Submit Search
Upload
Ssac power point
•
Download as PPT, PDF
•
0 likes
•
236 views
R
ricardovasquez9606
Follow
Report
Share
Report
Share
1 of 18
Download now
Recommended
Emergency Safety Interventions
Emergency Safety Interventions
luvubeta123
The school DRR toolkit is a complete packaged version of quantitative risk assessment model which can be used for HVCA, risk assessment, programme planning and also evaluation of school safety project.
School drr toolkit
School drr toolkit
Independent
General
Safety & security in school
Safety & security in school
Roseline Ekeke
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information. NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
School Safety And Security
School Safety And Security
National Crime Prevention Council
Presentation by Dr. Satoru NISHIKAWA Executive Director of Research, JCADR Ex-Vice President, Japan Water Agency Advisory Group to SRSG on the Post-2015 Framework for Disaster Risk Reduction Global Agenda Council on Risk and Resilience, World Economic Forum at 1st JICA ERAKV Project Seminar
Towards Implementation of Disaster Reduction Measures to Build Disaster Resi...
Towards Implementation of Disaster Reduction Measures to Build Disaster Resi...
Yasuhiro Kawasoe
Drc dipecho iec resource material template
Drc dipecho iec resource material template
DPNet
Mercy corps dipecho iec resource material template
Mercy corps dipecho iec resource material template
DIPECHO Nepal
Work experience _Nov2015
Work experience _Nov2015
Amit Kumar
Recommended
Emergency Safety Interventions
Emergency Safety Interventions
luvubeta123
The school DRR toolkit is a complete packaged version of quantitative risk assessment model which can be used for HVCA, risk assessment, programme planning and also evaluation of school safety project.
School drr toolkit
School drr toolkit
Independent
General
Safety & security in school
Safety & security in school
Roseline Ekeke
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information. NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
School Safety And Security
School Safety And Security
National Crime Prevention Council
Presentation by Dr. Satoru NISHIKAWA Executive Director of Research, JCADR Ex-Vice President, Japan Water Agency Advisory Group to SRSG on the Post-2015 Framework for Disaster Risk Reduction Global Agenda Council on Risk and Resilience, World Economic Forum at 1st JICA ERAKV Project Seminar
Towards Implementation of Disaster Reduction Measures to Build Disaster Resi...
Towards Implementation of Disaster Reduction Measures to Build Disaster Resi...
Yasuhiro Kawasoe
Drc dipecho iec resource material template
Drc dipecho iec resource material template
DPNet
Mercy corps dipecho iec resource material template
Mercy corps dipecho iec resource material template
DIPECHO Nepal
Work experience _Nov2015
Work experience _Nov2015
Amit Kumar
Presentation during National Workshop on DRR Innovation and Excellence in Nepal, 6/29/2010
DRR innovation and excellence in nepal NSET Nepal
DRR innovation and excellence in nepal NSET Nepal
DPNet
The 2nd Newsletter of the Project is now released. You can download the pdf format soft copy from below.
Erakv news2
Erakv news2
Yasuhiro Kawasoe
Nepal Report Final V
Nepal Report Final V
Maria Shahid
Presentation on Seismic Hazard Assessment at 1st JICA ERAKV Project Seminar
Seismic Hazard Assessment
Seismic Hazard Assessment
Yasuhiro Kawasoe
School Safety Tool Kit in Nepali
Safe School Toolkit and Plan Nepal (Piloting Book)
Safe School Toolkit and Plan Nepal (Piloting Book)
DPNet
The Sendai Framework for Action
The Sendai Framework for Action
Prof. David E. Alexander (UCL)
Design and Communications Public Policy Program to Improve the SFPD (San Francisco Police Department) public image and vechicle safety. Management Consulting presentation, by Roger Bazeley, M.S.T.M., M.S.I.D., C.T.S. M.
SFPD Public Identity_Public Safety 2
SFPD Public Identity_Public Safety 2
guest53715a
Safety report revised
Safety report revised
dvodicka
This presentation is from the National Center for Campus Public Safety’s webinar, Planning for the Safety of Minors: Routine and Emergency Situations. Anne H. Franke, president of Wise Results, LLC, brings attention to an issue that often goes unnoticed. Look around campus and you’ll notice lots of kids. They come without parents, particularly during the summer, to attend camps and academic enrichment programs. Many colleges and universities run year-round tutoring, both on- and off-campus, K-12 school partnerships, and other programs. Most institutions develop their safety and emergency protocols to meet the needs of college students and adult visitors. This webinar explores key questions surrounding the safety of minors on campus and provides practical options for resolving them.
Planning for the Safety of Minors: Routine and Emergency Situations
Planning for the Safety of Minors: Routine and Emergency Situations
National Center for Campus Public Safety
Valley View School -School safety
Valley View School -School safety
DFC2011
Safe school
Safe school
englishclass2010
Safety & Security
Comprehensive safety-planning
Comprehensive safety-planning
Faisal Shahriman
DRR & School Safety
DRR & School Safety
Bibhuti Bhusan Gadanayak
Implementing 7 steps to school safety
Implementing 7 steps to school safety
mwinfield1
DRR Policy Brief final
DRR Policy Brief final
DRR Policy Brief final
Education and Resilience
Emergency and Critical Incident training slides oct 09
Emergency and Critical Incident training slides oct 09
i4ppis
Deped Disaster Risk Reduction Management Manual
Disaster risk reduction resource manual
Disaster risk reduction resource manual
南 睿
Integrating a Health Impact Assessment into District-Wide School Travel Planning Track: Prosper Format: 60 minute panel Abstract: Learn about how a Health Impact Assessment (HIA) was used for the first time to guide the formulation of the Safe Routes to School (SRTS) Columbus City Schools District-Wide School Travel Plan, which focused on schools and neighborhoods with health inequities. Presenters: Presenter: Brian Butler Columbus Public Health Co-Presenter: Kate Moening Safe Routes to School National Partnership Co-Presenter: Alex Smith Columbus Public Health Co-Presenter: Julie Walcoff Ohio DOT
Integrating a Health Impact Assessment into District-Wide School Travel Planning
Integrating a Health Impact Assessment into District-Wide School Travel Planning
Project for Public Spaces & National Center for Biking and Walking
School Traffic and Pedestrian Safety Improvement presentation given at the 2007 California Walk & Bike Conference at UC Davis. Area of focus: San Francisco
Walk Bike Ppt Bazeley San Francisco, California School Safety
Walk Bike Ppt Bazeley San Francisco, California School Safety
guest53715a
School Safety has been a concern in India. There is a need to make the administrators, teachers and students in Indian Schools safety conscious and disaster prepared in order to reduce the disaster risks including the climate related disasters
School Safety Dr W G Prasanna Kumar Professor Climate and Disaster Management...
School Safety Dr W G Prasanna Kumar Professor Climate and Disaster Management...
W G Kumar
The standards and responsibilities in this section describe activities necessary to administer psychometrically and legally defensible high-stakes tests efficiently and to a high standard of quality. These activities are typically assigned to the vendor but responsibility may be shared with the agency. If the agency decides to retain responsibility for an activity, the agency may seek advice from the vendor but should clearly indicate that expectation in the RFP (Request for Proposal) and resulting contract. For each activity or portion of an activity assigned to a vendor, the RFP and resulting contract should describe in detail what is expected of the vendor, any special conditions or limitations, and the compensation to be paid. If a state requests changes or delegates additional responsibilities to the vendor after the contract has been signed, the state may have to renegotiate the price. Where the state has delegated such responsibility to the vendor, a plan for developing and maintaining a database of student and school testing information shall be created. The plan should provide mechanisms for tracking student movement, keeping track of retests, collecting demographic information needed for data analyses and reporting, ensuring confidentiality of individually identifiable student data, correcting student identification numbers as needed, and updating files when errors are uncovered. With multiple subjects, multiple grades, and retests, it is essential that test data be organized in a format that is accessible, accurate, provides all data needed for state and federally-mandated analyses, and tracks the testing history of students, items and test forms. Because most of the data collected will involve confidential or secure information, detailed policies for protecting the confidentiality of data collected and retained must be developed. The RFP and resulting contract should clearly specify vendor expectations in this area. Creation and maintenance of electronic databases is expensive and the cost may be prohibitive for some small testing programs. If the state chooses to maintain or collect its own data, the contract should clearly specify the form and content of data files the vendor is expected to provide to the agency. The state has the responsibility to collect and report useful data to a variety of constituencies, including satisfying federal requirements. Where permitted by state law, a database of student and school information can be highly useful. The state is ultimately responsible for ensuring that such a database of student and school information is maintained properly; where it has elected to delegate this responsibility to the vendor, the state is responsible for monitoring the work. Source: https://ebookschoice.com/procedures-and-communications-responsive-to-the-needs-and-concerns-of-districts-and-schools/
Procedures and Communications Responsive to The Needs and Concerns of Distric...
Procedures and Communications Responsive to The Needs and Concerns of Distric...
noblex1
Assessment Booklet CHCLEG003 Manage legal and ethical compliance HLTWHS004 Manage work health and safety Student Name: Student Number: _________________________ Intake Date: _____________________________ CHCLEG003 - Manage legal and ethical compliance HLTWHS004 - Manage work health and safety Version: 1.0 Page 2 of 77 Created: April 2021 Last Reviewed: April 2021 Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302 ASSESSMENT COMPETENCY RECORD This form is to be completed by the assessor and used as the final record of the student competence in these discipline. All student submissions including any associated documents and checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form. Student ID Final Assessment Submission Date: Student Name Assessor Declaration In completing this assessment, it is confirmed that the participant has demonstrated all unit outcomes through consistent and repeated application of skills with competent performance. Evidence is confirmed as: ❑ Valid ❑ Sufficient ❑ Current ❑ Authentic Please attach the following documentation to this form Result FINAL ASSESSMENT RESULT: ❑ Competent (C) ❑ Not Yet Competent (NYC) Assessment Task 1 ❑ Case Study S / NS Assessment Task 2 ❑ Case Study S / NS Assessment Task 3 ❑ Case Study S / NS Assessment Task 4 ❑ Additional Case Studies S / NS Assessment Task 5 ❑ Written/Oral Questions S / NS Attempt Date Assessor’s feedback (as required): 1 2 3 Final Feedback: DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR. Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature: _______________________ Name:__________________________ Date: ____/_____/_____ Student: I declare that I accept the assessment competency outcome and consider the feedback of my assessor positively. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ______________________ Date: ____/_____/_____ Administrative use only: Entered into Student Management Database ❑ Signature/Initial ________________ Date: ________________ CHCLEG003 - Manage legal and ethical compliance HLTWHS004 - Manage work health and safety Version: 1.0 Page 3 of 77 Created: April 2021 Last Reviewed: April 2021 Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302 Unit Code/Name CHCLEG003 Manage legal and ethical compliance Pre-requisites N/A Co-requisites N/A Unit Summary This unit describes the skills and knowledge required to research information about compliance and ethical .
Assessment Booklet CHCLEG003 Man.docx
Assessment Booklet CHCLEG003 Man.docx
robert345678
More Related Content
Viewers also liked
Presentation during National Workshop on DRR Innovation and Excellence in Nepal, 6/29/2010
DRR innovation and excellence in nepal NSET Nepal
DRR innovation and excellence in nepal NSET Nepal
DPNet
The 2nd Newsletter of the Project is now released. You can download the pdf format soft copy from below.
Erakv news2
Erakv news2
Yasuhiro Kawasoe
Nepal Report Final V
Nepal Report Final V
Maria Shahid
Presentation on Seismic Hazard Assessment at 1st JICA ERAKV Project Seminar
Seismic Hazard Assessment
Seismic Hazard Assessment
Yasuhiro Kawasoe
School Safety Tool Kit in Nepali
Safe School Toolkit and Plan Nepal (Piloting Book)
Safe School Toolkit and Plan Nepal (Piloting Book)
DPNet
The Sendai Framework for Action
The Sendai Framework for Action
Prof. David E. Alexander (UCL)
Design and Communications Public Policy Program to Improve the SFPD (San Francisco Police Department) public image and vechicle safety. Management Consulting presentation, by Roger Bazeley, M.S.T.M., M.S.I.D., C.T.S. M.
SFPD Public Identity_Public Safety 2
SFPD Public Identity_Public Safety 2
guest53715a
Safety report revised
Safety report revised
dvodicka
This presentation is from the National Center for Campus Public Safety’s webinar, Planning for the Safety of Minors: Routine and Emergency Situations. Anne H. Franke, president of Wise Results, LLC, brings attention to an issue that often goes unnoticed. Look around campus and you’ll notice lots of kids. They come without parents, particularly during the summer, to attend camps and academic enrichment programs. Many colleges and universities run year-round tutoring, both on- and off-campus, K-12 school partnerships, and other programs. Most institutions develop their safety and emergency protocols to meet the needs of college students and adult visitors. This webinar explores key questions surrounding the safety of minors on campus and provides practical options for resolving them.
Planning for the Safety of Minors: Routine and Emergency Situations
Planning for the Safety of Minors: Routine and Emergency Situations
National Center for Campus Public Safety
Valley View School -School safety
Valley View School -School safety
DFC2011
Safe school
Safe school
englishclass2010
Safety & Security
Comprehensive safety-planning
Comprehensive safety-planning
Faisal Shahriman
DRR & School Safety
DRR & School Safety
Bibhuti Bhusan Gadanayak
Implementing 7 steps to school safety
Implementing 7 steps to school safety
mwinfield1
DRR Policy Brief final
DRR Policy Brief final
DRR Policy Brief final
Education and Resilience
Emergency and Critical Incident training slides oct 09
Emergency and Critical Incident training slides oct 09
i4ppis
Deped Disaster Risk Reduction Management Manual
Disaster risk reduction resource manual
Disaster risk reduction resource manual
南 睿
Integrating a Health Impact Assessment into District-Wide School Travel Planning Track: Prosper Format: 60 minute panel Abstract: Learn about how a Health Impact Assessment (HIA) was used for the first time to guide the formulation of the Safe Routes to School (SRTS) Columbus City Schools District-Wide School Travel Plan, which focused on schools and neighborhoods with health inequities. Presenters: Presenter: Brian Butler Columbus Public Health Co-Presenter: Kate Moening Safe Routes to School National Partnership Co-Presenter: Alex Smith Columbus Public Health Co-Presenter: Julie Walcoff Ohio DOT
Integrating a Health Impact Assessment into District-Wide School Travel Planning
Integrating a Health Impact Assessment into District-Wide School Travel Planning
Project for Public Spaces & National Center for Biking and Walking
School Traffic and Pedestrian Safety Improvement presentation given at the 2007 California Walk & Bike Conference at UC Davis. Area of focus: San Francisco
Walk Bike Ppt Bazeley San Francisco, California School Safety
Walk Bike Ppt Bazeley San Francisco, California School Safety
guest53715a
School Safety has been a concern in India. There is a need to make the administrators, teachers and students in Indian Schools safety conscious and disaster prepared in order to reduce the disaster risks including the climate related disasters
School Safety Dr W G Prasanna Kumar Professor Climate and Disaster Management...
School Safety Dr W G Prasanna Kumar Professor Climate and Disaster Management...
W G Kumar
Viewers also liked
(20)
DRR innovation and excellence in nepal NSET Nepal
DRR innovation and excellence in nepal NSET Nepal
Erakv news2
Erakv news2
Nepal Report Final V
Nepal Report Final V
Seismic Hazard Assessment
Seismic Hazard Assessment
Safe School Toolkit and Plan Nepal (Piloting Book)
Safe School Toolkit and Plan Nepal (Piloting Book)
The Sendai Framework for Action
The Sendai Framework for Action
SFPD Public Identity_Public Safety 2
SFPD Public Identity_Public Safety 2
Safety report revised
Safety report revised
Planning for the Safety of Minors: Routine and Emergency Situations
Planning for the Safety of Minors: Routine and Emergency Situations
Valley View School -School safety
Valley View School -School safety
Safe school
Safe school
Comprehensive safety-planning
Comprehensive safety-planning
DRR & School Safety
DRR & School Safety
Implementing 7 steps to school safety
Implementing 7 steps to school safety
DRR Policy Brief final
DRR Policy Brief final
Emergency and Critical Incident training slides oct 09
Emergency and Critical Incident training slides oct 09
Disaster risk reduction resource manual
Disaster risk reduction resource manual
Integrating a Health Impact Assessment into District-Wide School Travel Planning
Integrating a Health Impact Assessment into District-Wide School Travel Planning
Walk Bike Ppt Bazeley San Francisco, California School Safety
Walk Bike Ppt Bazeley San Francisco, California School Safety
School Safety Dr W G Prasanna Kumar Professor Climate and Disaster Management...
School Safety Dr W G Prasanna Kumar Professor Climate and Disaster Management...
Similar to Ssac power point
The standards and responsibilities in this section describe activities necessary to administer psychometrically and legally defensible high-stakes tests efficiently and to a high standard of quality. These activities are typically assigned to the vendor but responsibility may be shared with the agency. If the agency decides to retain responsibility for an activity, the agency may seek advice from the vendor but should clearly indicate that expectation in the RFP (Request for Proposal) and resulting contract. For each activity or portion of an activity assigned to a vendor, the RFP and resulting contract should describe in detail what is expected of the vendor, any special conditions or limitations, and the compensation to be paid. If a state requests changes or delegates additional responsibilities to the vendor after the contract has been signed, the state may have to renegotiate the price. Where the state has delegated such responsibility to the vendor, a plan for developing and maintaining a database of student and school testing information shall be created. The plan should provide mechanisms for tracking student movement, keeping track of retests, collecting demographic information needed for data analyses and reporting, ensuring confidentiality of individually identifiable student data, correcting student identification numbers as needed, and updating files when errors are uncovered. With multiple subjects, multiple grades, and retests, it is essential that test data be organized in a format that is accessible, accurate, provides all data needed for state and federally-mandated analyses, and tracks the testing history of students, items and test forms. Because most of the data collected will involve confidential or secure information, detailed policies for protecting the confidentiality of data collected and retained must be developed. The RFP and resulting contract should clearly specify vendor expectations in this area. Creation and maintenance of electronic databases is expensive and the cost may be prohibitive for some small testing programs. If the state chooses to maintain or collect its own data, the contract should clearly specify the form and content of data files the vendor is expected to provide to the agency. The state has the responsibility to collect and report useful data to a variety of constituencies, including satisfying federal requirements. Where permitted by state law, a database of student and school information can be highly useful. The state is ultimately responsible for ensuring that such a database of student and school information is maintained properly; where it has elected to delegate this responsibility to the vendor, the state is responsible for monitoring the work. Source: https://ebookschoice.com/procedures-and-communications-responsive-to-the-needs-and-concerns-of-districts-and-schools/
Procedures and Communications Responsive to The Needs and Concerns of Distric...
Procedures and Communications Responsive to The Needs and Concerns of Distric...
noblex1
Assessment Booklet CHCLEG003 Manage legal and ethical compliance HLTWHS004 Manage work health and safety Student Name: Student Number: _________________________ Intake Date: _____________________________ CHCLEG003 - Manage legal and ethical compliance HLTWHS004 - Manage work health and safety Version: 1.0 Page 2 of 77 Created: April 2021 Last Reviewed: April 2021 Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302 ASSESSMENT COMPETENCY RECORD This form is to be completed by the assessor and used as the final record of the student competence in these discipline. All student submissions including any associated documents and checklists are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form. Student ID Final Assessment Submission Date: Student Name Assessor Declaration In completing this assessment, it is confirmed that the participant has demonstrated all unit outcomes through consistent and repeated application of skills with competent performance. Evidence is confirmed as: ❑ Valid ❑ Sufficient ❑ Current ❑ Authentic Please attach the following documentation to this form Result FINAL ASSESSMENT RESULT: ❑ Competent (C) ❑ Not Yet Competent (NYC) Assessment Task 1 ❑ Case Study S / NS Assessment Task 2 ❑ Case Study S / NS Assessment Task 3 ❑ Case Study S / NS Assessment Task 4 ❑ Additional Case Studies S / NS Assessment Task 5 ❑ Written/Oral Questions S / NS Attempt Date Assessor’s feedback (as required): 1 2 3 Final Feedback: DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR. Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature: _______________________ Name:__________________________ Date: ____/_____/_____ Student: I declare that I accept the assessment competency outcome and consider the feedback of my assessor positively. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ______________________ Date: ____/_____/_____ Administrative use only: Entered into Student Management Database ❑ Signature/Initial ________________ Date: ________________ CHCLEG003 - Manage legal and ethical compliance HLTWHS004 - Manage work health and safety Version: 1.0 Page 3 of 77 Created: April 2021 Last Reviewed: April 2021 Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302 Unit Code/Name CHCLEG003 Manage legal and ethical compliance Pre-requisites N/A Co-requisites N/A Unit Summary This unit describes the skills and knowledge required to research information about compliance and ethical .
Assessment Booklet CHCLEG003 Man.docx
Assessment Booklet CHCLEG003 Man.docx
robert345678
As an architect focused on the design of learning environments, VMDO Architects' Rob Winstead was recently invited to testify before the Virginia House of Delegates. His testimony, featured in this presentation, was delivered to the Infrastructure and Security Subcommittee of the Select Committee on School Safety. In light of recent school shootings, the Select Committee on School Safety was formed by House Speaker Kirk Cox, R-66th District and a former teacher, in May of 2018. This is the first select committee formed in the House in 155 years. The Committee is divided into three Subcommittees (Prevention, Mental Health, and Infrastructure and Security) that will evaluate strengthening emergency preparedness, hardening school security infrastructure, implementing security best practices, deploying additional security personnel, providing additional behavioral health resources for students, and developing prevention protocols at primary and secondary institutions across the Commonwealth. The committee must complete its work by November 15 and produce a final report containing recommendations for the 2019 General Assembly no later than December 15, 2018.
Designing for Safe, Healthy Learning | A Presentation to the Select Committee...
Designing for Safe, Healthy Learning | A Presentation to the Select Committee...
Mary Beth Lineberry
SBM
SBM-Principle-3.pptx
SBM-Principle-3.pptx
MiaManaay
virtual orientation of the utilization of the enhanced school-based management assessment tool with contextualization means of verification
virtual orientation of the utilization of the sbm.pptx
virtual orientation of the utilization of the sbm.pptx
DiovieLubos2
cladding
carpentry cladding Employer handbook version_5_61 (1)
carpentry cladding Employer handbook version_5_61 (1)
monicaroberts773
NUR 2680L Community Health Nursing lab Course Number: NUR 2680L Term: 2213 (Spring 2021) Course Reference Number: 4946 Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th- April 19th, 2021) Location: Remote Learning via Blackboard Collaborate Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN E-mail Address: [email protected] Office Phone: 305-237-4519, for faster contact use the Remind app class code CHN2021 Office Hours: Before Class on Mondays Course Description: This laboratory course assists the students in applying knowledge of community health resources. Students will learn to manage health resources to support the delivery of care to the individuals, families, and target populations within the community. Special emphasis is placed on the understanding cultural influences, social justice, and the impact of the nurse on the community. Course Credits: 1 Credit Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR 1060C, NUR 1141, NUR 1211, NUR 1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142 Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR 2520L, NUR 2420L, NUR2420 MDC Learning Outcomes: 1. Communicate effectively using listening, speaking, reading, and writing skills. 2. Use quantitative analytical skills to evaluate and process numerical data. 3. Solve problems using critical and creative thinking and scientific reasoning. 4. Formulate strategies to locate, evaluate, and apply information. 5. Demonstrate knowledge of diverse cultures, including global and historical perspectives. 6. Create strategies that can be used to fulfill personal, civic, and social responsibilities. 7. Demonstrate knowledge of ethical thinking and its application to issues in society. 8. Use computer and emerging technologies effectively. 9. Demonstrate an appreciation for aesthetics and creative activities. 10. Describe how natural systems function and recognize the impact of humans on the environment. End-of-Program Student Learning Outcomes: 1. Develop a professional identity that demonstrates teamwork, collaboration, effective communication and adhere to standards of practice for nursing. 2. Implement safety and quality initiatives in the delivery of holistic patient-centered care. 3. Utilize technological resources to effectively deliver care which enhances positive patient outcomes. 4. Deliver compassionate care to diverse populations with respect to individuality and clients’ needs. 5. Uses relevant evidence to improve clients’ outcomes within a dynamic environment. Course Student Learning Outcomes: At the end of the course the student will be able to: At the end of the course the student will be able to: 1. Understand the dynamic and inter-related factors influencing health outcomes for various segments of the population. (Meets Unit Objectives/ Competencies 1 &2) 2. Analyze and apply data to support the care of individuals, fa ...
NUR 2680L Community Health Nursing lab Course Nu
NUR 2680L Community Health Nursing lab Course Nu
VannaJoy20
2019
Monitoring and Evaluation of Educational Facilities
Monitoring and Evaluation of Educational Facilities
THINKER BELL
Assessment – SITXOHS004BStudent name: ____________________________ What you have to do There are a total of three (3) parts to complete, as follows: Part A – consists of tasks requiring an extended response answer. Part B – consists of a task requiring an extended response answer. Part C – consists of short answers. Securely attach your answers on separate sheets that clearly identify the question to which you are responding and number the pages in sequence. At the end of each answer, allow adequate space (at least 6-8 lines), for the teacher’s comments and feedback. You will be assessed on how well you interpret each task request and how you structure each according to layout, sequencing and by providing all relevant and applicable details for each task. This is an ungraded unit. Your result is based on the evidence you provide to meet the criteria for competence as specified in the unit of competency and grading criteria. You will receive a result of Achieved Competency (AC) or Not yet Competent (NC). Information on how to submit your assignment is located on the OTEN website under your OLS log-in. Tasks Part A: Develop a WHS Program or Procedure Task In this Unit of Competency we learnt that it is common practice for organisations to adopt the “Six Step Approach” to develop and implement a Work health and Safety Management System (WHSMS). As you discovered, an organisation’s WHS Policy forms the “corner stone” of the WHSMS and clearly states the organisation’s commitment to WHS and identifies the initiatives that will be taken to ensure a safe work environment is provided to all persons working in, serviced by, or visiting the workplace. For part A of this Assessment you are required to write one (1) WHS Program or Procedure that aims to fulfil the goals set by an Organisation’s WHS Policy. To successfully complete this task you must: 1. Read the following example WHS Policy for “Big Corp Travel”. 2. Select one (1) of the WHS programs or procedures listed in the WHS Policy for this tourism company and prepare (write) a detailed program or procedure that can be included in the Organisation’s WHS Programs manual. 3. Your WHS Program/Procedure must contain and address the following paragraph headings: · WHS Program/Procedure title (name). · Purpose and objectives (what does the program/procedure aim to achieve?) · Scope (who does this program/procedure apply to? Departments and personnel) · Program/Procedure (outline the steps in the program – what, where, how) · Implementation Strategies (how will the program be implemented and communicated to staff?) · Monitoring and Evaluation (how will the program be monitored and evaluated?) · Review (when will this program be reviewed to ensure that it remains current and relevant and who will conduct this revision?) Example WHS Policy Commitment statement The health and safety of all persons employed within Big Corp Travel, its customers and those visiting the workplace is cons ...
Assessment – SITXOHS004BStudent name ____________________________.docx
Assessment – SITXOHS004BStudent name ____________________________.docx
fredharris32
SCHOOL BASED MANAGEMENT
SD-Session-3-The-Revised-SBM-Tool.pptx
SD-Session-3-The-Revised-SBM-Tool.pptx
KarlaLycaSequijorEsc
State Testing Security Training 2017
Security training 2017
Security training 2017
Cindy Tillery
scope
introduction of data structure and design and analysis of algorithm
introduction of data structure and design and analysis of algorithm
YerosanTafesse
scope
introduction of data structure and design and analysis of algorithm
introduction of data structure and design and analysis of algorithm
YerosanTafesse
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
abdulazeem639989
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
abdulazeem639989
The purpose of higher education is to pave the way for students to move from the known to unknown by application of knowledge, through innovative thinking and creative practices. The universities serve this purpose by providing the platform for generation and dissemination of knowledge. Generation of new knowledge essentially involves research. Research, the scientific investigations aimed at discovering and applying new facts, new techniques and natural laws involves the use of existing tools and equipment in nonconventional ways, or designing new tools in the effort to unearth information from hitherto unexplored areas of knowledge. This activity requires two disciplined approaches. Firstly, the tools need to be used effectively with predetermined good practices to generate reliable data. This brings in the need to assure quality in all data generation practices. Secondly, the researcher needs to evaluate the generated data exploring new links and associations, through exercise of the mind. The higher education systems provide the background necessary for the students to learn through their own research experiences. Schemes to assure quality in research and mechanisms to assess the research quality form an important component in making the higher education more meaningful and globally competitive.
QUALITY ASSURANCE AND STANDARDS OF RESEARCH
QUALITY ASSURANCE AND STANDARDS OF RESEARCH
Thiyagu K
BTEC course book
Course handbook srs engineering
Course handbook srs engineering
NeilOw87
Key Safety Initiatives1
Key Safety Initiatives1
wallstreet1
Key Safety Initiatives1
Key Safety Initiatives1
wallstreet1
ICTNWK608 – Configure Network Devices for a Secure Network InfrastructureStudent Assessment Pack Student and Trainer/Assessor Details Student ID Student name Contact number Email address Trainer/Assessor name .Course and Unit Details Course code ICT60215 Course name Advanced Diploma of Network Security Unit code ICTNWK608 Unit name Configure network devices for a secure network infrastructure Assessment Submission Method ☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☐ Online submission via Learning Management System (LMS) Student Declaration · I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; · I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; · For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: · Reproduce this assessment and provide a copy to another member of staff; and · Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________ Date: ____/_____/______________Assessment Plan To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 2 Unit Project (UP) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 3 Unit Project (UP) S / NS (First Attempt) S / NS (Second Attempt) Final result C/NYC Date assessed Trainer/Assessor Signature Assessment Conditions Unit purpose/application This unit describes the skills and knowledge required to use software tools, equipment and protocols to configure network devices in the design of the infrastructure of a secure network. It applies to individuals with advanced information and communications technology (ICT) skills who adapt router and switch operating system capabilities to mitigate attacks. No licensing, legislative or certification requirements apply to this unit at the time of publication What the student can expect to learn by studying this unit of competency · Implement layer 2 security · Configure router OS intrusion prevention system (OS-IPS) to mitigate threats to network resources · Configure virtual private networks (VPNs) to provide secure connectivity for site-to-site and remote access communications · Implement network foundation protection (NFP) Training and assessment resources required for this unit of competency The student will ...
ICTNWK608 – Configure Network Devices for a Secure Network Inf.docx
ICTNWK608 – Configure Network Devices for a Secure Network Inf.docx
sheronlewthwaite
Similar to Ssac power point
(20)
Procedures and Communications Responsive to The Needs and Concerns of Distric...
Procedures and Communications Responsive to The Needs and Concerns of Distric...
Assessment Booklet CHCLEG003 Man.docx
Assessment Booklet CHCLEG003 Man.docx
Designing for Safe, Healthy Learning | A Presentation to the Select Committee...
Designing for Safe, Healthy Learning | A Presentation to the Select Committee...
SBM-Principle-3.pptx
SBM-Principle-3.pptx
virtual orientation of the utilization of the sbm.pptx
virtual orientation of the utilization of the sbm.pptx
carpentry cladding Employer handbook version_5_61 (1)
carpentry cladding Employer handbook version_5_61 (1)
NUR 2680L Community Health Nursing lab Course Nu
NUR 2680L Community Health Nursing lab Course Nu
Monitoring and Evaluation of Educational Facilities
Monitoring and Evaluation of Educational Facilities
Assessment – SITXOHS004BStudent name ____________________________.docx
Assessment – SITXOHS004BStudent name ____________________________.docx
SD-Session-3-The-Revised-SBM-Tool.pptx
SD-Session-3-The-Revised-SBM-Tool.pptx
Security training 2017
Security training 2017
introduction of data structure and design and analysis of algorithm
introduction of data structure and design and analysis of algorithm
introduction of data structure and design and analysis of algorithm
introduction of data structure and design and analysis of algorithm
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
Examiners-Report-NEBOSH-IGC1-March-2009.pdf
QUALITY ASSURANCE AND STANDARDS OF RESEARCH
QUALITY ASSURANCE AND STANDARDS OF RESEARCH
Course handbook srs engineering
Course handbook srs engineering
Key Safety Initiatives1
Key Safety Initiatives1
Key Safety Initiatives1
Key Safety Initiatives1
ICTNWK608 – Configure Network Devices for a Secure Network Inf.docx
ICTNWK608 – Configure Network Devices for a Secure Network Inf.docx
Ssac power point
1.
CALALLEN MIDDLE SCHOOL
SCHOOL SAFETY AUDIT COMMITTEE
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Download now