| Purpose of the Assessment | |||
| The purpose of this assessment is to assess the student in the following learning outcomes: | Competent
(C) |
Not Yet Competent
(NYC) |
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| consult with relevant stakeholders to develop, implement, monitor and review employee relations strategies and policies in regard to diversity, recruitment, induction, training and development, work life balance, performance management and termination | |||
| manage conflict and early intervention in respect to employee grievances and problems | |||
| determine key result areas of the organisation | |||
| develop an employee relations risk management strategy | |||
| describe the principles of relevant industrial agreements | |||
| negotiate employment awards, agreements and contracts | |||
| maintain high standards of performance in respect to equal opportunity and the management of diversity | |||
| Review organisational support services for employees | |||
| Assessment/evidence gathering conditions | |||
| Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student can only achieve competence when all assessment components listed under “Purpose of the assessment” section are recorded as competent. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYC (Not Yet Competent) is eligible for re-assessment. | |||
| Resources required for this Assessment | |||
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| Instructions for Students | |||
| Please read the following instructions carefully
· This assessment has to be completed In class At home · The assessment is to be completed according to the instructions given by your assessor. · Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within two weeks of the assessment due date. All other feedback will be provided by the end of the term. · Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency. · If you are not sure about any aspects of this assessment, please ask for clarification from your assessor. · Please refer to the College re-assessment for more information (Student Handbook). |
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Compare and contrast clinical health services to public health and epidemiology in terms of a) how they are defined, b) goals, c) their target focus and d) functions. Managerial epidemiology is integrated through general management functions. Explain each of the management functions in terms of the managerial epidemiology, i.e., what are the: Planning functions, example(s)? Directing functions, example(s)? Controlling functions, example(s)? Organizing functions, example(s)? Financing function, example(s)? Describe the “natural history of disease” and disease progression from its inception to its resolution What are some of the many epidemiologic contributions to quality assurance in healthcare and public health? December 31, 2009: A 48 year old male computer technician with hypertension, smoker, sedentary lifestyle, who does not do any aerobic exercise, enjoys fast food, eating it three times per day, with a family history of coronary artery disease (CAD), and a personal history of high cholesterol has a stressful deadline at work, which requires him to travel 17 hours on a plan to go on location in Australia. Unfortunately, he suffers an acute myocardial infarction in route to location and dies. He is now part of our epidemiology population mortality statistics. Calculate the U.S. Mortality Rates, which includes our computer technician in terms of crude rate of mortality, adjusted mortality rates and cause-Specific mortality rate using the 2009 statistics. Input Data for Calculations: ___________________ -2009 U.S. Census: 305,529,237 Total -2009 U.S. Census: Males 148,094,000 -2009 U.S. Census: Females 153,388,000 Population by Age and Sex: 2009 Age Both sexes Male Female Number Percent Number Percent Number Percent .35 to 39 20,445 6.8 10,169 6.9 10,275 6.7 .40 to 44 20,877 6.9 10,322 7.0 10,556 6.9 .45 to 49 22,712 7.5 11,162 7.5 11,550 7.5 .50 to 54 21,654 7.2 10,611 7.2 11,043 7.2 .55 to 59 18,755 6.2 9,083 6.1 9,671 6.3 ___________________ -2009 U.S. Deaths: 2,436,682 -2009 U.S. Male Deaths 1,217,047 -2009 U.S. Female Deaths 1,219,635 ___________________ 2009 Deaths By Gender/Age All races, male All ages……………1,217,047 1-4 years………………14,872 5-14 years………………2,507 15-24 years…….………3,244 25-34 years…..………22,294 35-44 years……………29,150 45-54 years……………46,498 55-64 years…….……114,615 65-74 years…….……183,945 75-74 years…….……225,740 75-84 years…….……311,135 >=85 years…….……262,839 Not stated……………………206 2009 CVD/ Heart Attack Mortality, Male/Age Age (All) 186,464 35-44 55,957 45-54 115,615 55-64 276,844 65-74 677,598 Source: CDC (2009) ________________ Case Questions: a. Calculate the Crude mortality rate for the entire U.S. in 2009. b. Calculate a total adjusted mortality rates by gender for all men (males-only). c. Calculate an age/sex adjusted mortality rate using the demographics of the diseased computer technician. d. Compare b) morality rate calculated with c) mortality rate calculated. Is the adjusted mortality rate for males, age 45-54 years of age higher or lower than for all males, all ages? e. Calculate a Cause-Specific mortality rate for deaths related to Cardiovascular Disease (Heart Attacks), using the demographics of our computer technician. For a custom-written paper, place your order now! What We Offer • On-time delivery guarantee • PhD-level professionals • Automatic plagiarism check • 100% money-back guarantee • 100% Privacy and Confidentiality • High Quality custom-written papers
November 9, 2015
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