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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