...CAREER ACTION 3-1 Education, Training, and Activities Inventory Directions This inventory of your education and training contains three sections: (1) High School Inventory; (2) Post-Secondary Education Inventory; and (3) Seminars and Workshops Inventory. Complete each section that applies to you. List information related to your career target. Be thorough in documenting your accomplishments and achievements. HIGH SCHOOL INVENTORY |Name of School: |Ozark High School | |Address: |1350 W Bluff Dr. Ozark, MO 65721 | | | | |Dates of Attendance: |Aug. 2004 |to |May 2008 |Date of Diploma: |May 2008 | |Grade Point Average: |3.75 |GED (Date): | | | |1. |Career-Related Courses. List the career-related courses you completed. | | |Accounting course | | |Marketing course ...
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...1. The 10-step process for developing training courses The process for developing performance-based training includes the following 10 steps. The first four steps constitute the task analysis that is necessary to design and develop relevant, useful training materials. Steps 5–10 constitute the design and development process. 1. Define the target population for training. 2. List the tasks to be performed by the target population on the job. 3. List the skills and knowledge needed to do the tasks. 4. Select the skills and knowledge to be taught. (These make up the “training objectives.”) 5. Organize the selected skills and knowledge into suitable teaching units (modules) and develop the training design (including brief outlines of module content and planned training methods). 6. Draft expanded outlines of modules, including instructional objectives, main body of text, and descriptions of training methods, examples and exercises. 7. Experts provide realistic examples and information for use in exercises. 8. Draft the complete modules, facilitator guidelines, and course director guidelines. 9. Field-test the training materials. 10. Revise and finalize training materials based on the field test. 1.1 Defining the target population The target population is the group of learners for whom the training is intended. It is critical to define this group in order to design the training appropriately. For example, training for clinicians would be very different from training...
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...overview of the different industry segments. 1. Public Accounting – Tax & Audit 2. Private/Corporate Accounting 3. Forensic Accounting 4. Fund Accounting 5. Internal Auditing 6. Tax & Wealth Management Step #2: Review the general description of four main skill categories (highlighted in yellow) used in business today as defined by Career Leader including the sub-skills that comprise each category. |Interpersonal Effectiveness: Good at working with, and through, other people. Understand people and how to motivate them. A good team member, as well as team | |leader. Engender others' trust. A skillful negotiator. | • Ability to Compromise: Able to compromise when the situation calls for it. • Ability to Teach: Clear and patient when explaining things; a good teacher. • Comfort with Differences: Comfortable and effective in relating to people from many different backgrounds and cultures. • Empathy Skills: Can see things from other people's points of view. • Gaining Trust: Inspires other people's trust. • Listening Skills: Listens to other people in a way that they feel understood. • Openness to Criticism: Accepts critical feedback without getting defensive. • Respect for Others: Respectful of other people's points of view, as well...
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...1220.0 ANZSCO - Australian and New Zealand Standard Classification of Occupations First Edition, Revision 1 ANZSCO - Australian and New Zealand Standard Classification of Occupations First Edition, Revision 1 Bria n Pink Aus t r a l i a n Sta t i s t i c i a n Aus t r a l i a n Bur e a u of Sta t i s t i c s Geof f Basc a n d Gove r n m e n t Stat i s t i c i a n Sta t i s t i c s New Zea l a n d AUST R A L I A N BURE A U OF STAT I S T I C S / STATI S T I C S NEW ZEALA N D EMBA R G O : 11.30 A M (CANB E R R A TIME) THU RS 25 JUN 2009 ABS Catalogue No. 1220.0 © Commonwealth of Australia 2009 This work is copyright. Apart from any use as permitte d under the Copyright Act 1968 , no part may be reproduce d by any proce ss without prior written permission from the Comm onwea lth. Requests and inquirie s conce rning reproduction and rights in this publica tion should be addresse d to The Manager, Interme dia ry Manage me nt, Austr a lia n Burea u of Statistic s, Locke d Bag 10, Belconne n ACT 2616, by telephone (02) 6252 6998, fax (02) 6252 7102, or email: . In all cases the ABS must be acknowle dge d as the source when reproducing or quoting any part of an ABS publica tion or other product. © Crown Copyright New Zeala nd 2009 Statistics New Zeala nd gives no warra nty that the inform ation or data supplie d conta ins no errors. Howeve r, all care and dilige nce has been used in processing, analysing and extra tcing the informa tion. Statistics...
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...your CV. Education PhD University Name, Electrical Engineering May 200X Dissertation: “Title” Committee: Name (chair), Name, Name MS University Name, Electrical Engineering May 200X Thesis: “Title” Advisor: Name BS University Name, Electrical Engineering May 200X Graduated Summa Cum Laude Minored in Mathematics Honors and Awards List relevant awards, fellowships, honors, grants, and academic distinctions in reverse chronological order. Include a short description if necessary. Title of Award 2008 Brief description Title of Fellowship 2005 Brief description Title of Grant 2005 Brief description Research Experience If you are applying for a teaching position, you might want to list the teaching experience section before the research experience section. Highlight important accomplishments, skills, and projects using concise sentences, beginning with an action verb. Complete sentences are not necessary. Be consistent in your grammatical style. Dissertation, Name of Institution, Location 200X Advisor: Name • Skill/Accomplishment/Project • Skill/Accomplishment/Project...
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...15-year-old ninth grader with mild intellectual disabilities. She is happy, cooperative, and affectionate. Morgan enjoys volunteer work at the local food pantry and stocking shelves. She works independently on task to completion with great accuracy. Morgan is currently able to write simple sentences and paragraphs on a given topic with moderate assistance. She is able to complete journaling activities that describe her day with minimal assistance or prompts. Morgan has mastered telling time within five minute intervals and reading a calendar. Morgan has mastered home-living activities such as laundry and simple mean preparation in the Life Skills Lap at school. Student Interests Morgan states she would enjoy working in a grocery store or restaurant after high school. Teachers and family members have noted that she exhibits superior skills for her grade level in the kitchen and grocery store. In the kitchen and grocery store, Morgan displays great independence, requiring little prompting or direction to complete her task. Morgan states she would enjoy living in an apartment with a roommate after high school. When asked what she wanted to be doing when she is 25, Morgan states she would like to attend a cooking school and work in a restaurant as a cook. She states working in a grocery store while she is in school would be good to pay the bills until she finished cooking school. Assessments Enderle-Severson Transition Rating Scales Morgan and her parents will complete...
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...revision (consider both content and design/organization). Please consider all of the discussion questions from the previous page, but do not just list out your answers to them. Don’t forget to COMPARE each candidate’s resume and cover letter, analyzing how they work together (or don’t). Resume 1 (Page 164, Anthony H. Jones) Strengths: Creative design that’s easy to read, Listed courses related to degree Weaknesses: Internship listed under education section, unclear of what he’s describing under references/webfolio section Revision Suggestions: Move internship description to Experience section, Bullet point and describe references/webfolio section Anthony’s design for his resume is creative and unique while still being easily readable which is a strength. I also like that under the Education section, he listed courses that relate to his degree so that an employer knows what he has experience with. A weakness with this resume is that he listed his internship under his Education section when it would be more appropriate to list it under his Experience section. Lastly, his References/Webfolio section lacks detail and organization. He should bullet point the different categories and explain what they are. Cover Letter 1 (Page 182, Anthony H. Jones) Strengths: Writes to specific person using a proper greeting, lists concrete details about what training/experience he’s accomplished in the body paragraph Weaknesses: Not an outstanding introduction; pretty general...
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...of company, utilizing skills (fill in the blanks) EDUCATION Bachelor of Arts (or Science) in _______ (major) Month and Year of Graduation (or expected date) University of Houston- Houston, Texas Minor (Optional) Overall GPA or GPA in Major (Optional- Only if 3.0 or higher) RELEVANT COURSEWORK (Optional) List classes related to your career goals. Do not list course catalog numbers. RELEVANT PROJECTS (If all your projects have been at UH, you may put UH on this line.) Project Name, University of Houston- Houston, TX, Spring 2014 List your tasks and what you learned/skills you gained Use strong verbs to explain what you did and quantify, if possible EXPERIENCE (List in reverse chronological order) Intern Month (Abbreviate) Year - Month Year Name of Business or Organization, City, State Put your strongest selling point first; you may want to note the number of hours you worked per week Focus on accomplishments and results, not just job duties Provide as much detail about your responsibilities as possible Quantify any results whenever possible and use industry keywords/buzzwords Position Title in Bold Month (Abbreviate) Year - Month Year Name of Business or Organization, City, State Begin each bullet point with an action verb If it happened in the past, make sure you use past tense Avoid repetition: try not to use the same words and/or phrases over and over again SKILLS List computer skills and/or language skills here: (bilingual in...
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...After trying hard to come up with 21 skills needed for an instructional coach, I could only come with a dozen. It can be said that most of them were on the list that later was revised, implying that I am short on my own list. It has to be stated that I am a relative new teacher, with just four years of experience in elementary level, where I plan to stay for my whole career in teaching. Being this said, the self-assessment results on the on the rating system was not surprisingly at the “Average Range”, recommending that the need for finding ways to strengthen weak areas and look for growth opportunities to increase and improve skills has to be considered. The important skills to have for this profession on my list were to develop strong and...
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...Click The Link Below For Instant Down Load http://www.hwspeed.com/Devry-Card-415-Complete-Course-2015-December-112045540.htm?categoryId=-1 IF You Face Any Problem Then E Mail Us At JOHNMATE1122@GMAIL.COM Question week 1 Personal Values (graded) Chapter 1 of our text focuses on an understanding of one’s place in one’s field through such things as personal traits, preferences, and values. Evaluate the list of personal values that employers seek, found on page 8 of our text. Share two of the personal values listed that you feel are the most important. Support your view with examples from personal work experiences when possible. week 2 Self-Assessment Exploration (graded) In anticipation of this week’s self-assessment assignment, go to http://www.rileyguide.com/assess.html and explore the many self-assessment sites presented. Without choosing sites that are fee based, take several of the surveys in a few different categories. Did your results confirm what you knew about yourself or did they surprise you at all? Name several of the traits, interests, skills, and/or values that you discovered and link them to success in your chosen field.week 3 SMART Goal Practice (graded) Let’s talk a bit about setting goals. Goals are easy to set but a bit harder to make a reality. This week’s lecture defines and gives advice on setting SMART goals. Review the lecture, and then try to rewrite one or two of the following general goals into one that is SPECIFIC, MEASURABLE, ATTAINABLE...
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...Sam Alexys V. Orbe Nexus Franz R. Baluran Students Study Skills Introduction: Why Study? Face it. In order to learn the harder stuff in school, you have to study. If you never do then your grades probably reflect it. If you're going to survive the next three years in high school, you're going to need to know how study efficiently and consistently. Studying is the one of the building blocks of learning. Is there a right way to study? This is a tricky question. There are many ways to study and some styles and techniques are effective only for certain learning modalities. But there are some basic rules that apply to everyone. Not knowing how to study can become a major problem for you once your faced with a class that actually challenges you. The simple fact is that everyone can improve how they take down information, review information, and recall information. How people improve upon these things is a matter of preference. It’s About Learning to Study Smarter, Not Harder. Struggling to become a successful college student? Some people erroneously believe that studying a lot is the answer. While increasing the amount of time you dedicated to your studies may be important, the key to becoming a successful college student is learning to study smart. In college, time quickly becomes a rare commodity, course work is lengthy, competition is intense, and the level of expectation is quite a bit higher than it was when you were in high school. Sometimes you’re going to feel...
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...“Public Relations” into the search box, and within seconds, I could see that the Public Relations Managers, with median wages in 2010 of $43.12 hourly or $89,690 annually. When I went back to the list, the second career listed was “Public Relations Specialist,” with a pay rate of $24.98 hourly, or $51,960 annually As I scrolled through those wages pages, I could see that while the amount of expected vacancies for Public Relations Directors is “Average (7% to 13%),” the outlook for Public Relations Specialists is “Much faster than average (20% or higher)” The page even gave a link to its source—The Bureau of Labor Statistics, which gave alternate names for the position: “communications specialists and media specialists.” Among the reported titles that O*Net gave me, I think I’d like to be either a Public Relations Coordinator for a non-profit agency, helping get information out about programs that are available; or a Corporate Communications Specialist at a large, international company, informing the world about the company, its product or services, and helping to find creative ways to generate interest in the company and increase the size of the customer base in the process. The Job Zone and Education pages were confusing, though. Both jobs require the same experience, skills, knowledge and abilities. However, I typically think of a ‘”Manager” as someone who has more knowledge than a Specialist might have (thus the almost $40,000 salary...
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...Job Analysis Process on the reverse side. I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I Ability to Take Initiative/Responsibility Altruistic Orientation Anticipation/Proactive Thinking Skills Big Picture Thinking Ability Cooperate and Collaborate Capacity to Take Accountability Commitment Conflict Management Ability Critical Thinking Ability Customer Focus Delegation Skills Diplomacy Skills Drive Empathy with People Ethical Conduct Feedback Receiving Skills Functional Knowledge Interpersonal Skills Learning Attitude Listening Skills Marketing Ability Organization/Planning Skills Persistence/Perseverance Skills Problem Solving Ability Resourcefulness Risk Taking Ability Sales Ability Service Orientation Teamwork Orientation Time Management Ability I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I Ability to Work Independently Analytical Skills Attention to Detail Business Mindedness Coaching Ability Change Management Ability Communication Skills Cost Consciousness Creativity Decision-Making Ability Dependability Diversity Focus Emotional Intelligence Empowerment Ability Feedback Giving Skills Forward Thinking Ability Initiative Leadership Ability Levels of Innovation Managerial Courage Negotiation Skills Perception/Judgment Skills Pressure Management Skills Quality Focus Results...
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...buttons of the job you are applying to. SUMMARY OF QUALIFICATIONS • • • • • • • This is the top ¼ of your resume which is the first thing recruiters see and read this section will spark their interest. (The rest of your resume will back this section up.) Purpose of this section is to summarize your resume; your relevant key accomplishments, results, actions, and benefits. Try to address each requirement of the job opening in this section. Use the language in job opening to describe your skills and accomplishments. Focus on your strong selling points, your value, your achievements, your industry, and your career goals. Include language proficiencies or security clearances if relevant Include education if relevant or recent graduate Keep bullets to 1.5 lines max, use only 5-8 bullets TECHNICAL SKILLS CERTIFICATIONS, PLATFORMS, AND TOOLS • List all that are relevant to your current job search Include Technical Skills if you are going into an IT/Technical position, if not include your technical skills at the end of your resume. PROFESSIONAL EXPERIENCE TITLE COMPANY Month Year-Present City, State Short statement of what company does, its functions, its industry, its size (revenue or number of employees). Size of company + What company does and/or its functions + its products or services that it provides to who. First bullet is a quick overview of your responsibilities and duties Achievement focused statements, quantify, qualify and measure your...
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...Teaching Computer Skills To Children with Visual Impairments: A Concept-Based Approach | [Graphic. Three color photos are standing side-by-side. In the first, a young teen-age boy is typing on a computer keyboard and smiling. In the second, a man is sitting in front of a computer reading using his refreshable braille display. In the third, three children are in a computer lab. All three have headphones. One is looking at the screen and one is listening to the output. (The face of the third child is blocked by the head of the second). End of graphic description]Joanmarie Diggs, M.Ed.The Carroll Center for the Blind 2002 AER International Conference 20 July 2002We know….The world is made up of objects whose function and form dictate how we access and use these objects. Children who are blind or visually impaired need concrete, hands-on experiences so that they can understand the world around them and can independently and safely interact with the objects they encounter.Similarly….The Windows Operating System is made up of objects whose function and form dictate how we access and use these objects. As with accessing objects in the environment, people who are sighted have visual information about the form and function of Windows objects and controls. In addition, a mouse user can access all windows controls in the same way: clicking on them. Children who are blind or visually impaired need to understand the form and function of these objects and controls so that they can independently...
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