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Abilities/Skills Abilities Inventory Human Organ Systems functions |
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| 1 | What did Doctor Asif Qureshi teach relevant to skills on June 1, 2020? | Answer |
| 2 | What is a skill? | Answer |
| 3 | Is a person born with a skill? | Answer |
| 4 | What is another word for skill? | Answer |
| 5 | What essential abilities must 18-year-old humans have? | Answer |
| 6 | What are examples of essential skills? | Answer |
| 7 | How many abilities does a human being learn from birth until 18 years of life? | Answer |
| 8 | What should you know about human abilities relevant to age? | Answer |
| 9 | Is there a difference between skill and an ability? | Answer |
| 10 | What is the difference between the word ability and the word able? | Answer |
| 11 | What are examples of various abilities? | Answer |
| 12 | What specifically are the Essential Skills needed in the workplace? | Answer |
| 13 | What should we discuss? | Answer |
| 14 | Why do we need to discuss abilities and human organ systems functions together? | Answer |
| 15 | What is effective communication? | Answer |
| 16 | What is the difference between human organ system functions and abilities? | Answer |
| 17 | What are the differences between abilities of a newborn and abilities of an 18-year-old human? | Answer |
| 18 | What abilities must an 18-year-old human have? | Answer |
| 19 | Why should a head of the state know about various abilities listed here? | Answer |
| 20 | What should a doctor of medicine know about human abilities? | Answer |
| 21 | What is the difference between human body functional capacity evaluation and fitness for duty? | Answer |
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Is there a difference between human organ system functions and abilities? |
Answer |
| 23 | What is the difference between human organ system functions and abilities? | Answer |
| 24 |
How many organ systems does the human body have? |
Answer |
| 25 |
What are the organ systems of the human body? |
Answer |
| 26 |
What are the vital signs of human organ systems functions? |
Answer |
Skills Presentation
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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. There are 740 abilities a person learns up to 18 years of age. There are 20 essential abilities that 18–year-old humans must have. Some of them are essential abilities and some of them are non-essential abilities. What do literacy and Essential Skills have in common? The first three Essential Skills (Reading Text, Document Use and Numeracy) are basic literacy skills - the kinds of skills that are taught in adult literacy programs in ________. ESSENTIAL WORKPLACE SKILLS Foundation Skills Basic Skills Reading Writing Arithmetic Mathematics Listening Speaking Thinking Skills Creative Thinking Decision Making Problem Solving Seeing Things in the Mind’s Eye Knowing How to Learn Reasoning Personal Qualities Responsibility Self-Esteem Social Self-Management Integrity/Honesty Workplace Competencies Resources Allocates Time Allocates ______ Allocates Materials and Facility Resources Allocates Human Resources Information Acquires and Evaluates Information Organizes and Maintains Information Interprets and Communicates Information Uses Computers to Process Information Interpersonal Participates as a Member of a Team Teaches Others Serves Clients/Customers Exercises Leadership Negotiates to Arrive at a Decision Works with Cultural Diversity Systems Understands Systems Monitors and Corrects Performance Improves and Designs Systems Technology Selects Technology Applies Technology to Task Maintains and Troubleshoots Technology Communication Oral and Written Communication Numeracy Using Graphical Information, Using Number Information Technology Using Information Technology Problem Solving Critical Thinking, Planning and Organising, Reviewing and Evaluating Working With Others 1. Read and comprehend a variety of text 2. Write clearly and accurately 3. Apply mathematics in a variety of settings 4. Listen actively and speak clearly and coherently 5. Think critically and analytically 6. Use technology to learn, live, and work 7. Demonstrate civic and community engagement 8. Demonstrate global literacy 9. Demonstrate personal management and teamwork skills 10. Oral Communication 11.Document Use Essential Skills are the skills that people need for learning, work and life. They are used in the community and the workplace, in different forms and at different levels of complexity. Basic Skills Reading Writing Mathematics Listening and Speaking Reading Read and comprehend a variety of text(English language) •Vocabulary •Word Analysis •Strategic Reading that allows students to read non-fiction and technical texts •Summarize and interpret Writing Write clearly and accurately •Expository (identify and defend author’s purpose) •Descriptive (elaborate use of sensory detail) •Persuasive (argument based) •Research-based reports •Editing and Revision Oral Communication Using speech to exchange thoughts and information. Working with Others Thinking Finding and evaluating information to make rational decisions or to organize work. Interacting with others to complete tasks. Continuous Learning Participating in an ongoing process of improving skills and knowledge. Mathematics Apply mathematics in a variety of settings Critical Thinking •Intellectual Openness •Inquisitiveness •Analysis •Reasoning •Argumentation •Interpretation •Problem-Solving Computer Use Using computers and other forms of technology. Self-Management •Meta-Cognition •Reflection •Persistence •Evaluation •Organization •Study Skills •Integrity •Global and Community-Minded •Interpersonal Skills •Etiquette •Personal/Professional Presentation Demonstrate global literacy Demonstrate personal management, and teamwork skills Use technology to learn, live, and work • Continuous Learning • Continuous Thinking • Computer Use • Computer Communication • Continuous Learning • Computer Use • Document Use • Numeracy • Oral Communication • Reading • Thinking • Working with Others • Writing • Writing Learning |
What specifically are the Essential Skills needed in the workplace?
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1. Problem solving You need to display an ability to take a logical and analytical approach to solving problems and resolving issues. It's also good to show that you can approach problems from different angles. 2. Communication This covers verbal and written communication, and listening. It's about being clear, concise and focused; being able to tailor your message for the audience and listening to the views of others. 3. Teamwork You'll need to prove that you're a team player but also have the ability to manage and delegate to others and take on responsibility. It's about building positive working relationships that help everyone to achieve goals and business objectives. 4. Negotiation and persuasion This is about being able to set out what you want to achieve and how, but also being able to understand where the other person is coming from so that you can both get what you want or need and feel positive about it. 5. Continuous Learning 6. Leadership You may not be a manager straight away, but graduates need to show potential to motivate teams and other colleagues that may work for them. It's about assigning and delegating tasks well, setting deadlines and leading by good example. 7. Organisation This is about showing that you can prioritise, work efficiently and productively, and manage your time well. It's also good to be able to show employers how you decide what is important to focus on and get done, and how you go about meeting deadlines. 8. Perseverance and motivation Employers want people to have a bit of get-up-and-go. Working life presents many challenges and you need to show employers that you're the kind of person who will find a way through, even when the going gets tough... and stay cheerful-ish. 9. Ability to work under pressure This is about keeping calm in a crisis and not becoming too overwhelmed or stressed. 10. Confidence 11. Decision Making 12. Planning / Document Use / Numeracy / Working With Others / Digital Technology 13. Delegation 14. Internal Communications 15. Meeting Management 16. Managing Yourself 17. Team Management Skills What are examples of essential skills? Age-specific English language Age-specific social skills (Social Sciences) Activities of Everyday Living Add, subtract, multiply, and divide real numbers. Continuous learning. Computer use. English language reading abilities. English language speaking abilities. English language understanding abilities. English language writing abilities. Thinking skills (including problem solving, making decisions, planning, organizing tasks, finding information, and making good use of memory). Working with others. |
| Here are further guidelines. |
| Skills for Life |
| Skills List |
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Essential Skills Definitions 1. Read and comprehend a variety of text* This skill includes all of the following: Demonstrate the ability to read and understand text. Summarize and critically analyze key points of text, events, issues, phenomena or problems, distinguishing factual from non-factual and literal from inferential elements. Interpret significant ideas and themes, including those conveyed through figurative language and use of symbols. Follow instructions from informational or technical text to perform a task, answer questions, and solve problems. *text includes but is not limited to all forms of written material, communications, media, and other representations in words, numbers, and graphics and visual displays using traditional and technological formats 2. Write clearly and accurately This skill includes all of the following: Adapt writing to different audiences, purposes, and contexts in a variety of formats and media, using appropriate technology. Develop organized, well-reasoned, supported, and focused communications. Write to explain, summarize, inform, and persuade, including business, professional, technical, and personal communications. Use appropriate conventions to write clearly and coherently, including correct use of grammar, punctuation, capitalization, spelling, sentence construction, and formatting. Essential Skills Definitions 2 Essential Skills Definitions 3. Apply mathematics in a variety of settings This skill includes all of the following: Interpret a situation and apply workable mathematical concepts and strategies, using appropriate technologies where applicable. Produce evidence, such as graphs, data, or mathematical models, to obtain and verify a solution. Communicate and defend the verified process and solution, using pictures, symbols, models, narrative or other methods. 4. Listen actively and speak clearly and coherently This skill includes all of the following: Listen actively to understand verbal and non-verbal communication. Give and follow spoken instructions to perform a task, ask and answer questions, and solve problems. Present or discuss ideas clearly, effectively, and coherently, using both verbal and nonverbal techniques. Use language appropriate to particular audiences and contexts. 5. Think critically and analytically This skill includes all of the following: Identify and explain the key elements of a complex event, text*, issue, problem or phenomenon. Develop a method to explore the relationships between the key elements of a complex event, text*, issue, problem or phenomenon. Gather, question and evaluate the quality of information from multiple primary and secondary sources. Propose defensible conclusions that address multiple and diverse perspectives. Evaluate the strength of conclusions, differentiating reasoning based on facts from reasoning based on opinions. *text includes but is not limited to all forms of written material, communications, media, and other representations in words, numbers, and graphics and visual displays using traditional and technological formats 6. Use technology to learn, live, and work This skill includes all of the following: Use creativity and innovation to generate ideas, products, or processes using current technology. Use technology to participate in a broader community through networking, collaboration and learning. Recognize and practice legal and responsible behavior in the use and access of information and technology. Use technology as a tool to access, research, manage, integrate, and communicate ideas and information. The following Essential Skills will be phased-in after 2014, timeline to be determined. 7. Demonstrate civic and community engagement This skill includes all of the following: Apply knowledge of local, state, and ________ history and government to explain current social and political issues. Perform the civic and community responsibilities essential to living in a representative democracy. 8. Demonstrate global literacy This skill includes all of the following: Demonstrate knowledge of diverse cultural, linguistic, and artistic expressions. Apply a global perspective to analyze contemporary and historical issues. 9. Demonstrate personal management and teamwork skills This skill includes all of the following: Participate cooperatively and productively in work teams to identify and solve problems. Display initiative and demonstrate respect for other team members to complete tasks. Plan, organize, and complete assigned tasks accurately and on time. Exhibit work ethic and performance, including the ability to be responsible and dependable. Document Use is the ability find & use the information you need, put in information where it is needed, and construct information displays: these are all document use tasks. Icons, labels, lists, tables, forms, graphs, signs, maps, gauges, images, schedules, schematics, touch screens & technical drawings are examples of documents or information displays used in a workplace. We use this skill when we read signs, labels, lists, as well as when we interpret graphs and charts. Essential Skills for Social Studies Working with others Here are further guidelines. |
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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 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. What should a head of the state know about abilities?
Annotation or definition of ability and abilities.
Human Organ Systems functions
Abilities categories.
Child Development
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Ability to delegate
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What is not a skill? When should I delegate a task? When should I never delegate a task? What kinds of work should I delegate? What should I never delegate? How should I delegate a task? How should you never delegate? Who should I delegate to? Who should I never delegate to? What’s the biggest barrier to delegating? What’s the best motivator to get me delegating? 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? |
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What is not a skill? Criminal activity is not a skill. How should I delegate a task? 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. Carefully, and with clear directions and deadlines to get everyone on the same page. If you have a specific format for a deliverable in mind, create a template. Be sure the person to whom you delegate is clear that you expect to monitor progress and oversee drafts to guide the work. When should I delegate a task? Three of the best reasons to delegate are: To stick to the project timeline. To have the most qualified person advise on or make a decision. To build skills in team members that will also develop their careers. When should I never delegate a task? Here are two situations when you should never delegate: You can delegate tasks, but you cannot delegate the responsibility for the task being completed appropriately. Accountability remains with you whether you delegate or not. Selecting your project team. If you’re a team leader, this is critical to your success. The selection process begins the process of working together. Delegate to different team members. What kinds of work should I delegate? Jobs that are time-consuming but not central to project success. For example, you can delegate the task of creating a slideshow on your project strategy document for a client. In the end, you’ll be judged on the project’s success, not on the slideshow graphics. What should I never delegate? Project strategy. Or motivating your team to do their best work. You could ask team members to contribute strategy recommendations based on their expertise, but the delivery of an overall strategy belongs to the project lead and manager. How should you never delegate? Never delegate a task that you can’t clearly describe (which is probably a still-unformed scope of work). If you delegate out a fuzzy task, the time spent answering questions and redirecting efforts will eclipse any attempt to be efficient. Both parties will feel frustrated, and the task will suffer. Who should I delegate to? Project circumstances will dictate. If the task is important and the project is on shaky ground, delegate to someone with demonstrated skills in that area. However, if the project is rolling smoothly, you have the option of delegating to someone who could develop a new skill that might benefit the company and that person’s career over time. Who should I never delegate to? Anyone you don’t trust to do the work well—procrastinators, inexperienced team members (for sensitive tasks), inept colleagues or anyone with a motive to undermine the project. Never delegate to anyone you don’t trust to execute. Pick someone reliable, even if it means going outside to a contractor. What’s the biggest barrier to delegating? What’s in your head. You need confidence to delegate; confidence that the task will be completed appropriately and on time. Naturally, you probably have more confidence in yourself than in someone else, which is where many of us get hung up. Just know that delegating is not a sign of weakness, as a less experienced PM might feel. It’s a sign of skillful managing, which is what you’re paid to do. What’s the best motivator to get me delegating? Finishing the project on time and on budget. Delegate tasks to free yourself up to do the important work that will move your company’s business forward. Delegate to assist team members who need direction with their own assignments. Your job is to complete the project successfully, which means orchestrating the efforts of others. Delegating is an important tool. Three tips to become a better delegator for project management professionals? Remind yourself that delegating is a skill and a strength, not a weakness. As a lead PM, you have other, more pressing responsibilities—to manage the project—which means you can’t execute it entirely by yourself. Plus, you’re more likely to hit your deadlines by delegating. Pick the right person for key tasks, someone who has your confidence and trust to alleviate any distracting worrying. Get another qualified person’s perspective on an issue. This is smart teamwork, which will likely result in better decision decision-making. How Should You Delegate? Use the following principles to delegate successfully: Clearly articulate the desired outcome. Begin with the end in mind and specify the desired results. Clearly identify constraints and boundaries. Where are the lines of authority, responsibility and accountability? Should the person: Wait to be told what to do? Ask what to do? Recommend what should be done, and then act? Act, and then report results immediately? Initiate action, and then report periodically? Where possible, include people in the delegation process. Empower them to decide what tasks are to be delegated to them and when. Match the amount of responsibility with the amount of authority. Understand that you can delegate some responsibility, however you can't delegate away ultimate accountability. The buck stops with you! Delegate to the lowest possible organizational level. The people who are closest to the work are best suited for the task, because they have the most intimate knowledge of the detail of everyday work. This also increases workplace efficiency, and helps to develop people. Provide adequate support, and be available to answer questions. Ensure the project's success through ongoing communication and monitoring as well as provision of resources and credit. Focus on results. Concern yourself with what is accomplished, rather than detailing how the work should be done: Your way is not necessarily the only or even the best way! Allow the person to control his or her own methods and processes. This facilitates success and trust. Avoid "upward delegation." If there is a problem, don't allow the person to shift responsibility for the task back to you: ask for recommended solutions; and don't simply provide an answer. Build motivation and commitment. Discuss how success will impact financial rewards, future opportunities, informal recognition, and other desirable consequences. Provide recognition where deserved. Establish and maintain control. Discuss timelines and deadlines. Agree on a schedule of checkpoints at which you'll review project progress. Make adjustments as necessary. Take time to review all submitted work. In thoroughly considering these key points prior to and during the delegation process you will find that you delegate more successfully. Keeping Control Now, once you have worked through the above steps, make sure you brief your team member appropriately. Take time to explain why they were chosen for the job, what's expected from them during the project, the goals you have for the project, all timelines and deadlines and the resources on which they can draw. And agree a schedule for checking-in with progress updates. Lastly, make sure that the team member knows that you want to know if any problems occur, and that you are available for any questions or guidance needed as the work progresses. We all know that as managers, we shouldn't micromanage. However, this doesn't mean we must abdicate control altogether: In delegating effectively, we have to find the sometimes-difficult balance between giving enough space for people to use their abilities to best effect, while still monitoring and supporting closely enough to ensure that the job is done correctly and effectively. The Importance of Full Acceptance When delegated work is delivered back to you, set aside enough time to review it thoroughly. If possible, only accept good quality, fully-complete work. If you accept work you are not satisfied with, your team member does not learn to do the job properly. Worse than this, you accept a whole new tranche of work that you will probably need to complete yourself. Not only does this overload you, it means that you don't have the time to do your own job properly. Of course, when good work is returned to you, make sure to both recognize and reward the effort. As a leader, you should get in the practice of complimenting members of your team every time you are impressed by what they have done. This effort on your part will go a long way toward building team member's self-confidence and efficiency, both of which will be improved on the next delegated task; hence, you both win. Types of Delegation Skills Communication Managers need to be able to communicate clearly with their employees when delegating. They have to explain why an employee has been assigned a task, what the task is, and what the expectations are. All of this requires clear, effective oral and written communication skills. Listening is also an important communication skill to use when delegating. You need to listen to any questions or concerns of your employee, and make sure he or she understands your expectations. Properly Explaining Task Guidelines Defining Expectations Paraphrasing Active Listening Oral Communication Written Communication Quickly Correcting Miscommunication Giving Feedback While delegating means giving an assignment to someone else, this does not mean you are not responsible. You have to check in with the employee, particularly at the end of the task, to make sure the goals are met. Provide clear feedback on what they did well, what they struggled with, and why. This will help the employee perform tasks even better the next time. Performance Evaluation Mentoring Coaching Management Negative Reinforcement Positive Reinforcement Leadership Time Management Even though someone else is doing the task, you still need to be effective at managing time. You need to give clear deadlines and checkpoints to the employee and hold that employee accountable. This also requires that you plan out whom to delegate to well in advance. All of this requires organization and time management. Time Budgeting Scheduling Creating Milestones Knowing When to Jump in and Assist Accountability Quality Assurance Assessment Training Often when delegating, you will have to make sure your employee or peer has the skills and abilities necessary to perform the task. This might require some training before delegating. A good manager knows how to effectively train his or her employees in a new task or skill. Some tasks require a manager's insight and expertise. Before delegating, managers need to assess tasks to determine if it makes sense to pass them along to a subordinate. Another delegation task that managers take on is identifying outside resources — whether it's technology or other companies — that can help with day-to-day tasks. Identifying High Value Activities Assessing the Strengths and Weaknesses of Employees Creating Incentives Talent Management Promoting Creating Job Descriptions Hiring Researching Available Training Tools Outsourcing Collaboration Trust Often, managers do not delegate because they don’t trust their employees to do as good of a job as they would. A good manager trusts the skills of his or her employees. She lays out clear expectations, and provides feedback, but she does not micromanage while the employee works on the task. Trust is key to effective delegating. Recruitment Teamwork Leadership Facilitating Group Discussion Agreeing on Roles that Capitalize on Individual Strengths Building Consensus Eliciting Viewpoints from Reluctant Team Members Not Easily Offended Able to Detach from Their Own Strong Emotions Identify Systematic Problems More Delegation Skills Human Resources Sensitivity to Ethnic and Religious Backgrounds Productivity Software Analyzing Problems Without Assigning Blame Brainstorming Compromising Defining Mutually Acceptable Roles Documenting Team Progress Diligence Analytical Skills Emotional Stability Recognizing and Rewarding Group Achievements Creativity Critical Thinking Problem Solving Innovation Organization Problem Sensitivity Mediation Resilience Conflict Resolution Emotional Intelligence Integrity Motivation Discretion Negotiation Team building |
Difference between abilities and human organ system functions
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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 simÂplest to the most comÂplex. They have more to do with the mechÂaÂnisms of how we learn, rememÂber, problem-solve, and pay attenÂtion rather than with any actual knowlÂedge. For instance, answerÂing the teleÂphone involves at least: perÂcepÂtion (hearÂing the ring tone), deciÂsion takÂing (answerÂing or not), motor skill (liftÂing the receiver), lanÂguage skills (talkÂing and underÂstandÂing lanÂguage), social skills (interÂpretÂing tone of voice and interÂactÂing propÂerly with another human being). MenÂtal funcÂtions or cogÂniÂtive abilÂiÂties are based on speÂcific neuÂronal netÂworks or brain strucÂtures. For instance memÂory skills rely mainly on parts of the temÂpoÂral 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 switchÂing to the appropriate mental mode. Theory of mind: insight into other people’s inner world, their plans, their likes and disÂlikes. 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 abilÂity to make deciÂsions based on problem-solving, on incomplete information and on emoÂtions (ours and othÂers’). Working Memory: the capacÂity 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
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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
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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) |
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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 |
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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.
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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. |
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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. |
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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.) |
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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. |
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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 |
Life Skills
Soft skills and hard skills.
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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 skillsâ€) 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 |