Paviland Cave - The Red Lady Burial of Wales

Definition: Paviland Cave, also known as Goats Hole Cave, is a rockshelter on the Gower peninsula of South Wales in Great Britain that was occupied for different periods and in different intensities from the Early Upper Paleolithic through Final Paleolithic, approximately 35,000 to 20,000 years ago. It is considered the oldest Upper Paleolithic site in Great Britain (called British Aurignacian in some circles), and it is believed to represent an inmigration of early modern humans from mainland Europe, and currently associated with the Gravettian period. The Red Lady It must be said that the reputation of Goats Hole Cave has suffered somewhat because it was discovered before the science of archaeology had a strong foothold in antiquarian research. No stratigraphy was apparent to its excavators; and no spatial data was collected during the excavations. As a result, its discovery nearly 200 years ago has left a fairly muddled trail of theories and suppositions about the age of the site, a trail only clarified the first decade of the 21st century. In 1823, the partial skeleton of a person was discovered within the cave, buried with mammoth (extinct elephant) ivory rods, ivory rings and perforated periwinkle shells. All of these items were heavily stained with red ochre. At the head of the skeleton was a mammoth skull, complete with both tusks; and marker stones were placed nearby. The excavator William Buckland interpreted this skeleton as a Roman-period prostitute or witch, and accordingly, the individual was named the Red Lady. Later investigations have established that this person was a young adult male, not a female. Dates on the human bones and charred animal remains were in debate--the human bones and associated charred bone returned quite different dates--until the 21st century. Aldhouse-Green (1998) argued that this occupation should be considered Gravettian of the Upper Paleolithic, based on similarities of the tools from sites elsewhere in Europe. These tools included flint leaf points and ivory rods, both common in Upper Paleolithic sites. Chronology Aurignacian In 2008, re-dating and comparison with other sites with similar stone and bone tools indicated to researchers that the Red Lady was buried some ~29,600 radiocarbon years ago (RCYBP), or about 34,000-33,300 calibrated years before the present (cal BP). This date is based on a radiocarbon date from an associated charred bone, backed up by similar aged tools elsewhere, and has been accepted by the scholarly community, and that date would be considered Aurignacian. The tools within Goats Hole Cave are considered late Aurignacian or Early Gravettian in appearance. Thus, scholars believe that Paviland represents an early colonization of the now-submerged Channel River valley during or just before the Greenland interstadial, a brief warming period about 33,000 years ago. Archaeological Studies Paviland Cave was first excavated in the early 1820s, and again in the early 20th century by WJ Sollas. The significance of Paviland is clear, when the list of excavators is obtained, including Dorothy Garrod in the 1920s, and JB Campbell and RM Jacobi in the 1970s. Re-investigations of the previous excavations were conducted by Stephen Aldhouse-Green at the University of Wales, Newport in the late 1990s, and again in the 2010s by Rob Dinnis at the British Museum. Sources This glossary entry is a part of the About.com guide to the Upper Paleolithic and the Dictionary of Archaeology. Aldhouse-Green S. 1998. Paviland Cave: Contextualizing the Red Lady. Antiquity 72(278):756-772. Dinnis R. 2008. On the technology of Late Aurignacian burin and scraper production, and the importance of the Paviland lithic assemblage and the Paviland burin. Lithics: The Journal of the Lithic Studies Society 29:18-35. Dinnis R. 2012. The archaeology of Britains first modern humans. Antiquity 86(333):627-641. Jacobi RM, and Higham TFG. 2008. The â€Å"Red Lady† ages gracefully: new ultrafiltration AMS determinations from Paviland. Journal of Human Evolution 55(5):898-907. Jacobi RM, Higham TFG, Haesaerts P, Jadin I, and Basel LS. 2010. Radiocarbon chronology for the Early Gravettian of northern Europe: new AMS determinations for Maisià ¨res-Canal, Belgium. Antiquity 84(323):26-40. Also Known As: Goats Hole Cave

Corporate Social Responsibility And Corporate Ethics Essay

Corporate social responsibility has become a major issue in the recent past to the extent in which there are watchdog organizations that monitor actions of corporations and file a report indicating companies that aren’t socially responsible. Such organizations are known as sustainability auditing firms (Gallagher, 2012). This has made most of the companies that are growing to issue corporate social responsibility reports alongside their annual business reports. Citigroup is a financial service company that has been able to do this with other companies. In fact, it should be noted that Citigroup, Inc. is the world’s largest financial service corporations with a revenue base of over 130 billion dollars (MacDonald, 2011). Citigroup, Inc. has appeared in the list of Forbes 100 and was been rated in 2007 as one of the most responsible top 50 companies. The company employs more than 300000 employees today. Hence, this paper will look at the extent to which Citigroup, Inc. has put in place responsible practices and corporate ethics and how they account for the influence of their stakeholder’s actions (Carroll Buchholtz, 2010). The four components of Corporate Sustainability Model are: inputs, processes, outputs and the outcomes. Basically, Citigroup, Inc. has incorporated their sustainability model to suit the four components through initiatives such as supporting the need for curbing climate change, protection of human rights and providing assistance to families facingShow MoreRelatedCorporate Social Responsibility And Corporate Ethics1468 Words   |  6 Pagesfact that your business exists in the environment, the responsibility of this depends on many stakeholders, such as local communities, customers, employees and suppliers. On the other hand the way the products are produced and manufactured has a significant impact on the environment. 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Help for Various as Level History Essays Free Essays

string(112) " loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support\." version 1. 1 abc General Certificate of Education AS History 1041 Unit 1: HIS1C The Reformation in Europe, c1500–1564 Mark Scheme 2009 examination – June series This mark scheme uses the new numbering system which is being introduced for examinations from June 2010 The specimen assessment materials are provided to give centres a reasonable idea of the general shape and character of the planned question papers and mark schemes in advance of the operational exams. Further copies of this Mark Scheme are available to download from the AQA Website: www. We will write a custom essay sample on Help for Various as Level History Essays or any similar topic only for you Order Now qa. org. uk Copyright  © 2009 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre. Set and published by the Assessment and Qualifications Alliance. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX Dr Michael Cresswell Director General History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Generic Introduction for AS The AS History specification is based on the assessment objectives laid down in QCA’s GCE History subject criteria and published in the AQA specification booklet. These cover the skills, knowledge and understanding which are expected of A Level candidates. Most questions address more than one objective since historical skills, which include knowledge and understanding, are usually deployed together. Consequently, the marking scheme which follows is a ‘levels of response’ scheme and assesses candidates’ historical skills in the context of their knowledge and understanding of History. The levels of response are a graduated recognition of how candidates have demonstrated their abilities in the Assessment Objectives. Candidates who predominantly address AO1(a) by writing narrative or description will perform at Level 1 or Level 2 depending on its relevance. Candidates who provide more explanation – (AO1(b), supported by the relevant selection of material, AO1(a)) – will perform at high Level 2 or low-mid Level 3 depending on how explicit they are in their response to the question. Candidates who provide explanation with evaluation, judgement and an awareness of historical interpretations will be addressing all 3 AOs (AO1(a); AO1(b): AO2(a) and (b) and will have access to the higher mark ranges. AO2(a) which requires the evaluation of source material is assessed in Unit 2. Differentiation between Levels 3, 4 and 5 is judged according to the extent to which candidates meet this range of assessment objectives. At Level 3 the answers will show more characteristics of the AO1 objectives, although there should be elements of AO2. At Level 4, AO2 criteria, particularly an understanding of how the past has been interpreted, will be more in evidence and this will be even more dominant at Level 5. The demands on written communication, particularly the organisation of ideas and the use of specialist vocabulary also increase through the various levels so that a candidate performing at the highest AS level is already well prepared for the demands of A2. 3 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) CRITERIA FOR MARKING GCE HISTORY: AS EXAMINATION PAPERS General Guidance for Examiners (to accompany Level Descriptors) Deciding on a level and the award of marks within a level It is of vital importance that examiners familiarise themselves with the generic mark scheme and apply it consistently, as directed by the Principal Examiner, in order to facilitate comparability across options. The indicative mark scheme for each paper is designed to illustrate some of the material that candidates might refer to (knowledge) and some of the approaches and ideas they might develop (skills). It is not, however, prescriptive and should only be used to exemplify the generic mark scheme. When applying the generic mark scheme, examiners will constantly need to exercise judgement to decide which level fits an answer best. Few essays will display all the characteristics of a level, so deciding the most appropriate will always be the first task. Each level has a range of marks and for an essay which has a strong correlation with the level descriptors the middle mark should be given. However, when an answer has some of the characteristics of the level above or below, or seems stronger or weaker on comparison with many other candidates’ responses to the same question, the mark will need to be adjusted up or down. When deciding on the mark within a level, the following criteria should be considered in relation to the level descriptors. Candidates should never be doubly penalised. If a candidate with poor communication skills has been placed in Level 2, he or she should not be moved to the bottom of the level on the basis of the poor quality of written communication. On the other hand, a candidate with similarly poor skills, whose work otherwise matched the criteria for Level 4 should be adjusted downwards within the level. Criteria for deciding marks within a level: †¢ †¢ †¢ †¢ †¢ †¢ †¢ The accuracy of factual information The level of detail The depth and precision displayed The quality of links and arguments The quality of written communication (grammar, spelling, punctuation and legibility; an appropriate form and style of writing; clear and coherent organisation of ideas, including the use of specialist vocabulary) Appropriate references to historical interpretation and debate The conclusion 4 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Specimen Mark Scheme for examinations in June 2010 onwards GCE AS History Unit 1: Change and Consolidation HIS1C: The Reformation in Europe, c1500–1564 Question 1 01 Explain why Luther attacked the sale of indulgences in 1517. (12 marks) Target: AO1(a), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support. You read "Help for Various as Level History Essays" in category "Essay examples" Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3: Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 Indicative content Candidates will need to be able to link Luther’s own intellectual development with the wider political and religious context. Luther’s hostility towards indulgences had hardened from about 1513 as he developed his solifidian ideas. In particular, their issue had no scriptural basis. However, the formulation of the 95 Theses was sparked off by the aggressive peddling of indulgences by the Dominican Johannes Tetzel at Juterbog, not far from Wittenberg but outside the jurisdiction of Electoral Saxony. Concern, therefore, for the mortal souls of innocent dupes was thus a catalyst for Luther’s protest. On the other hand, Luther’s initial objections were as much the product of the scale of sale and the style of salesmanship as it was a product of a considered theological analysis. The scale of the operation was a consequence of the indebtedness of both Pope Leo X, on account not only of his extravagant lifestyle but also the spiralling cost of rebuilding St. Peters, and the 5 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Archbishop of Mainz, in huge debt to the Fuggers because of the amount he had borrowed to secure the simoniacal acquisition of the archbishopric. Tetzel’s sales pitch had included the claim of plenary remission of sins as heinous as raping the Virgin Mary. Question 1 02 How far was the success of the Lutheran movement in Germany due to the reformers’ use of the printing press in the years 1517 to 1555? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3: Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 17-21 L5: Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 Indicative content Printing had a fundamental role in the success of the Lutheran movement: †¢ this can be traced back to November 1517 when Luther’s 95 Theses were translated and printed in numerous editions, suggesting the existence of an avid and informed readership History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) †¢ †¢ †¢ the 1520 pamphlets sold in large numbers and were pivotal in disseminating Luther’s theological ideas and their relationship to the contemporary political context Luther and his colleagues continued to publish widely, his translation of the Bible proved very influential and the Lutheran message was spread visual ly in huge numbers of woodcuts, which meant that the message could be assimilated by the illiterate as well as the literate n contrast, the Catholic Church responded rather slowly at first to the Lutheran challenge; in the short-term, at any rate, its exploitation of the potential offered by the new technology left much to be desired. Other factors: The importance of printing should be placed in the context of a range of other factors, including: †¢ †¢ †¢ †¢ †¢ †¢ the political impetus created by the support for Luther of many German princes the problems faced by Charles V which prevented his prioritising the destruction of the Lutheran threat before 1546 and also prevented him from achieving a triumph even though he had been militarily successful he appeal of Luther’s ideas the social impact of Luther’s teaching (at least until 1525) the impact of preaching the contribution of other reformers, such as Melanchthon. 7 History – AQA G CE Mark Scheme SPECIMEN (June 2010 onwards) Question 2 03 Explain why the Anabaptists were suppressed in Munster in 1535. (12 marks) Target: AO1(a), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3: Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 Indicative content Candidates might include some of the following factors: †¢ †¢ †¢ †¢ all authority, both secular and religious, appeared to be challenged by the rule of the ‘Saints’ in Munster; and this encouraged the traditional authorities to take violent action traditional morality was challenged with the introduction of polygamy and was regarded with particular repugnance by socially conservative rulers, both Lutheran and Catholic property rights were challenged with the introduction of a form of communism which was a direct challenge to the basis on which traditional rulership was conducted all existing political authority was rejected. This was a threat which could not be ignored by both the Catholic Bishop and the Lutheran Philip of Hesse. The Anabaptists rejected Bibliocentrism and stressed instead direct divine inspiration, which tended conveniently to reinforce the above points. The result was a dramatic and apocalyptic movement which frightened Catholics and Lutherans alike. This even led the Landgrave of Hesse, the political leader of the Lutheran movement, and the Bishop of Munster to set aside their differences in order to join forces to suppress the ‘Saints’. 8 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) Question 2 04 How far was the success of the Genevan Reformation to 1564 a result of Calvin’s actions against his opponents? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3: Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 7-21 L5: Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabu lary. 22-24 Indicative content Calvin, once he had recovered from early setbacks, made short work of religious opponents, such as Castellio, Bolsec and Servetus. His triumph over Perrin and the Libertines demonstrated the extent of his political as well as his theological control over Geneva. The discipline thus engendered made Geneva an even more successful centre of reform, becoming in effect the hub of a huge missionary movement. Other factors help to explain the success of reform in Geneva, including: †¢ †¢ the importance of Calvin’s writing and preaching should not be underestimated church organisation was important in holstering reform in Geneva 9 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) †¢ †¢ †¢ Calvin’s authority was bolstered by such institutions as the Consistory and the Grabeau the assistance of the Genevan Council, once it had been purged of Calvin’s opponents, was critical he Genevan Academy became an important institution for the training of Calvinist clergy, though, as it was only founded in 1559, its impact by 1564 was necessarily limited. Question 3 05 Explain why many new orders developed within the Catholic Church in the early sixteenth century (before 1540). (12 marks) Target: AO1(a ), AO1(b) Generic Mark Scheme Nothing written worthy of credit. 0 L1: Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. 1-2 L2: Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. 3-6 L3: Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 7-9 L4: Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised. 10-12 Indicative content The process of Catholic renewal was exemplified by the creation and activity of new orders within the Church, mostly in central and northern Italy. A number of factors help to explain their emergence: †¢ †¢ †¢ there was clearly a ‘rising spirituality’ particularly amongst a number of committed churchmen such as Gaetano di Thiene there was an increasing perception that traditional monasticism was no longer able to provide the spiritual impetus and evangelising which the Church needed there was a willingness on the part of wealthy patrons to support the orders’ spiritual aims 10 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) there is clear evidence that the foundation of some orders was a response to the social misery which characterised parts of Italy in the 1520s. Question 3 06 How important was the Papacy in reforming the Catholic Church in the years 1534 to 1564? (24 marks) Target: AO1(a), AO1(b), AO2(b) Generic Mark Scheme Noth ing written worthy of credit. 0 L1: Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. 1-6 L2: Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. 7-11 L3: Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. 12-16 L4: Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. 17-21 Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary. 22-24 L5: Indicative content The impact of the papacy during this period was, at best, variable. Paul III, despite his evident corruption and shortcomings, set up in 1536 the commission which produced the reform proposals contained in the Consilium†¦de Emendanda Ecclesia. Despite papal sponsorship, the Consilium achieved only a small proportion of its objectives, which might reinforce a critical stance concerning Paul III as a proponent of reform. On the other hand, he did set up the Council of Trent, though it achieved little during his pontificate. His successor, Julius III, had little interest in reform, though he did keep the Council in session. Paul IV, though genuinely 11 History – AQA GCE Mark Scheme SPECIMEN (June 2010 onwards) interested in reform, almost destroyed the reforming impetus on account of his divisiveness, antagonising both ecclesiastical colleagues such as Cardinal Morone and key Catholic monarchs such as Charles V, Philip II and Ferdinand. Pius IV managed to assuage Paul IV’s bitter legacy and, most importantly, set the Council of Trent back in motion and drove it to a successful conclusion. Other factors assisted the process of reform: †¢ †¢ †¢ †¢ the effects of the New Orders the early work of the Jesuits the eventual assertiveness of the Council of Trent reforming bishops. 12 How to cite Help for Various as Level History Essays, Essay examples

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You must demonstrate your ability to analyse the policy and procedures of existing recruitment and selection processes for an organisation and to identify and apply the relevant legislation underpinning these recruitment and selection processes. Assessment description Healthcare United is a healthcare provider and currently employs 1,500 Healthcare professionals with two sites in Victoria and NSW. They recently developed a new strategic plan that involves opening another office in Hobart. Part of their HR plan is to employ 500 workers in three stages. You will need to write a report that compares the 2000 Healthcare United recruitment and selection guidelines against the newly developed 2010 Healthcare United recruitment and selection policy and relevant legislation. You also need to recommend changes necessary to improve procedures and the overall process, based on current research. You will be given copies of 2000 Healthcare United recruitment guidelines and the 2010 Healthcare United recruitment and selection policy. Your report needs to cite relevant legislation and address the following key areas for. We will write a custom essay sample on Dunno or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Identify and discuss key areas for each procedure that need revising because they are: a. contrary to 2010 policy b. outdated compared to current research and practice c. do not comply with current legislation. 4. List your recommendations for revising key areas of the 2000 guidelines. 5. Write a hard copy of your report of no more than 3,000 words and, if necessary, attach relevant supporting documents. Adjustment for distance-based learners †¢ No adjustment of tasks is required †¢ A follow-up interview may be required (at the discretion of the assessor). Specifications You must provide: †¢ a hard copy of your written report and any supporting documents to your assessor. Your assessor will be looking for the following in your report. †¢ an executive summary covering off the key findings and recommendations †¢ an analysis of the following key areas for each procedure in terms of the 2010 Healthcare United recruitment policy, the relevant legislation underpinning each procedure and current research: o time frames o personnel o documentation o training and support o monitoring and evaluation. o Procedures to be analysed: o vacant position analysis. Manage recruitment selection and induction processes  © 2010 Innovation and Business Industry Skills Council Ltd Page 3 of 8 Assessment Task 1 BSBHRM506A Manage recruitment selection and induction processes o position description o advertisement o shortlist o interview preparation o interview applicant o reference check o job offer. evidence and referenced sources, e. g. reading reference materials, internet research and direct research (contacting and interviewing organisations) that support your analysis conclusion discussing overall process  a list of your recommendations to revise the 2000 Healthcare United recruitment process a logical, formatted structure with an introduction, body and conclusion or with clear headings for each section. Healthcare United 2010 – recruitment and selection policy Healthcare United aims to be the number one provider of Healthcare professionals in Australia. Healthcare United is an organisation that currently employs 1500 Healthcare professionals with two sites, in Victoria and NSW and seeks to expand its operations and open another office in Hobart. As an organisation our vision is to provide: †¢ the best qualified and trained human resources available for clients †¢ up-to-date technology in all services for both clients and staff †¢ innovative best practices and procedures from both inside and outside the organisation †¢ best facilities and procedures in a competitive environment. To address the future needs of the organisation, Healthcare United aims to recruit a further 500 of the best possible healthcare professionals available, in three stages, over the next five years. Key tenets of our recruitment and selection policy are: