- How important are a quality culture and a risk culture for effective organization management?
- Discuss their relationship between quality management and customer satisfaction
- Small to medium businesses are exposed to risks on a daily basis. The impact of these risks could cause a decrease in revenue and/or an increase in expenses. As we all know, every business is subject to risks at any time. The potential losses as a result of unmanaged risks could be catastrophic. Insurance policies can be purchased that can help protect businesses from risks caused by certain events and from risks to their employees’ personal security.
You have been given the task of persuading your business’s board of directors to purchase insurance policies that will help manage the risks mentioned above. The insurance policies have already been chosen, but now you must explain the details of the insurance policies, including the contracts involved in the policies, to the board and convince the board that these policies really will protect the business from risks. In addition, you must describe what the terms in the insurance contracts mean and how they can be applicable to each business area.
In order to this, you will need to create a portfolio document with the following sections::
Define insurance and an insurance policy.
Identify the two basic types of insurance.
Describe how insurance policies can be used to protect the business from risks caused by certain events and from risks to their employees’ personal security while on the job.
Define the four essential elements of a valid insurance contract: offer and acceptance, consideration, legal capacity, and purpose.
Identify the common terms found in insurance contracts that specify exactly what risks an insurer will cover.
Define catastrophe theory and how it differs from risk management principles.
Discuss how catastrophe theory can be utilized by your organizations to manage and recover from risks.
bstract: This paper proposes to look at self-evaluations as a tool in the acquisition of French pronunciation as an L2. The purpose of this paper is, first, to analyze the data from a beta-pilot test of the instruments created by triangulating information gathered from item analysis on the two instruments created (the sentences to record and the self-evaluations) to check the quality of the items. This paper will also assess whether the use of self-evaluations by college-level learners of French enrolled in a phonetics course, will improve their pronunciation over the course of a semester. It will also evaluate whether, and to what extent self-evaluations items completed by the learners are reliable and valid. The students have been recruited from the French phonetics course, and then divided into a treatment and control group. They submitted recordings of text and sentences provided by the researcher before and after a specific phonetic lesson and submitted self-evaluations before and after completing the recordings (treatment group only). Self-evaluations in the acquisition of pronunciation of French as an L2 Introduction Since the introduction in the 1970s of the Communicative Language Teaching Method (CLTM), teaching and learning pronunciation has been unpopular. Before the 1970s, the audio-lingual methods focused intensely on pronunciation, it then fell into disuse. According to Thomson & Derwing (2014), “pronunciation fell out of vogue” (p.9). Most researchers came to ignore pronunciation learning and teaching. However, in the past decade pronunciation instruction has progressively become significant again (Thomson & Derwing, 2014). Researchers have shown that pronunciation instruction can be beneficial to learners of foreign languages (Birdsong, 2007; Couper, 2006; Derwing & Munro, 2015; Grant, 2015; Harding, 2013; Lee, Jang, & Plonsky, 2014; Levis, 2005; Saito, 2011). Pronunciation teaching is now moving towards comprehensibility and intelligibility rather than native-likeness, as the latter is near unattainable (Birdsong, 2007). There is, though, one problem when it comes to teaching pronunciation: the lack of efficient, valid, and reliable methods to assess learners’ pronunciation, which Saito (2011) argues, is one key element to the success of pronunciation teaching. Finding valid and reliable methods to assess students\’ pronunciation is key to improving pronunciation instruction and acquisition. One potentially useful method to assess learners’ pronunciation is self-assessment, since, “if students can appraise their own performance accurately [emphasis added] enough, they will be able to make teachers aware of their individual learning needs” (Blanche & Merino, 1989, p.313). Much of research on self-assessment has been conducted on reliability and validity (Dlaska, 2008), and Fraser (2000) warned about the need for a reliable methodology behind self-assessment in teaching pronunciation. The impact of such a method on learners’ pronunciation, whether negative or positive, needs further investigation. Because students are the center-part in their own learning and need to be more proactive (Salimi, Asghar Kargar, & Zareian, 2014), it is also necessary to examine students’ awareness of their own learning progress.>GET ANSWER