2.Metodele de influenţă organizatorică se bazează pe/în:

c). autoritatea managerului, pe împuternicirile lui, pe disciplina şi răspunderea administrativă.

a). identificarea potenţialelor şi valorificarea posibilităţilor instituţiei, urmăreşte maximizarea rezultatelor acesteia, conducerii revenindu –i misiunea de a face instituţia cât mai rentabilă.

b). exercitarea în bune condiţii a atributelor ce revin funcţiei de management depinde de calitatea comunicării.

6.Eficiența reprezintă:

b). un raport între efectele obţinute şi efortul depus pentru obţinerea acestor efecte.

a). știința și arta de a conduce

c). un mod specific de activitate în condiţiile în care îşi propune să-i facă pe oameni capabili să desfăşoare activitatea în comun.

8. Funcția de avaluare constă în:

a). ansamblul proceselor prin care performanţele instituției, sunt măsurate şi comparate cu obiectivele instituției şi standardele de competență managerială și a cadrelor didactice, în vederea eliminării deficienţelor constatate şi integrării abaterilor pozitive.

b)b). ansamblul proceselor de activitate prin intermediul cărora se determină principalele obiective ale instituţiei precum şi resursele şi principalele mijloace necesare realizării lor.

c).c). ansamblul proceselor de activitate prin care se armonizează deciziile şi acţiunile resurselor umane ale instituţiei şi ale subsistemelor sale.

9.Managementul ca disciplină:

b). este un domeniu al științei cu principii, concepte și teorii proprii.

c). un ansamblu de funcții corelate între ele.

a). este un mijloc de a face carieră;

Management educational Grupa 16 M C 18 ianuarie

EDUCATIONAL-MANAGEMENT-TEST-200-ITEMS(1-50 selected35 items only)

Educational Management 200 items (51-75)(166-175)30 items

7.015 Hand Hygiene: Practice observation of hand hygiene compliance via the use of a hand hygiene survey tool to be reviewed quarterly at the QAPI committee. (Chapter 10.14 Handwashing & Surgical Antisepsis) Continue infection control education through ongoing orientation to center staff routinely and annual mandatory in-service. Continue to promote hand hygiene awareness for patients and staff by means of educational materials placed throughout the center which references the CDC/WHO guidelines. Needle-stick Injuries: (Refer to Exposure Control Plan) Use of designated safety engineered needles for injections (safety glide needles for injection and autoguard IV catheters) and blood draw. New employee and annual clinical competency for injections will be provided to all staff. The staff will be trained yearly on OSHA, blood borne pathogens and PPE. 7.016 Hand Hygiene Quality in the ASCs: based on AORN (Association of periOperative Registered Nurses) Standards and guidelines Policy: All ASC staff, including physicians, nurses, and other healthcare workers, are required to perform hand hygiene before and after any direct contact with patients, before and after any procedure, and after any contact with potentially contaminated items or surfaces. Hand hygiene must be performed using either an alcohol-based hand rub or soap and water. The alcohol-based hand rub must contain at least 60% alcohol. Staff members must ensure that their hands are free of debris and visible dirt before performing hand hygiene. Hand hygiene must be performed for a minimum of 20 seconds, and hands must be dried thoroughly after washing. Staff members must be trained on proper hand hygiene techniques and will be educated on a regular basis to ensure compliance with this policy. All staff members must comply with this policy and demonstrate compliance during inspections by ASC management and regulatory agencies. Any staff member who fails to comply with this policy will be subject to disciplinary action. ASC management will monitor compliance with this policy through regular inspections and audits and will take appropriate action to address any noncompliance issues. The ASC will maintain records of staff compliance with this policy as part of its infection control program. The ASC will review and update this policy on an annual basis or more frequently as needed to ensure that it remains current with the latest guidelines and standards for hand hygiene quality.

The LMS has been an essential tool in curriculum design and development and in organizing factors that motivate student learning, especially in online distance learning. However, an LMS can be used in blended, hybrid, and in-class delivery modes. It is a software application designed to help in the administration of courses for both students and instructors. Such systems have been designed for use in learning and teaching activities (Chung et al., 2012). They also provide a variety of interaction methods between instructors and learners to facilitate the learning process better, You must remember well-designed LMS could also help improve student skills, such as effective online learning and self-direction (Norouzi, 2014). Students could use the system to enhance performance (perceived usefulness), and they could use such systems with little effort (perceived ease of use) (Venkatesh & Davis, 2000). A majority of higher education institutions have incorporated LMS systems; they have been used in university systems by schools, faculty members, and instructors (Klobas & McGill,. 2010), Because so much of higher education has been focused on course delivery Chapter3 INSTRUCTIONAL DELIVERY SYSTEMS AND EDUCATIONAL TECHNOLOGY i 71 in a physical classroom, the implementation of an LYS has a;ded institutons in transitioning to new online universe of curriculum de!ivery (Georgou!i, & Guerre. 2NS). Repositories, central databases, and online meeting 'oations are all characteristcs of a management system. As a concept, a 'earning management system is a broad idea and an example of technology's inabifity to be specific in terms of a definition. Several requirements a generat overview of what constitutes a leaming management system, such as those listed above Finally, end-user access is also a part of a learning management system with various levels being set up by security. For example, students have read-onty access, faculty members have read and write access, and technical staff has complete access for support and administrative duties (Graf & Chien, 2009). At its core, a learning management system contains internal or Web-based support and management for numerous aspects of learning and teaching (Hiary & Abu-Shawar, 2009). This allows access from numerous locales, usually on a 24-hour basis. When looking at a university or college, this concept begins to grow greatly depending on the organization's size and scope; department, and degree program. Leaming management systems also go by other names such as course management systems, and their use goes beyond higher education institutions to include businesses and individual instructors. Meis)ar-Tal, Kurtz, and Pieterse (2012) mentioned three primary purposes of an CMS. They include the following: 1. to provide students with digital learning materials; 2. to employ interactive learning activities with students in the forums; and 3. to manage the course and the learners. Faculty members who use an LMS to make available lecture notes and other classroom resources for their face-to-face class create a web-enhanced classroom experience. Regardless of its usage, requirements for classification as a learning management system include several key concepts like the availability of assets over networks, providing hosting, administration. and support. With the requirements set, utilization becomes the focal point. A fully utilized learning management system looks at use at the student level, faculty level, and administration level. proper utilization of learning management systems should mirror traditional higher education goals, enhancing students' experiences. For learninä management systems, this creates a central hub for a class activity. For some classes, all activities work in the learning management system, while others only use its resources for select activities.

Teaching English Introduction to the course: Language learning and teaching A 2 Characteristics of the language learners: Studying a system that aligns with international standards. A3 Cognitive factors in language learning: Addressing questions and obtaining necessary information regarding phenomena such as transfer, interference, and generalization; A4 Inductive and deductive language learning: ability and intelligence; and the phenomenon of systematic forgetting A5 Language learning methods and strategies: Familiarizing with foreign language learning methods, strategies for learning foreign languages, and communication strategies A6 International Assessment System of language skills in CEFR, IELTS, TOEFL: effective methods and strategies used to improve language skills (listening, reading, writing, speaking) A7 Psychological factors in language learning: Exploring various psychological factors such as self-esteem, shyness, risk-taking, anxiety, attitude, and motivation A8 The effectiveness of authentic materials during the learning process: The role of tasks and games in teaching foreign languages A9 Errors in language learning: Discussing types of errors, identifying and describing errors, causes of errors, and fossilized errors A10 Error correction or error analysis approaches: developing students' ability to apply their knowledge in practicing error correction A11 Age-related factors in language learning: Exploring types of comparisonand contrast, focusing on topics such as the age hypothesis and bilingualism, and providing a detailed explanation of these concepts A12 Teaching grammar: Studying grammar teaching methods; deductive and inductive approaches in grammar teaching; A13 Teaching grammar through context: linguistic intuition; language phenomena; using grammatical dictionaries; analyzing grammatical tasks; and designing exercises, tasks, and tests through completing grammarbased activities. A14 Teaching vocabulary. Seeking answers to questions such as 'What is a word?' and 'What does it mean to learn a word?' A15 Teaching vocabulary in context: teaching lexical units/phrases/collocations; introducing new vocabulary; using corpus data for pedagogical purposes; developing students' vocabulary learning strategies A16 Assessing vocabulary tasks: designing vocabulary tasks, exercises, and tests. In international assessment systems such as CEFR, IELTS, and TOEFL, grammar accuracy and lexical resource A 17 Teaching pronunciation: Understanding the importance of pronunciation for successful communication; teaching stress; teaching intonation A18 Modern technologies in teaching pronunciation A19 Error correction methods: watching to various experiences in this area and analyzing video lessons from international experts in the field A20 Analysis of skill integration in language learning: Understanding the stages of developing skill integration; integration of the four language skills; task-based integration; and project-based integration. A21 Teaching listening comprehension A22 Modern technologies in teaching listening comprehension A23 Teaching Speaking A24 Modern technologies in teaching Speaking A25 Teaching Reading A26 Modern technologies in teaching Reading A27 Teaching Writing A28 Modern technologies in teaching Writing A29 The role and importance of translation in teaching a foreign language A30 Module 2. International standards for teaching and assessment Classroom Language: The teacher's actions; the teacher's voice; the teacher's intonation; using the foreign language in the classroom A31 Foreign language environment: asking questions in the foreign language, giving instructions in the foreign language, providing oral explanations in the foreign language, and issues related to the use of the native language in the foreign language class. A 32 Designing curriculum: Studying, analyzing, and working with curricula designed for schools, lyceums, and colleges. A33 Planning lessons and the structure of lesson plans: determining thesequence of lessons, objectives, tasks, and expected outcomes; choosing the lesson structure for planning A34 Designing tasks for different stages of the lesson: Starting the lesson; concluding the lesson; connecting tasks within the lesson A35 Time management: allocating appropriate time for tasks during the lesson; and providing homework assignments A36 Educational materials and resources: Effective use of existing educational materials and resources; anticipating and addressing potential issues Planning and adapting materials: to the situation during teaching and working on lesson planning for groups of students with different abilities. A37 Classroom research: Stages of classroom research, data collection, analysis, and planning; creating/preparing the materials needed for data collection; distinguishing between the positive and negative aspects of the research A38 Data analysis: creating/preparing the materials needed for data collection; distinguishing between the positive and negative aspects of the research. A39 Peer lesson observation: Observing lessons; conducting interviews; questionnaires for teachers and students; maintaining a daily record; discussing problematic situations/events; notes and other aspects; the process of lesson observation: stages of observation; presenting observation results both orally and in writing. A40 Educational materials and national values: important tool for implementing and promoting educational standards, as well as national values. A41 Differences between methods of teaching foreign languages: practical application of modern methods in language teaching; foreign experiences in language teaching: the grammar-translation method; the method of conducting lessons entirely in the foreign language; the audio-linguistic method; and communicative methods. A42 Methods used in the local environment and their analysis: Discussion of the positive and negative aspects of various methods; language and culture; teaching/learning processes; the role of the native language in learning a foreign language; and the psychological foundations of foreign language teaching. A43 Teaching a foreign language through computer technologies A44 Types of independent work and its implementation A45 Principles of Assessment in foreign language teaching А46 Issues in Language Assessment А47 Alternatives in Assessment А48 Test methods. Methods and criteria for assessing language aspects: written expression, reading, listening comprehension, speaking, А49 integrating language skills: vocabulary; grammar; alternative forms of assessment; planning assessment; critical analysis; principles for designingtest tasks: scientific rigor, consistency, conciseness, clarity, informality, logical sequence, and systematic approach. А50 Foreign language for ESP. Studying and analyzing needs; setting objectives for teaching a foreign language in a specific field or professional area; defining teaching approaches in curriculum development; and discussing topics related to these areas. А51 Selecting textbooks, materials and resources А52 Content-based Instruction (CBI) А53 Strategies-based Instruction А54 Lifelong Learning: Teacher development, PreSETT, InSETT А55 The Role of Teaching Practice A56 Organization and implementation of compulsory and non-compulsory course process in foreign language teaching A57 Organization in and outclass activities A58 Defining the goals and content of foreign language teaching at various levels of the education system in the Republic of Uzbekistan: evaluating educational materials; adapting educational materials; creating educational materials; and discussing the role of the foreign language teacher in specialized fields to gain relevant information. A59 The role of independent study skills: foreign language focused on reading, research and study skills; make revision questions. incclude mcq question. answer the question. true false

Wildlife Management- Hunters Education Chapters One & Two

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