Are the U.S. and EU economies linked? Why do you think not, or how so?
Classify the EU economy. Are all of the member nation economies classified the same?
Are the U.S. and EU economies linked? Why do you think not, or how so?
What measures have the EU (or member nations) taken to mitigate the current economic problems?
What is your economic outlook for the EU nations (you may address the EU as a whole or choose a specific member nation)
Discuss the purpose of authority control and its importance in your system.
Learning Goal: I’m working on a databases writing question and need an explanation and answer to help me learn.Draft 3 Instructions(Sections 3.0, 4.1 – 4.3, Appendixes A-E and G)3. Access and authority control
Access points are often under some form of authority control (also called access control or terminology control). Authority control is a mechanism for bringing consistency to data values in an information organization system. Data entered in fields that are under authority control must come from a file or list of authorized (or controlled) terms. In your system, terms related to subjects and to names of people and corporations are under authority control. You can establish authority control in two forms for purposes of this assignment:thesaurus (external to the main database file) for subject terms (section 4.2, required)
name authority file (external to the main database file) for names in the records (section 5, required)
In this section, you explain authority control in general and state which fields are under which type of control.Tasks: Determine which fields (both physical description and subject description) are under some form of authority control. Consider the following:Fields with simple, predictable terms. These are usually physical description fields such as Format with terms such as “book” and “video.” Decide whether any such field should be under control of a controlled vocabulary
The field with the greatest number of potential terms and the most semantically (conceptually) complex terms, especially how the terms are related to one another is a candidate for a thesaurus. Usually this is a subject field. Choose one field only for vocabulary control using a thesaurus.
Fields with proper names. These may be personal names (people) or corporate names (companies, organizations). Usually all name fields are controlled by a name authority file. The name authority file also controls the form of names used in subject fields.
Write narrative.Narrative: Discuss the purpose of authority control and its importance in your system. Explain how it works. Explain the relationship to controlled vocabularies. Explain why it is beneficial to have specific access points under authority control from the perspectives of the end user searching the system and the technical user creating the records. State the kinds of authority control in your system. Note that access points do not always have to be under authority control, and you can have authority control on non-access points.Discuss the fields under control of a thesaurus, and a name authority file. State explicitly which fields are under which type of control mechanism.Hint: If you have trouble completing this section, come back to it after completing section 4.4. Representation of information contentGiven the basic resource description for the information container developed in section 2, you now need to determine the metadata elements necessary for representing information content (or intellectual content, subjects, topics). Section 4 focuses on problems of describing subjects, including use of controlled vocabulary in section 4.2, and subject-based classification in section 4.3.4.1. Subject accessTasks: Determine how to provide subject representation, or how to represent the information content of the objects. The subject representations will be the basis for providing subject access in your system. Consider the kinds of subjects (e.g., topics, themes, time period, geographic area) of the information objects. Note that, although fields such as title and table of contents can provide clues to aboutness, these fields are considered physical description of the information container, not subject description of the information content.Decide how many subject fields you need. You may translate Subject into more than one field (e.g., Topics and Time Period) and/or you may rename the metadata element and database field. You may have some subject fields controlled by a subject heading list, or controlled by a thesaurus, or fields that contain natural language terms (e.g., abstracts, summaries, etc.).The classification code to be developed in Draft 3 should be based in part on information content.Narrative: Define and discuss subject representation, subject analysis and subject access. Explain the importance of subject access for your users. Describe how your organization system provides subject access by listing all fields in your records that contain subject-related data or information. Explain that classification is partially based on subject, identify the subject-based facet(s) in your classification scheme, and name the field that contains the classification code. (You may need to return to this after you complete section 4.3).4.2. Thesaurus structureThis section addresses subject authority control (also called vocabulary control or terminology control) using a thesaurus. A thesaurus is a list of controlled vocabulary terms that provides data values (terms) for a single field under subject authority control. It serves both technical users (indexers, catalogers) as a source of terms to enter in the record and end users as a source of search terms.Tasks: Review the Thesaurus Tutorial in the Canvas course site. In Libib, your tag field is equivalent to a subject field, and will contain controlled vocabulary terms from the thesaurus. Review, discuss and demonstrate the three semantic (conceptual) relationships in the thesaurus, and understand how mandatory reciprocals are used to indicate these three relationships. This should be a thorough discussion that fully informs the readers on this topic.Determine the domain and scope of the thesaurus.Make decisions concerning specificity and exhaustivity. Consider how each decision may affect information retrieval performance based on measures of precision and recall.Create Appendix D: Sample thesaurus.. Appendix D is a paper document. We are not using a mechanical thesaurus. Write narrative. Narrative: Explain the purpose of subject authority control, how it is implemented in your system, and why it is important for both end users and technical users of your system. Discuss why the tag field needs authority controlDefine the thesaurus as a kind of controlled vocabulary. Explain the purpose of its syndetic structure. Define and describe the three kinds of semantic relationships and how each is displayed. Explain mandatory reciprocals and how they are used.Describe the domain and scope of the thesaurus.Define specificity. State the level of specificity in the thesaurus (high, moderate, low) and explain why it is appropriate for the users and/or information objects. Discuss the probable effect of this level of specificity on precision and recall measures of information retrieval performance.Define exhaustivity. State the level of exhaustivity for indexing, that is, whether the indexer should tend more toward depth indexing or summarization. Explain why this level is appropriate for the users and/or information objects. Discuss the probable effect of this level of exhaustivity on precision and recall measures of information retrieval performance.Refer to Appendix D: Sample thesaurus.Note: The instructor understands that your thesaurus is only a sample and that it is not comprehensive. The reader should have a thorough understanding of how a thesaurus works, how the three relationships work, how they look in the thesaurus, what mandatory reciprocals are, and how they are shown in the thesaurus. Actual examples go a long way here.4.3. Classification schemeClassification is a process of categorizing objects according to one or more attributes or characteristics. Formal classification systems such as Dewey Decimal and Library of Congress are called schemes. Classification codes are derived from schemes and assigned to objects to group items that are similar in one or more ways together. The primary function of bibliographic classification is to bring items together that contain similar intellectual content or subject matter. In the library world, bibliographic classification systems are also used as the basis for physical location. Classification schemes are used by technical users who create the codes and by end users who want to understand the organization of materials. Ultimately, your classification codes will be your call numbers.Tasks: Review Faceted Classification Tutorial and/or Hierarchical Classification Tutorial in the Canvas course site. Determine your approach to classification: faceted (recommended) or hybrid (hierarchical first facet) .Choose three or four attributes of the objects (e.g., subject, creator, literary form or genre, media format, date) to be used in classification. Consider attributes suggested by users’ questions and how these relate to users’ expectations for physical arrangement of objects (e.g., whether to arrange objects first by subject or by format).For this project, you should have at least three facets, and at least one facet must relate to information content or subjects. Your first facet should not be Author or any other facet that merely alphabetizes the collection. The facets in your scheme should correspond to fields in your Libib database. If you have a facet that is not drawn from a Libib field, explain why the metadata it contains is important enough to be a facet but not important enough to be an element. . Develop a notation code (you may not use a pre-existing code such as Dewey or LC) to identify and group the objects by class. In order to physically organize the objects, make this a unique identifier (call number) by adding to the notation code a unique number to identify the individual object.Be sure to create a code (call number) for each of your records..Create Appendix E: Classification scheme.Write narrative. Narrative: Define classification and its purposes in general.Describe the role of classification in your system with regard to providing intellectual access and physical access if appropriate. Define and describe the difference between faceted and hierarchical approaches to classification; state your approach and explain your choice. The reader should have a thorough understanding of the differences, pros, cons, etc. of each.State the primary facet and explain why you chose it with regard to providing intellectual access (subject-based). List the other facets in order. Explain why you chose these facets, including their effectiveness as a system for intellectual and physical organization of the objects (if applicable). Your primary facet should be derived from a field that uses a controlled vocabulary.If you are adding a unique identifier to the classification code for physical arrangement, explain why that is necessary and the source of the unique identifier.In a separate paragraph, illustrate your classification system by providing a complete example of one classification code:Briefly describe one of your 10 objects
Show the classification code for that object
Explain what each part of the classification code represents.
This can be exactly the same example as in Appendix E (see instructions there). Do not repeat classification rules here; refer to Appendix E.Additional tasks to prepare for Draft 3 · In Appendix C, write/revise rules for subject/tag field(s), especially fields under control of the thesaurus and and classification/call number field (see Input Rules Tutorial). Check all other rules for consistency with any changes in fields, specifications, and other appendixes referenced.· IMPORTANT: Revise Appendix G: Sample records by creating 10 records to demonstrate your full set of record fields, specifications, and input rules.· Review instructor’s marks and comments on Draft 2 to ensure that you addressed or considered all of them.If you have questions, discuss them with your instructor prior to submitting the new draft.· Use Draft 3 Checklist and Draft 3 Gut check on your own draft before submitting the draft.Project AppendixesIMPORTANT: Position all appendixes together following the last narrative section. Start each appendix on a new page (insert a page break). Appendix A begins on a new page after the last narrative section of the current draft. Omit pages for appendixes not yet developed. Use tables included in the template. Appendix A. Metadata elements and semanticsTasks (Draft 3): Complete the table with semantics for Subject and Classification (you may also rename these or add other subject-related elements).Appendix B. Record structure and specifications Tasks (Draft 3): Complete the table in part 1, filling in every cell with a specification or a dash. Revise database as needed, Appendix C. Record content and input rulesTasks (Draft 3): Write/revise rules for subject field(s), especially fields under control of the thesaurus and classification field.Appendix D. Sample thesaurusThis appendix contains a sample thesaurus of controlled vocabulary terms to be entered into the Tag field in the record. The thesaurus is created only in MS Word, not in Libib. Tasks: Work through the Thesaurus Tutorial in the Canvas course site. Examine your 10 sample information objects to begin building a list of subject terms for the thesaurus. You must develop at least 15 subject terms that you will use in your records. As you develop and edit the list, bear in mind the domain and level of specificity you determined in section 4.2. Do not try to be comprehensive; this is only a sample with sufficient terms to represent each of your 10 sample objects at the level of indexing you described in section 4.2.Determine semantic (conceptual) relationships among terms. The thesaurus must contain several examples each of a hierarchical, equivalent, and associative relationship. All the terms in the field on which the thesaurus is exerted must be in the thesaurus. All the authorized terms in the thesaurus must appear in at least one record.Develop the syndetic structure of the thesaurus. Sort and display terms alphabetically and use appropriate conventions (BT, NT, etc.) to show several sets of mandatory reciprocals for each kind of relationship. Not all terms in your sample thesaurus will be related to other terms in the sample. Do not force a relationship on every term; instead, let terms stand alone where appropriate.Provide a key or legend to explain the abbreviations BT, NT, etc.Note… Every authorized term must appear in at least one Appendix G record. No unauthorized terms may appear in Appendix G records. There may be no terms in the thesaurus field in Appendix G that do not appear as authorized terms in Appendix D.Appendix: Sample thesaurus. Length is usually 1 to 3 pages. One or two columns are acceptable. Must contain at least 15 authorized terms.Appendix E. Classification schemeThis appendix presents the structure of the classification scheme and instructions for use. It contains:A table or other illustration of the scheme
Rules for notation
Rule for unique number
Example of the full classification code
Tasks: Review the classification tutorials in the Canvas course site. Determine your approach to classification: faceted (recommended) or hierarchical. Identify three or four facets, as well as their order, to use in classifying the objects. At least one facet must be subject-oriented. In classification, subjects tend to be less specific than in thesauri and subject headings lists, and may even be some other kind of subject, such as genre. Note that in a faceted classification approach, a facet can be optional, or used only for some objects. Your scheme must provide subject access via the first facet. Any deviations from this must be explained in 4.3, and must be in line with your FRBR analysis in 2.2.Create classes (or foci) for each facet. If a class is open-ended (e.g., year), do not list every class: the rule will explain how to enter the data. In choosing both facets and classes, strive for mutual exclusivity so there is no overlap in meaning between facets or between classes.Write rules for assigning classification notation to an object. These rules follow a three-part format for every facet in order of synthesis. Here is a brief summary. Facet name: Descriptive, simple.Chief source of information: Primary location in/on the object where the information can be found, or more likely the field from which the value for the facet is drawn.Notation rules: Instructions for synthesis, including how to choose class, how to capitalize and spell class codes, and how to punctuate after the code. If the facet is optional, state when it is used.Write a separate rule, under a separate heading, for adding a unique number to the notation to form a unique identifier (call number) for an object. An easy solution is to add the record number to the end of notation, but many other solutions are possible. A classification system that represents digital information objects and/or that is not related to physical arrangement of objects may require a different solution. If in doubt, ask your instructor.Provide an example in which you:Briefly describe 1 of your 10 objects.
Show entire classification code or unique identifier (call number) for the object.
Explain what each part of the classification code represents.
You can use this same example in the section 4.3 narrative.Hint: Test rules by having someone else try to follow them. Appendix: Copy the four-part format below. Under “1. Scheme,” the classification scheme can presented as a table (columns for facets, rows for classes/foci) and/or a hierarchy, depending on the classification approach. Under “2. Notation rules,” repeat the three subheadings for each facet.Scheme [table and/or text description of facets and classes]
Notation rules [for each facet, repeat three-part format below]
Facet name:Chief source of information:Notation rules:Rule for unique number
Example
Appendix G. Sample recordsTasks (Draft 3): Create seven more records for a total of 10 database records to represent all 10 objects in your sample collection, following your additional rules and any other revisions. Take screen shots of records and insert in draft . Check records as for Draft 2, plus:All terms in the field controlled by the thesaurus must come from the thesaurus (Appendix D) and must match the thesaurus in form, spelling, and capitalization.
In the classification field, the classification code in one record must match the example in Appendix E, and all codes should follow the rules in Appendix E.
Requirements: 9 pages
How would you describe the order of the information in the statement?
Visit the website of a professional organization that is connected to your current job or desired career and locate the mission statement. Cut and paste it to the top of your document and include a complete citation following APA style. Then, answer the following prompts in a 1- to 2-page paper (250 to 500 words):
How would you describe the order of the information in the statement?
What kind of taxonomy is created in this statement?
What are some examples of signposting?
My desired career is healthcare, nurse practitioner in psychiatrics.
Wisdom is built upon experience. Given this truth, what are the various ways a person acquire wisdom?
Because we know so little about Hebrew poetry, this genre is difficult to define. Unique to Hebrew poetry are the presence of parallelism and the absence of the direct object marker. Books classified as “wisdom literature,” though written in poetic form, are distinguished by their emphasis on the cultivation of skill for everyday life.
Poetry and wisdom literature were both well-established genres in Egypt and the ANE and contain many similarities to the biblical text; these similarities result, not from cultural or literary borrowing, but from the universal nature of the issues treated in the literature. The differences between the literature of Israel and that of her neighbors also reveal important theological differences in the orthodox Yahwist cult.
Hebrew poetry is marked by rhythm of sound and thought. Rhythm of thought is achieved primarily through the use of parallelism: semantic, progressive, or grammatical. Rhythm of sound is achieved through an acrostic structure, alliteration, assonance, paronomasia, onomatopoeia, ellipsis, and inclusio. Rhythm of form, achieved through meter and strophe, is less discernible in Hebrew poetry.
Wisdom literature reflects the desire of people to master life through reason; it also reflects the belief in passing on accumulated knowledge to succeeding generations. Hebrew wisdom literature is distinguished by its emphasis on “the fear of the LORD,” for the Israelites saw God as the source of wisdom. Wisdom literature contrasts the way of the righteous with the way of the wicked, and personifies wisdom both as a female pedagogue and an agent in creation. Wisdom literature treats the topics of theodicy, the retribution principle, and the ethical demands of Hebrew law.
Job was probably an Edomite living in the patriarchal period, though the composition of the book probably took place much later. Though the literature of the ANE—such as the Sumerian “Man and His God,” Akkadian “Ludlul bel Nemeqi,” and “The Babylonian Theodicy”—bears many resemblances to this work, Job itself displays greater sophistication in its form and philosophical perspective. The book of Job seeks to discover God’s policies concerning justice, specifically regarding his treatment of the righteous: does God’s pattern of blessing the righteous interfere with their actual development of righteousness? The book of Job serves to vindicate God’s policies as the author establishes and maintains Job’s innocence. God’s justice is maintained through his wisdom, by which he orchestrates the events of the world.
The prologue introduces the characters, sets the stage for the drama that follows, and presents the philosophical issues which the book will address. Three cycles of dialogues by Job and his friends occupy chapters 4–27. The friends affirm traditional theology (the “retribution principle”) and its corollary, both of which Job also affirms. At the same time, Job defends his own innocence––which eventually leads him to accuse God of injustice. Job repeatedly requests a mediator, one to plead his case before God and provide restoration. Chapter 28, the Hymn to Wisdom, suggests that true wisdom has not yet been heard. In his following oath of innocence, Job intends to force God to act. Elihu enters the scene, affirming God’s justice and the retribution principle, but rejecting its corollary. The final section of the book contains God’s speeches to Job, Job’s response, and the epilogue, in which Job is restored to his previous prosperity.
Proverbs contains eight collections of wise sayings, ascribed to Solomon, Agur, and Lemuel. The book also mentions the editorial work of Hezekiah’s scribes, indicating that the book probably reached its final form sometime in the sixth century bc. Instructional wisdom was concerned with the three centers for teaching: the family/clan, the royal court, and the scribal schools. Hebrew wisdom literature developed during the united monarchy under Solomon and the divided monarchy under Hezekiah.
The purpose of Proverbs is to preserve wisdom for succeeding generations. The book is divided into discourse, collections of proverbs, and appendices, though these writings are not arranged systematically. Hebrew wisdom literature, unlike that of its neighbors, acknowledges only one God: Yahweh. The book emphasizes the close association of the fear of Yahweh with the knowledge of God. Because Yahweh is the source of wisdom, only those who know God can be wise. The blessings of the way of righteousness come when a proper relationship with Yahweh results in proper action toward one’s neighbor. Proverbs has much to say about appropriate speech, as well as appropriate male-female relationships
The primary speaker in Ecclesiastes is identified as “Qoheleth,” traditionally associated with Solomon. While not impossible, this view is problematic. Regardless of the identity of Qoheleth, the author is most likely an anonymous compiler of Qoheleth’s wise sayings. The book contains a number of literary genres common to the ANE, in addition to works which address the incongruity between conventional wisdom and the reality of life experience. A few ancient writings are similar to Ecclesiastes, such as the Mesopotamian Dialogue of Pessimism and the Egyptian Harper’s Songs. The basic message of Qoheleth is that nothing “under the sun” can give meaning to life, but that the pursuit of God can allow one to enjoy the pleasures of life as gifts from God. Both good and bad come from God, and both are used by God for his purposes.
The structure of Ecclesiastes is not like that of Western philosophical treatises. Rather, it is a unified work in which the author discusses various topics. The book states the problem, explains the author’s experiences in attempting to solve the problem, and provides his solution: a worldview with God at the center. The author then applies his stated view to various life situations, particularly when facing adversity. Qoheleth’s solution to facing adversity is followed by life advice, warnings, and injunctions. The book’s major themes include the retribution principle, experience vs. revelation, and Epicureanism vs. piety.
Key Terms
superscriiption: a statement of classification and/or identification prefixed to a literary work
theodicy: the philosophical and/or theological defense of God’s goodness and omnipotence in view of the existence of evil
acrostic: a poetic composition in which sets of sequential letters (e.g., initial or final letters of the lines) form a word or phrase or the alphabet
dirge: a funeral poem or song; a slow and mournful song or hymn of grief
alliteration: consonance of sounds at the beginning of words or syllables
assonance: the rhythm of sound using the correspondence of vowels, often at the ends of words
retribution principle: the idea that there is a one-to-one correlation between one’s actions and rewards
proverb: short, pithy statement that captures a basic truth
Epicureanism: philosophical viewpoint that people should “eat, drink, and be merry, for tomorrow we die”
sage: a wise person who taught others
Qoheleth: the speaker in the book of Ecclesiastes, literally – a person who addresses an assembly (preacher or teacher)
Key Ideas
It is not true that only the wicked suffer.
God’s justice cannot be reduced to a simple formula like the retribution principle.
God’s infinite wisdom is the key to acknowledging his justice.
The fear of the Lord is the beginning of wisdom.
The way of wisdom leads to life.
A proverb illustrates a general principle, not a promise
Life should not be expected to be self-fulfilling.
Frustrations in life are inevitable.
The seasons of life must be accepted.
Enjoyment of life comes only through a God-centered worldview.
Discussion Forum Question:
Please respond to the following questions in 150 – 250 words:
Wisdom is built upon experience. Given this truth, what are the various ways a person acquire wisdom? What do the general perspectives of the three books of wisdom covered in this unit tell us about the variety of ways wisdom can be found?
What are the limitations of wisdom? How does the idea that Solomon was said to be the wisest man who ever lived mesh with the fact that his life ended with him so far from the Lord?
How does this affect you?
How well do you think the ACA worked as a healthcare policy reform?
This week we covered the Affordable Care Act (ACA) in detail. How well do you think the ACA worked as a healthcare policy reform? Go beyond our analysis of the outcomes and impacts. Pick 2 of the following different indicators of reform success and write a concise, well-researched paragraph on each that shows how well the ACA is performing.
Health care cost
Health care access and use
Reduction of health disparities
Improving healthcare provider competence and regulation
Impacts in particular health domains (e.g., mental health, children’s health, cancer care, etc.).
In forming your opinions and answers, be certain to bring credible, properly cited evidence to the argument.
Which of the two better explain the U.S. and French Revolutions?
Theories of “relative deprivation” and “social disequilibrium” are sometimes viewed as “demand side” revolutions. Theories of political opportunities and revolutionary mobilization, on the other hand, are sometimes referred to as “supply side” revolutions. In other words, “supply side” revolutions are top-down affairs (revolutionary leaders mobilize the masses for action) while “demand side” are bottom-up affairs (aggrieved revolutionary masses spontaneously mobilize themselves). Which of the two better explain the U.S. and French Revolutions?
Identify and critically engage with a wide range of current and relevant information sources to better understand an issue related to professional occupational therapy practice
Systematic literature review of the impact of social media on adolescent mental healthModule aims: this module is to engage in a more in-depth study related to occupational theory and practice. This should enable you to appreciate the essential elements of the research process, gaining a more critical understanding of the role and scope of sources of information for evidence-based practice through critical appraisal of research and other sources. The module will consolidate and develop higher level knowledge and critical thinking skills; enhancing skills in presenting arguments in a balanced, academic manner, to address an area of interest.
Learning outcome:
- Identify and critically engage with a wide range of current and relevant information sources to better understand an issue related to professional occupational therapy practice
- understand the processes involved in identifying an appropriate area of investigation, selecting and justifying research designs, methods and ethical considerations appropriate to research in occupation and occupational therapy
- exercise autonomy and initiative in tackling tasks and problems, critically evaluating evidence and weighing alternative interpretations, arguments and values.
- understand the processes involved in disseminating research findings in a variety of appropriate ways within and beyond the professionsee resources attached below for further information
What has been The economic instability caused by COVID-19 that the government has not addressed
You will write a policy report that informs senior public servants/officials about a set of interrelated issues requiring a policy response. Needs sufficient references to the Policy Cycle and Wicked Problem.
The report should provide evidence-based recommendations for each of the three issues specifically and, by extension, the larger unethical conduct or policy problem generally. While the three issues you choose are mutually exclusive, they need to fit under one topic.
You are not solving the overall problem in its totality, but are providing evidence-based information and proposed solutions about the three issues you discuss.
Topic
The economic instability caused by COVID-19 that the government has not addressed
Issue 1
Supply chain disruptions of shipping logistics and the economic effects and future policy recommendation
Issue 2
Decline of Australia’s educational performance (in regards to World Rankings) is leading towards a new time low and support is needed; Australia is no longer one of the leading education nations in the world – education sector in Australia was a large part of its economy
Issue 3
Poor workforce mental health due to isolation and home – weakened workforce leads to a weaker economy
Introduction – 200 words
Body – 1700-2200 words
Your analysis must consider three mutually exclusive areas of the topic on which you are reporting. Each of these three areas must be concluded individually with a clear statement as to how they are a problem linked to the topic, with a short conclusion and recommendation. These recommendations should be reflected in your final conclusion. Your analysis must include consideration of the cost/benefits (i.e. cost-benefit analysis) of the policy/course of action that you are proposing.
Conclusion – 200 words
Evaluate at least two modes of transportation that best support the organization’s supply chain for shipping the product from one country to another, door-to-door, in a multimodal shipment.
In your report (allowing for reasonable assumptions when necessary),Select one of the two SLM contracts described above.
Analyze the product’s physical properties, volume, and quantities to determine if the product’s shipment size is small (150 to 500 pounds) or a larger (consolidated) shipment (at least one TEU).
Evaluate at least two modes of transportation that best support the organization’s supply chain for shipping the product from one country to another, door-to-door, in a multimodal shipment. Explain your reasoning.
Identify the type of warehouses that SLM should employ in Australia to ensure a rapid movement of goods. Recommend either public, private, or contract warehousing and explain how your recommendation supports SLM’s supply chain management.
List and describe the necessary commercial, banking, and shipping documents that comply with export and import procedures in the United States. These may include a commercial invoice, certificate of origin, shipper’s export declaration, shipper’s letter of instruction, bill of lading, freight bill, and letter of credit.
Determine the appropriate Incoterms® 2010 rule, depending on the shipment mode and buyers’ and sellers’ responsibilities.
Select a process (Lean, Six Sigma, Just-in-Time, or Kanban) and explain how the process can be implemented to ensure effective and efficient warehouse operations techniques are in place that support the company’s supply chain design.
List a minimum of four additional budget line items in the table below with a rationale to ensure smooth warehouse operations in Australia. Support your rationale by including various logistics activity measures, cost drivers, profit models, and the role of inventory and how they influence SLM’s financial outcomes.
Budget line itemRationaleShipment consolidationCost savings managementWarehouse safety and securityEfficient and safe warehouse operationsSoftware implementationOrder management, customer relationship management, and load-planning for a truck trailer.
Critically review the evidence base underpinning the application of theoretical learning in a practice setting.
To enable Paramedics working in a variety of settings, to develop person-centred and reflective approaches to supporting and assessing learning in practice. To apply best evidence to promote the development of self & others in practice.
Learning Outcomes
After completing the module the student should be able to:1 Critically analyse strategies that facilitate effective practice education.
2 Critically explore the Practice Educator’s role as an accountable practitioner in the
context of learner development and patient protection.
3 Critically evaluate different methods of teaching and assessing in the practice
setting.
4 Critically review the evidence base underpinning the application of theoretical
learning in a practice setting.
5 Critically analyse how effective working relationships with learners based on
mutual trust and respect can be nurtured in an inter-professional environment and reflect upon how these relationships could be enhanced.
Learning Outcomes of Assessments
The assessment item list is assessed via the learning outcomes listed: Reflective portfolio 1 2 3 4 5
Outline Syllabus
Principles of learning, teaching, assessment & accountability.
Communication methods & working relationships with students / registrants and the inter-professional team.
Tripartite relationships / learning agreements
Clinical mentorship/practice education and facilitation of learner support Developing the clinical learning environment.
Competence-based assessment in the practice setting.
The development of effective roles and positive relationships within urgent and emergency care team.
