Internal QMS auditor training assessment booklet Essay Example for Free

Internal QMS auditor training assessment booklet Essay Case Study 1: Pre-Audit Preparation Instructions: 1. Each participant should individually study the background of the company including the background of organisation, organisation chart and process flow chart provided: †¢ Managing Customer Service: Front Office VVG-FO-B-7.5.1 (D) †¢ Managing Customer Service: Food and Beverage VVG-FB-B-7.5.1 (D) †¢ Managing Property: Engineering VVG-EN-B-7.5.1 (D) †¢ Delivery Service: Housekeeping VVG-HK-B-7.5.1 (D) 2. Prepare an audit plan for an internal audit of one business process but not your own work (use template of audit plan provided in Case Study 1: Output 1 or current Internal Audit Program). State any assumptions that you have made in preparing the audit plan. The plan should: †¢ Define the scope of the audit; †¢ What to audit (documents, records, activities); †¢ Who to select for interview and reason for selection; †¢ Where and when to audit (locations, audit trails, sequences, estimated time required); †¢ Methods for gathering objective evidence (interview, observation, document / record review). 3. Prepare an audit checklist with suitable questions to guide you in verifying the conformance, implementation and effectiveness of the QMS at the Sales and Marketing Department (use template of audit checklist in Case Study 1: Output 2 or current Internal Audit Program) Case Study 1: Output 1Name of Participant: .. ISO 9001 Internal Audit Plan Audit Specifications | | | |Audit Objectives | | |Audit Scope | | |Audit Client | | |Audit Team | | |Audit Dates | | |Audit Locations | | |Audit Criteria | | Date: ..Day: Assessment Program / Audit Plan |Time |Area |Clause |Auditor |Auditee | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Lunch | | | | | | | | | | | | | | | | | | | | | | | | | | | | Date: ..Day: Assessment Program / Audit Plan |Time |Area |Clause |Auditor |Auditee | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Lunch | | | | | | | | | | | | | | | | | | | | | | | | | | | | Case Study 1: Output 2Name of Participant: .. Internal Audit Checklist Department: Date of Audit: . Title of Procedure / Documents: Auditor: .. Auditee: . Page(s): of . |No |Step |Internal Audit|ISO Clause | | | |Checklist | | | | |Questions | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Audit Conclusion | | Case Study 2: Output 2Name of Participant: .. For one selected non-conformity / observation: |Internal Audit Corrective and Preventive Action Report No.:.. | |To: From: | |(Auditee) (Auditor) | |Audit Criteria: ISO 9001 Clause No.: | |and / or Procedure: | |Description of Non-conformity / Observation (Part 1 by Auditor): | | | | | |Auditor’s Name / Signature: Date: | |Auditee’s Name / Signature: Date: | |(to be completed: 1 moth) | |(a) Root Cause(s) (Part 2 by Auditee): | | | | | |2. (b) Correction and Corrective / Preventive Action Plans to be taken | |Correction Plans: | | | | | |Corrective / Preventive Action Plans: | | | | | |Auditee’s Name / Signature: Date: | |Verification of Corrective / Preventive Action: | | | | | |Auditor’s Name / Signature: Date: |

The Development of Attachment Essays -- attachment theory, John Bowlby

One of the most important factors that affect child development is the relationship of the child with their primary caregiver. This is a tenet of developmental psychology known as attachment theory. John Bowlby, the creator of this theory, wanted to examine how early childhood experiences influence personality development. Attachment theory specifically examines infant’s reactions to being separated from their primary caregiver. Bowlby hypothesized that the differences in how children react to these situations demonstrates basic behavioral differences in infancy that will have consequences for later social and emotional development. To study attachment theory, Mary Ainsworth developed the Strange Situation Paradigm. This procedure examines the reaction of the infant when their primary caregiver leaves them for up to three minutes. The emotional response of the child to being left alone and the behavior of the child when the caregiver reappears are coded on a seven point rating scale. Based on these scores children are divided into three categories which illustrate the quality of the attachment. Securely attached children are confident in their relationship with their primary caregiver, and are not afraid to explore new things. In the Strange Situation, these infants are less distressed during separation and happy to see their caregiver during the reunion and will often make contact with them. Infants with an insecure-avoidant attachment are characterized by a lack of positive affect toward their primary caregiver. They are less distressed during the separation than most infants, and reserve their emotiona l response not for their caregiver but for toys or the experimenter. Infants with insecure-ambivalent or resistan... ...t. Child Development, 62, 906-917. Joseph, R. (1999). Environmental Influences on Neural Plasticity, the Limbic System, Emotional Development and Attachment: A Review. Child Psychiatry and Human Development, 29. Koran-Karie, N., Oppenheim, D., Dolev, S., Sher, E., & Etzion-Carasso, A. (2002). Mothers’ Insightfulness Regarding Their Infants’ Internal Experience: Relations With Maternal Sensitivity and Infant Attachment. Developmental Psychology, 38, 534-542. Meins, E., Fernyhough, C., Wainwright, R., Gupta, M. D., Fradley, E., & Tuckey, M. (2002, November/December). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73, 1715-1726. Sonkin, D. J. (2005, January/February). Attachment Theory and Psychotherapy. The Therapist. Retrieved from http://www.danielsonkin.com/attachment_psychotherapy.htm

Do Comedies Beginning in Turmoil but Ending in Harmony Celebrate Life? Essay

This is not the best essay (it’s rubbish but take from it what you will) To some extent, the statement is true as proof lies in many plays and novels. An example of this is Shakespeare’s comedic plays. The play ‘A Midsummer Night’s Dream’ begins in Athens where there is turmoil in the sense that Egeus’ daughter, Hermia, does not want to marry Demetrius. At the time of writing the play, these kinds of issues where the epitome of turmoil, parents were desperate to have their daughters married off, the disobedience of this tradition would have caused disharmony and embarrassment, which at the time of writing the plot was abhorrent, demonstrating the turmoil referred to in the question. By the end of the play, the characters fall in love with their respective partners, thus the play ends in harmony. This can mean that the Shakespearean comedy celebrates life as it demonstrates the hardships that the characters faced and how they overcame them. This shows the audience that they can also overcome the situations that they are facing as the audience could relate to the characters. This provided the audience with reassurance and a motive to remain positive, they know that their problems will be solved eventually. The comedy in this sense is celebrating life’s pain, harmony and ability to overcome. However, many comedies that begin in turmoil and end in harmony fail to ‘celebrate life’. Examples include Heller’s ‘Catch 22’. This novel includes the main character Yossarian trapped in the middle of World War II. It is soon revealed that Yossarian seems to think that everyone is trying to kill him, and so takes the war on a personal level. This situation appears quixotic and so the reader is subsequently unattached from the novel and the improbable storyline. Readers are unable to feel a connection to Yossarian, and the plot of the novel means that readers are unable to draw parallels from their own lives to Yossarian’s or any other characters, consequently the story does not celebrate life of the readers or the characters, even if the novel ends in harmony. The novel being set in World War II and the audience reading in the 1960s up until today suggests that life would have been completely different. This includes the fact that in the 1960s and to today turmoil is perpetual, especially recently with all sorts of problems regarding the recession, politics and personal issues such as rises in divorce and dealing with depression. Consequently, the issues dealt with in ‘Catch 22’ concerning the war are completely different to what people arerecently dealing with thus making it progressively difficult to relate to, and so the comedy does not celebrate life in this sense, the two lives differ enormously. However, it could be argued that the distorted image of life that Heller has put across in ‘Catch 22’ could be celebrated. Although the novel contains improbable situations and unlikely events, the readers are still able to somewhat relate to the characters through their personalities and can develop a connection with certain characters they feel they may relate to. ‘Catch 22’ ends in harmony, at which point the readers would be able to joyous for the fictitious characters and the obstacles they’ve overcome, the comedy in this sense is celebrating life of the fictional characters. Other comedic texts, such as Pride and Prejudice celebrate life as Jane Austen writes the book to be metaphorically representing life at the time of writing. In the novel, a mother is desperate to have her daughters married; this was very common in the 1800s. Along with this, PP deals with issues regarding manners, education and upbringing; all of which were important in the audience at the time because of the society that they were in. This in itself celebrates life of the people of that generation as the novel metaphorically represents the lives of the readers, the hardships they face to do with class, marriage, education, how these are overcome and prospective happy ending. The readers may not necessarily achieve the same happy ending, or a happy ending at all, but the fact that Austen has employed the happy ending allows the readers to feel resonance, and also happiness for the characters and because through Austen’s writing style, they have been so closely connected to, almost like friends. Thus the life of the characters is celebrated as well as the readers, whether or not they gain the same outcome.

Literary Analysis - Mr Van Gogh - 1110 Words

Literary Analysis - Mr Van Gogh Chania Baldwin Owen Marshall’s ‘Mr Van Gogh’ addresses the inevitable issue of marginalisation of an individual. Through language features he influences the reader to reflect and consider action of the attitudes towards the socially marginalised. The social rejection of an individual is described through the voice of the town bully, and the cowardly acts of the narrator. Set in a small town in New Zealand it serves as a microcosm of contemporary society. Marshall presents a parable to educate the reader so they understand that there is only inclusion when there is exclusion. Marshall aims to influence the reader to take action and act in ways that challenge the universal social norms. Through the†¦show more content†¦Ironically by calling Frank, ‘Mr Van Gogh’, the community are isolating him, destining him to follow Van Gogh’s fate - a misjudged genius dying alone, unrecognised in his lifetime for his work. The exclusion that Marshall created through the voice of the town bully is additionally seen through the acts of the bystanders in the community. The marginalisation of Frank is reflected through the cowardly acts of the narrator. The townspeople have no interest in standing up for Frank; he stands up for himself. In, ‘Mr Van Gogh was standing before the laughter with his arms outstretched like a cross’, the simile accentuates to the reader that Frank is derided, the town bully and his accompanies laugh at the fight he reluctantly devotes himself to. The Biblical allusion emphasises the use of the simile by connecting Frank to Jesus; this shows that Frank and Jesus have a parallel relationship - Frank is being used as a sacrifice for the entertainment of the townspeople, sacrificing himself by standing up for his hero, Van Gogh. The community proceeds to be spectators even if they believe the ridiculing is wrong; they convince themselves that the discrimination is not their business, highlighted in, ‘I went away from the fence without watching anymore’. Pontius Pilate walked away, ‘washed his ha nds’ of responsibility of Jesus’s crucifixion; the narrator relates because he sees Frank being used as a human sacrifice, yet he turns his back and walks away -