assessment skills http://www.artwoo.com Returned search results for assessment skills Copyright 2008 Fri, 21 Nov 2008 00:53:24 +0000 http://www.artwoo.com/rss/assessment+skills Parenting Assessments By Therapists May Help Parents To Understand Their Children's Behavior http://www.artwoo.com/article/parenting-assessments-by-therapists-may-help-parents-to-understand-their-childrens-behavior http://www.artwoo.com/article/parenting-assessments-by-therapists-may-help-parents-to-understand-their-childrens-behavior#comments Thu, 15 Mar 2007 13:21:48 +0000 parenting practicesgenesis iicare parentsempathychild observationrelationship between parent and childchild behavior http://www.artwoo.com/article/parenting-assessments-by-therapists-may-help-parents-to-understand-their-childrens-behavior Genesis II for Families is able to provide assessment of parenting competence as well as quality of the . The objective of parenting assessment is to make timely as well as appropriate recommendations concerning the permanency of child and family preservation. To evaluate parenting, Genesis II for Families makes use of many different information sources.

The different information sources used include family of origin interview, family of creation interview, parent- sessions, if appropriate, interview of the child, standardized parenting vignettes, assessment checklists and inventories as well as other collateral information.

Factors Contributing to Current

The parenting assessment tools help in understanding factors that contribute to current parenting practices, beliefs as well as skills. It includes parental towards the child as well as perceptions and expectations of the child. Normally, this form of parental assessment can be finished in three to four sessions with each session being of one and a half hours duration. The assessment is performed by master level professionals who have clinical experience in working with troubled families.

There are other parenting assessments such as the St. Luke's Parenting Assessment and Skills Development Service that believe that children have the right to long term well-being, and children will be unable to develop successfully unless they are given adequate standard of care. Parents always wish the best for their children and strive to give them appropriate care; however, there are also parents in need of assistance, which if not provided, will lead to unsafe behaviors that will require Child Protection involvement.

In any case, parental assessment is all about gathering information from many different sources concerning the needs of the children, the ability of parents to meet such needs, and the skills as well as strengths of the parent. Such information is subjected to analysis in order to present recommendations based on the best interests of the child.

The need for parenting assessment arises out of therapists or lawyers needing to understand the manner in which someone approaches parenting and also helps takes stock of the strengths and weaknesses of such person(s). There are many instances where problems relating to a parent's behavior or problems between child and parent need to be addressed so that a decision on behalf of the child can be taken. Parenting assessment is of help to lawyers, Children's Aid Societies as well as community agencies in deciding what is best for both child and parent. All information gathered will then be submitted to the courts or lawyers or other concerned persons in the form of a written report. Ann Merier writes articles about family health,house and garden Topics. http://parentingtips.ultimatehealthinfo.com http://stopsmokingtip.ultimatehealthinfo.com/ http://losingweight.ultimatehealthinfo.com/ ]]> Learning Assessments Pinpoint Potential Learning Disabilities http://www.artwoo.com/article/learning-assessments-pinpoint-potential-learning-disabilities http://www.artwoo.com/article/learning-assessments-pinpoint-potential-learning-disabilities#comments Mon, 30 Apr 2007 05:14:53 +0000 cognitive skillsshould start with thatlearning disabilitiesmany different wayslearning assessmentlack motivationlack of motivation http://www.artwoo.com/article/learning-assessments-pinpoint-potential-learning-disabilities learning assessment is the first step in the right direction to help your child overcome common . Since learning struggles manifest themselves in , a quality learning assessment in mind. Struggles can range from trouble paying attention in class to difficulty sounding out words or struggling to comprehend reading materials. Quality assessments will identify the specific cause and give you an idea of how to fix the issue.

There are a variety of causes for learning disabilities, but most people have false misconceptions of what truly causes them. Many people point to genetics, poor teaching, or even a , but these are false theories that usually only address the symptoms of a problem, not the underlying cause. In fact, almost anyone can improve their current situation with the proper testing and training programs that address the issue. Students who typically are not struggling because they don't care but because they are frustrated from past, repeated failures resulting from a learning struggle.

The true cause of learning difficulties come from weak underlying ; skills that enable you to learn. That means they must function well for you to efficiently and easily read, think, prioritize, understand, plan, remember, and solve problems. Strong cognitive skills lead to fast, academic learning and make life much easier.

There are many examples of how weak cognitive skills can lead to many common learning disabilities seen today. Poor concentration and attention skills can cause a student to be easily distracted and miss instructions. For children who can't segment or blend sounds, weak underlying cognitive skills lead to listening, reading, and spelling challenges. If a learning assessment is done correctly, these weak cognitive skills should be identified and plans made to help the individual overcome the disability.

Once weak cognitive skills are identified, they can be improved with the proper training. A unique plan of action for strengthening the weak cognitive skills will follow a good learning assessment. It is important for a learning center to take a cognitive-based approach to testing and training, but it is also important that they develop a plan of action unique to your child so he or she can achieve the best results possible. Everyone is slightly different, so it is essential to make sure the plan of action is a personalized approach=97not one size fits all. LearningRx, http://www.learningrx.com, is a child and adult learning center which provides cognitive skills learning assessments and training to help students overcome learning disabilities. To find a LearningRx testing center near you visit http://www.learningrx.com. ]]> Sales Force Assessment http://www.artwoo.com/article/sales-force-assessment http://www.artwoo.com/article/sales-force-assessment#comments Tue, 27 Feb 2007 12:27:07 +0000 sales personcompetenciesvalue propositionsassessment phasephase 3phase 1inappropriate times http://www.artwoo.com/article/sales-force-assessment competencies and behaviours of the current sales people. Without doing this, we cannot understand the starting point for the change and how big the change needs to be. We will also find out whether the whole sales force needs the same level of training.

For instance, we were told by a sales director that his sales people couldn't close and that the company was losing business because of this. So could we come in and do andquot;closingandquot; with them. When we looked at the issue, most of the sales team were closing all the time, at the most in the customer's buying cycle.

Further assessment showed a real lack of business focused questioning earlier in the buying cycle was leading to a mismatch between the customer's real needs and the solutions being proposed. Hence, the lack of orders. So the program we actually provided was around understanding of needs, questioning and building that reflect the customer's business needs.

The sales force assessment doesn't need to be complex, it can be web based or paper based. What it does need to do is gain information about where the sales force is today against the set of skills, knowledge, competencies and behaviours that the company requires to move forward.

The easiest, and often best way, of doing this is by using a three phase assessment. is where the individual scores themselves on a scale of 1 to 10 on each area identified as important. In phase 2 the sales manager, independent of the sales person, uses the same process to score the sales person. is a meeting between the two, to discuss any variances and agree (where possible) where the individual is on the scale for each area.

This gives tremendous information across the sales team as a whole, as well as highlighting areas an individual sales person needs to work on and these can become part of their development plan. John Fowler is a sales and management trainer designing and delivering workshops across the world specifically for the IT industry. John can be contacted on his website at http://www.sales-training-consultants.co.uk ]]> Phonemic Awareness Assessments Identify A Weak Cognitive Skill Necessary For Learning http://www.artwoo.com/article/phonemic-awareness-assessments-identify-a-weak-cognitive-skill-necessary-for-learning http://www.artwoo.com/article/phonemic-awareness-assessments-identify-a-weak-cognitive-skill-necessary-for-learning#comments Sat, 02 Dec 2006 04:27:18 +0000 phonemic awareness skillswarning signsclassmatescognitive skilldifficulty spellingspeech soundsreading aloud http://www.artwoo.com/article/phonemic-awareness-assessments-identify-a-weak-cognitive-skill-necessary-for-learning cognitive skill which is necessary for learning. Weak cognitive skills are a large factor in the majority of learning disabilities which affect people from all walks of life. Phonemic awareness is the ability to hear and analyze discreet sounds. It is the cognitive skill that allows us to connect to the letters in words. There are various stages that your children will go through in their learning development, and you can notice if they lack phonemic awareness during each of these stages. If you notice any of the risk factors which indicate a lack of phonemic awareness in your child you are highly encouraged to schedule a complete phonemic awareness assessment at a qualified learning training center.

Students as young as Pre-K to Kindergarten age can lack phonemic awareness. to watch for include a difficulty recognizing rhymes, trouble remembering names of friends or , and a difficulty with the development of normal speech. At the end of first grade the warning signs to watch for include those mentioned above and if your child has difficulty with spelling common words, , sounding out words, blending sounds, and trouble applying the mechanics of sounds within words to reading and spelling.

At the end of second grade you will continue to see warning signs that will indicate weak . If you find that your child has difficulty recalling simple facts and details it is important to get them tested. Other factors affecting your child at the end of second grade may be a previously studied and commonly seen words, difficulty reading aloud, and difficulty using phonics to sound out words.

By the age of five, phonemic awareness is typically established in around 80% of children. The other 20% will continue to show warning signs past the age of nine and into the teen years, and beyond. The common signs to watch out for are a history of reading and spelling struggles, a dislike of reading, not wanting to read aloud, or having to spend extra time doing homework. If you see any of these symptoms in your child schedule a complete cognitive skills assessment. A phonemic awareness assessment will be included in this overall assessment at a quality learning training center. This test will also indicate any other weak cognitive skills that may become, or already are a problem for your child. By running this test you will help avoid future learning disabilities, ensuring your child healthy learning for the rest of their life. The learning training center will map out a plan for strengthening this cognitive skill.

To further emphasize the importance of strong phonemic awareness skills the Institute of Health and Child Development discovered that 88% of reading difficulties were a result of weak phonemic awareness. This was found during a ten-year study from 1985 to 1995. Make sure you get your child tested if you notice any of the warning signs and struggles listed above. Their future depends on your action. LearningRx is a child and adult learning training center which provides cognitive skills testing to help individuals pinpoint the causes of their learning disabilities. They provide proven programs to increase reading fluency. To take a self-screening test visit http://www.learningrx.com. ]]> It Training Starts With Need Assessment http://www.artwoo.com/article/it-training-starts-with-need-assessment http://www.artwoo.com/article/it-training-starts-with-need-assessment#comments Fri, 15 Aug 2008 08:22:27 +0000 training needs assessmenttypical trainingtraining needs analysisspecific grouptnabusiness issuesbusiness operations http://www.artwoo.com/article/it-training-starts-with-need-assessment
IT training basically refers to the workshops and seminars that aim to equip individuals with knowledge and skills in using IT applications. IT training varies in specialization and focus. It also has various levels and categories of IT skills. As such, before availing of any specific IT training, the company should first conduct a or .

Conducting a TNA before arranging for any IT training will make sure that the company gets the right teaching that is necessary for the . It will also make sure that the training provided will answer the current problems or situations of the employees when it comes to business processes. Moreover, a TNA will ensure that the training to be conducted will be cost-effective.

The goals of a TNA

A typical aims to analyze whether the IT training is really necessary for the advancement of the company. It will also determine the reasons why such type of training is required for which of personnel. The assessment will also identify what should be the content and scope of the training, particularly the level and types of IT skills that are necessary for the business operations. Finally, the analysis will define what should be the expectations and the outcomes of the training.

The various stages of the TNA

Identification of the problem:

The first stage of the TNA requires the HR and the administration to determine what should be addressed. It aims to identify what are the pressing difficulties that the current IT set-up of the company is facing.

Assessment of the needs:

This is the part where the results of the data gathering are reviewed and analyzed in order to fulfill the goals of the TNA. This is where the identification of the scope of the training, the people to be trained, and the expectations from the training will be made.

Development of the training plan:

This is the last stage of the TNA. This is where you will devise the IT training plan in accordance to the results of your assessment. Included in this stage is the formation of a training outline- from the timeline to the various stages and steps.

Construction of the TNA Plan:

This next stage requires the HR and the administration to devise the clear steps on assessing the needs of the employees when it comes to IT. This plan will basically include almost every employee in the company. It includes the identification of the timeline for the TNA, the participants for the TNA, and the processes by which the TNA can be completed.

Implementation of the TNA plan:

This stage signifies the part where you gather information. Most of the time, this involves a review of the performance and productivity of the staff in relation to their present skills in IT and the equipment that they are using. This also includes interviews with the administration personnel, as well as staff meetings where the employees can voice out their views about the IT training.New Horizons Northern Ireland is a class leading IT training company specialising in Microsoft and Adobe training such as Excel, Word, Access, Dreamweaver and Photoshop training. Comm-Store.co.uk is a leading supplier of IT equipment including Data Cabinets and Cat5e Cable.]]> Seattle Schools Participate In Washington Assessment Of Student Learning http://www.artwoo.com/article/seattle-schools-participate-in-washington-assessment-of-student-learning http://www.artwoo.com/article/seattle-schools-participate-in-washington-assessment-of-student-learning#comments Fri, 18 Aug 2006 06:27:08 +0000 seattle schoolsseattle community collegeswashington assessmentreading mathematicshelpsummer semesterstudent learning http://www.artwoo.com/article/seattle-schools-participate-in-washington-assessment-of-student-learning Washington Assessment of is Enacted for the 2006-2007 School Year

The class of 2008 in all will be required to pass the 10th-grade Washington Assessment of Student Learning, this will be the way that most students will earn the Certificate of Academic Achievement, one of the four new statewide graduation requirements. The Washington Assessment of Student Learning report will indicate a student's performance in reading, writing and math with science being in a separate report. Most students in the Seattle Schools will, of course, be very successful on the three sections on their first try but for those students who may have difficulty meeting the standards, there will be opportunities for them to receive assistance. These programs will the students in the Seattle Schools achieve scores on the Washington Assessment of Student Learning while furthering there education.

Seattle Schools Establishes Programs to Aid Students on the Washington Assessment of Student Learning

The Summer College is a ground-breaking collaboration between Seattle Schools, three and the City of Seattle. The Summer College is designed to offer those students who need remedial help for high school students. The Summer College program will last five weeks and will be conducted on the campuses of the three community colleges. This will not only give the students the help they need but provide an early introduction to life on a college campus. Those students who have scored Level 2 or below on at least one section of the Washington Assessment of Student Learning will be eligible for the program.

A second program created by the Seattle Schools in order to offer assistants to students is the Extended Learning . These programs are intended to provide students with the opportunity to improve their reading, mathematics, and writing skills before retaking the Washington Assessment of Student Learning. A for credit program will offered for ninth and tenth graders during the summer at Ingraham, Franklin and West Seattle high schools. These courses will not only be offered in math and reading but also in social studies, language arts, science and health. Students will need to be referred by their high school counselor before they can participate in this program. This is a solid program but may not suit all students.

There are several other programs that are being developed by the Seattle Schools for the 2006-2007 school year. All of the high schools in the Seattle Schools system are adding some kind of student assistance to help them do their best on the Washington Assessment of Student Learning. Several high schools have added a seventh class period that will be used for help or remedial work. Tutoring sessions in math and literacy and classroom tutors have been set up at most high schools. Seattle Schools are instituting intensive instructional periods, Evening School programs, Contract Learning and the Digital Learning Commons in an effort to provide programs that appeal to students' different learning styles and schedules. Stacy Andell is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more on Seattle schools visit http://www.schoolsk-12.com/Washington/Seattle/index.html ]]> How To Become A Domestic Energy Assessor http://www.artwoo.com/article/how-to-become-a-domestic-energy-assessor http://www.artwoo.com/article/how-to-become-a-domestic-energy-assessor#comments Fri, 11 May 2007 04:30:02 +0000 domestic energynational occupational standardsdiplomacandidatecomplianceself improvementenergy assessment http://www.artwoo.com/article/how-to-become-a-domestic-energy-assessor domestic energy assessor in the UK. The first is assessment, the second is training. Both are provided by the NHER. Lets take a look at what is involved in the assessment of domestic energy assessor s.

Called the ABBE Level 3 domestic energy assessor , the certification is a brand new part of qualifying. This requirement to become a domestic energy assessor became available at the end of 2006, as part of the about-to-be-implemented home sale regulations on energy performance . Considered a vocational related qualification (VRQ), it is based on competence.

A would-be domestic energy assessor would achieve this diploma through not only assessment but examination as well. The UK government puts out a report, which spells out what a domestic energy assessor candidate would need to do to achieve this diploma.

There are 5 categories of compliance with domestic energy assessor National Occupational Standards. The first category is to work in a professional and effective manner, which would be both assessed and tested. The three parts to this category include the development and maintenance of effective work relationships with coworkers, consumers, vendors and other interested parties.

This category also includes proof that the candidate can manage her or his own resources and time well, that he or she is engaged in self-improvement in work areas, and conducts her or himself in an ethical and professional manner always.

The second category of compliance, for determination of domestic energy assessor qualification, is a look at whether the candidate is prepared for the . She or he must agree with and confirm the instruction that must be undertaken for the assessment and must be prepared to conduct relevant inquiries about the property.

The actual performance of energy assessment practices and procedures falls into the third category. Here is where the candidates ability to adequately inspect property and determine the performance of its energy and to record the findings of her or his inspection are assessed.

The fourth and final category of compliance to the standards for domestic energy assessors is the ability of the candidate to produce and explain the required energy performance certificates (EPC.) Include in this category are the specifics of produce the EPC document, issuing it for the homeowner and explaining what is contained therein.

A government regulated UK assessment center is tasked with determining if a candidate qualifies as a domestic energy assessor. The center must ensure that the candidate has obtained the necessary level of energy-efficiency knowledge and skills.

This is determined by the training courses the candidate has completed, and the portfolio of evidence presented that the candidate has performed EPC assessments adequately. The candidate may be instructed to train further, or may be found ready to take the ABBE exam that will certify him or her as a domestic energy assessor. Pete James runs Energy Assessor Courses for people that want a new career. You can find out more at his Web site http://www.domestic-energy-assessor-training.co.uk ]]> Praxis Testing: What To Expect And What You Should Do http://www.artwoo.com/article/praxis-testing-what-to-expect-and-what-you-should-do http://www.artwoo.com/article/praxis-testing-what-to-expect-and-what-you-should-do#comments Fri, 24 Aug 2007 04:35:01 +0000 praxis testingpraxis series testspraxis testpraxis iiipraxis iimultiple choice questionsassessment tests http://www.artwoo.com/article/praxis-testing-what-to-expect-and-what-you-should-do Praxis Series tests. ing is standard procedure for the majority of the states in the U.S. and many colleges, universities and licensing agencies for teaching professionals also require these tests. Basically, Praxis testing evaluates a beginning teacher's basic skills, pedagogic skills and knowledge in content-specific areas. Here are some things you might want to know about Praxis testing:

Praxis testing involves three major categories: Praxis I (Academic Skills ), (Subject Assessment Tests) and (Classroom Performance Assessment Tests). Each of these areas correspond to a level in a teacher's development and is designed to evaluate in what areas a beginning teacher has strengths and weaknesses.

For Praxis I, testing involves multiple-choice questions and essay questions that will test your basic teaching knowledge and skills in reading, writing and mathematics. Praxis II testing involves subject assessment to measure your knowledge and skills in teaching subjects specific to K-12. Like Praxis I, Praxis II testing involves multiple-choice and essay questions. Testing may either be paper-based or computer-based.

Praxis III testing involves classroom practice to measure a teacher's knowledge and skills within a classroom setting. Testing involves essay, listening and oral response tasks, prepared documentation reviews, class practice observations and interview. Praxis III testing is often required by professional licensing agencies to make teacher licensing decisions.

Praxis testing will measure your ability as a teacher but it will not measure your individual skills regarding teaching disposition or your potential for teaching success.

Preparing for Praxis testing

Since passing a Praxis test means taking one step further in your teaching career, it's important that you take the tests seriously. As such, preparation is key to taking the Praxis tests successfully.

Begin with finding the right information on Praxis testing by knowing which Praxis test category you should get. Go to your local Department of Education office or visit their website to learn more. You will also find information on how and when to register and where to find testing centers. Find out about the testing schedules to make sure you meet the deadline and get a reserved seat.

Once you have this information, prepare for the testing itself. Review your student notes, especially those that deal with educational and psychological methodologies and techniques. If you can, join a study group or find resources for practice testing online. Focus on the areas where you need the most improvement. Since you will be taking each section of Praxis tests separately, you might want to focus your review instead of studying just a general outline.

It will help a great deal if you are familiar with how the testing will look and feel like, so get a hold of materials such as testing booklets and answer sheets that can approximate the actual testing materials. This helps save you time when you're taking the actual test.

You can also find resources online that provide sample question types (not the actual test questions themselves) to familiarize yourself with how questions are phrased and constructed. Getting study guides to help you with your preparation may also be beneficial.

Praxis testing is necessary in order to help prepare and evaluate beginning teachers for their tasks as educators. Once you've passed, the hours of study and work you've put into will be worth it so make sure to get the right information, use the right resources and be prepared. Mario Churchill is a freelance author and has written many articles on the Praxis II. For more information checkout http://www.teachingsolutions.org. ]]> Taxation Law - Changes To Private Rulings http://www.artwoo.com/article/taxation-law-changes-to-private-rulings http://www.artwoo.com/article/taxation-law-changes-to-private-rulings#comments Tue, 06 Mar 2007 02:27:04 +0000 private rulingtaxpayerincome tax returntaxationrepeatedlyextentcircumstances http://www.artwoo.com/article/taxation-law-changes-to-private-rulings Taxation does have the power to change a in four situations as follows:

1 Where the gives consent to the Ruling being changed;

2 Without the taxpayer's consent, if the Private Ruling is about an arrangement which has not yet been carried out. This means that if the Private Ruling covered an arrangement which the taxpayer carried out over time (for example buying and selling a particular item), the Private Ruling could be changed for any of the arrangements which occurred after the date of the change;

3 Without the taxpayer's consent where the arrangement had commenced. This is limited, however, to those where the Private Ruling was causing another taxpayer to be disadvantaged and his or her disadvantage was greater than the disadvantage that the Rulee would suffer if the Ruling were to be changed; and

4 By issuing a Public Ruling which is inconsistent with the Private Ruling. However, this could only occur if the taxpayer's arrangement has not begun to be carried out or if it has commenced and another taxpayer would be disadvantaged to a much greater than the Rulee.

If the taxpayer received the Private Ruling before he or she lodged the return for the year in which the arrangement took place, and then the taxpayer did not follow that Ruling, then the taxpayer may be liable for the extra tax that he or she would have paid under the Ruling. If the taxpayer had received the Private Ruling after he or she lodged the relevant return, then the Commissioner has the power to amend the assessment to take the Private Ruling into account. This may decrease the taxation liability but may also increase that liability.

The way in which a taxpayer can have a Private Ruling reviewed is determined by whether or not an assessment in respect of an has issued which deals with the arrangement covered by the Private Ruling.

If the assessment has already issued, then the taxpayer should have the assessment reviewed. If no assessment is issued, then the taxpayer should have the Ruling reviewed.

To have an assessment reviewed, the taxpayer needs to lodge an objection. That objection must be in writing in which the taxpayer informs the Commissioner which assessment is to be reviewed and provides details of the years and the relevant tax file number. The objection must also state which matter dealt with within the assessment is disputed and why the taxpayer believes that the assessment should be amended. For most short period of return taxpayers, the objection must be lodged within two years of the date upon which the taxpayer received the original assessment. There are no fees for lodging objections.



To have a Private Ruling reviewed, the taxpayer must also need to lodge an objection. Again, the objection must be in writing. The taxpayer must provide the Authorisation number of the Private Ruling. The taxpayer must also inform the Commissioner which part of the Private Ruling is disputed and why the taxpayer believes the Ruling should be changed.

This objection to the Ruling must be lodged within 60 days of the date of service of the Private Ruling upon the taxpayer or, for short period of return taxpayers, within two years of the last day allowed for lodging the tax return for the particular year that the Private Ruling is about, whichever is the latest.

Again, there are no fees for lodging objections to Private Rulings. Frank Egan is the Chief Executive Officer of LAC Lawyers Sydney http://www.laclawyers.com.au and has over 27 years of experience as a lawyer. ]]> Risk Assessment In The Workplace. Part 3 http://www.artwoo.com/article/risk-assessment-in-the-workplace-part-3 http://www.artwoo.com/article/risk-assessment-in-the-workplace-part-3#comments Fri, 16 Jun 2006 12:32:11 +0000 health and safetyrisk assessmentlocal exhaust ventilationsafety inspectorfire safetyelectrical installationsseperately http://www.artwoo.com/article/risk-assessment-in-the-workplace-part-3
If you have less than 5 employees then you do not need to write anything down. Although you will find it useful to keep a written record of what you have done.

If you have five or more employees, then you must put in writing the significant findings of your . This means writing down the significant hazards and your conclusions.

Examples might be something like:

: insulation and earthing checked and found OK.

or

Fumes from welding: provided and regularly checked.

You must also tell your employees about your findings.

Suitable and sufficient, not perfect.

Risk assessment must be suitable and sufficient. You need to be able to show that:

a proper check was made,

you asked who might be affected (at risk),

you dealt with all the obvious significant hazards, taking into account the number of people who could be involved,

the precautions are reasonable, and the remaining risk is low.

Keep your written record for reference in the future. It will help you if a Inspector decides to pay you a visit and asks what precautions you have already taken. Or if you become involved in any legal action for civil liability.

It can also act as a reminder for you to keep an eye on any particular hazards and precautions.

You should also make sure that any new employees read the documentation so that they are aware of what is being done.

To make things easier, you could refer to other documents, such as manuals, the arrangements in your health and safety policy statement, company rules and regulations, working instructions, health and safety procedures, and your arrangements for general .

You may already list these procedures elsewhere. You do not need to repeat all of them, but it is up to you how you wish to present the documents. You could keep them or combine them all into one document.

Step 5. Review your assessment and revise it if necessary.

Sooner or later you are going to bring in new machinery, substances or procedures which may lead to new hazards. If there is any significant change, add this new hazard to your assessment. You do not need to amend your assessment for every trivial change, or for each new job.

But if any change, or new job, brings in significant new hazards, then you should consider them in their own right and do whatever is necessary to keep the risks down.

And finally, it is a good working practice to review your assessment from time to time, to ensure that the precautions are still working effectively. David Barnard is a personal injury accident investigator. If you would like further information on work related injury, please go to http://www.accident-claimz.co.uk ]]> Nursing Education -- Patient Assessment Skills http://www.artwoo.com/article/nursing-education-patient-assessment-skills http://www.artwoo.com/article/nursing-education-patient-assessment-skills#comments Sun, 07 Sep 2008 23:15:23 +0000 pulse oximetrytissue perfusionnursing diagnosissevere stomach painmedical diagnosisstudent nursetherapeutic communication http://www.artwoo.com/article/nursing-education-patient-assessment-skills student nurse takes on a greater patient load. The "Standards of Care" that are the basis of nursing include the following:

Standard 1. Assessment

In an assessment the nurse must use all of his or her senses. These include hearing, touching, visual, and . The cephalocaudal approach is most always used. In other words, assessing a patient from head to toe. The nurse must self aware to be able to conduct a thorough assessment. Data collection forms the basis for the next step in standards of care which is diagnosis. A nurse must have all the necessary equipment, such as a scale, tape measure, thermometer, sphygmomanometer, a stethoscope and pen light. The setting is also very important in doing an assessment. If a client is nervous or anxious they may not be as willing to answer questions that the nurse asks or to be examined. Obtaining a quiet environment is not always possible, especially in an emergency situation. Therefore, the nurse must be very observant, and try to get as much pertinent data as possible to formulate an For example, when doing an assessment on a client that is complaining of , asking them what foods they last ate would give the nurse more pertinent information than asking them how many brothers or sisters they have.

Standard II. Diagnosis

A nursing diagnosis is not a . A medical diagnosis would be the medical condition of "Diabetes". Whereas, a nursing diagnosis would be, "Altered ", related to decreased oxygenation of tissues as evidenced by a of 92% , secondary to the medical condition of "Emphysema". A nursing diagnosis is a formal statement that relates to how a client reacts to a real or perceived illness. In making a diagnosis the nurse attempts to formulate steps to assist the client in alleviating and or mediating how they respond to real or perceived illness.

Standard III. Outcome Identification

In this process the nurses uses the assessment and diagnosis to set goals for the patient to achieve to attain a greater level of wellness. Such goals may simply be that the patient now comprehends the regime of testing their blood sugar, or perhaps a new mother gleans a sense of security now that she has been instructed in the correct method of breast feeding. The nurse must plan the goals that the client is to achieve around the clients ability. For instance, the goal that a client will walk normally after two days of having knee surgery is unrealistic, in the sense that the client's knee will not be completely healed. However, the goal that the client will be able to demonstrate the correct use of crutches, would be more realistic. This goal is also measurable, since the patient will be in the hospital and the nurse can teach and observe a return demonstration. Therefore, the goals or outcomes for the client must also be measurable.

Standard IV. Planning

The planning standard is designed around the clients activities while in the hospital environment. Therefore the nurse must plan to teach and demonstrate tasks when the patient is free to learn. This would involve administering pain medication prior to learning to walk with crutches or waiting until after a patient has finished a meal before teaching on how to use a syringe. The atmosphere should be conducive for the client to learn.

Standard V. Implementation

This standard requires that the nurse put to the test the methods and steps designed to help the client achieve their goals. In implementation, the nurse performs the actions necessary for the client's plan. If teaching is one of the goals then the nurse would document the time, place, method and information taught.

Standard VI. Evaluation

Evaluation is the final standard. In this step the nurse makes the determination whether or not the goals originally set for the client have been met. If the nurse concludes that the goal or goals have not been met, then the plan has to be revised and documented as such. Goals therefore should be timely and measurable. If the client's goal was to use crutches successfully, and the client was able to perform a repeat demonstration for the nurse, then the goal was met.

The above standards are the cornerstone of the nursing profession. These standards take time and experience to learn and to implement. Experience is the best teacher, and a nurse should continuously strive for excellence in their care of patients, and recognizing how to help patients achieve a higher level of physical and emotional wellness.

Learn more about nursing education at The Nursing Entrance Test Study Guide.Pass the Nursing Entrance Test the first time with our guide at Nurses Learning Center. Written by a Professor of Education for nurses, the guide has over 600 pages with details answers to every question.]]> Changes in Assessment in the New GCSE Curriculum http://www.artwoo.com/article/changes-in-assessment-in-the-new-gcse-curriculum http://www.artwoo.com/article/changes-in-assessment-in-the-new-gcse-curriculum#comments Sun, 19 Oct 2008 09:08:26 +0000 qualifications and curriculum authorityenglish gcseblatant plagiarismwriting stylesassessment proceduressystem studentseducational value http://www.artwoo.com/article/changes-in-assessment-in-the-new-gcse-curriculum assessment procedures. The measures are aimed at helping schools to tackle issues of plagiarism while also safeguarding the concept of coursework. We take a look at how the changes will work.

When examiners found large-scale "" of coursework three years ago, it was a matter of time before the authorities had to look seriously at the future of the system.

Students in the same school had copied whole sections of answers from a website, using exactly the same vocabulary and .

What was even more surprising, their investigation found, was that their teachers had either not noticed, or chosen deliberately to overlook it.

At about the same time, a growing trend known as "scaffolding" had been identified, where teachers helped pupils by giving them structures to write their coursework. This had led to examiners being unable to distinguish between the work of different students because they began with the same sentences and paragraphs, often running in the same order.

There was also the difficult issue of how much help parents were offering their children at home. Those who did not have computer-literate parents were most likely to be disadvantaged.

When the (QCA) released its study into cheating and plagiarism later that same year, in 2005, it found that about 4,000 students a year were being caught for breaching the rules - a nine per cent rise from previous years.

It blamed the incidents on an increase in the use of computers and the internet at home, with more than nine out of 10 teenagers saying they could access websites from home.

Even more worryingly, however, the study said that the use of websites offering custom-made essays and answers "cannot be controlled".

One in 20 parents interviewed as part of the research admitted they had drafted some of their children's GCSE coursework.

The QCA concluded that coursework had "undisputed " and should continue, and it urged the use of detection software already being used in universities to weed out the cheats.

From September 2009, however, coursework will cease to exist in its current form. Instead, students will have to complete their work under controlled conditions, with limited help and guidance from teachers.

They will still be allowed to do their research and information gathering at home, but the writing up of that work will have to be done under strict supervision.

It means that "levels of control" will be introduced for each stage of the assessment process: task-setting, task-taking, and task-marking.

According to QCA guidelines: "For each stage, to ensure reliability and authenticity, the level of control must be set as high as possible for the skills assessed. However, the level of control must provide for valid assessment of the subject while ensuring manageability for learners, centres and awarding bodies."

The levels of control will be different depending on the subject.

Where there is a weighting of 25 per cent controlled assessment, students will be required to complete one or two pieces of work, which are awarded as a single entity.

When controlled assessment makes up 60 per cent of the marks, candidates may have to take up to three components, each of which is moderated and awarded separately. Each will have a weighting of no less than 20 per cent of the overall assessment.

There will also be greater controls on the time taken to complete assessments and in terms of word count. Students taking subjects with 25 per cent assessment - with the exception of Welsh as a second language - should write no more than 2,000 words.

Where assessment comprises 60 per cent controlled assessment - except modern foreign languages and Welsh - candidates should take no more than 15 hours for each component. This includes time taken for preparation, but not teaching and learning time.

For subjects with 60 per cent controlled assessment, awarding bodies will replace controlled assessment tasks every two years, as a minimum, to ensure they continue to set an appropriate challenge to students. For subjects with 20 per cent controlled assessment, tasks will be replaced every year.

The new specifications will also require students to produce their drafts to form part of the assessment procedures, in some subjects. However, where this is not the case strict rules will apply as to the level of help teachers can give in assisting candidates with re-drafting. They will be able to give general advice, but not detailed or specific help on how they can improve their work.Derek Rogers is a freelance writer living in the UK. He regularly contributes articles for GCSE Changes, the leading website covering the upcoming changes in GCSE.]]> Standardized Tests As Standards Of Performance http://www.artwoo.com/article/standardized-tests-as-standards-of-performance http://www.artwoo.com/article/standardized-tests-as-standards-of-performance#comments Thu, 24 Aug 2006 16:27:13 +0000 personal testsacademic performanceperformance developmenteducation certificationskills groupwritten testacademic elements http://www.artwoo.com/article/standardized-tests-as-standards-of-performance academic performance, development of skills and techniques. Do you remember the entire weekly, monthly and annual tests in your school days? You may have wondered that what kind of process is this? Well, testing is done to achieve some goals targeted towards your future benefits. To achieve these targets the education system has developed the method of 'testing'. A test or an assessment of a student gives complete information about his or her level and ability to grow in future.

The process of testing is determined by definite structure to assess your performance. Time management, mental ability, expression, thought process, comprehensibility and skill are some of the broad areas that you are tested for. You may be self-evaluating but there is a requirement to show your abilities to different institution so that you are recognized in a social and economic space. There are different types of assessment process to test various academic and non- that you posses.

'' is the most popular form of assessment practiced all across all the nations. It is a comprehensive method because students are free to exercise all their skills and expression with comfort and ease. You will receive question papers (objective or subjective or both) and you are supposed to complete the paper within a given time limit. There has been a debate regarding the issue of time limit in testing because every student has a different intellectual level. Therefore an average time limit is set for the completion of answers. The level of your performance will be determined by the grades or marks awarded to you. .

Practical test is another form of assessment where 'demonstration' and 'skills' play important role. Knowledge of a student is completely exposed under this method. To know more about your communication discussions and are organized. These days there are a lot of 'mock' tests organized by the organizations before the final examination. It has emerged as an effective measure because you will be able to get a sense of the questions asked and work on time management. By providing similar test conditions, there is an attempt to reduce stress and nervousness amongst students

A standardized test is a more advanced version of testing that is based on the concept of comparing your performance with a 'standard performance'. That standard performance is established by the authorities keeping the course structure, nature of students (age group and abilities). It involves a lot of statistical analysis so that you do not find the targets unfair or unachievable. You would be surprised to know that standardized test acquires a more global identity as it is widely used for certification and entrance examinations. It is regarded by the experts as a device to measure your knowledge and aptitude. There is a specific correct answer for every question and you are supposed to determine that correct answer or answer close to the standard answer. Arguments regarding the 'standard answer' are not entertained and it is in the hands of the authorities to change and cancel the answers as per requirements.

Standardized test have received a lot of criticism in the schools and a popular criticism is that they encourage teachers to 'teach the tests'. SAT and ACT examinations are some of the main examinations based on Standardized test scores. copyright©2006 http://All-Testing.com.com. Visit http://www/all-testing.com for more on beta testing, market testing and testing equipment. ]]> Risk Assessment And Management http://www.artwoo.com/article/risk-assessment-and-management http://www.artwoo.com/article/risk-assessment-and-management#comments Thu, 06 Nov 2008 09:29:28 +0000 risk analysis toolexecution plansubjective judgmentbusiness indicatorsinvestment developmentdevelopment evaluationanalytical tools http://www.artwoo.com/article/risk-assessment-and-management
But during this step-by-step business process, there are many situations where the whole process can be jeopardized by incidents that may have more or less influence. The whole process is planned in the best manner. But regardless how perfect the is, there is a certain possibility that some occurrences will deviate plan from it's path until a certain extent. The possibility of incident occurrences that will deviate execution of the plan is defined as a Risk.

The Risk is the part of every business. There is always a chance that something will happen that will change the development of plan. Since the Risk is inevitable companion of the business, it is necessary to manage Risks, in order to prevent negative occurrences and to alleviate consequences, if they appear.

The measurement and management of the Risk is not tangible as other , therefore it cannot be calculated precisely. In order to expect the unexpected, it is necessary to use in conjunction with structured . During the Risk analysis three main area are in the scope of the :

* Occurrence - This indicator expresses possibility of Risk to happen. Higher the possibility, the higher is the rating.

* Impact - Shows how big impact the Incident will create in case that happens.

* Detection - Failure to detect the incident before happening is increasing the Risk. This indicator shows detectability failure. More chance of detection failure means higher grade of the Risk.

These three factors of Risk analysis are rated from 1-10. The Total Risk assessment is expressed as a multiplication score of Risk factors:

Risk = Occurrence x Impact x Detection

This is the analytical tool for a Risk assessment. This tool should be used systematically in a Risk assessment process. But how should we expect the unexpected in a relevant manner?

The recommended flow of Risk assessment process is:

1.) Start Risk assessment process before Business Planning.

2.) Organize workshop with mid and top level managers of different functions.

3.) Train participants about structure of the Risk universe. Brainstorm possible Risks of the business. Write down all potential risks.

4.) Rate all risks according the Risk Analysis Tool. Every participant of the workshop should vote from 1-10 for Occurrence, Impact and Detectability for every identified Risk.

5.) After compiling of all data create Risk Analysis Report. Based on this report, prepare plan of preventive and corrective measures, according the importance ranking of every risk.

6.) Start next Risk assessment workshop with re-evaluation last Risk Analysis Report.

This approach is giving you the chance to anticipate potential Risks and to be prepared for the situation of incident occurrence. It is true that Risk analysis is still the game of expecting of unexpected, but with this model you will be better prepared and less vulnerable for the potential incidence occurrences.Laurus Nobilis has 11 years of experience in FMCG business. In 2007 he has started the www.biz-development.com web site dedicated to development of managerial skills. He also runs www.my-introspective.com a Personal Exploration and Development Guide.]]> What Is Controlled Assessment In The New GCSE Curriculum? http://www.artwoo.com/article/what-is-controlled-assessment-in-the-new-gcse-curriculum http://www.artwoo.com/article/what-is-controlled-assessment-in-the-new-gcse-curriculum#comments Thu, 16 Oct 2008 01:22:25 +0000 reliability and validityteacher assistancelinear modeltimetablinggcsesflexible approachqca http://www.artwoo.com/article/what-is-controlled-assessment-in-the-new-gcse-curriculum What is controlled assessment?

Controlled assessment is replacing coursework from September 2009 for . This has been introduced by the to address some of the issues raised in coursework reviews, such as plagiarism, , and parental intervention.

What are the benefits of controlled assessment?

The benefits of controlled assessment include more straightforward marking - for most subjects learners are provided with worksheets to submit their work on - and improved .

There will also be varying levels of control - teachers will know at the start of the course what is required to help them manage the assessments and their time more easily. Greater confidence in authenticating learners' work as their own and greater ease in fitting assessments into normal teaching programmes are also seen as benefits.

How will it be introduced?

Controlled assessment is embedded in the specifications and will be introduced when the specifications become available for teaching in September 2009.

How will it affect teachers' workload?

Whether staff will see any differences in workload, will depend on what they have experienced previously.

With the introduction of a new qualification and a new model of assessment, it is possible that some additional work is required in the first occurrence of controlled assessment until they get used to the new way of working.

However, most examination boards will be providing support throughout the transition process.

Will it affect and curriculum planning?

This will vary from centre to centre. For example, if the school is retaining a then all they need to do is to ensure that the learners have completed all units by the end of the course. Following a unitised approach can allow a more to assessment, so teachers can structure the learning programme to suit their students.

Who will set the tasks of the controlled assessment and will teachers still need to mark it?

It varies from subject to subject. For some, such as business studies GCSE, the examination board will set the tasks and context. Centres can "contextualise" all tasks - i.e. adapt them to suit their own resources and local facilities - so there is always a small degree of flexibility, even for tasks set by the examination boards.

For others, centres can choose from a series of contexts in which to address a number of pre-set tasks. Task-marking is typically done by the school's centre assessor, using the examination boards marking grids and guidance, and then the examination board moderates them.

How long do schools need to keep the controlled assessment for?

This will be governed by the awarding bodies' Joint Council for Qualifications (JCQ) regulations when they are published. It is expected that learners' work will need to be kept until all possible post-result services have been exhausted. For details, see http://www.jcq.org.uk

When can controlled assessment start?

Controlled assessment can start in year 9, 10 or 11. However, it is important that the school ensures the correct controlled assessment task is given. The examination boards recommend schools check the full specification details for the qualifications they will be teaching before planning assessment schedules. The start dates can depend on the specific subject and how the teacher chooses to structure the course.

For instance, with design and technology (DT), the first opportunity to enter candidates for controlled assessment is for the January 2010 session and thereafter January and June of each year. It is for centres to decide when they enter candidates. For DT, controlled assessment is in unit 1 and again in unit 3 and these would normally be taken in year 10 for unit 1 and year 11 for unit 3, but the choice is up to the teacher. If schools are delivering the course in a linear fashion then all controlled assessments are at the end of year 11.

Can schools continue to teach a short course over two years?

Yes, but they will need to be familiar with the rules regarding those subjects with 25 per cent controlled assessment. Controlled assessment can only take place for the year that the awarding body sets the tasks and the tasks cannot be carried over to a second year.

Can schools submit learners for exams in any exam session now?

Yes, but they will need to be aware of the QCA's 40 per cent terminal assessment rule (40 per cent of assessment has to take place at the end of the course), which is detailed in the specification.

If learners are entered for re-sits, which marks are considered?

Learners can re-sit each unit once and can count the highest mark.Derek Rogers is a freelance writer living in the UK. He regularly contributes articles for GCSE Changes, the leading website covering the upcoming changes in GCSE.]]> Five Tips For A Successful Job Search http://www.artwoo.com/article/five-tips-for-a-successful-job-search http://www.artwoo.com/article/five-tips-for-a-successful-job-search#comments Sat, 25 Nov 2006 04:27:09 +0000 job seekersjob searchjob securitytargetchoosing a careerself assessmentintricacies http://www.artwoo.com/article/five-tips-for-a-successful-job-search job search has different preferences -- however, for practical reasons, your job search can't be longer than what is reasonable. Unfortunately, many aren't aware of the involved in the recruitment process of any organization which can result in longer job search lead times. The second unfortunate thing is that a good percentage of these job seekers have wrong ideas, or worse yet, overestimation of their skills and abilities. This can result in total failure at the prescreening stage.

1. Always Begin With Self-Assessment: This is equally applicable to those seeking subsequent job changes as well as new candidates. Your self-assessment should tell you more about your character type, your job preferences, willingness to take responsibilities and abilities to take risks, as well as whether you are a leader or want to tread a safer path. It should also shed light on your salary needs, in addition to your skill sets and experiences. This includes revelations on your perception of life and your job, the you need, ability to multitask and motivate employees.

If you are brutally honest in your self-assessment, it will help you acquire those skills that you lack and your resume to those jobs that call for matching abilities.

2. Research The Job Market: This is not about just looking at the classifieds in different media, but categorizing them to analyze later as to how many of them match you to about 90-95%. If your tabulation is skewed unfavorably, try and find out the reasons, which could be anything from your ambitious expectation of salary, mismatched skill/age/experience or location preferences. This is what they call the proverbial pin pointing of the problem. Once you identify it, it becomes easier to deal with realistically.

3. Field: Although this is broadly decided through your education, you need to identify your niche to choose a field and narrow down your job search. Bear in mind that your chosen field probably has prospects and growth potential within the industry to make room for future job changes. For example, choosing to be a cost accountant has a higher scope in every respect than a broad-based job search for an accounting position.

4. Improve Your Job Search Skills: Student counselors and HR counselors assess and guide your job search skills. Being on track and informed keeps you abreast with changes in job market demands. Job search skills include adaptation to circumstances with respect to your resume, interviews, and handling salary issues and behavioral issues effectively. Career workshops are critical to learn what employers' expectations are, how they are changing and how to handle sticky issues effectively.

5. Job Search Campaign: Begin your campaign with realistic targets for a start date, job position, location and salary. Shorter targets normally mean accepting smaller salaries and organizations. Expanding your network, pursuing advertisements, approaching employers directly, having target cover letters and resumes and being enthusiastic and persistent will pay off handsomely in both the long and short run.

Your job search strategies should address all the concerns of both the employers and yourself. The five tips above lead you on the path to a better job search and are effectively designed to plug the holes on either side. Heather Eagar is a former professional resume writer who is now dedicated to providing job seekers with resources and products that promote job search success from beginning to end. Grab your free job search tips at http://www.JobSearchMasters.com ]]> What Domestic Energy Assessors Do And How You Can Become One http://www.artwoo.com/article/what-domestic-energy-assessors-do-and-how-you-can-become-one http://www.artwoo.com/article/what-domestic-energy-assessors-do-and-how-you-can-become-one#comments Tue, 29 May 2007 10:29:54 +0000 human contactdomestic energytechnical compliancecompliance regulationsdeaenergy performancecandidate http://www.artwoo.com/article/what-domestic-energy-assessors-do-and-how-you-can-become-one domestic energy assessor you can get lots of assistance and training from the NHER. Part of this help is in the form of software related to your job of issuing Certificates.

The NHER service is online and helps you actually produce the energy performance certificate as part of your job of domestic energy assessor. You can access this EPC software from any Web-enabled device.

You can customize it and make it your own as you go about your domestic energy assessor tasks. You can instantly update it, with new energy rating compliance decisions or methodology changes.



The software is based on SAVA and NHER and products.

For those domestic energy assessors or assessor s who yearn for the NHER is available. Two certification training assessors will be assigned to you while you are training for certification.

One of these domestic energy assessor trainers will be charged with determining if you are competent in both interpersonal and business skills. The other will determine your .

The latter would include whether you could act in a domestic energy assessor capacity - in the preparation, inspection for and completion of the Energy Performance Certificate (EPC) for residential dwellings.

This two person assessment and support team will also be responsible for making sure you have all the training and assessment tools to complete the domestic energy assessor training program.

You will be helped in your understanding of the process as well as the skills necessary to thrive in a distance learning environment. Your staying on course as a candidate is what the team is tasked with.



Once the two person assessment team has determined that a domestic energy assessor candidate is ready to test for the certification, ABBE schedules the exam. Passing the exam is a requirement for the awarding of a certificate.

Prior to the actual exam each domestic energy assessor candidate will have had a chance to do a practice self test. This will help her or him evaluate the level of knowledge theyve obtained in each of the required DEA competence areas.

While no one is compelled to take the self test they would be foolish not to avail themselves of this helpful examination aid. Identifying of the areas where knowledge of domestic energy assessor practice need improvement is crucial to earning the domestic energy assessor diploma and certificate.

A career as a domestic energy assessor is going to become increasingly more lucrative as legislation increases the demand for these certified energy efficiency experts. EPCs will then be commissioned not only by home information pack agencies and other providers, and by real estate agents and the sellers themselves.

Added to the list of those seeking domestic energy assessor professionals will be landlords, local government authorities and property management companies. James Copper works for http://www.propertycareerskills.co.uk as a Career Advisor. ]]> Career Aptitude Tests - Using One To Make A Career Comeback http://www.artwoo.com/article/career-aptitude-tests-using-one-to-make-a-career-comeback http://www.artwoo.com/article/career-aptitude-tests-using-one-to-make-a-career-comeback#comments Mon, 09 Jul 2007 20:24:59 +0000 career aptitude testsstrengthsmath coursebasic mathpart time jobselderly family memberworkforce http://www.artwoo.com/article/career-aptitude-tests-using-one-to-make-a-career-comeback workforce for sometime and needs to re-enter the career world? Perhaps you have taken time off due to child-raising or caring for a sick or .

Maybe you are feeling some anxiety because you know your skill set is out-of-date or even nonexistent.

If this describes your situation, the first thing you'll want to do is take one or more . The information you can get from these tests will enable you to build a road map to your future career.

Career testing works best when your expectations are crystal clear. Here are three things you should gain from taking career aptitude tests.

1. Uncover your . This step is crucial as it lays the groundwork for vital future steps. You may have developed significant life skills through

-- parenting,

-- volunteering,

-- personal growth (think hobbies and household management), or

-- .

Within any of these areas, you have learned specific skills. You may not have a college degree in these areas, but they all contribute to your skill base and just as importantly, they demonstrate your learning capacity. Once you know what your strengths are and how you learn, you can conquer or maneuver around nearly any obstacle put in front of you. Think of this as a game and you'll find it more enjoyable and less stressful.

2. Expose weak areas. This is very important, so don't skim over this part. A personal assessment that doesn't let you look your limitations in the eye is not very useful. This information, combined with your strengths' assessment, will guide you as you decide what education or training, if any, you will need to re-enter the workforce.

Your weak areas will probably never be your strengths, but they don't need to hold you back, either. For example, exploring a weakness in math may show you that one basic is all you need to open several career doors on your strengths' list. Why give up a lifetime of happiness and achievement for lack of a four month, twice a week college course? Get real with yourself. You'll be glad you did.

3. Confidence to take the next step. As already mentioned a solid career aptitude test will accurately assess your current skills and show you what potential areas are waiting for you to explore. A large portion of the stress involved with re-entering the workforce comes directly from not having a track record of self-confidence. Let's face it, a paycheck every two weeks is solid evidence someone thinks you and your skills count for something. If you have been a stay-at-home mom, for example, you have been enjoying different types of rewards, many more wonderful than money. However, in the career world, money counts, and confident people find the adjustment is easier and more pleasant.

Use career testing to accurately consider what your current skills are AND what your potential skills are. Then you can move forward in confidence through job-training or educational choices knowing that you are on the right track for you.

Wherever you are at today is the sum of your past adventures. Use career aptitude tests and other related tools to pull all the parts together for you, to see where you've been and where you might go. Colleen Langenfeld has been parenting for over 25 years and helps other moms enjoy mothering more at http://www.paintedgold.com . Learn more about career aptitude tests and other strategies today at http://www.paintedgold.com/Career/career-tests.html . ]]> Executive Job Search http://www.artwoo.com/article/executive-job-search http://www.artwoo.com/article/executive-job-search#comments Sun, 04 May 2008 07:16:31 +0000 executive job searchblank slateexecutive recruitersdepressing experiencecompany philosophycurrent placecareer direction http://www.artwoo.com/article/executive-job-search Executive recruiters will also form a solid foundation in the search process for you.

Let's assume, for a moment, that you have found yourself in the position of having left your of employment as a c-level executive and you are starting with a . The most important thing is not to be embarrassed that you are facing a job search, because many executives have been here before you. Whether their departure was voluntary or not, executives often feel un-tethered and adrift once they have left their organizations, and it can be a very .

So, the first thing to do is keep your spirits up and look forward rather than back. Don't replay scenes or situations in your mind that may have contributed to or represented your actual departure. The opportunity to go back and change those circumstances has passed, and the best thing you can do for yourself is focus on a new . Look at it as a chance to create the ideal job situation, from geography, to , to matching your personal values and vision to a those of a new organization.

Executives do, however, have certain advantages over others in the job market. You have probably been using, for years, some of the critical skills and opportunities that will help you in your . Those skills include:

=B7 Critical thinking ... This is a core component of every executive's competencies.

=B7 Planning and assessment ... You are experienced in looking at the big picture thoroughly and insightfully and then assessing the results of the plan and formulating stay-the-course plans or course corrections.

=B7 Networking ... Doubtless you have been doing this actively for years and it will prove to be a very significant capability in your job search.

=B7 Outside positions ... Membership on a board of directors is an elite position and one which will bring you into contact with many opportunities to network and discover executive openings.

Here are some ideas to put those skills to work for you in your executive job search.

1. First, use your planning and assessment skills to outline an approach for your search. Identify organizations you feel match your professional values and whose missions you can see yourself supporting. Prioritize that list, and include in your assessment geographic location, whether you would be required to relocate, the viability and current market climate of the industries of those companies, and, of course, their financial positions (using 10-Ks, annual reports, stock position, press releases and articles).

2. Second, take a good look at where you are in your career now. Are you happy, feeling fulfilled by the work, and comfortable with the corporate environments in which you've found yourself? If not, it's a good idea to employ some critical thinking here, and take stock. Now is the ideal time to change your career direction if you feel something has been lacking.

3. Third, activate your network, including executive recruiters and board contacts. It's been reported that 80% of executives find new positions through professional contacts.

Many executives have taken a sharp right turn in their career paths following a departure from their last jobs. Look at this as an unexpected chance to decide again what you want in your personal and professional life and whether this could be the opportunity for which you have been waiting, but didn't realize until now you really wanted. Greg Heslin is a best selling career advice and "street smart" tips author on how to survive in the 21st Century workplace.To learn more about FREE cutting edge career tips and techniques, you can visit his web site at http://www.My-New-Career.com ]]> Skills The Home Business Owner Must Have http://www.artwoo.com/article/skills-the-home-business-owner-must-have http://www.artwoo.com/article/skills-the-home-business-owner-must-have#comments Mon, 23 Jul 2007 20:39:58 +0000 home business ownerhome based business ideasa9creativitymarketing campaignrunning a businessbest home based business ideas http://www.artwoo.com/article/skills-the-home-business-owner-must-have
One skill a new has to have is organizational skills. If a person is not organized then they will soon end up over their head in a lot of chaos. Organization is important because it will help a business owner to keep all paperwork and all business in a manageable position.

Another skill a business owner needs is . While this may not seem like an important skill, it really is one of the most important skills. Being able to run a business requires creativity. A person has to be able to create a that will sell their business and that is impossible to do without creativity.

also takes some basic skills like mathematical skills. These skills will help to maintain the basic workings of a business. These skills will help the business owner to operate the day to day things about their business.

If the business is online then the business owner will also need some skills dealing with website set up and internet marketing.



Basically, a business owner needs a lot of different skills. They have to wear a lot of hats and to do a lot of different things during the operation of their business. All of these skills can help a business owner have an easier time running their business.

A business owner needs plenty of skills and these only touch the very tip of them. There are a lot of aspects of running a business that require a lot of different skills. A business owner needs to make sure their skill set is up to the challenge.

Copyright = Wonder Nyatanga To find the best and opportunities so you can work at home visit: http://www.ProfitEnaires.com ]]>