Which of the following is a tool used to secure expert judgment? Question 1: ------------------------------------------------- Top of Form A. Peer Review B. Delphi Technique C. Expected value technique D. Work Breakdown Structure (WBS) Bottom of Form - See more at: http://www.gocertify.com/quizzes/project-management/pmp1.html#sthash.2JVTjA3V.dpuf Question 2: Based on the information provided below, which project would you recommend for being pursued? Project I, with BCR (Benefit Cost ratio) of 1:1.6; Project II, with NPV of US $ 500,000; Project III, with IRR (Internal rate of return) of 15% Project IV, with opportunity cost of US $ 500,000. ------------------------------------------------- Top of Form A.
Using your answer to Question 2, designate which attribute or attributes form the identifier for each entity type. Explain why you chose each identifier. (5 points) Answers will vary, Look at page 199 for the definition of an identifier – an attribute that will make each entity unique (sometimes called candidates Key or primary keys; ie student ID etc). Pick an identifier for each of the six entities that will make them unique. Identifiers are underlined in attribute list in entities – so look on pages 200-201 for some examples) 4.
Action Plan 2. Written Evidence 3. Written Evidence | 26/04/2014 | INTERENAL VERIFICATION This Assignment Brief has been internally verified before being issued to students and the activity recorded on a BTEC Assignment Brief Verification Form. The Internal Verifier will verify a sample of assessment decisions and record this activity on a BTEC Assessment Decisions Verification Form. Assessor: firstname.lastname@example.org Lead/ Internal Verifier: __________________ Date: ______ ------------------------------------------------- BTEC Assignment Guide Students must do all of the following: 1.
Section 6 Learner Induction Workbook | Now you have read your Learner Induction Handbook, please answer the following multiple-choice questions to confirm your understanding of the QCF course. Once you have answered the questions, write your name, sign and date your Workbook and return it to QCFSupport@accessskills.co.uk. Section 1 - Questions | Multiple-choice questions and answers (Please circle or highlight one answer for each question) 1. What is the QCF? a) Quick Credit Framework b) Quality Course Framework c) Qualifications and Credit Framework 2.
Follow these guidelines in preparing your document: * For this activity, you are answering the questions, not writing a traditional paper. * Write your answers after each question. * Your answers should be composed in complete sentences and paragraphs, and the entire document should be a total of 500 to 600 words, or about 2 pages. * Use 1-inch margins on all sides of the document. * Use a 12-point font such as Times New Roman or Arial.
Implement a change management strategy Submission details Candidate’s Name | | Candidate’s ID number | | Assessor’s Name | | | | Assessment Date/s | | Time/s | | Instructions to Students 1. You must accurately complete the Student Assessment Pack. 2. Your Assessor may want to discuss written answers with you to get further evidence of your understanding and to check that it is your original work 3. You need to submit Assessment Cover Sheet for each assessment.
Review the materials posted on the Desire2Learn class website. In addition, review this checklist: * Tailor your speech to the audience (your BCOM class). * Use the three-point organizational strategy discussed in class: Intro, Body, Close. * Create a speaking outline, following the example discussed in class. * Preview your points, make effective transitions between points, and review your points.
How do these resources meet the needs of your learners? Give some examples of things that could impact your choice of resources. Describe how you will identify and prepare your resources, and what or who you can use for assistance. You will need to explain how to provide opportunities for learners to practice their functional skills. You need to discuss how you will embed functional skills in your lessons.
SOCIAL WORK EDUCATION, VOL. 19, NO. 4, 2000 Re¯ ection on action: the process of helping social work students to develop their use of theory in practice TERRY FISHER & JON SOMERTON Abstract Over the years, college and practice-based social work teachers have been expected to help social work students to relate or integrate theory and practice, to transfer knowledge and/or to be a reflective practitioner. This paper first seeks to unpick and clarify what integrating theory and practice actually means and then goes on to suggest a model for exploring the use of theory in practice which a practice teacher could use with students in supervision. The context At the time of writing, the professional social work qualification in the United Kingdom is the Diploma in Social Work.
Turn the assignment in by the due date to receive full credit. Your project will be evaluated against a grading rubric. A copy of the rubric is included in the lesson. Read over the rubric before you submit your final draft to your teacher. The Taking a Test?