Literacy training in business: A survey of fortune 500 training programs

2008 ◽  
Vol 21 (8) ◽  
pp. 29-30 ◽  
Author(s):  
Larry Mikulecky ◽  
Patricia Tefft Cousin
Keyword(s):  
Training Programs ◽  
Fortune 500 ◽  
Literacy Training

Misidentification of Alphanumeric Characters Confusion between Sufenta and Sublimaze Fortune 500 Company Benefit Plans Adopting Computerized Physician Order Entry Standards

2000 ◽  
Vol 35 (3) ◽  
pp. 234-236
Author(s):  
Michael R. Cohen
Keyword(s):  
Medication Errors ◽  
Training Programs ◽  
Fortune 500 ◽  
Health Care Facilities ◽  
Inservice Training ◽  
Computerized Physician Order Entry ◽  
Order Entry ◽  
Safe Medication ◽  
Care Facilities ◽  
Physician Order Entry

These medication errors have occurred in health care facilities at least once. They will happen again—perhaps where you work. Through education and alertness of personnel and procedural safeguards, they can be avoided. You should consider publishing accounts of errors in your newsletters and/or presenting them in your inservice training programs. Your assistance is required to continue this feature. The reports described here were received through the USP Medication Errors Reporting Program, which is presented in cooperation with the Institute of Safe Medication Practices. If you have encountered medication errors and would like to report them, you may call USP toll-free, 24 hours a day, at 1-800-233-7767 (1-800-23-ERROR). Any reports published by ISMP will be anonymous. Comments are also invited; the writer's names will be published if desired. ISMP may be contacted at the address shown below.

Ethics Training Programs In the Fortune 500

1989 ◽  
Vol 8 (2) ◽  
pp. 55-72 ◽  
Author(s):  
John Kohls ◽  
Christi Chapman ◽  
Casey Mathieu ◽  
Keyword(s):  
Training Programs ◽  
Fortune 500 ◽  
Ethics Training

scholarly journals Closing Canada's digital divide: a review of policies in Canada and abroad

2021 ◽  
Author(s):  
Charlie Crabb
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Training Programs ◽  
Telecommunications Policy ◽  
Literacy Training

This paper explores Canada’s telecommunications policy landscape, with an aim of evaluating its effect on Canada’s digital divide. It looks into decisions made by the CRTC and ISED (and its predecessors), which have influenced the development of broadband infrastructure in Canada. This paper also evaluates the efficacy of digital literacy training programs, aimed at allowing Canadians to leverage connectivity. Finally, it concludes with a discussion about how the Innovation Agenda can be used as a mechanism to narrow Canada’s digital divide.

scholarly journals Closing Canada's digital divide: a review of policies in Canada and abroad

2021 ◽  
Author(s):  
Charlie Crabb
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Training Programs ◽  
Telecommunications Policy ◽  
Literacy Training

This paper explores Canada’s telecommunications policy landscape, with an aim of evaluating its effect on Canada’s digital divide. It looks into decisions made by the CRTC and ISED (and its predecessors), which have influenced the development of broadband infrastructure in Canada. This paper also evaluates the efficacy of digital literacy training programs, aimed at allowing Canadians to leverage connectivity. Finally, it concludes with a discussion about how the Innovation Agenda can be used as a mechanism to narrow Canada’s digital divide.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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