Prince2 Benefits

PRINCE2 (Projects in a Controlled Environment) is a structured method based on experience lay out from thousands of projects with contributions of volunteers like project sponsors, Project Managers, academics, trainers and consultants.

PRINCE2 is part of a suite of guidance developed by the UK Office of Government Commerce (OGC), which is aimed at helping organizations and individuals manage their projects consistently and effectively.

PRINCE2 provide the answer on the frequently ask questions in project management that include:

• What's expected of me that involved as stakeholder?
• What is the Project Manager role?
• What is the next action if things don't go to plan?
• What decisions are I should make?
• What information do I need or I should supply?
• Who should I look to for support?
• How can I tailor the use of PRINCE2?
• How to apply risk management in strategic way?

PRINCE2 is generic that can be applied to any project regardless of scale, type, organization, geography or culture. The reason that PRINCE2 works well with all types of projects is that some parts of planning and control are common to every project.

Because PRINCE2 is generic that based on proven principles, organizations adopting the method as a standard can improve their organizational capability across multiple areas of business.

Key benefits of adopting PRINCE2:

• PRINCE2 are proven best practice and is basically free to use.
• It is generic which can be applied to any type of project and it can easily be implemented.
• PRINCE2 is widely recognized and therefore provides a common vocabulary for all stakeholders that promoting effective communication.
• PRINCE2 sets down really clear roles and responsibilities that understand each other's roles and needs.
• Its product focus clarifies on the scope of what will the project deliver.
• PRINCE2 plans are designed to meet the needs of the different levels in the management team, improving communication and control.
• PRINCE2 ensures that participants focus on the viability of the project in relation to its Business Case objectives and quality of the output. It links quality management to deliverables to keep it specific and measurable.
• It ensures that stakeholders are properly represented in planning and decision making.
• Adopting PRINCE2 promotes learning and continual improvement in organizations.
• PRINCE2 promotes consistency of work and the ability to reuse project assets; it also facilitates staff mobility and reduces the impact of personnel changes/handovers.
• PRINCE2 is an invaluable diagnostic tool, facilitating the assurance and assessment of project work, troubleshooting and audits.
• Integrates risk management into the project to make sure you don't forget it.

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The Best Conditions for a Scaffolding Training Course

There are several accredited scaffolding training courses in the market to assist construction workers and companies in building safe and solid properties, bridges and high rises. However, scaffolding courses should only be conducted by qualified trainers or training centers that are accredited by the scaffolding industry to ensure compliance to the requirements and standard regulations.

Accreditation body

One of the most recognized accreditation bodies in scaffolding is CISRS. The Construction Industry Scaffolder Record Scheme is well established in the industry for more than 30 years over its scaffold training courses.

There are several scaffold training programs which one can consider to be equipped for working at heights opportunities. These include the common Scaffold courses Parts 1 and 2, the SITS and SSPTS courses.

SITS refers to the Scaffolding Inspector Training Scheme while SSPTS refers to the 2-day System Scaffolding Product Training Scheme.

The accreditation agency CISRS is the market's preferred scaffolding qualification in the construction and building industries. Major organizations such as HSE, CSCS, NASC, T&G, UKCG and UCATT are part of the renowned global scaffold systems manufacturers that prefer and acknowledgement the CISRS accreditation.

Investment

Any individual who wishes to get involved with the construction industry would do well in acquiring the required scaffold trainings from CISRS accredited training centers. It is a wise investment if one's interest is in the construction industry with no fear of heights.

The job opportunities are plentiful with the booming development in the nation as well as across the globe. One scaffold course can lead on to another more advance scaffolding related training course where more knowledge, skills and techniques are taught with the right use of equipment and safety measures.

One can progress from daily wagers to highly paid consultants in the construction industry with the relevant scaffolding certification under the belt.

Training centers

Individuals who aspire to have great careers in the construction industry should consider scaffolding courses conducted by well qualified trainers in accredited training centers. Not all training centers can conduct professional CISRS scaffold courses as the center must be well equipped and structured properly.

There must be a heavy facility investment with the proper scaffolding equipment in place to be qualified as an approved CISRS Scaffold Training Centre to conduct scaffolding courses.

There must be trained and qualified engineers and facilitators in these centers to conduct the appropriate scaffolding courses at optimal training conditions such as the appropriate duration, the optimal number of candidates and the availability of working equipment.

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The Real Cost of Fuel

"One billion litres less in sales."

That is the recent trend in fuel consumptions in the UK over the last year, and a troubling narrative of our collective driving habits and attitudes. Analysis? More fuel efficient vehicles? Maybe. People are driving less often? We all tend to do these days. Fill up less? Sure, things are pretty rough everywhere in the economy. Car pooling on the rise? Why not? A recent BBC Radio 4 programme purported that it's a combination of all those. But there was no mention of the millions of unemployed, less affluent, and downright depressed multitudes of people who would otherwise be pump-trigger happy to tank up to the hilt.

2011 saw unemployment figures for young people rocket beyond the one million mark. For approved driving instructors, this means fewer pupils to teach, which also got a recent note in another national survey about decline of living standards. Ironically, there is a glut in the market for newly qualified driving instructors, churned out by big brand driving schools, whose main stay was feeding on wannabe driving instructors. Well the trend for new recruits is on the decline and such household name driving schools are running from one administration to another. The smaller independents seem to have a better deal. For one, they are not tied into long-term expensive franchises. They can afford to be more flexible with their marketing, pricing and presence. They are not geographically bound to a very narrow area to cover without canvassing the turfs of the competition. Smaller independents can.

Even though the bigger driving schools are harping on the mantra that hundreds of people are turning seventeen every day, fact is they are not in employment, therefore cannot afford the driving lessons. Their parents are no better because they are mostly unemployed, comparatively speaking. Business for driving schools is therefore slumping too.

Bio fuel. Well that's another matter. In a world going crazy on green emissions and hell bent on big guzzlers converting to feasting on agricultural produce rather than traditional petrol and diesel, it is no surprise that sales at the pump has taken a knocking. Haulage companies are packing it in. That's a fact. And those who manage to crawl up expensive routes are evaluating every turn they make. Result, this trend in fewer litres at the pumps is a phenomenon to keep us awake for a long time yet.

Are we walking more? You bet! Are we car sharing more? Definitely. Are relatives withdrawing last minute from family engagements? Just you ask your friends and the answer is a resounding yes. It costs money to up and down the country and commuters are voting with their pay packets. It is staying put in banks, locked up in mortgage payments while the central bank holds interest rates at an all time low.

Apparently in Leicester, we enjoy a staggering array of cheap petrol and diesel at the pumps. And the employment rates? One certainly has cancelled out the other, and we know exactly which one does.

Meanwhile in other climes,

"Driving schools in Zaragoza (Spain) have come under fire for charging female pupils more than their male counterparts."

Shocking? Well, small businesses are trying all they can to balance their books. That was recorded in the Olive Press, Spain.

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Incorporating The Teaching Of Functional Skills Into Special Education Classroom Curriculum

There are many ways to incorporate functional skills into the everyday curriculum of the classroom. Here are just a few examples to give you some ideas about how you can incorporate these skills into your classroom.

First, it is important to decide what functional skills the students will need to know. Next step is to break down functional skills into small achievable steps. Sometimes the student will need to know some basic skills to begin with, for example: addition when learning money skills. As a general rule, it is important to use everyday materials and resources as often as possible. This will allow the student to learn the skill in context, making it easier for them to apply the new skill.

Let's look at some reading and math activities to see how functional skills can be taught using common everyday material.

Reading

Think about what words or types of reading that your student will need to know to help them learn a particular functional skill. The student may need to know basic sight words in order to get around in the community, shop at the local store or order food at a restaurant.

1. Using the local grocery store ads is a wonderful and free way to teach food sight words! The grocery store ads have a colored picture of the food along with the word. This helps the student associate the word with the actual food item.

2. Use local maps to teach the names of the streets, the name of local community facilities like the library, schools or recreation center. The student could also practice reading and following directions with the use of the local maps.

3. Get paper copies of the menus from local restaurants that the students will most likely visit (even the fast food restaurants typically have a paper menu available). Teach the students how menus are typically divided into different sections along with the common sight words they will need to know from the menus.

Math

Think about what functional skills the students will need to acquire involving the use of math skills. Maybe they will need to purchase items for the store, cook from a recipe or learn the concepts of greater than and less than.

1. Using the grocery store ads can be very helpful with this skill also. The student can find the prices of certain food items, practice writing and adding the prices together.

2. The use actual money allows the student to practice identifying the different coins and adding up various amounts of change.

3. Have the students bake a loaf of bread using a bread making machine. They will be able to practice reading recipes, measuring ingredients and learn the concept of fractions. As an added benefit they will be rewarded as they get to enjoy some fresh bread!

4. Using store ads the student can learn the concept of greater than and less than by "shopping" for an item in the ad that costs less than $1, $5, or $10.

It is easy to incorporate teaching functional skills into the everyday academics curriculum of the classroom. Decide first what functional skills the students will need to learn. Break down the skill into small achievable steps. Use material and resources that are available in the students' community in order to help assist the student in the learning and then applying their new skills. The students will enjoy learning these new functional skills because they will be able to see the relevance of applying these activities into their everyday lives.

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Ways to Help Kids With Special Needs in the Classroom

Why is play so important in early childhood development? Not only does play encourage creativity and imagination but it also facilitates language development, decision making abilities, social skills, fine and gross motor development and problem solving skills that help develop the physical, social and emotional well-being of children. For a child with disabilities, pretend play is even more crucial.

Sensory processing can be difficult for these children and sensory toys are specially designed to help kids with disabilities learn problem-solving skills and gain a measure of control over their environment. More and more teachers and parents of children with disabilities are learning the important role sensory toys play in the life of a child with special needs and are incorporating them into their classrooms and homes.

Sensory toys are not necessarily geared towards a specific age group but rather a developmental level and skill set. A child's age should not determine which toys are appropriate. Older children with autism, for example, can derive great benefit from toys that are designed for a younger child, such as blocks or a ball. Sensory toys for autism education are particularly important.

Many children with autism have difficulty with various textures and toys like sand and water tables, textured balls and other tactile objects can help a child overcome their difficulties with texture and touch. They can help a child with autism learn to interact with the world around them. In addition, sensory toys can help a child focus and aid in cognitive processing. Studies have shown that children who play with sensory toys during lessons retain more information then when they do not. Also, using sensory aids like a wiggle seat can help students to focus.

Some other helpful hints for the classroom:

Provide a fidget toy and/or wiggle seat, cushion or weighted stuffed animal during circle/seated work time.
Have a child do something physical in the morning or before any long period of seated time. For example, jump on a trampoline, complete an obstacle course, crash into pillows, push or pull heavy objects or do jumping jacks.
Position an easily distracted child away from doors, windows, fans, lights or anything that may be overly stimulating or noisy.
Develop consistent routines and picture schedules to help children develop good habits. Children with disabilities often crave routines as it gives them a sense of control. Make sure to try and prepare kids for any changes in routine ahead of time.
Once routines are established for a significant period of time, begin changing them slowly to help kids develop coping skills and build their tolerance to change.
Always provide positive reinforcement.

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Building Services Courses: Not Just Important for Practical Skills!

Many people make the mistake of thinking that building is only about putting up a wall or constructing an extension. It's easy, they think: 1) show up at the house, 2) assess the job, 3) do a quote and 4) go and collect the materials. But there's much more to learning to be a builder than just the practical skills. Building courses nowadays aren't just about the obvious things; instead, they teach builders about every aspect of the business, like...

Quoting for a job

In a way, quoting for a job is extremely simple: look at what needs to be done, and base your quote on your own experience. But what happens when you don't have any experience of a certain job and can't quote? Equally, what happens when the client keeps changing their mind and decides that they would prefer you to go about the job in a different way, making your first quote obsolete? This is where building courses enter the frame, and explain much about the way you go about looking at a job. Instead of approaching the job with just a basic idea of what needs to be done, these courses arm new builders with the knowledge and insight into both what can be expected of you and what you can expect of the customer. Get the quote wrong and the entire job could be in jeopardy. Likewise, you never want to over-price a job: it may be good in the short-term, but as soon as word gets around you'll be rapidly gaining a bad reputation. Not to mention the fact that repeat work will be a thing of the past.

Staying professional and working with others

Another aspect of building isn't just doing the work - it's doing the work in a way which doesn't hinder other tradespeople working on the same job. This may mean starting a job at the right time, or leaving a job so that electricians can come in and finish it off. If you don't learn how building work relates to other trades then not only will you be upsetting other people, you'll be lengthening how long the job takes and costing your customer more money than they expected!

Keep calm, be a professional

Building services courses aren't just a case of learning about the practical things; as we've already discussed, it's also a case of self-awareness. And one of the times you need to be very aware is if an argument begins with a customer. Sometimes this'll be because you're having to wait too long to get hold of some materials, and other times it'll be nothing to do with you but another trades person who is making the process difficult. In either case, it's important to keep calm and take responsibility for things which are your fault. But as well as this, you also need to know when to stand your ground and what to do if it becomes impossible to continue working for a client.

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What Should Be Done If LD or AD/HD Is Suspected?

Advice

When LD or ADHD is suspected because a child is struggling with learning and performance, the first thing parents and teachers should do is seek advice. These disorders are complicated and different from each other, and there are many who do not fully understand their impact and the methods that can be employed to help. Often the approach taken to support these children falls far short of what is necessary.

Here are 3 steps to simplify what is necessary to maximize success. When these things are done, we discover that students who were thought to be "dumb" become firefighters, salespersons, teachers, doctors, engineers, etc. They can truly be contributing members of society.

Step 1.

* An LD diagnosis requires a Psycho-Educational Assessment done by a registered psychologist. This assessment has 2 parts. First, we must prove that the individual has at least average ability, often called IQ. Throughout North America, the WISC IV is the common tool used. Second, we must test the individual's academic achievement levels in reading, spelling, writing, mathematics, etc. and compare them with expectations for his/her age. The WJ III Tests of Achievement is a commonly used tool.

* An ADHD diagnosis usually requires a formal symptoms checklist completed by each parent and a teacher and a questionnaire and a computerized test done by the individual. This can be done by a doctor or a registered psychologist.

Step 2.

The goal for this step is to determine the strengths, the weaknesses, and the learning stylein order to write an appropriate plan of action, or individual education plan, for the diagnosed individual. This is a challenging task which requires input from parents, teachers, and an LD specialist who can interpret the findings.

Strengths should include any skills from the list below, along with personality strengths, social strengths, emotional strengths, and skills in music, art, or athletics.

A simple test can determine learning style. It is important to know whether the individual learns better by seeing what is to be learned (Visual), by hearing what is to be learned(Auditory), or by doing (Kinesthetic-Tactile).

The following list of commonly used skills should help to formulate a list of difficulties with learning and performance. It can also help to identify some strengths.

* Organization -belongings, schedule, tasks, thoughts

* Memory -working memory, short term, long term -visual memory, auditory memory

* Conceptual -abstract, idioms, similes, metaphors

* Writing -speed, legibility, spacing, spelling, copying

* Reading -speed, sound/symbol, fluency, comprehension

* Mathematics -numbers, operations, concepts, language, problem solving

* Processing Speed -visual, auditory, subject specific, general

* Executive Function -planning, organizing, completing a task

* Attention -engage quickly and maintain focus

*Behaviour -appropriate, emotional control, obedience, impulsivity, hyperactivity

* Social -working with others, making/keeping friends, compliant, liked

Step 3.

Accommodations are supports provided by the teachers or the workplace. Coping strategies are supports a student or adult learns to use to improve learning and performance. Both of these types of supports should be listed in an action plan.

For diagnosed individuals who are not in school an action plan should be written and may require the help of a LD Specialist. This help may be found at any LD Association office. For diagnosed students an Individual Education Plan will be written with the input of parents, and schools must review these plans annually.

Two things are important in deploying the plan: 1. Since most individuals with LD have low self-esteem, efforts must be made to continually build self-esteem; 2. It is very important that these individuals learn self-advocacy skills so that they can explain their difficulties and ask appropriately for the accommodations needed.

> LD and ADHD are complex disorders, and every individual has a different set of strengths and weaknesses. To list all of the possible accommodations and coping strategies to cover all of the difficulties would take numerous pages. Listed below are some of the most common difficulties and suggestions proven to make a difference. Also keep in mind using strengths to assist with difficulties.

* Organization -everything in its place, weekly planner, list of steps to follow to complete a task

* Memory -highlighters, colours, pictures, mnemonics, funny stuff and maximize memory through hearing it, seeing it, and doing it

* Writing -use a computer software program called Dragon Dictate to translate oral speech into text with no spelling errors done quickly* Reading -faster reading is accomplished with computer software programs which read aloud any text (standard in MacBooks), including the internet. This fluent reading aloud enhances comprehension and memory.* Mathematics -a calculator bypasses the inability to memorize multiplication tables

* Attention -reduce sounds and visual distractions, wear earplugs, listen to music without lyrics

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The Role of Physics in ADD/ADHD

I have an undergraduate degree in Business Management from Pepperdine University. Prior to this school, I studied Mechanical Engineering, and also worked as engineer in manufacturing. Several months shy of completion my undergraduate degree in Engineering, I had to leave my school. In a word, I am a diploma-less engineer, with experience.

During the last 15-20 years I was studying the feet and the inner ear. Both subject matters are infinitely complex and profoundly influential in our lives, much more so than appears at first glance. The inner ear houses the organ of balance, and is acting as the central hub for all sensory input. It acts as the pre-processing organ of sensory information for the brain.

After my long research I can now explain the origins of ADD/ADHD by connecting changes in our physical environment with our feet and the inner ear, and provide solutions for those problems. I know all this sounds odd, but if you follow my explanation you will see all these pieces do fit together and actually make sense.

My perspective is very unusual. It was formed when my experience in mechanics and engineering were dipped into various medical disciplines. As you will see, sometimes solutions come from very unexpected places.

ADD/ADHD has been puzzling medical and scientific world for decades. No one seems to know their origins, what causes them, or how exactly to treat them. Many different things were tried with little success. To this day, ADD/ADHD remains as elusive today as it was fifty years ago.

If I was a medical doctor I probably would've followed the crowd of other doctors and make no progress in the matter. But, as luck would have it, I'm not a doctor. This allows me to ask questions other doctors would never even think about, for they would be so off the wall. I think that because I'm not a doctor helped me to see things from very unusual perspectives.

Prominent scholars in Business teach that if we can't find solutions through the usual channels, we shall find them through unusual channels. For that we need to be naive enough not to know that what we are trying to do is impossible. And we must also be brave enough to accept the world around us from new and unknown perspectives.

Without further ado, let me start by listing some facts we know to be true:

• Brain works faster during crises.
• Challenging balance activities cause the brains to work faster, in the similar way as though the person took chemical stimulants.
• Unless we use certain capabilities from early age, later in life they might become hard to acquire, e.g. language, muscles & joints, and balance. If we don't use them, we lose them.
• Just 40 years ago people preferred leather shoes as their primary daily footwear for all ages. Sneakers were used mostly for sporting activities.
• Today, babies start wearing sneakers even before they learn to walk. Children grow up wearing sneakers as their primary footwear from childhood to college.
• Sneakers, through special design and materials, have excellent traction and stability on the ground; and these qualities are superior to those of the leather-bottom shoes.
• Kids now can only run during their physical education class, under controlled settings. This is essentially the only place where kids can now run at full speed.
• Current safety measures, such as anti-slip tape, restrictions to run inside the school and on the schoolyard, plus more stable footwear (sneakers), reduce the frequency of slip-and-fall incidents.

The function of integration of sensory information is directly influenced by the stimulation (vestibular stimulation) of the organ of balance. The organ of balance in the inner ear receives this stimulation through challenging balance conditions. When you downgrade the challenge in balance conditions, you reduce vestibular stimulation. The reduction of vestibular stimulation lowers its effect on the integration of sensory information, processed by the inner ear.

Let me illustrate. When you are rollerblading or skateboarding, the challenge level for balance skills is high. This increased balance challenge creates vestibular stimulation. Vestibular stimulation, in turn, makes the eyes see better, ears hear better, the sense of touch gets better. While skateboarding, guys and girls see and react to the smallest changes on the road surface. They hear their surroundings better, and they have more control over their body because of increased performance of their sense of proprioception (sense of body motion.) They are wide awake, fully alert, feel in control, and feel one with their environment.

Put these skateboarders in the classroom, and after 30 minutes they will be falling asleep. They will feel foreign to the classroom environment, and everything that is going on in the class will make no sense to them. Their hearing will become dull, and their eyes will not be as sharp. They will start getting into conversations with someone during the class, or they will be fidgeting on their chairs. Somebody might start scratching his scalp and become amused at the falling dandruff. Others will start drawing pictures on their hands and arms. They will pay no attention to the teacher, or anyone else for that matter. In other words, they will exhibit typical signs of ADD/ADHD symptoms. But just 30 minutes ago, on their skateboards they were on top of the world.

This applies to those low bicycles for stunts, and for those who play soccer in the field, and to those who play basketball, and tennis. On the field and on the court many kids and adults feel complete and in control. Remove that vestibular stimulation and you remove all those extra-sensory experiences, their level of alertness, and their ability to pay attention to their environment.

While improving safety, we neglect to assess the unintended consequences. Today, from the time babies start walking, they rarely slip and fall. They may fall for a number of other reasons, but usually not from slipping. They are more likely to trip over the front of the shoe stuck on the floor, than to fall because the shoe slipped.) Thanks to sneakers' excellent traction, babies and children don't develop higher level of alertness against their feet losing ground due to slipping. Compared to leather-bottom shoes, sneaker grip the ground securely.

Collective safety measures promote the decline in level of alertness, which is required from the brain in order to deal with more challenging balance conditions. The safety measures reduce the flow of challenging balance conditions, and with it, reduce the brain's base speed.

You might remember how schools used to polish and buff their floors. You start running, pick up some speed and then slide for 10-15 feet. That was fun. And that fun created its own dance move, Twist. Do you remember how quick-witted children and adults were in the '50s? At that time, many wore real leather shoes. That seemingly tiny element, changed the culture and introduced new problems for us to solve.

We take our problems to the doctor. The doctor is trained to recognize symptoms and prescribe chemistry to treat the problem. Remember, the early doctors were those who mixed different potions; they were chemists. Modern doctors are also chemists, for they treat most problems through chemistry.

With each passing year, we improve our desire for maximum comfort, maximum sitting, and maximum protection against slip and fall incidents. With each passing year we teach our brains to get by on slower processing speed. With the idle speed slower, it becomes difficult to keep focused and pay attention.

Balance is the first sensory organ that develops in the fetus. After only 17 weeks from conception, the organ of balance is fully developed and is functioning.

From childhood to college, we wear sneakers, and we are lowering our brains' necessity to deal with challenging balance conditions. Why? Compared to leather-bottom shoes, sneakers provide excellent traction and foot stability on the ground. (Try to dance twist in your sneakers...) Before the widespread use of sneakers, no other daily footwear provided our feet with the same high level of traction and stability as sneakers do now.

As you can see, it is possible, to view what is currently a medical problem, as a physics problem. Physics problems are better resolved via physics, not via chemistry. The school uniform will include leather-bottom shoes. That could be the formal wingtip, or the cowboy style boots or shoes.

There will be more scraped knees, but isn't that the essential part of growing up? Kids need to learn to appreciate, based on their own experiences, good balance, reliable footing, and not take them for granted. They need to walk measuring each step, for any step could cause the foot to slip. This has been the way people lived from the beginning of time. Nobody, ever, was as sure in his/her step as we are today, wearing sneakers. Take away from the child the need to be cautious, and you take away half of what he or she can become, if only given a chance.

Now you know my take on how the brain gets slower, and why we get more and more cases with ADD/ADHD. Now you can understand why so many researchers claim that they don't know exactly how ADD/ADHD works. How can they know when they are trying to treat a physics problem with chemistry?

I invite you to do your own research: observe the behavior and grades of kids who wear leather bottom shoes, then compare your data to the data from kids who wear sneakers. Post what you find in the comments.

Not all ADD/ADHD cases are the same. Some might truly require chemical intervention. But before you put your kid on pills, give him or her one month in leather shoes. Will you?

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Some Helpful Guidelines to Select the Top International School

Selecting the right school for your kid is an extremely crucial decision. Often the school is the stepping stone which will take your child further.

A proper school environment has become even more significant taking into account the modern day household scenario. Since most parents are working and they hardly have enough time to devote for kids, they have to rely on the school for best education and guidance. This is the reason why more and more educational institutions are coming up, with the noble aim to offer high quality education and at the same time shape up the kid's personality. They follow education curriculum keeping the global educational scenario in mind. This is why the unique concept of international schools has gained extreme popularity.

With availability of so many top rated institutions, how do you decide about the top international school? Here are some guidelines, which can prove to be helpful:-

Know about the school location and ambiance:-

Since international schools mostly attract students from varied locations who are born and brought up with totally different cultures, the ideal institution should be one which will offer the perfect platform for kids to interact and feel free with each other. It should be located conveniently and also offer the peaceful ambiance where kids can grow up under able and strict guidance of trained faculties. In fact, many top rated international schools have come up in beautiful locations, amidst lush greenery. These schools have open spaces, separate boarding facilities for boys and girls along with state-of-the-art facilities. Boarding facilities are of quite high standard. Rooms are maintained clean. The food served to students is nutritious and tasty too. Besides, schools have medical services and doctors for all sorts of emergencies.

Know about the course curriculum and teaching faculties:-

Different schools may have their own course curriculum. However, all have the basic aim of offering standard education which will be accepted internationally. Ideally, the school should offer courses starting from Montessori till 12th standard. The school should have educated and efficient faculties who will be able to guide students properly. They should be ready to offer special support to those who are lagging in specific subjects. Time to time analysis of students' performance can also help a lot.

Know about different extra-curricular activities offered by the school:-

As education is important so also is taking part in outdoor games and other extra-curricular activities. International schools are very particular in this regard. They encourage students to take up activities of his/her choice. In fact, there is a range of activities on offer like music, art & craft, dance, creative writing, drama, Information Technology, yoga, gymnasium, science club, environment & nature, etc. These schools offer very attractive campus life which students miss even after stepping out of the school.

So, if you are looking for the top international school, make sure that you have done a thorough search, preferably online to gather initial information before initiating the admission process.

For more details:
http://www.chennaipublicschool.com/

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Portable Appliance Testing Training for Checking Safety of Electrical Equipments

Portable appliance is a procedure for assessing the safety of electric appliances. The in-service testing of the electric equipments is necessary for assuring the safety of employees. The portable testing training courses are designed to create testers competent in inspecting and testing electrical equipments.

Importance of Portable Appliance training

It is estimated that a quarter of all electrical accidents are linked to portable electrical equipments. Most of these unfortunate incidents can be averted by inspecting the appliances at regular intervals. According to the Electricity at Work Regulation law, only a person who has received formal training in portable testing can inspect the electrical installations in public and private buildings.

Features of Portable Appliance training courses

A highly rated Portable Testing training program complies with the latest Institution of Electrical Engineers (IEE) code of practice. The training course includes identification of different types of electrical equipments and the different routes through which electrical appliances are damaged. Learning the different test procedures and the right use of the testing instruments are the most important components of the Portable Appliance training courses. In addition, the participants in the course are trained in visual inspection and record keeping. No prior educational qualification or knowledge of testing electrical equipments is required for joining the Portable Appliance training courses.The highly rated PAT training courses give equal emphasis on the theories and practices of PAT testing.

Different areas of Portable Testing

After completing a Portable Appliance training course, you can join a company that specializes in Portable Testing. These companies are engaged by businesses to inspect and test the electrical equipments. However, to save the cost of hiring an external company for assessing the safety of the electrical appliances, nowadays a large number of businesses are creating their own in-house workforce trained in Portable Appliance.

The main duty of the in-house staff trained in Portable Testing is to ensure that all the electrical equipments in an organization are safe and secure. A person who has participated in a Portable Appliance training course can undertake regular visual inspections of electrical equipments in an office or factory. According to the Health and Safety Executive (HSE), almost 90 percent faults in electrical appliances can be identified through this process. However, for enhancing the overall safety of electrical equipments, visual inspections should be followed by Portable Testing. While testing the appliance, the tester should check the insulation of the appliance and cables, polarity of the wiring and the earthing system.

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Special Needs Students and College Admission: Do You Need Extra Time On The SAT?

"My son has special needs. What should we do about him taking the SAT? What accommodations can or should he have?"

The answer depends in part on the type of special needs your son has. Learning disabilities range in levels and severity, so accommodations are based on the needs of the individual student.

Your first step is to work with your Case Manager or Special Education/Exceptional Education Department at your high school. College Board, who oversees administration of the SAT and all accommodations, is going to ask for a formal request with documentation from your school.

Begin this process early because at peak times it can take 6-10 weeks to process a request.

The first thing the College Board looks at is: Does this child receive some type of modification to their regular testing at school? Students who do not have any accommodations or modifications at school should not expect to receive any on the SAT. But just because your child has testing adjustments at school does not mean he will qualify for modified testing on the SAT.

College Board's next question is: What accommodations can or should he have? Again, this really depends. The most common modifications I saw as a school counselor was extended time.

Some people think: Oh, wow. That's going to be great and he could really use some extra time. Maybe I should try to get my child qualified for extra time. Keep in mind, extra time can be a curse rather than a blessing. The SAT is a 4-hour long exam. Some students who are receiving 50% extra time have taken a 4-hour exam and made it a 6-hour exam plus additional time for breaks. A lot of my students with attention and focus issues have a really hard time sitting there for 4 hours; 6 hours is impossible. The extra time hurts their ability to perform on the test.

I've seen a variety of modifications and can't suggest what your son should have without understanding his learning issues. I had a student with severe arthritis who couldn't bubble in her own answers because it was such a physical strain. I've had other students who have had individual testing. While they may be allowed extended time they're also in an individual setting where it becomes a little more of a self-paced extended time exam. Other students need large print tests. Your son's accommodations will be based on his needs.

Keep in mind the SAT is intended to be a challenging test and accommodations should help put him on a level playing field with other test takers. They are not intended to improve his score or give him an advantage.

My best advice is to start the process early. Talk with your Special Education Coordinator or your Exceptional Education Department at school to find out what type of modifications might be most appropriate and most helpful. Get approved by College Board before his junior year in case there are any problems that require additional documentation or explanation.

If you have questions, you can contact College Board's Services for Students with Disabilities (SSD) office directly. I have always found them to be very knowledgeable and helpful.

Finally, I have found many special needs students score better on the ACT, so encourage your son to take both tests. And your college search should focus on schools where your son will thrive academically. There are many colleges and universities with programs designed to help students with special needs.

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Etiquette for the Massage Therapist

Massage therapy is somewhat intimate as far as natural healing modalities go. Unfortunately, there is no way around this fact. The environment may be professional, but because this is such a hands-on occupation, some uncomfortable or embarrassing situations may arise.

It is the job of the Massage Therapist to create a relaxing, safe environment and a gratifying experience for the client. It is up to the client to express their wants or needs in a professional manner so that the practitioner can provide their service in a comfortable manner.

Maintaining Boundaries

Clients have a multitude of reasons for getting a massage. Many are looking to relieve stress and relax. Others receive regular massages to keep their body healthy, improve their range of motion and enhance blood circulation. Regardless of their reasoning, a massage therapist must respect the client's boundaries. They must also make their own boundaries clear to the client.

While therapeutic massages are a naturally sensual experience, they are not meant to be sexual in any way. Whether the client is female or male, the therapist is required to address any sexually aggressive or suggestive comments in a professional way. The client must understand that such requests are inappropriate. At the same time, a practitioner cannot assume that certain body parts can be touched. They must be certain the client is comfortable throughout the massage.

It is absolutely inappropriate to touch the genital area during the massage session. Clients should not expect the therapist to touch them in a sexual manner and the therapist should not be touching the client in a sexual manner. Not only would this present ethical and legal issues, but it also destroys the trust between the client and therapist.

Seasoned massage therapists understand how to avert any uncomfortable sexual advances made by a client. A delicate warning is typically all that is needed to get the point across. However, the therapist should never be afraid to make the point known with a more aggressive warning or shutting down the session altogether. A client who is being inappropriately touched should also make their concerns known. Sometimes the contact is accidental. In this case, the therapist should apologize and acknowledge the client's discomfort.

Is Clothing Really Optional?

A client should feel comfortable during their massage. The amount of clothing worn is typically dependent upon the type of massage the client is getting. It is not uncommon for those receiving a full body massage to be completely undressed. However, this is not a requirement. Clients can certainly wear briefs or panties during the session. It is all about making the client feel at ease. Whether they choose to wear clothes or not, a massage therapist will cover the client so that only the areas being worked on are revealed.

The Relationship Between the Client and Massage Therapist

The very nature of a massage is intimate. The client will give permission for such an intimate experience should the therapist remain professional. However, the therapist also relies on the trust of the client. A relationship between two parties is formed, even if it is just a professional one. It is important that both parties respect each other's boundaries so that the session can be carried out in an appropriate and comfortable manner.

Remaining Professional

Providing others with the healing power of massage therapy is an ancient and respectable profession. As more benefits of massage therapy come to light, people are becoming more accepting of the practice as a way to maintain optimal health. Well-trained, experienced and ethical massage therapists will always provide their clients with a comfortable and professional experience they both can enjoy.

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Why Is It Important To Teach Functional Skills To The Special Needs Student?

Functional Skills are essentially the skills we use each and every day as we go about living our lives. Consider that the more Functional Skills/Life Skills learned by individuals with special needs the greater the level of their independence.

Functional Skills include:

* Getting dressed

* Cooking

* Cleaning

* Laundry

* Shopping

* Money skills

* Getting around the community

* Specific work skills

* Social skills

For most of us, learning Functional Skills came easily, but for individuals/students who have special needs (sometimes the term cognitively disabled may be used) learning these skills can be a challenge.

Special Needs students need to have the these important life skills broken down into small steps. Repeated practice of each of these steps allows them to gain a degree of independence. For example; they must first learn a general skill such as addition, and then practice applying the addition skill in different content areas, such as with the concept of money. They then need to specifically practice the addition of money as a separate and new skill.

These individuals are also more likely to have difficulty in generalizing these Functional Skills from the classroom setting to the actual environment where they will need to use these skills.

The more we can teach Functional Skills in an actual setting, such as the laundromat, kitchen or grocery store, and with the actual material/equipment, the better and easier it will be for the student to learn and apply their skill. It is also best to use material that is already part of their everyday lives such as, their own sweater, actual money, the local city map and bus schedules, menus from nearby restaurants and the local grocery store ads. By using materials that the student is already familiar with, they will be able to grasp the relevance of the skill easier.

In short, the more Functional Skills that are mastered by the special needs student the more independent they are likely to be. Keep in mind that when teaching these life skills, it is important to remember to break the skill down into small achievable steps, teach the skill in an actual environment (or in a realistic environment if possible) and preferably with the use of the actual material/equipment. The student with special needs will have an easier time learning Functional Skills as well as transferring and applying these skills into their everyday lives. Everyone wants and deserves the opportunity to be the best that they can be!

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Online Dating Made Simple - 3 Tips to Simply Using Online Dating Sites to Meet Women

Online dating can be a really simple way for a guy who has run out of ideas to meet women to actually connect and interact with single women. You don't even have to be someone who has run out of ideas, you might just prefer using a platform other than the normal bar scene to meet a woman. However, as simple as it may be, a lot of men find that it ends up being harder than they had hoped it would be. Some will even feel that way before they even get started and hopefully, that does not happen to you. If it does, there are things that you can do that will simplify the process of using online dating sites to meet women.

Here are 3 tips that I think you will find makes it a lot easier to meet women on the internet:

1) Don't just opt for one site and one site only.

When you first start out, you may want to try using just one site to get a feel for what you are doing and how to make yourself stand out. However, you might find that the first site that you choose doesn't seem to have the selection that you are looking for, or that the number of women who are available in your area is just too little. If that is the case, then you may want to try a couple of other sites if you can. Kind of like going to one bar and seeing that it is dead and then deciding to make the rounds to a few other bars to see if they are more lively.

2) Do try your best to start conversations with women online.

Using a web based platform to meet women is no magic bullet where you are automatically going to just attract female attention. You are going to have to try and make things happen and that means that you need to be able to start conversations with women and see how it flows from there. Don't worry if you don't get it right on the first few women you try to connect with. There will be more.

3) Don't forget that what you really need to do is to make a woman want to get to know you in person.

It's great that you can use your computer to connect with someone and you can have some fun flirting with a woman online, but if you really want to see some magic in your dating life, then you are going to have to advance off of the computer and meet up face to face. Don't forget that.

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The Amazing Secrets Of Conquering Approach Anxiety To Be Super Successful With Women

If approach anxiety has ever held you back from taking advantage of a golden opportunity to meet a woman, then you definitely need to read this article. When it comes to conquering your anxiety over approaching women you basically need to learn how to act confident, keep approaching women it the proper perspective and know what to say to start a conversation. After reading this article you will begin to smash through the self imposed barriers to your success with women.

It takes confidence to meet women and these no way around it. Even more so than good looks, confidence attracts a woman to a man. So, if you are not very confident around women you must employ the secret of acting as if! People going on job interviews learn how to act as if they were confident. Boxers learn how to act as if when they are scared. And so can you.

Practice speaking in a full voice when talking to women. Smile and establish comfortable eye contact. After faking it for awhile you will begin to relax around women and really become confident.

Learn how to act confident around women can be easier when you maintain the proper perspective on approaching women. First, regardless of how attractive a woman is, she's not the only pretty girl in the world. Pretty girls really are a dime a dozen. If a particular woman rejects you, there are literally millions more out there.

Also, realize that a lot of approach anxiety occurs because we make approaching a woman a life or death situation. In the history of civilization no man has ever died because he was rejected. Let your attitude be that regardless of how this woman responds, there are many more available women who will be glad to go out with a stud like me.

After you learn how to keep the proper perspective on meeting when you should know what to say to break the ice with a woman as well as what not to say. First of all, keep things light, humorous and charming. Something as simple as "Hi. I don't believe we've ever met. My name is Michael. What's your name? Compliments work well for breaking the ice. "Hi. I couldn't resist coming over here and introducing myself to a woman with such pretty eyes." learn a few basic lines. Having some idea of what you are going to say helps reduce your approach anxiety.

You should avoid heavy or controversial subjects like religion, drugs, abortion and politics.

So when you look at it, learning how to act confident, maintaining the proper perspective and knowing what to say can greatly reduce your approach anxiety. Now that you've been exposed to these simple, yet effective women getting tips, you should be ready to get out there and start approaching the women you crave with confidence and boldness!

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