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Last Updated: September 2, 2015
Abilities/Skills
Abilities Inventory
Human Organ Systems functions
What are examples of head of the state around the world?
Head of the state means head of such states as California, Illinois, New York, and Quebec in North America.
Head of the state means head of the state Kashmir, Karnataka, Jiangsu, Spain and Megadan Oblast in Asia.
Similar states exist in South America, Australia, and Africa.

Why should a head of the state know about various abilities listed here?
If head of the state knows about various abilities, than he or she can guide others.
The main duty of a head of the state is to guide others.

What should a head of the state know about abilities?
Annotation or definition of ability and abilities.
Abilities types.
Abilities categories.
Alphabetical Listing of Human Abilities.
CV skills samples: Examples of job skills to list on a resume.
English grammar relevant to abilities
Human organ systems functions.
Professional abilities.
Soft skills and hard skills.
Taxonomy of human abilities.

Annotation or definition of ability and abilities.
What is ability?
What is skill?
Is there a difference between skill and an ability?
What is the difference between the word ability and the word able?
What are examples of various abilities?
What should we discuss?
Why do we need to discuss abilities and human organ systems functions together?
Is there a difference between human organ system functions and abilities?
What is the difference between human organ system functions and abilities?
What are the differences between abilities of a newborn and abilities of an 18-year-old human?
What abilities must an 18-year-old human have?
What is the meaning of the word ability?
What is another word for ability?
What is the opposite of ability?
What is the plural of ability?
What is the opposite of abilities?
What is the meaning of the word abilities?
What is another word for abilities?
What is ability?
A skill, talent, or capacity relevant to an ability.
The quality of being able to do something useful or get something useful done.
An ability can be a physical ability or mental ability.
English language reading, speaking, understanding, and writing are learned abilities.

What is skill?
An ability.
An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (interpersonal skills).

Skills are the expertise or talent to do a job or task. Job skills allow you to do a particular job and life skills are what are needed for everyday life.

Is there a difference between skill and an ability?
No. A skill and an ability mean the same.

What is the difference between the word ability and the word able?
Ability is a noun.
Plural of ability is abilities.
Able is an adjective. Abler is comparative. Ablest is superlative.
Derived forms: -ably

What are examples of various abilities?
English language reading abilities.
English language speaking abilities.
English language understanding abilities.
English language writing abilities.
These are examples of abilities.
Human beings learn abilities.
Nonhumans do not learn abilities.

What should we discuss?
Abilities.
Human organ systems functions.

Why do we need to discuss abilities and human organ systems functions together?
Most physicians do not know the difference between human abilities and human organ system functions. Abilities are learned gradually after birth.
Human pulse, blood pressure, temperature, consciousness, and respiratory rate are signs of human organ system functions.
These signs exist from birth onward. These are signs of human organ system functions; they are not abilities.

Is there a difference between human organ system functions and abilities?
Yes.

What is the difference between human organ system functions and abilities?
Human pulse, blood pressure, temperature, consciousness, and respiratory rate are signs of human organ system functions.
These signs exist from birth onwards. These are signs of human organ system functions; they are not abilities.
Abilities are learned gradually after birth.

This example will make you understand.
English language reading abilities.
English language speaking abilities.
English language understanding abilities.
English language writing abilities.

If an individual does not have English language reading, speaking, understanding, and writing abilities, that does not mean there is impairment of human organ system functions.
These are all learned abilities.
If an individual is educated properly, he or she will learn these abilities.

What are the differences between abilities of a newborn and abilities of an 18-year-old human?
A newborn does not have any learned abilities.
A newborn has five findings: Breathing effort, Heart rate, Muscle tone, Response to smell or foot slap, Skin color.
A doctor of medicine calls this Apgar scoring.
Apgar scoring determines the health of a newborn. These findings are due to human organ systems’ functions.
Sucking reflex, defecation, urination, and crawling are monitored later.

A human learns more than 600 abilities from birth up to 18 years.

Alphabetical listing of human abilities

What abilities must an 18-year-old human have?
Take a look at this.
www.qureshiuniversity.com/abilities.html

Alphabetical order

Some of the abilities of an 18-year-old human are professional abilities also.

Highly-skilled professions like doctor of medicine, engineer, lawyer, and teacher need further training for abilities beyond 18 years.

What is the meaning of the word ability?
An acquired or natural capacity or talent that enables an individual to perform a particular job or task successfully.

What is another word for ability?
Noun
power, faculty, capacity, capability, facility, perform, competence, intelligence, qualification, skill, strength, talent, understanding, aptitude, competency, comprehension, dexterity, endowment, might, potentiality, resourcefulness

proficiency, adeptness, gift, knack, expertise, ingenuity, adroitness, bent, cleverness, command, craft, deftness, expertness, finesse, flair, genius, handiness, know-how, mastery, savvy, skillfulness, mind for, particular activity adeptness, the goods, the right stuff, what it takes

What is the opposite of ability?
Noun

ignorance, inability, incapability, incapacity, incompetence, ineptness, lack, weakness, clumsiness, inadequacy, inanity, limitation, paralysis, stupidity

ineptitude, want

What is the plural of ability?
The plural form of ability is abilities.

What is the opposite of abilities?
incapacities, weaknesses, inanities, limitations

What is the meaning of the word abilities?
Possession of the qualities (especially mental qualities) required to do something or get something done
Plural form of ability

What is another word for abilities?
Skills
Knowledge

Alphabetical listing of human abilities
Abilities types.


What should you know about human abilities relevant to age?
  1. Ability to delegate

  2. Add, subtract, multiply, and divide real numbers.

  3. Action planning

  4. Adaptability

  5. Administrative

  6. Activities of Everyday Living

  7. Age-specific English language

  8. Age-specific social skills (Social Sciences)

  9. Analysis and Research

  10. Analytical Ability

  11. Abilities

  12. Abilities (text format)

  13. Artistic

  14. Assertiveness

  15. Auditory Processing

  16. Basic Skills (Essential skills)

  17. Bathing

  18. Behavioral Skills

  19. Behavioral Skills (supervisors)

  20. Behavioral Interview Questions

  21. Building Interpersonal Relationships

  22. Career Skills

  23. Creativity & Communication

  24. Communication Skills (List)

  25. Communication Skills (Top 10)

  26. Completion of Assignments

  27. Computer Proficiency

  28. Complaint Solving Skills

  29. Conduct

  30. Customer Service Skills (List)

  31. Cognitive Skills

  32. Cognitive Skills of the Brain

  33. Customer Service Skills (Top 10)

  34. Creativity techniques

  35. Creative & Visionary

  36. Credibility

  37. Computer Skills

  38. Communication Skills

  39. Complex Problem Solving Skills

  40. Conflict Resolution Skills

  41. Counselling Skills

  42. Decision making skills

  43. Detail & Completion

  44. Efficiency Skills

  45. Elementary Code of Conduct (Grades K-6)

  46. English Greetings

  47. Entrepreneurial Skills

  48. Essential Skills

  49. English Language Abilities

  50. English language reading abilities.

  51. English language speaking abilities.

  52. English language understanding abilities.

  53. English language writing abilities.

  54. Economy and Budget

  55. Facilitation Skills

  56. Faculty

  57. Fitness for duty

  58. General Skills

  59. General Office

  60. Good manners

  61. Hard skills

  62. Hands-On

  63. Helping Skills

  64. Healthy Eating

  65. Hygiene

  66. Housekeeping Skills

  67. Influencing

  68. Initiative

  69. Interpersonal Skills

  70. Job Skills Examples

  71. Job Content Skills - what have you done?

  72. Labor skills

  73. Laundry

  74. Learning Skills

  75. Leadership Skills

  76. Learning

  77. Listening Skills

  78. Life Skills Examples

  79. Learning Skills

  80. Logic and Reasoning

  81. Management Skills

  82. Meeting

  83. Memory

  84. Making effective presentations

  85. Meeting

  86. Monitoring Performance

  87. Motivational

  88. Negotiation

  89. Numeracy Skills

  90. Networking

  91. Polite

  92. Oral Communication

  93. Organization Skills

  94. Organization/Details/Multi-tasking

  95. Pain Disability Questionnaire

  96. People Skills

  97. Personal Safety Tips

  98. Personal Life Skills Examples

  99. Personal Skills

  100. Persuading, influencing and negotiating skills

  101. Physical

  102. Presentation Skills

  103. Problem-solving skills

  104. Problem Solving and Decision Making

  105. Politeness Guidelines

  106. Planning

  107. Presentation Skills

  108. Processing Speed

  109. Project management

  110. Questions

  111. Questioning & Negotiation

  112. Relationship Skills

  113. Research Skills

  114. Resource Management Skills

  115. Sanitation

  116. Secretarial Skills

  117. Secondary Code of Conduct (Grades 7-12)

  118. Self-awareness

  119. Self-Management Skills

  120. Self-Care Abilities Listing

  121. Self-confidence

  122. Self-care abilities

  123. Sensory abilities

  124. School Skills

  125. Social skills

  126. Social Media Skills

  127. Soft skills

  128. Speech

  129. Speaking Situations

  130. Spoken English

  131. Speech Analysis Questions

  132. Speech and Language

  133. Speech Clarity

  134. Speech Disorders and Language Disorders

  135. Speech Therapy

  136. Stress Management

  137. Striving for excellence

  138. Study Skills

  139. Supervisory

  140. Systems Skills

  141. Traits or personality characteristics that contribute to performing work

  142. Teamworking

  143. Teaching Skills

  144. Teaching & Counseling

  145. Techniques to reach your goals.

  146. Telephone answering message guidelines

  147. Telephone Manners

  148. Telephone Conversations

  149. Top 10 Skills for High-School Students

  150. The Ability to Set Attainable Goals

  151. Thinking skills (including problem solving, making decisions, planning, organizing tasks, finding information, and making good use of memory).

  152. Time management.

  153. Technical Skills

  154. Technical & Information Skills

  155. Team Management Skills

  156. Teamwork

  157. Transferable Skills Checklist

  158. Technical/Manual Skills

  159. Time-management

  160. Verbal/Written Communication

  161. Visual Processing

  162. Walking Skills

  163. Willingness to learn

  164. Writing in the English language

  165. Working with others.

  166. Working in Groups and Teams

  167. Workplace Essential Skills

  168. 100 Very Cool Facts About The Human Body

  169. 17 Life Skills You Should Know How to Do by 30

Interpersonal

Relating well with people
Effective listener
Sympathetic
Sensitive to others
Responding
Concerned
Helping others
Accepting
Team player

Motivational

Motivating individuals & groups
Raising resources
Persuading
Team-building
________ (things and ideas)
Settling disputes
Encouraging
Promoting

Motivational Counseling

Verbal/Written Communication

Expressing ideas
Clear communicator
Imaginative
Speaking
Writing
Persuading
Curiosity
Articulating
Defining
Editing & condensing
Translating

Physical

Strength
Endurance
Coordination
Quickness & agility
Love of outdoor activities
Athletic

Teaching & Counseling

Explaining
Advising
Inspiring
Listening
Demonstrating
Training
Instructing
Encouraging
Leading groups
Questioning and evaluating

Learning

Analyzing
Noticing
Active listener
Synthesizing
Good memory
Reading, writing and computing
Questioning and evaluating

Detail & Completion

Meeting deadlines
Persevering
Organizing
Completing
Implementing
Following complex instructions
Functioning despite stress
Record keeping

Numbers

Counting and computing
Using statistics
Good ________ manager
Accurate
Accounting & bookkeeping
Creating and using budgets
Estimating and appraising

Artistic

Aesthetic awareness
Creativity
Expressive
Good spatial sense
Imaginative
Making things
Appreciating & creating beauty
Visualizing abstract ideas
Performing
Designing web pages

Hands-On

Installing
Using tools
Constructing
Preparing
Handling
Designing
Producing
Cooking
Gardening

Administrative

Evaluating
Setting & attaining goals
Delegating
Motivating others
Setting priorities
Planning
Follow-through
Team-building
Managing

Creative & Visionary

Intuitive
Developing new Ideas
Judging effectively
Original thinking
Showing foresight
Creative
Innovative
Experimental
Imaginative

Leadership

Motivating others
Self-starting
Working without supervision
Trying new things
Acting quickly in emergencies
Running effective meetings
Identifying and solving problems
Adapting to new situations
Accepting responsibility
Making decisions
Team building

Presenting

Public speaking
Performing (singing, playing instruments, etc.)
Making presentations
Appearing before a group
Helping others enjoy themselves
Contagious enthusiasm

Analysis and Research

Gathering information
Synthesizing
Analyzing
Categorizing
Evaluating
Making decisions
Experimenting
Drawing conclusions
Examining
Using computers

What is skill?
What should a doctor of medicine know about human abilities?
Is there a difference between human organ system functions and abilities?
What is the difference between human organ system functions and abilities?
How many organ systems does the human body have?
What are the organ systems of the human body?
What are the vital signs of human organ systems functions?
What are the differences between abilities of a newborn and abilities of an 18-year-old human?
What abilities must an 18-year-old human have?
What should you know about human abilities relevant to age?
What should you know about human organ systems’ functions?
How is a human body organized?
What are the human organs and their function?
Is there a difference between human body functional capacity evaluation and fitness for duty?
What is the difference between human body functional capacity evaluation and fitness for duty?
What are the signs of the 11 human organ systems’ functions?
When is fitness for duty required?
What are Essential Skills?
What is ability?(What is skill?)
What is technique?
What are skills?
Why are skills important?
What are the different types of skills?
What is ability, and where do individual differences in ability come from?
What are the various types of cognitive ability?
What are the various types of emotional ability?
What are the various types of physical ability?
What is intelligence?
Can we Increase our Intelligence?
What is IQ (Intelligence Quotient)?
How does cognitive ability affect job performance and organizational commitment?
What is abilities assessment?
How are abilities assessed?
What do physical ability tests look like?
What about Functional Capacity Evaluations?
What is spatial ability?
Why is spatial ability important?
What is a Skills Center?
What do you have to do to improve your skills?
What are other names for self-care abilities?
What are other names for transferable skills?
What English grammar should you know relevant to abilities?
What should a doctor of medicine know about Human organ systems and functions?
What organs comprise make this human organ system?
What are the functions of this human organ system?
What are various self-care abilities?
At what age should self-care abilities be learned?
Is a human born with abilities or are abilities learned?
What abilities should every child learn before age 5?
What abilities should every child learn before age 12?
What abilities should every human learn before age 18?
What are various abilities relevant to specific professions?
What are the vital signs of human organ systems functions?
What are vital signs?
What should be included in the levels of consciousness?
What is body temperature?
What is the pulse rate?
What is the respiration rate?
What is blood pressure?
What special equipment is needed to measure blood pressure?
Abilities/Skills
Human Organ Systems functions
What should a doctor of medicine know about human abilities?
Aging effects on human body abilities
Behavioral Skills List
Child Development
Cognitive Abilities (Cognitive Ability/Brain Function/Skills involved)

What is cognition?
Cognition has to do with how a person understands and acts in the world. It is the set of abilities or processes that are part of nearly every human action.

Cog­ni­tive abil­i­ties are brain-based skills we need to carry out any task from the sim­plest to the most com­plex. They have more to do with the mech­a­nisms of how we learn, remem­ber, problem-solve, and pay atten­tion rather than with any actual knowl­edge. For instance, answer­ing the tele­phone involves at least: per­cep­tion (hear­ing the ring tone), deci­sion tak­ing (answer­ing or not), motor skill (lift­ing the receiver), lan­guage skills (talk­ing and under­stand­ing lan­guage), social skills (inter­pret­ing tone of voice and inter­act­ing prop­erly with another human being).

Men­tal func­tions or cog­ni­tive abil­i­ties are based on spe­cific neu­ronal net­works. For instance mem­ory skills rely mainly on parts of the tem­po­ral lobes and parts of the frontal lobes (behind the forehead).
Complaint Solving Skills
Difference between abilities and human organ system functions
English grammar relevant to abilities
Fitness for duty
Human organ system functions
Human organs/structures
Human organ system's functional impairment
Human organ system's functional capacity evaluation
Human healthcare
Human rights violations
Mastering skills
Physical abilities
Psychomotor abilities
Sensory abilities
Skills Assessment
Transferable skills analysis
Vital signs of human organ system’s function

Abilities categories.
What are two main categories of human abilities?
General abilities.
Professional abilities.
General abilities are essential for professional abilities.
General abilities.
  1. Activities of Everyday Living

  2. Analytical Skills

  3. Building Interpersonal Relationships

  4. Cognitive Abilities

  5. Communication Skills

  6. Complaint Solving Skills

  7. Computer Proficiency

  8. Customer Service Skills

  9. Dispensing

  10. Faculty

  11. General Office

  12. Hard Skills

  13. Interpersonal Skills

  14. Job Skills Examples

  15. Leadership Skills

  16. Life Skills Examples

  17. Management Skills

  18. Organization/Details/Multi-tasking

  19. Organizational Skills

  20. Personal Life Skills Examples

  21. Personal Safety Tips

  22. Physical abilities

  23. Problem Solving and Decision Making

  24. Psychomotor abilities

  25. Questioning & Negotiation

  26. Secretarial Skills

  27. Self-care abilities

  28. Sensory abilities

  29. Soft Skills

  30. Supervisory

  31. Technical/Manual Skills

  32. Transferable Skills

  33. Working in Groups and Teams

Analytical Skills
Analyzing
Auditing
Budgeting
Calculating
Computing
Checking for Accuracy
Classifying
Collect Information
Comparing
Compiling
Counting
Critical Thinking
Data Analysis
Data Collection
Decision Making
Deductive Reasoning
Diagnosis
Evaluating
Examining
Investigating
Judgment
Logical Thinking
Management Analysis
Metrics
Organizing
Planning
Prioritization
Problem Solving
Qualitative Analysis
Quantitative Analysis
Reasoning
Recording Facts
Research
Reporting
Resolution
Resources Analysis
Surveying
SWOT
Synthesizing
Taking Inventory
Troubleshooting

Cognitive Abilities (Cognitive Ability/Brain Function/Skills involved)
What are examples of cognitive abilities?
English language reading, speaking, understanding, and writing are cognitive abilities. These are all learned abilities.

Concentration, perception, memory, and logical thinking also are considered cognitive abilities.

There are many cognitive skills in addition to English language reading, speaking, understanding, and writing.
Here are further guidelines.

Communication Skills
What is effective communication?
How to Develop Good Communication Skills
What makes communication effective?
Here are further guidelines.

Customer Service Skills
Customer Service Skills—problem solving, work well with diverse populations, putting the customer first, go the extra mile skills.

Hard Skills
What are hard skills?
Hard skills are the essential, required skills needed to perform a job. They include learned skills and training related to your career or profession.

Specific, teachable abilities that can be defined and measured. Examples of hard skills include job skills like typing, writing, math, reading and the ability to use software programs; soft skills are personality-driven skills like etiquette, getting along with others, listening and engaging in small talk.

What are soft skills?
Soft skills are essentially interpersonal or people skills.
Teamwork
Communication
Flexibility
Patience
Time management
Motivation

Interpersonal Skills
Interpersonal Skills—skills that are about your attitude, work ethic, reliability, flexibility, personal interaction with co-workers/customers/others
Knowledge-based
Knowledge of specific subjects, procedures, and information necessary to perform particular tasks

Leadership Skills
Active Listening
Delegating Responsibility
Empowerment
Ethical Leadership
Facilitation
Followership
Getting Started as an Officer
Giving Effective Feedback
Leadership Characteristics
Leading a Group Debrief
Leading Effective Discussions
Managing Conflict
Motivating Your Members
Public Speaking
Running Effective Meetings
Time Management
Time Management Tips
Understanding Group Process

Life Skills Examples
Life Skills Checklists
What are Life Skills?
Any skill that is useful in your life can be considered a life skill.
Here are further guidelines.


Personal Life Skills Examples
Caring
Common sense
Cooperation
Curiosity
Effort
Flexibility
Friendship
Initiative
Integrity
Organization
Patience
Perseverance
Problem solving
Responsibility
Sense of humor

Relationship Skills
What is relationship?
What is a Healthy Relationship?
Here are further guidelines.
Technical/Manual Skills—skills that list your computer hardware and software abilities, machines you can operate, things you can put together, items you can handle, stack, lift, turn, repair or place
Organizational Skills—skills that demonstrate your abilities to get a job done, planning, develop new ways of doing things, initiate improvements to a job, assist others in getting a task done, efficiency on the job.
Physical abilities
Psychomotor abilities
Management Skills—skills that exhibit your leadership role with a company, group or club, supervision of others, financial related duties for a company, managing a shift, closing or opening a business daily, organizing routines or work schedules.
_____ Skills—____ products to others, understanding _____ and products, receipting ______ and making change, willing to help others, displaying merchandise skills, retain a _____ base.
Secretarial Skills—write business letters, data entry, operate office machines including computers, keep inventory, order supplies, scheduling people or rooms.
Sensory abilities

Soft Skills
Six Soft Skills Everyone Needs

Adaptability
Communication Skills
Conflict Resolution
Critical Observation
Problem Solving
Teamwork and Collaboration

SITUATION 1: Saying hello or goodbye
Friends:
Family:
Professional:

SITUATION 2: Asking for help
Friends:
Family:
Professional:

SITUATION 3: Emailing or texting
Friends:
Family:
Professional:

SITUATION 4: Showing excitement
Friends:
Family:
Professional:

SITUATION 5: (Create your own)
Friends:
Family:
Professional:

The ability to persuade, negotiate and resolve conflicts is crucial if you plan to move up. "You need to have the skill to develop mutually beneficial relationships in the organization so you can influence and persuade people," ________ says.

When It Comes to Soft Skills, Show -- Don't Tell

Learn Soft Skills

Take a Course
Seek Mentors

Building Interpersonal Relationships

Assertiveness
Building Rapport
What is Charisma?
The Art of Tact and Diplomacy
How to be Polite
Persuasion and Influencing Skills
Facilitation Skills
Giving and Receiving Feedback
Conflict Resolution
Communicating in Difficult Situations
Mediation Skills
Dealing with Criticism
What is Empathy?
The Ladder of Inference

Working in Groups and Teams

Interview Skills
Interviewing Skills
What are Groups and Teams?
Group Life Cycle
Group & Team Roles
Building Group Cohesiveness
Difficult Group Behaviors
Planning and Structuring Effective Meetings
Setting an Agenda
Conducting a Meeting
The Role of the Secretary
Mindful Meetings
MBTI in Practice

Questioning & Negotiation

Questioning
Types of Question
What is Negotiation?
Negotiation in Action
Avoiding Misunderstanding in Negotiation

Problem Solving and Decision Making

Problem Solving
Identifying and Structuring Problems
Investigating Ideas and Possible Solutions
How to Complain, Effectively
Decision Making
The Decision Making Process

Verbal Communication
Effective Speaking
Non-Verbal Communication
Personal Appearance
Listening Skills
Active Listening
Reflecting
Clarifying
Barriers to Effective Communication
Improving Communication Verbal Communication - What we say and how we say it.
Non-Verbal Communication - What we communicate without words, body language is an example.
Listening Skills - How we interpret both the verbal and non-verbal messages sent by others.
Negotiation - Working with others to find a mutually agreeable outcome.
Problem Solving - Working with others to identify, define and solve problems.
Decision Making – Exploring and analysing options to make sound decisions.
Assertiveness – Communicating our values, ideas, beliefs, opinions, needs and wants freely.

Personal Safety Tips
General safety tips

Be especially aware of your surroundings at times when you may be less alert and more vulnerable to an attack (e.g., during periods of stress) when you are upset or sick, or if you have been drinking.

Use discretion and caution when taking shortcuts through isolated parts of the _______.
If you must be in an isolated area (e.g., working or studying alone in labs or offices) lock the doors and tell a friend or the Police Department where you are and when you plan to leave.

Know the location of _______ emergency telephones on routes to and from _______ destinations.

Keep personal belongings in view while eating, meeting, or shopping on _______.

Whenever you are on _______ or off, and see or hear someone who might be in trouble, your options include running, yelling, confronting, and calling the Police Department (9-1-1).

Learn self-defense techniques. Classes are offered at _______.

Use the Community Service __________.

Use the _______ __________. with stops located throughout _______ and outlying parking lots.

Residence halls

Think of your residence hall as your home. Remember that by taking a share of the responsibility to keep your residence safe, you can make a difference. Contact residential life staff regarding your security/ safety concerns.

Keep doors locked — even if you are going to be gone only a few minutes.

Door-to-door solicitation is prohibited on _______. Please report the presence of solicitors to the Police Department.

Notify the Police Department or residential life staff of suspicious individuals who appear to be "hanging around."

Take security regulations seriously for your own protection.

If you leave for an extended vacation, take high-value personal property with you.

Apartment or home
Home office


Install and use locks on your doors and windows.

Keep doors locked day or night whether you are home or not.

Know who is at the door before opening it. Insist on seeing an ID from anyone you do not know.

If someone comes to your door and asks to use your telephone to call for help, offer instead to make the call.

Door-to-door solicitation is prohibited on _______. Please report the presence of solicitors to the Police Department.

Give your home a "someone is home" look. Put radio and lights on a timer. Maintain good lighting around entrances.

Leave spare keys with a friend, not in accessible places.

Keep emergency numbers near the telephone.

Driving a car

Have your keys in your hand as you approach your car.

Lock your doors when driving and after parking.

Check the backseat and floor before entering your car.

Keep your valuables out of sight, under the seat, or in the glove compartment or trunk. Park in well-lighted areas.

If you have car trouble, signal for help by raising the hood or tying a handkerchief to the door handle. Remain in your car with doors locked until identifiable help arrives. Should another motorist offer to help, roll down the window slightly and ask them to call the police or an ______.

Keep an emergency kit containing a flashlight, flares, telephone change, distress signs, and other essentials in your car.

To protect your car, use a lock bar that prohibits the use of the steering wheel.

Consider also the installation of an alarm system, ignition by-pass, or fuel shut-off switch in your car.

On the telephone

Be wary of telephone surveys.

List only your first initial and last name in the telephone directory.

If you receive a threatening or obscene telephone call, hang up. Contact the Police Department and make a report.

Answering machines are useful in screening calls. Your outgoing message should not say that you are away from home.

In an elevator

Check the inside of an elevator before entering. Wait for the next elevator if you are unsure of the people inside.

When riding an elevator, stand by the control board. If you feel in danger, press all the buttons and get off the elevator as soon as possible.

Most elevators on the _______ _______ are equipped with emergency telephones.

Self defense

If someone tries to snatch your purse, let it go. Most injuries from robberies occur when people resist during purse snatches.

If you are attacked, whether you resist and how you resist will depend on your personal resources and your personal values. Give some thought right now to what you would do in various situations that could arise. The more you have thought ahead, the more likely you will be to act in the way you have planned.

In considering your reactions to different situations, keep these three basic rules in mind: Trust your instincts.

Don't be afraid to be impolite or make a scene; this is especially important if someone you know threatens or attacks you.

Try to remain calm and use your imagination and good judgment; give yourself time to think.

Job Skills Examples
Ability to work under pressure
Accuracy
Adaptability
Administering medication
Advising people
Analyzing data
Analyzing problems
Assembling equipment
Attention to detail
Auditing ______ data
Analytical skills
Attention to details
Being thorough
Brainstorming
Budgeting
Building new business
Business communication skills
Calculating data
Categorizing records
Checking for accuracy
Coaching skills
Collaborating ideas
Collecting items
Communicating with young or old people
Comparing results
Comprehending books or ideas
Conducting interviews
Conflict resolution
Confronting other people
Constructing buildings
Consulting organizations
Counseling people
Creative thinking skills
Creating meaningful work
Critical thinking skills
Customer service skills
Dealing with complaints
Decision making skills
Defining problems
Delegating skills
Designing systems
Determination
Developing plans for projects
Diplomacy skills
Displaying art
Distributing products
Dramatizing ideas
Driving safely
Editing
Effective listening skills
Effective study skills
Encouraging people
Enforcing rules
Entertaining others
Envisioning solutions or ideas
Estimating project workload
Ethics
Evaluating programs
Expressing feelings
Expressing ideas
Extracting information
Finding missing information
Following instructions
Gathering information
Generating accounts
Goal setting
Initiator
Handling resources
Identifying problems
Imagining innovative solutions
Information management
Inspecting buildings
Inspecting equipment
Insight of essential departments in the state and outside the state.
    In your biodata, you must mention insight of essential departments in the state and outside the state. In some situations, an individual may write that he/she has "business management skills" without having insight of essential departments in the state and outside the state. This eventually leads to various harms.

Interacting with various people
Interpersonal communication skills
Interpreting languages
Interviewing
Inventing products/ideas
Investigating solutions
Knowledge of community
Knowledge of concepts and principles
Knowledge of government (state)
Leading teams
Listening to people
Maintain focus with interruptions
Maintaining a high level of production
Maintaining accurate records
Maintaining emotional control under stress
Maintaining files
Maintaining schedules or times
Making important decisions
Managing organizations
Managing people
Mediating between people
Meeting deadlines
Meeting new people
Motivating others
Multi-tasking
Navigating politics
Negotiating skills
Operating equipment
Organizing files
Organizing tasks
Patience
People management skills
Performing clerical work
Performing numerical analysis
Persuading others
Planning meetings
Planning organizational needs
Predicting future trends
Preparing written communications
Prioritization skills
Problem analysis skills
Problem solving skills
Product promotion
Promoting events
Proposing ideas
Providing customer service
Providing discipline
Public speaking
Questioning others
Quick learning skills
Raising resources
Reading
Recognizing problems
Recruiting
Rehabilitating people
Relating to others
Reliability
Remembering information
Repairing equipment
Reporting data
Researching
Resolving conflicts
Resourcefulness
Responsibility
Results orientated
Risk taking
Running meetings
____ ability
Screening telephone calls
Self-motivated
Selling ideas
Selling products or services
Serving people
Setting performance standards
Setting up demonstrations
Sketching charts or diagrams
Strategic thinking
Suggesting courses of action
Summarizing data
Supervising employees
Supervising operations
Supporting others
Taking decisive action
Taking inititiave
Taking personal responsibility
Teaching skills
Team building
Teamwork skills
Technical work
Thinking logically
Time management skills
Training skills
Translating words
Using computers
Verbal communication skills
Working creatively
Working with statistics
Writing clearly and concisely
Writing letters, papers, or proposals
Here are further guidelines.
Here are further guidelines.

General Office
Ability to understand technical instructions.
Excellent telephone receptionist skills with a thorough knowledge of telephone etiquette.
Good working knowledge of office procedures and office management.
General background and knowledge in accounting procedures.
Knowledge and abilities in proofreading materials for grammatical and spelling errors, and keyboard skills.

Organization/Details/Multi-tasking
Ability to coordinate and handle multiple priorities.
Ability to coordinate, organize and anticipate details for special programs and events.
Ability to function independently in a multi-task environment, as well as part of a team.
Ability to juggle multiple/conflicting priorities and set priorities.
Ability to manage multiple projects successfully.
Ability to organize, schedule and utilize time well.
Ability to work and make decisions with minimal supervision.
Ability to work as a team member.
Ability to work under pressure on a variety of projects simultaneously.
Demonstrated problem solving skills and self-starting skills.
Detail oriented and the ability to set priorities and objectives.
Effective management, organizational, budgeting and planning skills.
Effective problem solving and negotiating techniques.
Excellent organizational skills and the ability to attend to details and meet deadlines.
Good organization skills and attention to details and accuracy.
Neat, organized and able to meet multiple deadlines.
Organized, detail oriented, neat and able to meet deadlines.
Successful experience in the areas of decision-making, project management, and budgeting.
The ability to independently manage the details of multiple programs and projects, to track activities and to meet deadlines.

Computer Proficiency
Ability to introduce computer technology into the classroom and laboratory and willing to explore new course delivery methods.
Good computer software skills and experience with a variety of teaching resources, media and technologies, including computer-aided instruction and graphing calculators.

Faculty
Ability to work cooperatively with diverse groups.
Teaching experience.
Experience with a variety of teaching resources, media and technologies, including computer-aided instruction and/or online instruction technologies.
Knowledge of online course delivery.

Self-care abilities
What are other names for self-care abilities?
Self-management skills

What are various self-care abilities?
Bath taking
Dressing and undressing
Eating
Food preparation
Grooming
Laundry
Hygiene
Personal belongings
Play and social (indoor)
Room cleaning
Table cleaning
Toileting
www.qureshiuniversity.com/selfcareabilities.html

At what age should self-care abilities be learned?
Is a human born with abilities or are abilities learned?
Abilities are learned.
A human is born with organ system functions and signs of organ system functions at birth.
Signs of organ system functions of a newborn are:
Breathing efforts
Color of skin (pink, pale or blue)
Heart rate
Muscle tone
Reflexes

What abilities should every child learn before age 5?
What abilities should every child learn before age 12?
What abilities should every human learn before age 18?

Here are further guidelines.
http://www.qureshiuniversity.com/schoolworld.html

Ability means capacity to do or act physically, mentally, legally, morally, etc.

Supervisory
Ability to adapt to a changing environment.
Ability to analyze data and draw conclusions.
Ability to answer phone, direct calls, perform standard office tasks and operate standard office equipment.
Ability to communicate clearly to avoid confusion and misunderstanding with others.
Ability to learn new skills quickly.
Ability to plan, direct and review the work of others.
Ability to remain calm and composed when dealing with distraught people.
Ability to show flexibility in response to change and adapt to and accommodate new methods and procedures.
Ability to take initiative, make independent judgments/decisions.
Ability to work some evening and weekend hours.
Advanced ability to effectively communicate in both a verbal and written manner (director & above level).
Effective problem solving and conflict resolution skills.
Excellent presentation skills.
Well developed research skills, excellent analytical and critical thinking skills and ability to identify and resolve complex problems.

Child Development
What is child development?
Child development is a process every child goes through. This process involves learning and mastering skills like sitting, walking, talking, skipping, and tying shoes. Children learn these skills, called developmental milestones, during predictable time periods.

Children develop skills in five main areas of development:
  1. Cognitive Development
    This is the child's ability to learn and solve problems. For example, this includes a two-month-old baby learning to explore the environment with hands or eyes or a five-year-old learning how to do simple math problems.

  2. Social and Emotional Development
    This is the child's ability to interact with others, including helping themselves and self-control. Examples of this type of development would include: a six-week-old baby smiling, a ten-month-old baby waving bye-bye, or a five-year-old boy knowing how to take turns in games at school.

  3. Speech and Language Development
    This is the child's ability to both understand and use language. For example, this includes a 12-month-old baby saying his first words, a two-year-old naming parts of her body, or a five-year-old learning to say "feet" instead of "foots".

  4. Fine Motor Skill Development
    This is the child's ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a crayon to draw.

  5. Gross Motor Skill Development
    This is the child's ability to use large muscles. For example, a six-month-old baby learns how to sit up with some support, a 12-month-old baby learns to pull up to a stand holding onto furniture, and a five-year-old learns to skip.
What is a developmental milestone?
A developmental milestone is a skill that a child acquires within a specific time frame. For instance, one developmental milestone is learning to walk. Most children learn this skill or developmental milestone between the ages of 9 and 15 months.

Milestones develop in a sequential fashion. This means that a child will need to develop some skills before he or she can develop new skills. For example, children must first learn to crawl and to pull up to a standing position before they are able to walk. Each milestone that a child acquires builds on the last milestone developed.

To find out more information about age-appropriate developmental milestones click on a specific age below. If you are concerned your child has not met a developmental milestone, click here to learn more.


What are typical milestones, or skills, children learn at different ages?
We now know that our brains are not fully developed at birth. In fact, a baby's brain weighs about one quarter (1/4) of what an adult's brain weighs!

The brain grows very rapidly during the first several years of life. During this time, your child is learning all sorts of new skills.

Because children usually acquire developmental milestones or skills during a specific time frame or "window", we can predict when most children will learn different skills. The pages below describe the types of skills children usually learn at different ages. If you are concerned your child has not met a developmental milestone, click here to learn more.

Childhood Development:

What if my child does not meet a developmental milestone?
Each child is an individual and may meet developmental milestones a little earlier or later than his peers. You may have heard people say things like, "he was walking before he turned 10 months, much earlier than his older brother" or "she didn't say much until she was about 2 years old and then she talked a blue streak!" This is because each child is unique and will develop at his or her own pace.

However, there are definitely blocks of time when most children will meet a milestone. For example, children learn to walk anytime between 9 and 15 months of age. So, if your child is 13 months of age and not yet walking, there is no need to worry if he is crawling and pulling to a stand. He has acquired the skills he needs to learn to walk and may begin walking soon. However, if you have a child 15 months of age who is not yet walking, it would be a good idea to talk with your child's pediatrician to make sure there aren't any medical or developmental problems since age 15 months is outside of the normal "window" or time frame in which children learn to walk.
How can I help my child meet these developmental milestones?
As parents, we all want our children to succeed and be the best they can be. We know from research that two factors influence how your child succeeds and grows: genes and environment.

One of the factors that influence our child's development is their genetic makeup or "genes." Some people refer to this as "nature." Genes are the genetic material we pass onto our children. Children are born with their "genes" in place. These genes act like a blueprint for what characteristics a child may have. For example, genes determine if a child will have blue eyes or brown eyes; they also determine if he will be left- or right-handed.

The other factor that influences child development is the environment. This includes experiences children have in their home, school and community environments. Some people refer to this as "nurture." The environment can either improve or harm a child's genetic blueprint. For example, malnourished children who live in third world countries may not reach their IQ potential because of the impact of their environment on their brain development.

We often think we need to run out and buy special toys, music and games to stimulate our child's development, but we have to remind ourselves that it is more important to provide the following, every-day activities you can do with your child to encourage brain development.
  • Give your child lots of love and attention. No matter what a child's age, holding, hugging, and listening are important ways to show your child they matter.
  • Interact with your child by talking, singing, playing, eating, and reading with your child. Your child will grow up feeling special and important to you. You will also learn a lot about your child's interests and skills.
  • Read, read, read. Research has shown that children who are read to by their parents have a larger vocabulary than other children. Reading also provides children with new perspectives about the world we live in.
  • Learn some simple parenting skills for helping your child to learn how to behave. The most important parenting skills are having consistent rules, rewarding behaviors you want to see your child do more of, and having consequences for behaviors you do not want your child to continue to do.

  • Here are further guidelines.

    Here are further guidelines.
Meaning Units
Definition
Communication The exchange of thoughts and ideas by speech or writing
Multicultural Awareness The ability to understand and work with diversity
Multilingual The ability to communicate in a language other than one's own
Management skills The ability to guide or organize other people in order to implement various _______ and initiative and resolve conflicts among others
Teamwork/Cooperation Cooperative effort within a group in order to achieve a desired goal
Creativity To give rise to imaginative or artistic abilities as well as the ability to find novel solutions to problems
Ability to Adapt The ability to change and adjust to a new situation
Empathy The ability to understand or feel another person's ideas and emotions
Stress Management (Relaxation)  Control over the stressors that face each person, and the effects of stress
Work Ethic A principle of correct or good conduct to attain a level of integrity in one's work ability
Self Discipline Training or control over one's conduct for personal improvement as well as the ability to forgo immediate pleasure for long term goals
Responsibility The desire to achieve personal accountability
Discriminative thinking The ability to discern factual from opinionated information
Grammar skills The effective use of grammatical rules and guidelines in order to express one's ideas in correct form
Analytical Reasoning The ability to use the defined principles of logic and effectively engage in abstract thinking to achieve mastery or understanding
Economic/Business Sense Use of principles governing business and economic relationships
Mathematical skills Ability to use and apply the basic theories of the associative properties and arrangements of numbers and basic understanding of math and its uses
Computer Skills Ability to use computer technology effectively, including word-processing and spreadsheets
Telecommunication Communication occurring between two or more distant sources (fax machines, etc.)

Ability to delegate
What are Directives?
What is delegation?
Who is allowed to delegate authority?
Who decides what authority to delegate or sub-delegate?
How long does a delegated authority last?
How do I make an amendment?
What are some common examples of delegation?
What do I need to know about the delegation regulation?
How do orders and delegation differ?
Who can delegate, which acts can be delegated and who can accept delegation?

Pick the right person best suited for the task.
Make sure the person can work independently.
Make sure the person understands exactly what it is you want them to do.
Determine what tasks will need more monitoring than others.
Once the project or task is completed, carefully review.
Here are further guidelines.
Difference between abilities and human organ system functions
What are skills?
A skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self motivation and others, whereas domain-specific skills would be useful only for a certain job.

Cognitive Skills

What are cognitive skills?
Attention Skills
Auditory Processin
Executive Functions
English language reading abilities.
English language speaking abilities.
English language understanding abilities.
English language writing abilities.
Logic and Reasoning
Motor
Memory
Perception
Processing Speed
Visual Processing

Cognitive abilities are brain-based skills we need to carry out any task from the sim­plest to the most com­plex. They have more to do with the mech­a­nisms of how we learn, remem­ber, problem-solve, and pay atten­tion rather than with any actual knowl­edge. For instance, answer­ing the tele­phone involves at least: per­cep­tion (hear­ing the ring tone), deci­sion tak­ing (answer­ing or not), motor skill (lift­ing the receiver), lan­guage skills (talk­ing and under­stand­ing lan­guage), social skills (inter­pret­ing tone of voice and inter­act­ing prop­erly with another human being).

Men­tal func­tions or cog­ni­tive abil­i­ties are based on spe­cific neu­ronal net­works or brain struc­tures. For instance mem­ory skills rely mainly on parts of the tem­po­ral lobes and parts of the frontal lobes (behind the forehead).

Attention Skills: A student's ability to attend to incoming information can be observed, broken down into a variety of sub-skills, and improved through properly coordinated training. We train and strengthen the three primary types of attention:
•Sustained Attention: The ability to remain focused and on task, and the amount of time we can focus.
•Selective Attention: The ability to remain focused and on task while being subjected to related and unrelated sensory input (distractions).
•Divided Attention: The ability to remember information while performing a mental operation and attending to two things at once (multi-tasking).

Executive Functions

Abilities that enable goal-oriented behavior, such as the ability to plan, and execute a goal. These include:
Flexibility: the capacity for quickly switch­ing to the appropriate mental mode.
Theory of mind: insight into other people’s inner world, their plans, their likes and dis­likes.
Anticipation: prediction based on pattern recognition.
Problem-solving: defining the problem in the right way to then generate solutions and pick the right one.
Decision making: the abil­ity to make deci­sions based on problem-solving, on incomplete information and on emo­tions (ours and oth­ers’).
Working Memory: the capac­ity to hold and manipulate information “on-line” in real time.
Emotional self-regulation: the ability to identify and manage one’s own emotions for good performance.

Sequencing: the ability to break down complex actions into manageable units and prioritize them in the right order.

Inhibition: the ability to withstand distraction, and internal urges.

Memory: The ability to store and recall information:
Long-Term Memory: The ability to recall information that was stored in the past. Long-term memory is critical for spelling, recalling facts on tests, and comprehension. Weak long-term memory skills create symptoms like forgetting names and phone numbers, and doing poorly on unit tests.

Short-Term / Working Memory: The ability to apprehend and hold information in immediate awareness while simultaneously performing a mental operation. Students with short-term memory problems may need to look several times at something before copying, have problems following multi-step instructions, or need to have information repeated often.

Logic and Reasoning: The ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures. Deductive reasoning extends this problem-solving ability to draw conclusions and come up with solutions by analyzing the relationships between given conditions. Students with underdeveloped logic and reasoning skills will generally struggle with word math problems and other abstract learning challenges. Symptoms of skill weaknesses in this area show up as questions like, "I don't get this", "I need help...this is so hard", or "What should I do first?"

Auditory Processing: The ability to analyze, blend, and segment sounds. Auditory processing is a crucial underlying skill for reading and spelling success, and is the number one skill needed for learning to read. Weakness in any of the auditory processing skills will greatly hinder learning to read, reading fluency, and comprehension. Students with auditory processing weakness also typically lose motivation to read.

Motor
Ability to mobilize our muscles and bodies.
Ability to manipulate objects.

Visual Processing: The ability to perceive, analyze, and think in visual images. This includes visualization, which is the ability to create a picture in your mind of words or concepts. Students who have problems with visual processing may have difficulty following instructions, reading maps, doing word math problems, and comprehending.

Perception
Recognition and interpretation of sensory stimuli (smell, touch, hearing, etc.)

Processing Speed: The ability to perform simple or complex cognitive tasks quickly. This skill also measures the ability of the brain to work quickly and accurately while ignoring distracting stimuli. Slow processing speed makes every task more difficult. Very often, slow processing is one root of ADHD-type behaviors. Symptoms of weaknesses here include homework taking a long time, always being the last one to get his or her shoes on, or being slow at completing even simple tasks.

English grammar relevant to abilities
What English grammar should you know relevant to abilities?
Take a look at this.
www.qureshiuniversity.com/able.html

Word abilities is plural of word ability.
Abilities are learned.
An individual is not born with abilities.
Skills is a synonym for abilities.
Here are further guidelines.
http://www.qureshiuniversity.com/able.html

What are the vital signs of human organ systems functions?
Consciousness
Pulse
Blood pressure
Respiratory rate
Temperature
Pain

In some regions, consciousness and pain are not considered vital signs.

What should you know about human abilities relevant to age?
Cognitive abilities
Physical abilities
Psychomotor abilities
Sensory abilities
English grammar relevant to abilities
Human organ systems functions and relevance to abilities
Human organ system functions
What should you know about human organ systems’ functions?
Human organ systems functions exist from birth.

How is a human body organized?
Cells are the basic unit of life.
Tissues are clusters of cells that perform a similar function.
Organs are made of tissues that perform one specific function.
Organ systems are groups of organs that perform a specific purpose in the human body.

The purpose of the 11 organ systems is for the human body to maintain homeostasis.

Organs and Functions

What are the human organs and their function?
Adrenal glands - Fight or flight emergency explosive action and mental clarity.
Appendix - No longer in direct use, theorized to help Immune system.
Bladder - Temporally collects liquids from food waste.
Brain - A neural network of interdependent systems to send signals to muscles.
Epidermis - protect against pathogens, oxidant stress (UV light) and chemicals.
Esophagus - Muscular tube through which food travels to the stomach.
Eyes - Conversion of photons into a data stream for the optic nerve.
Gall bladder - Fat conversion/digestion with high powered chemicals.
Heart - Pump to move blood around the body.
Kidney - Regulate acidity, blood pressure, salt/water balance, signal hormones.
Large intestine - Absorb water and last remaining nutrients from waste.
Liver - Filter out the blood of impurities and toxins.
Lungs - Absorption of Oxygen and release of Carbon Dioxide.
Mouth - Temporary storage area for food while it is evaluated and crushed.
Ovaries - In Females, secrete estrogen, progesterone and create ovums.
Pancreas - Break down the carbohydrates, proteins, and lipids in food.
Parathyroid - Control the amount of calcium in the blood and within the bones.
Pleura - Lubricant and structure to convert muscle movements to inhale/exhale.
Prostate gland - In Males, Assist in the preparation of semen.
Rectum - About 12cm of temporary storage site for feces.
Small intestine - Primary absorption of nutrients and minerals in food.
Spine - Bendable support structure for upper body, protects wires from brain to lower body.
Spleen - Secondary backup systems to regulate blood and immune system.
Stomach - Dissolve and churn eaten foods with acids.
Testes - In Males, create sperm containing the DNA code to build another human.
Thyroid gland - Configuration for energy storage, dial in sensitivity to hormones.
Tongue - Evaluate and reposition food in the mouth and push down esophagus.
Uterus - Hold and supply nutrients to the ovum while it grows into a human.

Organs/Structures
Human
Adrenal glands
Appendix
Bladder
Blood
Blood vessels
Bones
Brain
Bronchi
Bronchial tubes
Cartilage
Diaphragm
Ears
Epidermis
Esophagus
Eyes
Gall bladder
Gonads
Hair
Heart
Intestines
Joints
kidneys
Large intestine
Ligaments
Liver
Lungs
Lymph
Lymph nodes
Lymph vessels
Mammary glands
Mouth
Muscles
Nails
Nasal passages
Nerves
Nose
Ovaries
Pancreas
Parathyroid
Penis
Pharynx
Pineal gland
Pituitary gland
Pleura
Prostate gland
Rectum
Scrotum
Skin
Pituitary gland
Small intestine
Spinal cord
Spine
Spleen
Stomach
Sweat glands
Teeth
Tendons
Testes
Thymus
Thyroid gland
Tongue
Tonsils
Trachea
Ureters
Urethra
Urinary bladder
Uterus
Vagina
Vas deferens
Here are further guidelines.

Osteology
Here are further guidelines.
How many organ systems does the human body have?
The human body has 11 organ systems.

What are the organ systems of the human body?
Take a look at this.
Organ Systems of the Body

Brain & central nervous system (nervous system)
Circulatory System
Digestive System
Endocrine System
Integumentary system
Lymphatic (immune) system
Muscular system
Reproductive System
Respiratory System
Skeletal System
Urinary system
SYSTEMS MAJOR SYSTEMS of the BODY PRIMARY FUNCTIONS Clinical study
Brain & Central Nervous System (Nervous system) Nerve Cells (Neurons)
Support Cells (Neuroglia)
Neurophysiology
Spinal Cord (Central Nervous System)
Brain (Central Nervous System)
Nerves (Peripheral Nervous System)
Sensory System
Motor System
The nervous system consists of the central nervous system (the brain and spinal cord) and the peripheral nervous system. The brain is the organ of thought, emotion, memory, and sensory processing, and serves many aspects of communication and controls various systems and functions. The special senses consist of vision, hearing, taste, and smell. The eyes, ears, tongue, and nose gather information about the body's environment. Neuroscience,
Neurology (disease),
Psychiatry (behavioral),
Ophthalmology (vision),
Otolaryngology (hearing, taste, smell)
Circulatory System Heart, blood vessels, blood Rapid flow of blood throughout the body’s tissues Cardiology (heart), hematology (blood)
Digestive System Mouth, pharynx, esophagus, stomach, intestines, salivary glands, pancreas, liver, gallbladder Digestion and absorption of organic nutrients, salts, and water Gastroenterology
Endocrine System All glands secreting hormones: Pancreas, testes, ovaries, hypothalamus, kidneys, pituitary, thyroid, parathyroid, adrenal, intestinal, thymus, and pineal Regulation and coordination of many activities in the body Endocrinology
Integumentary system Skin Protection against injury and dehydration; defense against foreign invaders; regulation of temperature Dermatology
Lymphatic (immune) system The main function of the lymphatic system is to extract, transport and metabolize lymph, the fluid found in between cells.

Immune system
White blood cells, lymph vessels and nodes, spleen, thymus, and other lymphatic tissues

Defense against foreign invaders; return of extracellular fluid to blood; formation of white blood cells
The lymphatic system is very similar to the circulatory system in terms of both its structure and its most basic function (to carry a body fluid). Oncology, immunology
Muscular system (listed by action site):
Muscles that act on the arm (or humerus bone)
Muscles that act on the shoulder
(or scapula bone)
Muscles that act on the forearm
(or radius & ulna bones)
Muscles that act on the wrist & hand
(or carpals, metacarpals & phalanges)
Muscles that act on the ant. thigh
(or anterior femur bone)
Muscles that act on the post. thigh
(or posterior femur bone)
Muscles that act on the leg
(or tibia and fibula bones)
Muscles that act on the anke & foot
(or tarsals, metatarsals, and phalanges)
Muscles that act on the back
(or posterior vertebral column)
Muscles that act on the neck & head
(or vertebral column and skull)
Muscles that act on the abdomen
(or anterior vertebral column)
Muscles that act on the mandible
(for mastication or chewing)
Muscles that act on the face
(for facial expression; now adding)
Muscles that act on the chest
(for breathing; now drawing)
Cartilage, ligaments, tendons, joints, skeletal muscle
Support, protection, and movement of the body Orthopedics (bone and muscle disorders and injuries)
Reproductive System Male: Testes, penis, and associated ducts and glands

Female: Ovaries, uterine tubes, uterus, vagina, mammary glands Production of sperm; transfer of sperm to female
Production of eggs; provision of a nutritive environment for the developing embryo and fetus Gynecology (women), andrology (men), sexology (behavioral aspects) embryology (developmental aspects), obstetrics (partition)
Respiratory System Nose, pharynx, esophagus, stomach, intestines, salivary glands Exchange of carbon dioxide and oxygen; regulation of hydrogen-ion concentration Pulmonology
Skeletal System Lower Limbs
Ribs and Sternum
Skull
Upper Limbs
Vertebrae
Orthopedics (bone and muscle disorders and injuries)
Urinary system The urinary system consists of the kidneys, ureters, bladder, and urethra. It removes water from the blood to produce urine, which carries a variety of waste molecules and excess ions and water out of the body. Nephrology (function), urology (structural disease)
Organs/Structures
Circulatory System:
Cardiovascular organs: heart, blood vessels, blood

Digestive System:
Primary organs: mouth, stomach, intestines, rectum
Other organs: teeth, tongue, liver, pancreas

Endocrine System:
Endocrine structures: pituitary gland, pineal gland, thymus, ovaries, testes, thyroid gland

Integumentary System
Integumentary structures: skin, nails, hair, sweat glands

Lymphatic: Lymphatic organs: lymph vessels, lymph nodes, thymus, spleen, tonsils

Nervous System:
Structures: brain, spinal cord, nerves

Reproductive System:
Male organs: testes, scrotum, penis, vas deferens, prostate
Female organs: ovaries, uterus, vagina, mammary glands

Respiratory System:
Respiratory organs: lungs, nose, trachea, bronchi

Muscular System
Muscles

Skeletal System:
Structures: bones, joints, ligaments, tendons, cartilage

Urinary/Excretory Systems
Structures: kidneys, urinary bladder, urethra, ureters

The human body is composed of interactive systems. Most organs in the body are necessary, a few like tonsils are not.  There are specific functions for each of the organs in the systems, but they cannot operate by themselves.

Below is a chart that will help you review the different systems with your students.

SYSTEMS

ORGANS

FUNCTIONS

respiratory lungs, nasal passages,   bronchi, pharynx, trachea, diaphragm, bronchial tubes intake of oxygen and removal of carbon dioxide from body
nervous  spinal cord, brain, nerves, skin, eyes, ears, tongue, nose control of body activities and the reaction to stimuli
digestive stomach, liver, teeth, tongue, pancreas, intestine, esophagus break down of food and absorption for use as energy
excretory kidneys, bladder ureters, skin controls water and salt balance
 endocrine pituitary gland, adrenal gland, thyroid gland, gonads production of hormones and body regulation
skeletal and muscular bones, muscles protection and movement
circulatory blood, blood vessels, heart, lymph transport of nutrients, metabolic wastes, water, salts, and disease fighting cells
 integumentary skin protection of body from injury and bacteria, maintenance of tissue moisture, holds receptors for stimuli response, body heat regulation







Fitness for duty
Is there a difference between human body functional capacity evaluation and fitness for duty?
Yes.

What is the difference between human body functional capacity evaluation and fitness for duty?
Functional capacity evaluation measures 11 human organ system functions relevant to age.
Fitness for duty measures general abilities and professional abilities relevant to a profession.

Functional Capacity Evaluation measures 11 human organ system functions relevant to age.

1.What is the health status of this individual relevant to age?
Here is an example.
100% mentally fit.
95% physically fit.

What are the signs of the 11 human organ systems’ functions?

At birth, breathing effort, heart rate, muscle tone, response to smell or foot slap, skin color.
After birth, various signs of organ system functions are visible relevant to age.

Here is a list in alphabetical order.
Ability to hear, see, talk (consciousness): Normal/abnormal
Breathing: Normal/abnormal
Blood pressure: Normal/abnormal
Eating: Normal/abnormal
Emotion: Angry, polite, hostile
Getting started after sleep: Problem/no problem
Learning: Problem/no problem
Medicolegal issues (survival needs, harms from others, or stress)
Pain: Yes (evaluate severity/no pain)
Performing manual tasks: Problem/no problem
Pulse: Normal/abnormal
Respiratory rate: Normal/abnormal
Sitting: Normal/abnormal
Skin: Normal/abnormal
Sleeping: Normal/abnormal
Stools: Normal/abnormal
Temperature: Normal/abnormal
Urination: Normal/abnormal
Walking: Normal/abnormal
Working

These signs of human organ systems functions are all relevant to age.
An 18-year-old human should have normal function of all these signs of human organ systems.
Abilities relevant to specific profession or professions need fitness for duty analysis.
See fitness for duty details.

In case of any issues or problem, see further details.
Caring for oneself (eating, dressing, toileting, etc.)

2. What work is available?

Is the individual mentally and physically fit relevant to a specific profession?

Fitness for duty measures general abilities and professional abilities relevant to a profession.

Fitness for duty
Various examples have been quoted.

When is fitness for duty required?
Fitness of duty can be required while an individual is on existing duty or when an individual needs to be placed at a specific position, including executive, senior, supervisor, and entry level.

What can be reasons a person is not fit for specific work/duty/profession?
Illiterate.
Personality disorder (liar, etc).
Harmful to self or others.
Lack of knowledge of specific profession.
Insufficient knowledge of specific profession.
Criminal traits.
Lack of desire for public service.

Fitness for duty

1 . What is the profile of the individual and where is this individual now whose fitness of duty is required?
Take a look at this.
http://www.qureshiuniversity.com/aboutthefounder.html

2. How would you rate the human organ system’s functions of this individual for mental fitness and physical fitness on the scale of 1-100?
100% mentally fit.
95% physically fit.

3. For what profession does this individual need to be fit for duty?
Governor of the state.
Head of the state.

4. Does the fitness for duty require analysis for executive, senior, supervisory, or entry-level professional duties in the state or outside the state?
Executive

5. Is this individual able to understand, read, write, and speak the English language?
Yes.

6. How would you rate this individual’s English language abilities on a scale of 1–10, with 10 being the best?
8-10.

7. How would you rate the truthfulness of this individual on a scale of 1-10, with 10 being the best?
10.

8. How would you rate this individual’s politeness (speech, manners, behavior) in the last five years on a scale of 1-10, with 10 being the best?
10.

9. Does the individual have general abilities and professional abilities relevant to a specific profession or professions?
Take a look at this.
www.qureshiuniversity.com/professionsworld.html
Everything is displayed at this location.

10. Can this individual guide one profession or many professions?
Many professions.

11. What is the proof that this individual can guide one profession or many professions?
Here are various facts.
www.qureshiuniversity.com/professionsworld.html

12. Can this individual guide a teacher, lawyer, engineer, or doctor?
Yes.

13. Can this individual answer questions relevant to the existing duty of a specific profession or professions?
Yes.

14. Does this individual have specific technical abilities?
Yes.

15. Is this individual able to answer relevant questions from time to time relevant to existing duty?
Yes.

16. How would you describe this individual’s fitness for existing duty and further placement?
Fit for existing duty.
Recommendations for further placement.

These are basic questions; there are many more.

These questions are answered under the pretext of fitness for duty.
What is ability?

A natural or acquired skill or talent.

Synonyms: aptitude, capability, capacity, competence, competency, comprehension, dexterity, endowment, facility, faculty, intelligence, might, potentiality, qualification, resourcefulness, skill, strength, talent, understanding

What is technique?

A systematic procedure, formula, or routine by which a task is accomplished.

What are the different types of skills?

Take a look at this.
http://www.qureshiuniversity.com/skillsworld.html
This resource has guidelines for thousands of skills ranging from general purpose skills to work-specific skills.
What body system helps humans turn the food they eat into energy? (Digestive.)
What body system helps humans breathe? (Respiratory.)
What body system controls other body systems? (Nervous.)
What body system provides structure for the body? (Skeletal.)
What body system allows us to move? (Muscular.)
What body system includes a transport system (blood) and a pump (the heart) that keeps the transport system moving? (Circulatory.)
Can you think of two body systems that work together? (Examples include the respiratory and circulatory, muscular and skeletal, digestive and circulatory, and nervous and any other system.) What part of the nervous system is essential for it to work properly? (Brain.)
What event could disrupt one or more body systems? (Injury or disease could disrupt one or more body systems.)
What parts of the respiratory system would need to be blocked to not allow any air into this system? (The mouth, nose, or trachea.)
What is the person's level of functioning?
What treatments or interventions can maximize functioning?
What are the outcomes of the treatment? How useful were the interventions?
How would I rate my capacity in mobility or communication?
What health care and other services will be needed?
How well do we serve our clients? What basic indicators for quality assurance are valid and reliable?
How useful are the services we are providing?
How _____-effective are the services we provide? How can the service be improved for better outcomes at a lower _____?
What are the needs of persons with various levels of disability - impairments, activity limitations and participation restrictions?
How can we make the social and built environment more accessible for all person, those with and those without disabilities ?
Can we assess and measure improvement?

Body Functions are physiological functions of body systems (including psychological functions).
Body Structures are anatomical parts of the body such as organs, limbs and their components.
Impairments are problems in body function or structure such as a significant deviation or loss.
Activity is the execution of a task or action by an individual. Participation is involvement in a life situation.
Activity Limitations are difficulties an individual may have in executing activities.
Participation Restrictions are problems an individual may experience in involvement in life situations.
Environmental Factors make up the physical, socal and attitudinal environment in which people live and conduct their lives.

Body Structure (s)
0 no change in structure
1 total absence
2 partial absence
3 additional part
4 aberrant dimensions
5 discontinuity
6 deviating position
7 qualitative changes in structure, including accumulation of fluid
8 not specified
9 not applicable

Body Function:
Mental Functions
Sensory Functions and Pain
Voice and Speech Functions
Functions of the Cardiovascular, Haematological, Immunological and Respiratory Systems
Functions of the Digestive, Metabolic, Endocrine Systems
Genitourinary and Reproductive Functions
Neuromusculoskeletal and Movement-Related Functions
Functions of the Skin and Related Structures

Structure:
Structure of the Nervous System
The Eye, Ear and Related Structures
Structures Involved in Voice and Speech
Structure of the Cardiovascular, Immunological and Respiratory Systems
Structures Related to the Digestive, Metabolic and Endocrine Systems
Structure Related to Genitourinary and Reproductive
Systems
Structure Related to Movement
Skin and Related Structures

Activities and Participation

Learning and Applying Knowledge
General Tasks and Demands
Communication
Mobility
Self Care
Domestic Life
Interpersonal Interactions and Relationships
Major Life Areas
Commmunity, Social and Civic Life

What is abilities assessment?

You have to prove your performance in the real world.

You should have abilities/skills relevant to the real world.

Always show abilities, skills, and knowledge relevant to specific profession or professions in the real world, particularly through advertising or media.

You must prove your competence in the real world.

You should be able to answer relevant questions in the real world from time to time relevant to your profession.

How are abilities assessed?

Unlike tests of skills, personality, interests or values – all of which are influenced by changes over time – abilities are assessed through the actual performance of manual and mental tasks which measure how easily the test-taker can perform those tasks.

What is spatial ability?

Spatial ability is the capacity to understand and remember the spatial relations among objects. This ability can be viewed as a unique type of intelligence distinguishable from other forms of intelligence, such as verbal ability, reasoning ability, and memory skills. Spatial ability is not a monolithic and static trait, but made up of numerous subskills, which are interrelated among each other and develop throughout your life.

Why is spatial ability important?

Visual-spatial skills are of great importance for success in solving many tasks in everyday life.

What is a Skills Center?
What do you have to do to improve your skills?
Here are further guidelines.
Personal Skills List

Self-Management Skills:

Active
Adept
Alert
Ambitious
Analytical
Assertive
Authentic
Broadminded
Businesslike
Calm
Candid
Capable
Careful
Caring
Clear thinking
Composed
Competent
Competitive
Confident
Conscientious
Considerate
Consistent
Constructive
Cooperative
Courageous
Creative
Critical
Curious
Deliberate
Dependable
Detail oriented
Determined
Diplomatic
Disciplined
Dynamic
Eager
Economical
Effective
Efficient
Empathic
Energetic
Enterprising
Enthusiastic
Exceptional
Experienced
Expressive
Fair minded
Far-sighted
Firm
Flexible
Friendly
Generous
Gracious
Helpful
Honest
Humorous
Imaginative
Independent
Industrious
Ingenious
Innovative
Insightful
Intuitive
Inventive
Likeable
Logical
Loyal
Mature
Meticulous
Motivated
Optimistic
Organized
Outgoing
Outstanding
Patient
Perceptive
Persevering
Persistent
Pioneering
Pleasant
Poised
Polite
Positive
Practical
Precise
Productive
Progressive
Punctual
Purposeful
Rational
Realistic
Reasonable
Reflective
Reliable
Resourceful
Respectful
Responsible
Self-confident
Self-controlling
Self-reliant
Sense of humor
Sensible
Sincere
Sociable
Spontaneous
Stable
Strong-willed
Sympathetic
Tactful
Teachable
Tenacious
Thinks quickly
Thoughtful
Trustworthy
Understanding
Versatile
Visionary
Wholesome
Transferable Skills Checklist
Life Skills
Soft skills and hard skills.
What are other names for transferable skills?
Transferable skills are known by a variety of terms - key skills, core skills, soft skills, generic skills, generic competences. Transferable skills have been defined quite simply as "skills developed in one situation which can be transferred to another situation". They are the kinds of skills which are necessary for effective performance by individuals, not only in the workplace but in life in general. Some examples of such skills include team working, communication skills, problem solving and planning skills.

What are transferable skills?
Transferable skills are skills that you can take with you from one situation to another, from one job to another.
Transferable skills (also called “life skills”) may be defined as a set of qualities that can be applied to any field or career, regardless of where they were first learned.

Your transferable skills are often:
Acquired through a class (e.g., an English major who is taught technical writing)
Acquired through experience

Working With People
Working With Things
Working With Data/Information

TRANSFERABLE SKILLS CHECKLIST

Key Transferable Skills

Working with People
Leadership
Other Transferable Skills
(Dealing with things)
Creative, Artistic
Dealing with Data
Add any other Transferable Skills that you think are important
Using Words, Ideas
Checklist of Transferable Skills

Adapt to Situations: Learn a new task and/or work in a different area with different co- workers.
Analyze: Break a problem down to see what is really going on.
Assemble Products: Put things together with your hands.
Calculate Numbers: Use a calculator, cash register or computer to answer numerical questions.
Communicate: Speak and/or write well and get your ideas across to other easily.
Confident: Believe in and feel good about yourself.
Considerate: Always think about how others may feel about things, especially before you say or do things that my affect them.
Creativity: Use your imagination to come up with new ideas or to solve problems.
Decision Making: Make good judgements about what to do in a difficult situation, even when the supervisor is not present.
Delegate: Assign tasks to others to complete.
Dependable: Can be counted on to do what you said you would do (i.e. show up for work on time, do your job duties well, etc).
Efficient: Perform tasks in the fastest and simplest ways that they can be done.
Energetic: Lots of energy to use at work and at play. Explain: Tell others why you do certain things they way you
do or why you think the way you do. Flexible: Can carry out many different responsibilities, sometimes with very little advanced notice.
Handle Complaints: Deal effectively with complaints made by customers or constructive criticism from your _________.
Helpful: Enjoy helping people solve their problems.
Interpret: Look at things and make sense of them, figure out what makes things work,why there is a problem, etc.
Learn Quickly: Do new things and carry out new responsibilities easily by watching other or by following instructions.
Listen: Listen/pay attention to what others are saying, without daydreaming or forming judgement about them.
Loyal: Committed and devoted to things/people that mean a lot to you (i.e. your best friend, your job/supervisor).
Motivate Others: Help keep others' spirits up and encourage them to do their best.
Operate Equipment: Turn equipment on and off as well as how to use it safely and wisely. (If you don't know how to operate certain things, you always ask for help.)
Order Goods/Supplies: Keep track of items and how to order them.
Organize: Arrange people/plan events/put things in order so that they run smoothly.
Pleasant: Nice person for others to talk to and be with.
Precise: Make sure that things are done accurately, correctly and exactly.
Punctual: Always on time for things.
Record Data: Write thorough and accurate notes/numbers.
Resourceful: Thing of new, creative and different ways to do things when there are no obvious solutions available.
Self-assured: Feel very confident and positive about yourself and your abilities.
Service Customers: Be friendly, patient and polite with customers and try your best to service their needs/wants.
Set Goals: Set goals for yourself to achieve and plan ways to achieve them.
Supervise: Watch others to make sure that everything is ok and/or that they are doing their jobs well.
Take Instructions: Follow instructions well, ask questions when you do not fully understand instructions.
Think Ahead: Plan your day and keep problems/accidents from happening.
Time Management: Plan your time so that you don't forget to do things, you're almost always/always on time, and you know how to prioritize and give yourself enough time to do the things that you need to do.
Trouble-shoot: Figure out what the problem is, why there is a problem, or prevent a problem before it happens.
Trustworthy: Can be trusted to get the job done, to look after things or keep secrets that are very important to other people.

Transferable Skills

These skills are general skills that can be useful in a variety of jobs. For example, writing clearly, good language skills, or the ability to organize and prioritize tasks would be desirable in many jobs. These are called transferable skills because they can be transferred from one job-or even career-to another.

Key Transferable Skills

o Meeting deadlines
o Planning
o Speaking in public
o Controlling budgets
o Supervising others
o Accepting responsibility
o Instructing others
o Solving problems
o Managing budgets
o Managing people
o Meeting the public
o Negotiating
o Organizing or managing projects
o Written communications

Dealing with data

o Analyze data or facts
o Investigate
o Audit records
o Keep records
o Budget
o Locate answers or information
o Calculate, compute
o Manage ________
o Classify data
o Negotiate
o Compare, inspect, or record facts
o Count, observe, compile
o Research
o Detail-oriented
o Synthesize
o Evaluate
o Take inventory

Working with people

o Administer
o Patient
o Negotiate
o Persuade
o Confront others
o Teach
o Pleasant
o Counsel people
o Sensitive
o Demonstrate
o Sociable
o Tolerant
o Diplomatic
o Supervise
o Help others
o Tactful
o Insightful
o Interview others
o Instruct
o Listen
o Trust
o Understand
o Outgoing
o Kind

Using Word, Ideas

o Research
o Articulate
o Inventive
o Logical
o Ingenious
o Write clearly
o Design
o Develop/Create
o Edit
o Correspond with others
o Remember information
o Communicate verbally
o Create new ideas
o Speak in public

Leadership

o Arrange social functions
o Motivate people
o Competitive
o Negotiate agreements
o Decisive
o Plan
o Delegate
o Run meetings
o Direct others
o Self-controlled
o Explain things to others
o Self-motivated
o Get results
o Solve problems
o Mediate problems
o Take risks

Creative, Artistic

o Artistic
o Music appreciation
o Play instruments
o Perform, act
o Drawing, art
o Expressive
o Dance, body movement
o Present artistic ideas

Other Transferable Skills

o Using my hands, dealing with things
o Assemble or make things
o Build, observe, and inspect things
o Construct or repair buildings
o Operate tools and machinery
o Drive or operate vehicles
o Good with my hands
o Use complex equipment
o Endure long hours
o Follow directions
o File records
o Learn quickly

Creative, Artistic Skills

Artistic
Draw, sketch, render
Expressive
Music Appreciation
Perform, act
Play Instruments
Present artistic ideas

Analytical Skills

Analyze data or facts
Audit records
Budget
Calculate, compute
Classify data
Compare, inspect, record facts
Count, observe, compile
Detail-oriented
Evaluate
Investigate
Locate answers/information
Negotiate
Research
Synthesize
Take inventory

Key Transferable Skills

Accept responsibility
Control budget
Increase sales or efficiency
Instruct other
Manage people
Meet deadlines
Meet the public
Negotiate
Organize/manage projects
Plan
Solve problems
Speak in public
Supervise others
Written communications

Leadership

Arrange social functions
Competitive
Decisive
Delegate
Direct others
Explain things to others
Get results
Mediate problems
Motivate people
Negotiate agreements
Plan
Run meetings
Self-controlled
Self motivated
Solve problems
Take risks

Other Transferable Skills:

Assemble or make things
Build, observe, inspect things
Construct or repair buildings
Drive or operate vehicles
Good with my hands
Operate tools/machinery
Repair things
Use complex equipment
Use my hands

Using Words and Ideas:

Articulate
Communicate verbally
Correspond with others
Create new ideas
Design
Edit
Inventive
Logical
Remember information v Research
Speaking in public
Write clearly

Working with People:

Administer
Care for
Confront others
Counsel people
Demonstrate
Diplomatic
Help others
Kind
Listen
Negotiate
Outgoing
Patient
Persuade
Pleasant
Sensitive
Sociable
Supervise
Tolerant
Tough
Trust
Understand

Job Content Skills - what have you done?

Adapting new procedure
Administering programs
Advising people
Analyzing data
Analyzing problems
Assembling apparatus
Becoming actively involved
Being thorough
Budgeting expenses
Calculating numerical data
Checking for accuracy
Coaching individuals
Comparing results
Compiling statistics
Conducting meetings
Coordinating schedules/times
Coping with deadlines
Delegating responsibility
Determining/defining
problems
Developing plans for projects
Dispensing information
Drafting reports
Editing work
Encouraging others
Evaluating programs
Expressing ideas orally to individuals or groups
Finding/gathering information
Handling complaints
Handling detail work
Imagining new solutions
Inspecting physical objects
Interacting with people at
various levels
Interviewing prospective employees
Investigating problems
Knowledge of concepts and principles
Listening to others
Locating missing information
Maintaining accurate records
Maintaining emotional control under stress
Making decisions
Managing an organization
Managing people
Mediating between people
Meeting new people
Motivating others
Negotiating, arbitrating conflicts
Operating equipment
Organizing files
Organizing tasks
Performing numeric analysis
Persuading others
Picking out important
information
Planning agendas/meetings
Planning organizational needs
Preparing written
communications
Prioritizing work
Promoting events
Proposing ideas
Providing customer service
Public speaking
Reading volumes of materials
Recommending course of action
Recommending ideas
Rehabilitating people
Relating to the public
Running meetings
Screening telephone calls
Selling ideas/products
Setting up demonstrations
Setting work/committee goals
Teaching/Training Individuals
Thinking in a logical manner
Taking independent action

Personal Development and Personal Empowerment
Self-Motivation and Emotional Intelligence
Time Management and Removing Distractions to help you achieve more
Avoiding Stress
Anger Management
Relaxation Techniques
Assertiveness
Building Confidence and Self-Esteem

Verbal Communication

o Speak well in public appearances
o Confront and express opinions without offending
o Interview people to obtain information
o Handle complaints ___in person ___over phone
o Present ideas effectively in speeches or lecture
o Persuade/influence others to a certain point of view
o Sell ideas, products or services
o Debate ideas with others
o Participate in group discussions and teams
o Perform

Nonverbal Communication

o Listen carefully and attentively
o Convey a positive self image
o Use body language that makes others comfortable
o Develop rapport easily with groups of people
o Establish culture to support learning
o Express feelings through body language
o Promote concepts through a variety of media
o Believe in self worth
o Respond to non-verbal cues
o Model behavior or concepts for others

Written Communication

o Write technical language, reports, manuals
o Write poetry, fiction plays
o Write grant proposals
o Prepare and write logically written reports
o Write copy for sales and advertising
o Edit and proofread written material
o Prepare revisions of written material
o Utilize all forms of technology for writing
o Write case studies and treatment plans
o Demonstrate expertise in grammar and style

Train/Consult

o Teach, advise, coach, empower
o Conduct needs assessments
o Use a variety of media for presentation
o Develop educational curriculum and materials
o Create and administer evaluation plan
o Facilitate a group
o Explain difficult ideas, complex topics
o Assess learning styles and respond accordingly
o Consult and recommend solutions
o Write well organized and documented reports

Analyze

o Study data or behavior for meaning and solutions
o Analyze quantitative, physical and/or scientific data
o Write analysis of study and research
o Compare and evaluate information
o Systematize information and results
o Apply curiosity
o Investigate clues
o Formulate insightful and relevant questions
o Use technology for statistical analysis

Research

o Identify appropriate information sources
o Search written, oral and technological information
o Interview primary sources
o Hypothesize and test for results
o Compile numerical and statistical data
o Classify and sort information into categories
o Gather information from a number of sources
o Patiently search for hard-to-find information
o Utilize electronic search methods

Plan and Organize

o Identify and organize tasks or information
o Coordinate people, activities and details
o Develop a plan and set objectives
o Set up and keep time schedules
o Anticipate problems and respond with solutions
o Develop realistic goals and action to attain them
o Arrange correct sequence of information and actions
o Create guidelines for implementing an action
o Create efficient systems
o Follow through, insure completion of a task

Counsel and Serve

o Counsel, advise, consult, guide others
o Care for and serve people; rehabilitate, heal
o Demonstrate empathy, sensitivity and patience
o Help people make their own decisions
o Help others improve health and welfare
o Listen empathically and with objectivity
o Coach, guide, encourage individuals to achieve goals
o Mediate peace between conflicting parties
o Knowledge of self-help theories and programs
o Facilitate self-awareness in others

Interpersonal Relations

o Convey a sense of humor
o Anticipate people's needs and reactions
o Express feelings appropriately
o Process human interactions, understand others
o Encourage, empower, advocate for people
o Create positive, hospitable environment
o Adjust plans for the unexpected
o Facilitate conflict management
o Communicate well with diverse groups
o Listen carefully to communication

Leadership

o Envision the future and lead change
o Establish policy
o Set goals and determine courses of action
o Motivate/inspire others to achieve common goals
o Create innovative solutions to complex problems
o Communicate well with all levels of the organization
o Develop and mentor talent
o Negotiate terms and conditions
o Take risks, make hard decisions, be decisive
o Encourage the use of technology at all levels

Management

o Manage personnel, projects and time
o Foster a sense of ownership in employees
o Delegate responsibility and review performance
o Increase productivity and efficiency to achieve goals
o Develop and facilitate work teams
o Provide training for development of staff
o Adjust plans/procedures for the unexpected
o Facilitate conflict management
o Communicate well with diverse groups
o Utilize technology to facilitate management

Economy and Budget

o Calculate, perform mathematical computations
o Work with precision with numerical data
o Keep accurate and complete ______ records
o Perform accounting functions and procedures
o Compile data and apply statistical analysis
o Create computer generated charts for presentation
o Use computer software for records and analysis
o Forecast, estimate
o Appraise and analyze
o Create and justify organization's budget to others

Administrative

o Communicate well with key people in organization
o Identify and purchase necessary resource materials
o Utilize computer software and equipment
o Organize, improve, adapt office systems
o Track progress of projects and troubleshoot
o Achieve goals within budget and time schedule
o Assign tasks and sets standards for support staff
o Supervise
o Demonstrate flexibility during crisis
o Oversee communication, email and telephones

Create and Innovate

o Visualize concepts and results
o Intuit strategies and solutions
o Execute color, shape and form
o Brainstorm and make use of group synergy
o Communicate with metaphors
o Invent products through experimentation
o Express ideas through art form
o Remember faces, accurate spatial memory
o Create images through, sketches, sculpture, etc.
o Utilize computer software for artistic creations

Construct and Operate

o Assemble and install technical equipment
o Build a structure, follow proper sequence
o Understand blueprints and architectural specs
o Repair machines
o Analyze and correct plumbing or electrical problems
o Use tools and machines
o Master athletic skills
o Landscape and farm
o Drive and operate vehicles
o Use scientific or medical equipment

76 Transferable Skills

Information Management Skills:

Ability to ...
    Sort data and objects
    Compile and rank information
    Apply information creatively to specific problems or tasks
    Synthesize facts, concepts and principles
    Understand and use organizing principles
    Evaluate information against appropriate standards
Design and Planning Skills: Ability to ...
    Identify alternative courses of action
    Set realistic goals
    Follow through with a plan or decision
    Manage time effectively
    Predict future trends and patterns
    Accommodate multiple demands for commitment of time, energy and resources
    Assess needs
    Make and keep a schedule
    Set priorities
Valuing Skills: Ability to ...
    Assess a course of action in terms of its long-range effects on the general human welfare
    Make decisions that will maximize both individual and collective good
    Appreciate the contributions of art, literature, science and technology to contemporary society
    Identify one's own values
    Assess one's values in relation to important life decisions
Human Relations and Interpersonal Skills:

Ability to ...
    Keep a group "on track" and moving toward the achievement of a goal
    Maintain group cooperation and support
    Delegate tasks and responsibilities
    Interact effectively with peers, superiors, and subordinates
    Express one's feelings appropriately/understand the feelings of others
    Use argumentation techniques to persuade others
    Make commitments to people
    Be willing to take risks
    Teach a skill, concept or principle to others
    Analyze behavior of self and others in group situations
    Demonstrate effective social behavior in a variety of settings and under different circumstances
    Work under time and environmental pressures
Research and Investigation Skills: Ability to ...
    Use a variety of sources of information
    Apply a variety of methods to test the validity of data
    Identify problems and needs
    Design an experiment plan or model that systematically defines a problem
    Identify information sources appropriate to special needs or problems
    Formulate questions relevant to clarifying a particular problem, topic or issue
Communication Skills: Ability to ...
    Listen with objectivity and paraphrase the content of a message
    Use various forms and styles of written communication
    Speak effectively to individuals or groups use media formats to present ideas imaginatively
    Express one's needs, wants, opinions and preferences without offending the sensitivities of others
    Identify and communicate value judgments effectively
    Describe objects or events with a minimum of factual errors
    Convey a positive self-image to others
Critical Thinking Skills:

Ability to ...
    Identify quickly and accurately the critical issues when making a decision or solving a problem
    Identify a general principle that explains interrelated experiences or factual data
    Define the parameters of a problem
    Identify reasonable criteria for assessing the value or appropriateness of an action or behavior
    Adapt one's concepts and behavior to changing conventions and norms
    Apply appropriate criteria to strategies and action plans
    Take given premises and reason to their conclusion
    Create innovate solutions to complex problems
    Analyze the interrelationships of events and ideas from several perspectives
Management and Administration Skills:

Ability to ...
    Analyze tasks
    Identify people who can contribute to the solution of a problem or task
    Identify resource materials useful in the solution of a problem
    Delegate responsibility o f completion of a task
    Motivate and lead people
    Organize people and tasks to achieve specific goals
Personal/Career Development Skills:

Ability to ...
    Analyze and learn from life experiences - both one's own and others'
    Relate the skills developed in one environment (e.g., school) to the requirements of another environment (e.g., work)
    Match knowledge about one's own characteristics and abilities to information about job or career opportunities
    Identify, describe and assess the relative importance of one's needs, values, interests, strengths and weaknesses
    Develop personal growth goals that are motivating
    Identify and describe skills acquired through formal education and general life experiences
    Identify one's own strengths and weaknesses
    Accept and learn from negative criticism
    Generate trust and confidence in others
    Take risks
    Accept the consequences of one's actions
    "______" oneself to prospective _______
Interpersonal Skills
What are Interpersonal Skills?
A List of Interpersonal Skills Includes:
Verbal Communication - What we say and how we say it. Non-Verbal Communication - What we communicate without words, body language is an example.
Listening Skills - How we interpret both the verbal and non-verbal messages sent by others.
Negotiation - Working with others to find a mutually agreeable outcome. Problem Solving - Working with others to identify, define and solve problems.
Decision Making – Exploring and analysing options to make sound decisions.
Assertiveness – Communicating our values, ideas, beliefs, opinions, needs and wants freely.

Interpersonal Skills—skills that are about your attitude, work ethic, reliability, flexibility, personal interaction with co-workers/customers/others.

Ability to communicate well with a variety of people including excellent written and interpersonal skills necessary for achieving goals and resolving conflicts. Ability to create a positive impression of the division and ______ while responding to customers either by telephone or in person.
Ability to work with a wide range of individuals (students, staff, faculty, public).
Ability to work with and present to diverse groups of individuals and good customer relation skills. Customer service orientated with the ability to create a positive impression of the division and the college while responding to customers.
Enjoys and thrives in a friendly, highly visible and active working environment. Excellent communication and interpersonal skills.
Excellent demonstrated written, oral, and interpersonal communication skills.
Excellent interpersonal skills and demonstrated ability to communicate tactfully and with emphasis on friendly customer service.
Excellent interpersonal skills and written communication skills with the ability to communicate well with a variety of people.
Excellent interpersonal skills, demonstrated positive customer service skills, and ability to relate to people of varying ages and backgrounds.
Excellent verbal, written and interpersonal communication skills.
Good interpersonal skills and ability to communicate well with a variety of people.
Personable and courteous in working relationships with colleagues, students, and the public.
Negotiation
What is Negotiation?

Negotiation is a method by which people settle differences. It is a process by which compromise or agreement is reached while avoiding argument.

In any disagreement, individuals understandably aim to achieve the best possible outcome for their position (or perhaps an organisation they represent). However, the principles of fairness, seeking mutual benefit and maintaining a relationship are the keys to a successful outcome.

Stages of Negotiation

In order to achieve a desirable outcome, it may be useful to follow a structured approach to negotiation. For example, in a work situation a meeting may need to be arranged in which all parties involved can come together. The process of negotiation includes the following stages:

1.Preparation
2.Discussion
3.Clarification of goals
4.Negotiate towards a Win-Win outcome
5.Agreement
6.Implementation of a course of action

1. Preparation

Before any negotiation takes place, a decision needs to be taken as to when and where a meeting will take place to discuss the problem and who will attend. Setting a limited time-scale can also be helpful to prevent the disagreement continuing.

This stage involves ensuring all the pertinent facts of the situation are known in order to clarify your own position. In the work example above, this would include knowing the ‘rules’ of your organisation, to whom help is given, when help is not felt appropriate and the grounds for such refusals. Your organisation may well have _______ to which you can refer in preparation for the negotiation.

Undertaking preparation before discussing the disagreement will help to avoid further conflict and unnecessarily wasting time during the meeting.

Negotiation is a method by which people settle differences. It is a process by which compromise or agreement is reached while avoiding argument.

In any disagreement, individuals understandably aim to achieve the best possible outcome for their position (or perhaps an organisation they represent). However, the principles of fairness, seeking mutual benefit and maintaining a relationship are the keys to a successful outcome.

Specific forms of negotiation are used in many situations: international affairs, the legal system, government, industrial disputes or domestic relationships as examples. However, general negotiation skills can be learned and applied in a wide range of activities. Negotiation skills can be of great benefit in resolving any differences that arise between you and others.

Our negotiation pages:

Describe the common stages in the process of negotiation.
Describe the different types of negotiation.
Outline key points for successful negotiation.
Explain the difference between interests and positions in the negotiation process.
Recognise why effective communication is essential to negotiation.

Why Negotiate?

It is inevitable that, from time-to-time, conflict and disagreement will arise as the differing needs, wants, aims and beliefs of people are brought together. Without negotiation, such conflicts may lead to argument and resentment resulting in one or all of the parties feeling dissatisfied. The point of negotiation is to try to reach agreements without causing future barriers to communications.

Stages of Negotiation

In order to achieve a desirable outcome, it may be useful to follow a structured approach to negotiation. For example, in a work situation a meeting may need to be arranged in which all parties involved can come together. The process of negotiation includes the following stages:

1.Preparation
2.Discussion
3.Clarification of goals
4.Negotiate towards a Win-Win outcome
5.Agreement
6.Implementation of a course of action

1. Preparation

Before any negotiation takes place, a decision needs to be taken as to when and where a meeting will take place to discuss the problem and who will attend. Setting a limited time-scale can also be helpful to prevent the disagreement continuing.

This stage involves ensuring all the pertinent facts of the situation are known in order to clarify your own position. In the work example above, this would include knowing the ‘rules’ of your organisation, to whom help is given, when help is not felt appropriate and the grounds for such refusals. Your organisation may well have _______ to which you can refer in preparation for the negotiation.

Undertaking preparation before discussing the disagreement will help to avoid further conflict and unnecessarily wasting time during the meeting.

2. Discussion

During this stage, individuals or members of each side put forward the case as they see it, i.e. their understanding of the situation. Key skills during this stage are questioning, listening and clarifying. Sometimes it is helpful to take notes during the discussion stage to record all points put forward in case there is need for further clarification. It is extremely important to listen, as when disagreement takes place it is easy to make the mistake of saying too much and listening too little. Each side should have an equal opportunity to present their case.

3. Clarifying Goals

From the discussion, the goals, interests and viewpoints of both sides of the disagreement need to be clarified. It is helpful to list these in order of priority. Through this clarification it is often possible to identify or establish common ground.

4. Negotiate Towards a Win-Win Outcome

This stage focuses on what is termed a Win-Win outcome where both sides feel they have gained something positive through the process of negotiation and both sides feel their point of view has been taken into consideration.

A Win-Win outcome is usually the best result. Although this may not always be possible, through negotiation, it should be the ultimate goal.

Suggestions of alternative strategies and compromises need to be considered at this point. Compromises are often positive alternatives which can often achieve greater benefit for all concerned compared to holding to the original positions.

5. Agreement

Agreement can be achieved once understanding of both sides’ viewpoints and interests have been considered. It is essential to keep an open mind in order to achieve a solution. Any agreement needs to be made perfectly clear so that both sides know what has been decided.

6. Implementing a Course of Action

From the agreement, a course of action has to be implemented to carry through the decision.

Failure to Agree

If the process of negotiation breaks down and agreement cannot be reached, then re-scheduling a further meeting is called for. This avoids all parties becoming embroiled in heated discussion or argument, which not only wastes time but can also damage future relationships.

At the subsequent meeting, the stages of negotiation should be repeated.

Any new ideas or interests should be taken into account and the situation looked at afresh. At this stage it may also be helpful to look at other alternative solutions and/or bring in another person to mediate.

Informal Negotiation

There are times when there is a need to negotiate more informally. At such times, when a difference of opinion arises, it might not be possible or appropriate to go through the stages set out above in a formal manner.

Nevertheless, remembering the key points in the stages of formal negotiation may be very helpful in a variety of informal situations.

In any negotiation, the following three elements are important and likely to affect the ultimate outcome of the negotiation:

1.Attitudes
2.Knowledge
3.Interpersonal Skills

Attitudes

All negotiation is strongly influenced by underlying attitudes to the process itself, for example attitudes to the issues and personalities involved in the particular case or attitudes linked to personal needs for recognition.

Knowledge

The more knowledge you possess of the issues in question, the greater your participation in the process of negotiation. In other words, good preparation is essential.

Do your homework and gather as much information about the issues as you can.

Furthermore, the way issues are negotiated must be understood as negotiating will require different methods in different situations.
Here are further guidelines.


Organizational Skill
Organizational Skills—skills that demonstrate your abilities to get a job done, planning, develop new ways of doing things, initiate improvements to a job, assist others in getting a task done, efficiency on the job.

Secretarial Skills

Secretarial Skills—write business letters, data entry, operate office machines including computers, keep inventory, order supplies, scheduling people or rooms.

Technical/Manual Skills

Technical/Manual Skills—skills that list your computer hardware and software abilities, machines you can operate, things you can put together, items you can handle, stack, lift, turn, repair or place

ABILITY TO HANDLE CONFLICT : Can you handle stressful, tense situations and make th em come out right?

What is intelligence?
The ability to solve problems and to adapt to and learn from life’s everyday experiences
The ability to solve problems
The capacity to adapt and learn from experiences
Includes characteristics such as
creativity and interpersonal skills The mental abilities that enable one to adapt to, shape, or select one’s environment
The ability to judge, comprehend, and reason
The ability to understand and deal with people, objects, and symbols
The ability to act pu rposefully, think rationally, and deal effectively with the environment

As you think about what intelligence is, you should ask the following questions:
To what extent is intelligence genetic?
To what extent is intelligence stable?
How do cognitive abiliti es interact with other aspects of functioning?
Are there true sex differences?
Is intelligence a global capacity (similar to “good health”) or can it be differentiated into various dimensions (called “factors” or “aptitudes”)?
Are there a number of “intell igences”?
How do you measure intelligence?
Intelligence Quotient (IQ) : Measure of intelligence that takes into account a child’s mental and chronological age IQ Score = MA / CA x 100 Mental age (MA) : the typical intelligence level found for people at a given chronological age Chronological age (CA) : the actual age of the child taking the intelligence test People whose mental age is equal to their chronological age will always have an IQ of 100. If the chronological age exceeds mental age – below - averag e intelligence (below 100). If the mental age exceed the chronological age – above - average intelligence (above 100).

The normal distribution: most of the population falls in the middle range of scores between 84 and 116.

Very Superior I ntelligence ( gifted ) - Above 130

Superior Intelligence - 120 to 129

High Average Intelligence - 110 to 119

Average Intelligence - 90 to 109

Low Average Intelligence - 80 to 89

Borderline Intellectual Functioning - 71 to 79

Mild Mental Retardation - 55 to 70

Moderate Retardation - 40 to 54

Severe Mental Retardation - 25 to 39

Profound Mental Retardation - Below 25

Are IQ tests culturally biased?
Pain Disability Questionnaire
Cognitive Skills

Attention:
Intelligence:
Language:
Memory:
Reasoning and Problem Solving:
Speed of Processing:

Memory

Rote memorization
Gist (e.g. recall the plot of Jane Eyre)
Procedures (e.g. draw a right triangle)

Attention

Selective attention: filter out distractions, ignore irrelevant information
Sustained attention: focus for long periods of time
Divided attention: focus on more than one thing)

Motor

Fine motor control
Hand-eye coordination
Gross motor control

Executive functions

Plan
Inhibit irrelevant or automatic responses
Flexibility: change direction if not working; adopt multiple approaches
Strategy use: ability to reflect on strategy and select appropriate strategy
Automaticity: make skills automatic

Language skills

Listening skills: ability to take in and process auditory information
Reading: recognition of sight words and decoding new words
Comprehension: understanding what is read or said
Formulation: ability to access and organize information to express it

Thinking skills

Reasoning about concrete items versus abstract ideas
Creativity
Analyzing/evaluating arguments
Developing a logical argument
Inductive reasoning: using specific examples/observations and forming a more general principal
Deductive reasoning: use stated general premise to reason about specific examples
Generate hypotheses: intuition, aesthetics, emotion
Hypothesis testing: test ideas through experience or manipulation of variables
Application: use knowledge in a new area
Appreciation: recognition of value of something
Responding to novelty: ability to react appropriately in a novel situation
Self-reflection: ability to think about oneself in relation to the material

Test Time Limit
Arithmetic 5
Language Skills 5


Sample Test Questions

Arithmetic

This is a test of your ability to do arithmetic problems involving the addition, subtraction,
multiplication, and division of whole numbers.
Look at the examples below. Each is followed by four possible answers, plus None . You are to do each problem and then blacken the circle below the correct answer. If the correct answer is not given, mark None .

Add, subtract, multiply, and divide real numbers.

Examples

1. 2 + 3 = 4 5 6 7 None
2. 4 – 1 = 1 2 3 4 None
3. 19 x 2 = 21 17 37 43 None
4. 30 ÷ 2 = 15 16 12 10 None

Remember, mark None if the correct answer is not given.
1. 5
2. 3
3. None
4. 15

Look at the sample sentence below. Part of the sentence is underlined. The underlined section may contain errors in spelling, punc tuation, capitalization, grammar, or usage.

Following the sentence are three ch anges to replace the underlined section. Select the best answer and darken the circle in front of it. If the underlin ed section contains no error, darken the circle in front of No Change

1. The staff meeting will be held on Tusday

Teusday
Tuesday
Tuesdey
No Change

Tuesday

Cognitive Skills of the Brain

Because the brain in the central hub for the all of the body’s functions, understanding how this organ works can be helpful in terms of understanding Traumatic Brain Injury.

Cognitive Skills of the Brain

Because the brain in the central hub for the all of the body’s functions, understanding how this organ works can be helpful in terms of understanding Traumatic Brain Injury.

There are six components inside of the brain; the frontal lobe, parietal lobe, occipital lobe, temporal lobe, cerebellum and the brain stem. Read below to understand the functions of each part of the brain, the roles they play in the body’s overall health, and observed problems in behavior or well being if that particular part of the brain is injured.




Frontal Lobe

The frontal lobe links and integrates all components of behavior at the highest level. Emotion and social adjustment and impulse control are also localized here. Injury to parts of the frontal lobe may cause an inability to move part of the body or the whole side of the body. Speech may become halting, disorganized or be stopped except for single explosive words. Personality may change. Social rules of behavior may be disregarded. The executive functions, planning, abstract reasoning, impulse control, sustained attention and insight are all located here. The frontal lobe is highly susceptible to injury.

Functions

  • Initiation
  • Problem solving
  • Judgment
  • Inhibition of behavior
  • Planning/anticipation
  • Self-monitoring
  • Motor planning
  • Personality/emotions
  • Awareness of abilities/limitations
  • Organization
  • Attention/concentration
  • Mental flexibility
  • Speaking (expressive language)

Observed Problems

  • Emotion (i.e., depression, anxiety, personality changes, aggression, acting out, and social inappropriateness).

Parietal Lobe

The parietal lobe is largely responsible for construction ability and language. Injury to the front parts of this lobe may cause someone to lose sensation on parts of the body. With an injury in this area, one may become disoriented. Recall of long term memories may be mixed up in time or sequencing. They may become easily lost or confuse left and right. They may have difficulty recognizing or naming what they see. Injury may also produce disorders in the ability to read, write or perform math calculations. This area also includes conscious sensation and voluntary motion.

  • Sense of touch
  • Differentiation: size, shape, color
  • Spatial perception
  • Visual perception
  • Academic skills (reading)

Observed Problems

  • Sensation (i.e., touch, taste, and smell)

Occipital Lobe

Injury to this area usually results in “blindness” to part or all of the visual field. Usually people experience “holes” or “blind spots” in what they see. There may be problems picking things out of space or they may misperceive pictures or objects. Recognition of colors may also be disturbed.

Functions

  • Vision
  • Reading (perception and recognition of printed words)

Observed Problems

  • Depth perception
  • Color perception
  • Difficulty tracking moving objects
  • Partial or total blindness

Temporal Lobe

The temporal lobe perceives and recognizes verbal material. It is among the most frequently injured parts of the brain during head injury. A person may have difficulty screening out distractions. Injury to the upper temporal area can cause someone to misunderstand what is said. They may make sounds like words but which are not recognizable as words at all. They may also misunderstand body language. Emotional changes such as unexplained panic or unexpected tearfulness may be noted. Left temporal area includes production of speech, naming and verbal memory. The right temporal area includes musical abilities, foreign languages, visual memory, and comprehension of the environment.

Functions

  • Memory
  • Hearing
  • Understanding language (receptive language)
  • Organization and sequencing
  • Musical awareness

Observed Problems

  • Thinking (i.e., memory and reasoning)
  • Language (i.e., communication, expression, and understanding)

Cerebellum

Obtaining a general understanding of the brain and its functions is important to understanding the rehabilitation process. It is very important, however, to understand that the rehabilitation professional is concerned with the whole person. The identification of individual problems gives the rehabilitation team areas in which to focus treatment plans, all of these plans are designed to work toward the rehabilitation of the whole person. Each problem area affects other areas and many times resolving one problem has a major impact on other problems. For example, reestablishing postural balance and eliminating dizziness greatly enhances concentration and attention which allows for improved cognition and problem solving.

Functions

  • Coordination of voluntary movement
  • Balance and equilibrium
  • Some memory for reflex motor acts

Observed Problems

  • Loss of ability to coordinate fine movements
  • Loss of ability to walk
  • Inability to reach out and grab objects
  • Tremors
  • Dizziness (vertigo)
  • Slurred speech (scanning speech)
  • Inability to make rapid movements

Brain Stem

The brain stem plays a vital role in basic attention, arousal, and consciousness. All information to and from our body passes through the brain stem on the way to or from our brain. Like the frontal and temporal lobes, the brain stem is located in an area near bony protrusions making it vulnerable to damage during trauma.

Functions

  • Breathing
  • Heart Rate
  • Swallowing
  • Reflexes to seeing and hearing (startling response)
  • Controls sweating, blood pressure, digestion, temperature (autonomic nervous system)
  • Affects level of alertness
  • Ability to sleep
  • Sense of balance (vestibular function)

Observed Problems

  • Decreased vital capacity in breathing, important for speech
  • Swallowing food and water (dysphasia)
  • Difficulty with organization/perception of the environment
  • Problems with balance and movement
  • Dizziness and nausea (vertigo)
  • Sleeping difficulties (insomnia, sleep apnea)

  • Here are further guidelines.

    Locus coeruleus

    The locus coeruleus (also spelled locus caeruleus or locus ceruleus) is a nucleus in the pons (part of the brainstem) involved with physiological responses to stress and panic.

    The locus coeruleus is the principal site for brain synthesis of norepinephrine (noradrenaline). The locus coeruleus and the areas of the body affected by the norepinephrine it produces are described collectively as the locus coeruleus-noradrenergic system or LC-NA system. Norepinephrine may also be released directly into the blood from the adrenal medulla.

    In adult humans (19-78) the locus coeruleus has 22,000 to 51,000 total pigmented neurons that range in size between 31,000 and 60,000 µm3

    Connections
    Function
    Pathophysiology
    In stress
    In opiate withdrawal
    Rett syndrome
    Neurodegenerative diseases

    Here are further guidelines.
Health Care
Developmental Disabilities
Learning Disabilities
Doctor Consultation
Functional Abilities Essential for Nursing Practice
Functional Capacity Evaluations
Activities of Everyday Living
Physical abilities

Age-specific physical abilities relevant to activities of everyday living.
Profession-specific physical abilities.
Physical Ability Tests

What are examples of physical abilities relevant to activities of everyday living and age?
What are examples of physical abilities relevant to job-specific physical abilities and age?

Take a look at this.
What are examples of physical abilities relevant to activities of everyday living and age?

Basic ADLs

Activities of Everyday Living

What are activities of daily living (ADLs)?

Bathing and showering (washing the body)
Brushing teeth/combing/styling hair)
Climbing stairs
Dressing
Eating/feeding (including chewing and swallowing)
Functional mobility (moving from one place to another while performing activities)
Getting started after sleep
Personal hygiene and grooming
Toilet hygiene (completing the act of Urinating/defecating)
Sitting
Walking

Independent
Needs Help
Dependent
Cannot Do

Instrumental ADLs

What are instrumental activities of daily living (IADLs)?

Ability to use telephone
Food Preparation
Keeping track of Resources
Laundry
Managing medication
Maintaining the home
Shopping
Using transportation

Independent
Needs Help
Dependent
Cannot Do

Here are further guidelines.

Is there a difference between evaluation of physical abilities relevant to activities of everyday living and job-specific physical abilities?
Yes.

Physical Ability Tests
Muscular Tension Tests - Tasks requiring pushing, pulling, lifting
Muscular Power Tests - Tasks requiring the individual to overcome some initial resistance (e.g., loosening a nut on a bolt)
Muscular Endurance Tests - Tasks involving repetitions of tool use (e.g., removing objects from belts)
Cardiovascular Endurance Tests - Tasks assessing aerobic capacity (e.g., climbing stairs) Flexibility Tests - Tasks where bending, twisting, stretching or reaching of a body segment occurs (e.g., installing lighting fixtures)
Balance Tests - Tasks in which stability of body position is difficult to maintain (e.g., standing on rungs of a ladder)

Basic Law Enforcement Academy

Name:_______________
Date of Birth:_______________
Gende:_______________
Department:_______________
Date of Test:_______________
Class Session:_______________
TAC Officer(s):_______________

The Physical Ability Test score for each test item is recorded and added on the individual participant’s sheet. The passing score is 160, with the range of scores for each test between 30 and 50.

Example: The below measures are merely for illustration and are only approximate values.
Sit-Ups 34 = 40 Points.
Push-Ups 38 = 50 Points (Note that 34 and above receives the same maximum points)
1.5-Mile Run 14:31 = 30 Points.
300 Meter Dash 60 sec. = 45 Points.
Total Test battery score is 200 points.

Physical Ability Testing Card

300 Meter Sprint (Seconds)71 63.5 56
Push Ups, Maximum (Repetitions)21 28 35
Sit Ups, 60 second (Repetitions)30 34 38
1.5 Mile Run (Minutes)14:31 14:02 13:35
Total
Psychomotor abilities
Psychomotor ability is the capability or capacity to develop or learn a skill that involves both physical and psychological abilities.

Psychomotor abilities are skills such as hand-eye coordination, balance, and reaction time that arise from a unity of cognitive and physical functions.

Developing a psychomotor ability requires the development of both the cognitive and physical aspects of that ability.

Many different skills and activities require the development of psychomotor abilities. Basic skills learned during early development, such as walking and jumping, required the development of such abilities. Many skills developed later in life for personal or professional reasons, such as typing on a keyboard or driving, also involve developing psychomotor abilities. Such abilities are based on applying a combination of more foundational psychomotor abilities, such as hand-eye coordination, multi-limb coordination, orientation, and control of movement speed.

The cognitive, associative, and autonomic stages are the three main parts of the development of new psychomotor abilities. In the cognitive stage, the learner very deliberately attempts to direct his physical movements based on his conceptualized cognitive ideas, usually resulting in slow and awkward movements. The associative stage involves less thought and is marked by an increase in automatic movements. By the autonomic phase, the necessary movements have been committed to "muscle memory," and the learner no longer needs to think about them in order to perform them. The learner can still improve and refine the learned movements through practice, though, so it is not necessary to achieve perfection the first time.
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Sensory abilities
Can you name our five senses?

Here are your five senses.
Our five senses:
Hearing
Sight
Smell
Taste
Touch

How many senses does a human being have?

We are taught that, as we stumble through the world, we have touch, taste, smell, hearing, and sight to guide us. It turns out that we have been underestimating ourselves. Scientists count between fourteen and twenty actual senses, most of which aren't taught in _______. See what information you're really working with.

1. The sense of pain
2. The sense of time
3. The sense of movement
4. The sense of where you are in the world
5. The sense of where your body is compared to itself
6. The sense of temperature
7. The sense of pressure
8. The sense of itchiness
9. The sense of hunger and thirst
10. The sense of when you have to go to the bathroom.

Abilities — Sensory Abilities
Abilities that influence visual, auditory and speech perception
Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds.
Depth Perception — The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Far Vision — The ability to see details at a distance. Glare Sensitivity — The ability to see objects in the presence of glare or bright lighting.
Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness.
Near Vision — The ability to see details at close range (within a few feet of the observer).
Night Vision — The ability to see under low light conditions.
Peripheral Vision — The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
Sound Localization — The ability to tell the direction from which a sound originated.
Speech Clarity — The ability to speak clearly so others can understand you.
Speech Recognition — The ability to identify and understand the speech of another person.
Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness.

What is your favorite smell?
What is your favorite taste?
What is your favorite sight?
What is your favorite sound?
What is your favorite touch?
100 Very Cool Facts About The Human Body
Human Body Systems

100 trillion cells
206 bones
600 muscles
22 internal organs
<a name="Bones"> <font size="7"> Bones </font><br> List of bones of the human skeleton<br><br> A typical adult human skeleton consists of 206 bones. Anatomical variation may also result in the formation of more or fewer bones. More common variations include cervical ribs or an additional lumbar vertebra.<br><br> The 206 Bones of the Human Body
Human Body (206)
Axial Skeleton (80) Appendicular Skeleton (126)
Skull (28) Torso (52) Upper Extremity (32 x 2 = 64) Lower Extremity (31 x 2 = 62)
Paired Bones (11 x 2 = 22)
  1. Nasal
  2. Lacrimal
  3. Inferior Nasal Concha
  4. Maxiallary
  5. Zygomatic
  6. Temporal
  7. Palatine
  8. Parietal
  9. Malleus
  10. Incus
  11. Stapes
Paired Bones (12 x 2 = 24)
  1. Rib 1
  2. Rib 2
  3. Rib 3
  4. Rib 4
  5. Rib 5
  6. Rib 6
  7. Rib 7
  8. Rib 8 (False)
  9. Rib 9 (False)
  10. Rib 10 (False)
  11. Rib 11 (Floating)
  12. Rib 12 (Floating)
  1. Scapula
  2. Clavicle
  3. Humerus
  4. Radius
  5. Ulna
  6. Scaphoid
  7. Lunate
  8. Traquetrum
  9. Pisiform
  10. Hamate
  11. Capitate
  12. Trapezoid
  13. Trapezium
  14. Metacarpal 1
  15. Proximal Phalange 1
  16. Distal Phalange 1
  17. Metacarpal 2
  18. Proximal Phalange 2
  19. Middle Phalange 2
  20. Distal Phalange 2
  21. Metacarpal 3
  22. Proximal Phalange 3
  23. Middle Phalange 3
  24. Distal Phalange 3
  25. Metacarpal 4
  26. Proximal Phalange 4
  27. Middle Phalange 4
  28. Distal Phalange 4
  29. Metacarpal 5
  30. Proximal Phalange 5
  31. Middle Phalange 5
  32. Distal Phalange 5
  1. Hip (Ilium, Ischium, Pubis)
  2. Femur
  3. Patella
  4. Tibia
  5. Fibula
  6. Talus
  7. Calcaneus
  8. Navicular
  9. Medial Cuneiform
  10. Middle Cuneiform
  11. Lateral Cuneiform
  12. Cuboid
  13. Metacarpal 1
  14. Proximal Phalange 1
  15. Distal Phalange 1
  16. Metacarpal 2
  17. Proximal Phalange 2
  18. Middle Phalange 2
  19. Distal Phalange 2
  20. Metacarpal 3
  21. Proximal Phalange 3
  22. Middle Phalange 3
  23. Distal Phalange 3
  24. Metacarpal 4
  25. Proximal Phalange 4
  26. Middle Phalange 4
  27. Distal Phalange 4
  28. Metacarpal 5
  29. Proximal Phalange 5
  30. Middle Phalange 5
  31. Distal Phalange 5
  1. Frontal
  2. Ethmoid
  3. Vomer
  4. Sphenoid
  5. Mandible
  6. Occipital
  1. Hyoid
  2. Sternum
  3. Cervical Vertebrae 1 (atlas)
  4. C2 (axis)
  5. C3
  6. C4
  7. C5
  8. C6
  9. C7
  10. Thorasic Vertebrae 1
  11. T2
  12. T3
  13. T4
  14. T5
  15. T6
  16. T7
  17. T8
  18. T9
  19. T10
  20. T11
  21. T12
  22. Lumbar Vertebrae 1
  23. L2
  24. L3
  25. L4
  26. L5
  27. Sacrum
  28. Coccyx
Below is a listing of the cranial nerves and their functions:

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Cranial nerve Function
1. Olfactory NerveSmell
2. Optic NerveVision
3. Oculomotor NerveEye Movement; Pupil Dilation
4. Trochlear Nerve Eye Movement
5. Trigeminal Nerve Somatosensory information (touch, pain) from the face and head; muscles for chewing
6. Abducens NerveEye Movement
7. Facial Nerve Taste
8. Vestibulocochelear Nerve Taste
9. Glossopharyngeal NerveTaste
10. Vagus Nerve Sensory, Motor and Autonomic Functions of Viscera (glands, digestion, heart rate, etc.)
11. Spinal Accessory Nerve Controls muscles used in head movement
12. Hypoglossal Nerve Controls muscles of the tongue

Human anatomy by category
Head Anatomy
Neck Anatomy
Shoulder Anatomy
Back Anatomy
Chest Anatomy
Abdominal Anatomy
Hip Anatomy
Upper Leg Anatomy
Knee Anatomy
Lower Leg Anatomy
Ankle Anatomy
Foot Anatomy
Upper Arm Anatomy
Elbow Anatomy
Forearm Anatomy
Wrist Anatomy
Hand Anatomy
Skin Anatomy
Internal Organ Anatomy
Internal Organs Anatomy
Brain
Colon
Gall bladder
Heart
Kidneys
Large intestine
Lungs
Liver
Pancreas
Small intestine
Spleen
Stomach
Human Health Care Settings
Human Body Quiz
Internet Human Health Care Services
Job Related Skills
People
Role of Minerals in the Body
Skills Training
Types of human deformities
What organs comprise make this human organ system?
What are the functions of this human organ system?


What should a doctor of medicine know about Human organ systems and functions?

He/she should know about:
Brain & central nervous system (nervous system)
Circulatory system
Digestive system
Endocrine system
Integumentary system
Lymphatic (immune) system
Muscular system
Reproductive system
Respiratory system
Skeletal system
Urinary system

What are various abilities relevant to specific professions?
http://www.qureshiuniversity.com/professionsworld.html
Vital signs of human organ system’s function

What are the vital signs of human organ systems functions?
What are vital signs?
What should be included in the levels of consciousness?
What is body temperature?
What is the pulse rate?
What is the respiration rate?
What is blood pressure?


What are the vital signs of human organ systems functions?
Consciousness
Pulse
Blood pressure
Respiratory rate
Temperature
Pain

What should be included in the levels of consciousness?
Conscious
Confused
Delirious
Somnolent
Obtunded reflexes
Stuporous
Comatose
Sleepy
Sedated
Agitated

In some regions, consciousness and pain are not considered vital signs.

http://www.qureshiuniversity.com/vitalsigns.html
Annual Physical Examinations
NORMAL NEWBORN: HISTORY AND PHYSICAL EXAM OUTLINE
What are recommendations to other medical colleges?

Various medical colleges start with anatomy, physiology, biochemistry, pediatrics, ear nose & throat, forensic medicine, ophthalmology, preventive and social medicine and end with medicine, surgery, obstetrics and gynecology.

They must start directly with a medical condition. Each medical condition should be enumerated in at least 40 questions and answers with relevant anatomy, physiology, biochemistry, microbiology, pathology, pharmacology, and preventive concepts.
What human anatomy should one know relevant to this medical condition?
What human physiology should one know relevant to this medical condition?
What human biochemistry should one know relevant to this medical condition?
What human microbiology should one know relevant to this medical condition?

If one needs these questions and answers, Qureshi University is willing to provide them.

Skills and Abilities
Biodata
CV skills Samples: Examples of Job Skills to List on a Resume
Analytical Skills
Business communication skills
Coaching skills
Creative thinking skills
Creativity
Critical thinking skills
Customer service skills
Decision making skills
Determination
Diplomacy Skills
Effective listening skills
Effective study skills
Ethics
Interpersonal communication skills

Insight of essential departments in the state and outside the state.

In your biodata, you must mention insight of essential departments in the state and outside the state. In some situations, an individual may write that he/she has "business management skills" without having insight of essential departments in the state and outside the state. This eventually leads to various harms.

Multi-Tasking
Negotiating skills
Organizational skills
Patience
People management skills
Problem solving skills
Quick learning skills
Reliability
Resourcefulness
Responsibility
Risk Taking
Strategic Thinking
Teaching skills
Teamwork skills
Time management skills
Verbal communication skills

Top 10 Skills for High-School Students
Commitment
Completion of Assignments
Concentration
Good Note-Taking
Good Study Habits
Motivation
Organizational Skills
Review of Daily Notes
The Ability to Set Attainable Goals
Time Management

Disability Specialist