RDI Management Learning – Hong Kong University of Bradford Honours Degree Of Bachelor of Science In Business and Management Studies Lesson Plan for Student Self Development Level 1 Single Module 10 Credits |Lecturer |Mr Simon De-Lay | |Intake |BSc Level 1 Intake 51-54 & Day Time Intake 3
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API PRESENTATTION Some Definitions- Active Pharmaceutical Ingredient (API): A substance or compound that is intended to be used in the manufacture of a pharmaceutical product as a therapeutically active compound (ingredient) Enantiomers: cpds with same molecular formula as substance but differ in spatial arrangement of atoms and are non-superimpossable mirror images Polymorphism: Occurrence of different crystalline forms of the same substance Degradation product : Molecule resulting
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consistent with their interpretation of the standards and the criteria‚ Through standardisation meetings IQA’s can identify issues and monitor Assessor development and needs which in turn helps with support for continuing professional development (CPD). IQA’s also provide support when required to external bodies by complying with SV visits and audits and providing
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1.1 Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities. Look at generic legislation (Data Protection Act‚ Health and Safety and Work Act) and explain how legislation applies to all workplaces or training centres. For example‚ “In accordance with the Data Protection Act or Health and Safety at Work Act‚ training must ensure that they….” Explain how some legislation is relevant to specific to various sectors. For example‚
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Certificate in Education Year 2: continuing person and professional development CPPD Assessment Task Sector Skill Council and Professionalism Journal Michael Prosser 30th May 2012 Total Words 1669 My role in the lifelong learning sector In my position as a workshop trainer at Deerbolt young offenders’ institute‚ the education I deliver for The Manchester College as part of their Offender Learning is supported‚ monitored and
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Bibliography: Allen‚ M. (2014). Retrieved from http://www.jobs.ac.uk/careers-advice/managing-your-career/1318/what-is-continuing-professional-development-cpd businessballs. (2014). businessballs. Retrieved from http://www.businessballs.com/kolblearningstyles.htm Harrington‚ H. J. (2012). Retrieved from http://www.qualitydigest.com/aug06/articles/05_article.shtml James. (2014). Retrieved from http://www.ukessays
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MillingDivision.Consumer Product Division had to pay for Production Inefficiencies. Question -1 What would you recommend given the organizational structure constraints in the case? Answer:- Since Milling Division is supplying at actual cost‚ CPD could purchase the surplus capacity of 2%. The Consumer Product Division could increase the volume of consumer sales by increasing its marketing efforts and b offering more attractive special deals. It could also do more to obtain industrial business at
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Discuss all the different roles there are for teachers in adult education‚ such as FE‚ HE‚ community education‚ work-based learning and describe the various contexts within which your organisation may require you to teach. Draw up a comparison of these roles and explain how you may be expected to approach teaching in these various sectors. Give examples of your own teaching role and any specialist needs your learners may have. Do you have any particular responsibilities when carrying out this
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Ethics CPD Article 5: Assistance in dying: Dax’s Case and other reflections on the issue Assistance in dying: Dax’s Case and other reflections on the issue a Knapp van Bogaert D‚ PhD‚ D Phil Ogunbanjo GA‚ MBBS‚ FCFP(SA)‚ M Fam Med‚ FACRRM‚ FACTM‚ FAFP(SA)‚ FWACP (Fam Med) a Steve Biko Centre for Bioethics‚ Faculty of Health Sciences‚ School of Clinical Medicine‚ University of the Witwatersrand‚ Johannesburg b Department of Family Medicine and Primary Health Care‚ Faculty of Health Sciences‚ University
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5 Understand how to apply theories and principles of learning in planning‚ enabling and assessing learning for 14-19-year-olds. 6 Be able to reflect and evaluate feedback to improve own practice in working with 14-19-yearolds with reference to theories and principles of learning. 2 Understand the principles of quality improvement. 3 Understand the quality improvement procedures relevantto own practice 4 Understand how to ensure that own practice meets internal andexternal quality requirements
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