Contents :1) Principles of assessment in a competency based system. 2) The process of assessment based on competencies: Getting started - an overview of the implementation of assessment in a competency based system. Designing the assessment framework. Preparing for assessment. Selecting assessment procedures. Carrying out assessments. Making the assessment decision. Managing assessment system. Grading under a competency based system. Reviewing the procedures. Competency based education. Vocational qualifications. Vocational education evaluation.
The intent of this document is to provide teachers in vocational education and trainers in industry, commerce and government with a greater understanding of the role of vocational education and training in the current context of economic and industrial change in Australia. Following an introduction, section 1 deals with the policy context of the development of human resources and explains the challenges to vocational educators. It includes the following: (1) "Workplace Reform and Vocational Education and Training" (Geoff Hayton); (2) "The Policy Context for Vocational Education and Training" (Andrew Gonczi, Paul Hager); and (3) "Challenges Facing Vocational Teachers and Trainers in the 1990s" (Geoff Scott). Section 2 deals with strategies for developing learning in the workplace and in vocational education settings. It includes the following: (1) "Communication Competence" (Michael Kaye); (2) "Self-Paced Learning" (Lann Dawes); (3) "Self-Directed Learning" (Griff Foley); (4) "Teaching for Critical Thinking" (Paul Hager); (5) "Mentoring and Coaching" (Peter Russell); (6) "Intensive Workshops" (Hank Schaafsma, Laraine Spindler); and (7) "Learning through Play: Simulations and Games" (Elizabeth Leigh, Hank Schaafsma). Section 3, on self-evaluation and ways of assessing learning, includes the following: (1) "Assessing Standards of Competence" (Doug McCurry); (2) "Assessment in Modern Vocational Education" (Geof Hawke, Liz Oliver); (3) "Recognition of Prior Learning" (Ruth Cohen); and (4) "Self-Evaluation" (Bob Gowing, Shirley Saunders). (CML)
The changing demands of the modern workplace have increased the depth and breadth of skills required in employees. The development of vocational expertise can be impeded by restricting workplace training to specific work skills. Training in generic skills, or key competencies, in conjunction with specific skills, should therefore be considered as a way to overcome the narrow development of skills which are often a consequence of traditional competency base approaches. Such a holistic, integrated approach to workplace training would encourage the acquisition of both work skills and vocational expertise.
The Trial of a Nazi Doctor examines the life of Franz Bernhard Lucas (1911-1994), an SS camp doctor with assignments in Auschwitz, Mauthausen, Stutthof, Ravensbrück, and Sachsenhausen. Covering his career during the Third Reich and then his prosecution after 1945, especially in the Frankfurt Auschwitz trial, Andrew Wisely explores the lies, obfuscations, misrepresentation, and confusions that Lucas himself created to deny, distract from or excuse his participation in the Nazi’s genocidal projects. By juxtaposing Lucas’s own testimonies and those of a wide range of witnesses: former camp inmates and Holocaust survivors; friends, colleagues, and relatives; and media observers, Wisely provides a nuanced study of witness testimonies and the moral identity of Holocaust perpetrators.
In recent years education has become increasingly perceived as an area of risk. A number of highly publicized incidents have heightened awareness of the potential dangers to be found in teaching institutions. Although there is now a substantial conceptual literature on risk and the meaning of the risk society, such ideas have not to date been rigorously applied to the educational sector. The authors of this innovative volume address this gap, discussing the relevance of risk discourses to educational processes. They recognize that risk discourses themselves (both academic and political) do not necessarily relate to actual dangers within education and they examine the differences between the risk narratives of expert and layperson, teacher and student, practitioner and academic. This book will greatly interest both sociologists and educationalists interested in the interaction between education and contemporary trends in society.
Be ready to prescribe and administer drugs safely and effectively, with the fully updated Pharmacotherapeutics for Advanced Practice, 5th Edition. Anchored in pharmacology and the principles of therapeutics, and written by experts in the field, this is your road map to effective drug therapies. Learn to correctly identify a disorder, review the drugs used to treat it, and select the optimal therapy. With expert direction on more than 50 common disorders, this is the ideal resource for advanced practice clinicians and students learning pharmacotherapeutics, and a go-to reference for experienced clinicians.
Why did Hungary, a country that shared much of the religious and institutional heritage of western Europe, fail to replicate the social and political experiences of the latter in the nineteenth and early twenties centuries? The answer, the author argues, lies not with cultural idiosyncracies or historical accident, but with the internal dynamics of the modern world system that stimulated aspirations not easily realizable within the confines of backward economics in peripheral national states. The author develops his theme by examining a century of Hungarian economic, social, and political history. During the period under consideration, the country witnessed attempts to transplant liberal institutions from the West, the corruption of these institutions into a "neo-corporatist" bureaucratic state, and finally, the rise of diverse Left and Right radical movements as much in protest against this institutional corruption as against the prevailing global division of labor and economic inequality. Pointing to significant analogies between the Hungarian past and the plight of the countries of the Third World today, this work should be of interest not only to the specialist on East European politics, but also to students of development, dependency, and center-periphery relations in the contemporary world.
Comprises articles stemming from the March 2013 international conference at London's Natural History Museum. Researchers across geological, geophysical, and biological disciplines present key results from research concerning the causes of mass extinction events"--
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.