinguishing between supportive and defensive language.
f. demonstrating the use of Standard English grammar.
Competency 5:
a. using vocal variety.
b. using understandable pronunciation.
c. using clear enunciation.
Page 2 of 2 Updated: 8/17/2011
The student will demonstrate effective visual aspects of delivery by
The student will create and present sound arguments by
The student will manage his/her communication behaviors by
Competency 6:
a. dressing appropriately for target audiences and speaking occasions.
b. utilizing appropriate gestures and body movements for target.
The document outlines the stages of a management consulting engagement: 1) negotiating the engagement between the consultant and client, 2) planning the engagement, 3) conducting the assignment through problem identification, data analysis, solution development, and reporting, 4) evaluating the engagement and providing post-engagement follow-up. Key aspects of each stage are discussed at a high level, including proposal letters, work plans, data collection techniques, and project management.
This document provides checklists for managing various aspects of a research project, including principles, tools, methodology, ethics, interviews, questionnaires, and report writing. The checklists outline important considerations for each stage of research to ensure the project is well-planned, executed properly, and reported on accurately.
Rai trainer (sample sales training course outline)Shruthi Menon
This course outline covers various topics related to professional sales including sales psychology, buyer psychology, strategic and tactical sales planning, territory planning, time management, prospecting, pre-call planning, relationship building, communication skills, competitive analysis, cold calling, sales appointments, proposal writing, overcoming objections, product demos, negotiations, closing deals, pipeline management, and maintaining business after the sale. The goal is to provide sales representatives with the skills needed to excel in B2B sales.
The ISTE Standards outline six categories of skills that students should develop to become effective users of technology. The standards are: 1) creativity and innovation, 2) communication and collaboration, 3) research and information fluency, 4) critical thinking, problem solving, and decision making, 5) digital citizenship, and 6) technology operations and concepts. Within each category are specific skills students are expected to demonstrate related to applying technology in a meaningful way.
Homework 1 surveying and layout1. Your supervisor has aske.docxpooleavelina
Homework 1 surveying and layout
1. Your supervisor has asked you to prepare a list of equipment that your crew will use for construction survey and layout for a building project.
a. List six of such equipment
b. Pick two from the list which are PPE and state their functions
2. Giving example, differentiate the field engineer from office engineer with reference to construction surveying and layout
3. I. What is effective communication and why is it important in construction survey and layout?
II. It is an important requirement for the field engineer to communicate effectively to the craftspeople during surveying work at the jobsite.
a. What are the three words to summarize the basic principles of marking in construction survey
b. Describe each of the three words with reference to surveying and layout
4. Using examples, differentiate the following with reference to survey and layout
a. Errors and mistakes
b. Accuracy and precision and stating where you would use require both
5. Describe the requirement for a sharp tool in surveying and layout operation
CRJ 322 – Criminal Mind
(Prerequisite: CRJ 105)
COURSE DESCRIPTION
This course provides a broad range of topics relevant to criminal behavior and the development of the personality. Biological, psychological, and social structural factors which influence the possible origin of criminal behavior, as well as criminal justice and societal approaches for preventing crime are addressed.
INSTRUCTIONAL MATERIALS
Required Resources
Clinard, M., & Meier, R. (2016). Sociology of deviant behavior (15th ed.). Boston, MA: Cengage Publishing.
Supplemental Resources
Cowan, Ari (2018). Rethinking Violence Toward Understanding and Developing a More Practical Response to the Epidemic of Violence. Retrieved from https://www.worldaffairscouncils.org/images/upload/WP%20-%20Rethinking%20Violence%20001.pdf
Kelly, Brian C., Marin, Alexandra C., & Vuolo, Mike (2017). Multiple Dimensions of Peer Effects and
Deviance: The Case of Prescription Drug Misuse among Young Adults. Retrieved from http://www.asanet.org/sites/default/files/attach/journals/may2017socuisfeature.pdf
Science Daily. (2017). Street Gangs, Crime Serve as Deviant Leisure Activities for Youths. Retrieved from
https://www.sciencedaily.com/releases/2017/05/170523124111.htm
ThoughtCo. (2018). Sociology of Deviance and Crime: The Study of Cultural Norms and What Happens
When They Are Broken. Retrieved from https://www.thoughtco.com/sociology-of-crime-and-deviance-3026279
COURSE LEARNING OUTCOMES
1. Classify risk factors associated with age of onset and future deviant and / or criminal behavior.
2. Differentiate between the main theoretical approaches used to address criminal personalities.
3. Properly classify criminal offenders and discuss criminal typologies.
4. Properly classify suicide and suicidal tendencies.
5. Describe the procedures for handling mental illness in the criminal justice ...
Counselors and clients have both rights and obligations in counseling. Counselors are accountable for managing sessions, observing confidentiality, being familiar with treatment guidelines, orienting clients to guidelines, maintaining professional relationships, ensuring accuracy of information, referring clients appropriately, maintaining ethical codes, increasing their knowledge and skills, and ensuring the success of the counseling process. Clients are accountable for providing accurate information, doing agreed upon tasks and assignments, giving and receiving respect, attending sessions regularly and punctually, and acting in their own best interests. Both counselors and clients are accountable for payment of professional fees and maintaining professional relationships.
Fall Semester IRL 3110 A- Simulation Exercise _ Course Outline.pptxGEORGEKABONGAH1
Simulation Exercise is a highly effective and engaging negotiation/ mediation activity that helps to facilitate dynamic learning, as students explore issues from both sides of the table, experiment with different approaches to resolution, and have an opportunity to see the results as they practice and learn key negotiation skills.
Acting as members of a delegation, students set the direction for the team by synthesizing and articulating the interests of the actor they are representing; pre-empting the positions taken by other actors and accommodating these in their own strategies; and defending their position and the priorities they began with in the light of the final document adopted.
(1) Patrick Olenick is a business professional with over 20 years of experience in risk management, case management, claim investigation, and project leadership in the insurance and risk management industries.
(2) He has significant experience managing large property and casualty claims up to $1 million, investigating instances of fraud, negotiating settlements, and collaborating with legal counsel.
(3) His background includes developing a claim platform and project managing the resolution of thousands of domestic claims from Johnson & Johnson's DePuy Hip Implant Recall program and investigating and successfully managing claims against Great Atlantic & Pacific Tea Company.
This educational contract outlines the student's internship goals, learning plan, and responsibilities. The student seeks to gain skills in research, evaluation, data analysis, and data presentation. Their learning plan includes conducting research on equity measures, creating a resource database, and engaging in policy work. The student also aims to explore their ethnic identity and participate in trainings on disproportionality. Additional goals are to develop professional skills like networking and creating a portfolio. The contract specifies the student will complete 480 hours over 16 weeks, attend weekly supervision, and document hours using a tracking spreadsheet.
The document describes 7 job openings:
1. A manager is needed for administration, HR, and accounts with responsibilities like overseeing operations, hiring, evaluating employees, ensuring supplies, and processing payroll. A bachelor's is required.
2. A mining manager is required to oversee mine operations, prepare budgets and reports, ensure safety and efficiency, and collaborate with other managers. Experience in mining and a bachelor's are required.
3. A legal advisor is sought for civil and criminal legal matters like drafting agreements and court appearances. Experience in legal matters and a bachelor's are required.
The document outlines the ISTE Technology Standards which provide guidelines for student skills and knowledge with technology. The 6 standards are: 1) Creativity and Innovation where students develop innovative ideas and works using technology, 2) Communication and Collaboration where students communicate and work collaboratively using digital tools, 3) Research and Information Fluency where students gather, evaluate and use information from various sources, 4) Critical Thinking where students use technology to conduct research, solve problems and make decisions, 5) Digital Citizenship where students practice legal and ethical behavior related to technology use, and 6) Technology Operations where students understand technology systems and operations.
The document provides standards and frameworks for the Caribbean Primary Exit Assessment (CPEATM) developed by the Caribbean Examinations Council (CXC). It outlines the key areas assessed in the exam which are Language Arts, Mathematics, Science, and Social Studies. For each area, it lists the literacy skills and competencies students are expected to demonstrate. The document provides 3 or fewer specific targets and standards for each area to guide curriculum and assessment development for primary exit examinations across the Caribbean.
The document outlines six standards for students' technology use:
1. Creativity and Innovation - Students use technology creatively to generate new ideas and works.
2. Communication and Collaboration - Students use digital tools to communicate and collaborate with others.
3. Research and Information Fluency - Students find, organize, evaluate, and share information using technology.
Bachelor of Technology (Construction Management)Aaron Couto
The document outlines the program learning outcomes for the Bachelor of Technology in Construction Management program at George Brown College. It lists 10 specific outcomes that graduates should reliably demonstrate, including communicating project information, analyzing past project performance, managing projects safely and ethically, and applying management and business principles. It also lists the generic degree level outcomes expected of bachelor's degree programs, such as depth of knowledge in the field, conceptual and research abilities, communication skills, and professional capacity.
This job posting is for a Design Coordinator position in Birmingham paying £35,000-£40,000. The role involves leading and coordinating the design and working drawing process for a client with over £1 billion in annual turnover and 3,500 employees. Key responsibilities include managing design consultants, developing design programs, producing cost-effective designs that meet requirements and budgets, and ensuring health and safety risks are mitigated. The ideal candidate has 4+ years of contracting experience, knowledge of construction technology and Microsoft Office/CAD software, and a minimum level 4 qualification in a relevant field. Strong project delivery, cost control, and relationship building skills are required.
This document provides guidance on creating documents for knowledge sharing within an organization. It outlines the key tasks involved, which include establishing the purpose and audience for documents, obtaining relevant information, reviewing documents with others, and publishing approved documents. The document also describes the necessary knowledge, skills, and tools required to effectively create documents, such as understanding the organization's documentation policies and templates, being able to structure information clearly, and using software like Word and Visio. The overall goal is to create high-quality documents that capture and disseminate important knowledge throughout the organization.
Page 1 of 2 Updated: 8/17/2011
The student will recognize application of communication theories by
The student will demonstrate the ability to organize meaningful ideas for communication
situations by
The student will demonstrate effective listening skills by
The student will adapt language to various communication situations by
The student will demonstrate effective auditory aspects of delivery by
Miami-Dade College
SPC 1017 - Fundamentals of Speech Communication
Course Description:
SPC 1017 provides students with the oral communication skills necessary for success in personal, professional
and educational settings. Through the study and experiential practice of interpersonal communication,
presentational speaking and group dynamics, students will understand the concepts and principles of
communication and be able to use them effectively. This course fulfills the Gordon Rule requirement that students
demonstrate proficiency in college-level writing through multiple assignments. 3 Credits
Prerequisites and Co-requisites: None
Course Competencies:
Competency 1:
a. differentiating among communication models.
b. identifying ethical issues in communication.
c. recognizing different types and functions of communication.
d. explaining the impact of perception on communication.
e. identifying characteristics of a competent communicator.
Competency 2:
a. incorporating supporting materials to develop ideas.
b. incorporating various traditional and electronic research methods.
c. asking and responding to questions in an interview situation.
d. facilitating the communication process to accomplish group goals in a meeting
situation.
Competency 3:
a. differentiating between hearing and listening.
b. recognizing and correcting ineffective listening habits.
c. adapting listening techniques to purpose and situation.
Competency 4:
a. analyzing the audience.
b. using strategies to achieve listener attention.
c. recognizing assertive language techniques.
d. distinguishing among conflict-resolution styles.
e. distinguishing between supportive and defensive language.
f. demonstrating the use of Standard English grammar.
Competency 5:
a. using vocal variety.
b. using understandable pronunciation.
c. using clear enunciation.
Page 2 of 2 Updated: 8/17/2011
The student will demonstrate effective visual aspects of delivery by
The student will create and present sound arguments by
The student will manage his/her communication behaviors by
Competency 6:
a. dressing appropriately for target audiences and speaking occasions.
b. utilizing appropriate gestures and body movements for target.
The document outlines the stages of a management consulting engagement: 1) negotiating the engagement between the consultant and client, 2) planning the engagement, 3) conducting the assignment through problem identification, data analysis, solution development, and reporting, 4) evaluating the engagement and providing post-engagement follow-up. Key aspects of each stage are discussed at a high level, including proposal letters, work plans, data collection techniques, and project management.
This document provides checklists for managing various aspects of a research project, including principles, tools, methodology, ethics, interviews, questionnaires, and report writing. The checklists outline important considerations for each stage of research to ensure the project is well-planned, executed properly, and reported on accurately.
Rai trainer (sample sales training course outline)Shruthi Menon
This course outline covers various topics related to professional sales including sales psychology, buyer psychology, strategic and tactical sales planning, territory planning, time management, prospecting, pre-call planning, relationship building, communication skills, competitive analysis, cold calling, sales appointments, proposal writing, overcoming objections, product demos, negotiations, closing deals, pipeline management, and maintaining business after the sale. The goal is to provide sales representatives with the skills needed to excel in B2B sales.
The ISTE Standards outline six categories of skills that students should develop to become effective users of technology. The standards are: 1) creativity and innovation, 2) communication and collaboration, 3) research and information fluency, 4) critical thinking, problem solving, and decision making, 5) digital citizenship, and 6) technology operations and concepts. Within each category are specific skills students are expected to demonstrate related to applying technology in a meaningful way.
Homework 1 surveying and layout1. Your supervisor has aske.docxpooleavelina
Homework 1 surveying and layout
1. Your supervisor has asked you to prepare a list of equipment that your crew will use for construction survey and layout for a building project.
a. List six of such equipment
b. Pick two from the list which are PPE and state their functions
2. Giving example, differentiate the field engineer from office engineer with reference to construction surveying and layout
3. I. What is effective communication and why is it important in construction survey and layout?
II. It is an important requirement for the field engineer to communicate effectively to the craftspeople during surveying work at the jobsite.
a. What are the three words to summarize the basic principles of marking in construction survey
b. Describe each of the three words with reference to surveying and layout
4. Using examples, differentiate the following with reference to survey and layout
a. Errors and mistakes
b. Accuracy and precision and stating where you would use require both
5. Describe the requirement for a sharp tool in surveying and layout operation
CRJ 322 – Criminal Mind
(Prerequisite: CRJ 105)
COURSE DESCRIPTION
This course provides a broad range of topics relevant to criminal behavior and the development of the personality. Biological, psychological, and social structural factors which influence the possible origin of criminal behavior, as well as criminal justice and societal approaches for preventing crime are addressed.
INSTRUCTIONAL MATERIALS
Required Resources
Clinard, M., & Meier, R. (2016). Sociology of deviant behavior (15th ed.). Boston, MA: Cengage Publishing.
Supplemental Resources
Cowan, Ari (2018). Rethinking Violence Toward Understanding and Developing a More Practical Response to the Epidemic of Violence. Retrieved from https://www.worldaffairscouncils.org/images/upload/WP%20-%20Rethinking%20Violence%20001.pdf
Kelly, Brian C., Marin, Alexandra C., & Vuolo, Mike (2017). Multiple Dimensions of Peer Effects and
Deviance: The Case of Prescription Drug Misuse among Young Adults. Retrieved from http://www.asanet.org/sites/default/files/attach/journals/may2017socuisfeature.pdf
Science Daily. (2017). Street Gangs, Crime Serve as Deviant Leisure Activities for Youths. Retrieved from
https://www.sciencedaily.com/releases/2017/05/170523124111.htm
ThoughtCo. (2018). Sociology of Deviance and Crime: The Study of Cultural Norms and What Happens
When They Are Broken. Retrieved from https://www.thoughtco.com/sociology-of-crime-and-deviance-3026279
COURSE LEARNING OUTCOMES
1. Classify risk factors associated with age of onset and future deviant and / or criminal behavior.
2. Differentiate between the main theoretical approaches used to address criminal personalities.
3. Properly classify criminal offenders and discuss criminal typologies.
4. Properly classify suicide and suicidal tendencies.
5. Describe the procedures for handling mental illness in the criminal justice ...
Counselors and clients have both rights and obligations in counseling. Counselors are accountable for managing sessions, observing confidentiality, being familiar with treatment guidelines, orienting clients to guidelines, maintaining professional relationships, ensuring accuracy of information, referring clients appropriately, maintaining ethical codes, increasing their knowledge and skills, and ensuring the success of the counseling process. Clients are accountable for providing accurate information, doing agreed upon tasks and assignments, giving and receiving respect, attending sessions regularly and punctually, and acting in their own best interests. Both counselors and clients are accountable for payment of professional fees and maintaining professional relationships.
Fall Semester IRL 3110 A- Simulation Exercise _ Course Outline.pptxGEORGEKABONGAH1
Simulation Exercise is a highly effective and engaging negotiation/ mediation activity that helps to facilitate dynamic learning, as students explore issues from both sides of the table, experiment with different approaches to resolution, and have an opportunity to see the results as they practice and learn key negotiation skills.
Acting as members of a delegation, students set the direction for the team by synthesizing and articulating the interests of the actor they are representing; pre-empting the positions taken by other actors and accommodating these in their own strategies; and defending their position and the priorities they began with in the light of the final document adopted.
(1) Patrick Olenick is a business professional with over 20 years of experience in risk management, case management, claim investigation, and project leadership in the insurance and risk management industries.
(2) He has significant experience managing large property and casualty claims up to $1 million, investigating instances of fraud, negotiating settlements, and collaborating with legal counsel.
(3) His background includes developing a claim platform and project managing the resolution of thousands of domestic claims from Johnson & Johnson's DePuy Hip Implant Recall program and investigating and successfully managing claims against Great Atlantic & Pacific Tea Company.
Safeguarding Against Financial Crime: AML Compliance Regulations DemystifiedPROF. PAUL ALLIEU KAMARA
To ensure the integrity of financial systems and combat illicit financial activities, understanding AML (Anti-Money Laundering) compliance regulations is crucial for financial institutions and businesses. AML compliance regulations are designed to prevent money laundering and the financing of terrorist activities by imposing specific requirements on financial institutions, including customer due diligence, monitoring, and reporting of suspicious activities (GitHub Docs).
सुप्रीम कोर्ट ने यह भी माना था कि मजिस्ट्रेट का यह कर्तव्य है कि वह सुनिश्चित करे कि अधिकारी पीएमएलए के तहत निर्धारित प्रक्रिया के साथ-साथ संवैधानिक सुरक्षा उपायों का भी उचित रूप से पालन करें।
Corporate Governance : Scope and Legal Frameworkdevaki57
CORPORATE GOVERNANCE
MEANING
Corporate Governance refers to the way in which companies are governed and to what purpose. It identifies who has power and accountability, and who makes decisions. It is, in essence, a toolkit that enables management and the board to deal more effectively with the challenges of running a company.
Genocide in International Criminal Law.pptxMasoudZamani13
Excited to share insights from my recent presentation on genocide! 💡 In light of ongoing debates, it's crucial to delve into the nuances of this grave crime.
1. SRA Competencies Development Plan
SRA Competencies Performance Review
A Ethics, professionalism and judgment Strengths Weaknesses Development Plan
A1
Act honestly and with
integrity, in accordance
with legal and regulatory
requirements and the
SRA Standards and
Regulations.
a. Recognising ethical issues and
exercising effective judgment in
addressing them
b. Understanding and applying the
ethical concepts which govern their
role and behaviour as a lawyer
c. Identifying the relevant SRA
principles and rules of professional
conduct and following them
d. Resisting pressure to condone,
ignore or commit unethical
behaviour
e. Respecting diversity and acting
fairly and inclusively
A2
Maintain the level of
competence and legal
knowledge needed to
practise effectively,
taking into account
changes in their role
and/or practice context
and developments in the
law.
a. Taking responsibility for personal
learning and development
b. Reflecting on and learning from
practice and learning from other
people
c. Accurately evaluating their
strengths and limitations in relation
to the demands of their work
d. Maintaining an adequate and up-to-
date understanding of relevant law,
policy and practice
e. Adapting practice to address
developments in the delivery of
legal services
A3
Work within the limits of
their competence and
the supervision which
they need.
a. Disclosing when work is beyond
their personal capability
b. Recognising when they have made
mistakes or are experiencing
2. SRA Competencies Development Plan
difficulties and taking appropriate
action
c. Seeking and making effective use of
feedback, guidance and support
where needed
d. Knowing when to seek expert
advice
A4
Draw on a sufficient
detailed knowledge and
understanding of their
field(s) of work and role
in order to practise
effectively.
a. Identifying relevant legal principles
b. Applying legal principles to factual
issues, so as to produce a solution
which best addresses a client's
needs and reflects the client's
commercial or personal
circumstances
c. Spotting issues that are outside
their expertise and taking
appropriate action, using both an
awareness of a broad base of legal
knowledge1
(insofar as relevant to
their practice area) and detailed
knowledge of their practice area
A5
Apply understanding,
critical thinking and
analysis to solve
problems.
a. Assessing information to identify
key issues and risks
b. Recognising inconsistencies and
gaps in information
c. Evaluating the quality and reliability
of information
d. Using multiple sources of
information to make effective
judgments
e. Reaching reasoned decisions
supported by relevant evidence
B Technical legal practice Strengths Weaknesses Development Plan
3. SRA Competencies Development Plan
B1
Obtain relevant facts. a. Obtaining relevant information
through effective use of questioning
and active listening
b. Finding, analysing and assessing
documents to extract relevant
information
c. Recognising when additional
information is needed
d. Interpreting and evaluating
information obtained
e. Recording and presenting
information accurately and clearly.
B2
Undertake legal research. a. Recognising when legal research is
required.
b. Using appropriate methods and
resources to undertake the
research.
c. Identifying, finding and assessing
the relevance of sources of law.
d. Interpreting, evaluating and
applying the results of the research.
e. Recording and presenting the
findings accurately and clearly.
B3
Develop and advise on
relevant options,
strategies and solutions.
a. Understanding and assessing a
client's commercial and personal
circumstances, their needs,
objectives, priorities and
constraints.
b. Ensuring that advice is informed by
appropriate legal and factual
analysis and identifies the
consequences of different options.
4. SRA Competencies Development Plan
B4
Draft documents which
are legally effective and
accurately reflect the
client's instructions.
a. Being able to draft documents from
scratch as well as making
appropriate use of precedents.
b. Addressing all relevant legal and
factual issues.
c. Complying with appropriate
formalities.
d. Using clear, accurate and succinct
language.
B5
Undertake effective
spoken and written
advocacy.
a. Preparing effectively by identifying
and mastering relevant facts and
legal principles.
b. Organising facts to support the
argument or position.
c. Presenting a reasoned argument in
a clear, logical, succinct and
persuasive way.
d. Making appropriate reference to
legal authority.
e. Complying with formalities.
f. Dealing with witnesses
appropriately.
g. Responding effectively to questions
or opposing arguments.
h. Identifying strengths and
weaknesses from different parties'
perspectives.
B6
Negotiate solutions to
clients' issues.
a. Identifying all parties’ interests,
objectives and limits
b. Developing and formulating best
options for meeting parties'
objectives
c. Presenting options for compromise
persuasively
5. SRA Competencies Development Plan
d. Responding to options presented by
the other side
e. Developing compromises between
options or parties
B7
Plan, manage and
progress legal cases and
transactions.
a. Applying relevant processes and
procedures to progress the matter
effectively
b. Assessing, communicating and
managing risk
c. Bringing the transaction or case to a
conclusion
C Working with other people Strengths Weaknesses Development Plan
C1
Communicate clearly and
effectively, orally and in
writing.
a. Ensuring that communication
achieves its intended objective.
b. Responding to and addressing
individual characteristics effectively
and sensitively.
c. Using the most appropriate method
and style of communication for the
situation and the recipient(s).
d. Using clear, succinct and accurate
language avoiding unnecessary
technical terms.
e. Using formalities appropriate to the
context and purpose of the
communication.
f. Maintaining the confidentiality and
security of communications.
g. Imparting any difficult or
unwelcome news clearly and
sensitively.
C2
Establish and maintain
effective and professional
relations with clients.
a. Treating clients with courtesy and
respect
6. SRA Competencies Development Plan
b. Providing information in a way that
clients can understand, taking into
account their personal
circumstances and any particular
vulnerability
c. Understanding and responding
effectively to clients’ particular
needs, objectives, priorities and
constraints
d. Identifying and taking reasonable
steps to meet the particular service
needs of all clients including those
in vulnerable circumstances
e. Identifying possible courses of
action and their consequences and
assisting clients in reaching a
decision.
f. Managing clients’ expectations
regarding options, the range of
possible outcomes, risk and
timescales
g. Agreeing the services that are being
provided and a clear basis for
charging.
h. Explaining the ethical framework
within which the solicitor works.
i. Informing clients in a timely way of
key facts and issues including risks,
progress towards objectives, and
costs.
j. Responding appropriately to clients'
concerns and complaints.
C3
Establish and maintain
effective and professional
a. Treating others with courtesy and
respect.
7. SRA Competencies Development Plan
relations with other
people
b. Delegating tasks when appropriate
to do so.
c. Supervising the work of others
effectively.
d. Keeping colleagues informed of
progress of work, including any risks
or problems.
e. Acknowledging and engaging with
others’ expertise when appropriate.
f. Being supportive of colleagues and
offering advice and assistance when
required.
g. Being clear about expectations.
h. Identifying, selecting and, where
appropriate, managing external
experts or consultants/
D Managing themselves and their own work Strengths Weaknesses Development Plan
D1
Initiate, plan, prioritise
and manage work
activities and projects to
ensure that they are
completed efficiently, on
time and to an
appropriate standard,
both in relation to their
own work and work that
they lead or supervise.
a. Clarifying instructions so as to agree
the scope and objectives of the
work.
b. Taking into account the availability
of resources in initiating work
activities.
c. Meeting timescales, resource
requirements and budgets.
d. Monitoring, and keeping other
people informed of, progress.
e. Dealing effectively with unforeseen
circumstances.
f. Paying appropriate attention to
detail.
D2
Keep, use and maintain
accurate, complete and
clear records.
a. Making effective use of information
management systems (whether
8. SRA Competencies Development Plan
electronic or hard copy) including
storing and retrieving information
b. Complying with confidentiality,
security, data protection and file
retention and destruction
requirements.
D3
Apply good business
practice.
a. Demonstrating an adequate
understanding of the commercial,
organisational and financial context
in which they work and their role in
it.
b. Understanding the contractual basis
on which legal services are
provided, including where
appropriate how to calculate and
manage costs and bill clients.
c. Applying the rules of professional
conduct to accounting and financial
matters.
d. Managing available resources and
using them efficiently.