Communication and Assessment Criteria

3. Explain the purpose of keeping equipment clean, hygienic and ready for the next user.

1.1 We should always check equipment which we are going to use if it is safe and working properly, we should wear PPE every time we are undertaking any task, ensure that we are trained to do the task, we should keep the working place safe and clean. When we are about to take measurement from an person we need to make sure that the person know exactly what we are going to do and asking permission for the task we are about to do. Recording the task in the chart and keep it confidential to protect personal information during the course of our work.

The purpose of following organisational instructions is to make sure everyone is doing the same thing then if the equipment were to break everyone would have followed the same procedure and no one would be at fault, it would be the equipment that would have broken. Also different organisations may have different rules for using equipment because of health and safety procedures.

I maintain an inventory log of all supplies and equipment for the Market up to date. I am making sure that the office operations run smoothly

“The primary objective of the tool control program is to improve flight safety by eliminating aircraft accidents, incidents, and associated equipment damage caused by lost or misplaced tools. Secondary objectives include the reduction of expenditures for additional outfitting and replacement of missing, defective, or pilfered tools; the reduction of man-hours for maintenance task completion; and a general improvement in the quality of aviation maintenance.” Quoted from navyaviation.tpub.com. In order to help prevent tools from being lost and misplaced there should be a tool log out sheet with the minimum of the name of the user using the tool, the nomenclature of the tool, time of the tool was taken out of the tool box and supervisors signature to verify the tool being

The 02.10 Discussion-Based Assessment was held on Wednesday, November 15, from 11:00am-11:15am. During this meeting, Mr. Moore and I talked about the final. Though this was the last DBA of the semester for English II Honors, I should schedule a meeting to discuss the final and how to prepare for it. The English final consists of two parts including multiple choice and free response questions, but both need to be taken in the same two-hour time block. To take the final, I will need to complete the module two exam, preferably before the due date to prepare for the final. Mr. Moore advised to start studying when December starts.

You need to make regular assessments of the way you work and the progress you are making. Ask yourself whether you are managing your work efficiently, whether you achieve the deadlines you or others set you and whether you are taking advantage of opportunities to increase your self-confidence and learn from new experiences. As part of your assessment you should identify areas for improvement and skills you may need to

When completing the competency survey from the text I figured that my score would produce a higher outcome than it actually did. My score of 70 proved to me that I can improve my communication skills. This assessment showed my weaknesses and my strengths. The scored explanation from the text stated that I am competent at times but I am sometimes uncertain or unsure of what to say or do when communicating with others( (O'Hair, Wieman, Imrich Mullin, & Teven, 2015). This part of the assessment is spot on for me, and I agree with this statement based on my prior experiences with various situations throughout my life. The next part of the explanation; sometimes you care more about being

Sort/segregate the work area to keep what is needed and to remove any items that are not valuable in the production process, which in turn creates space and improves work flow.

During the assessment, he was evaluated in the following areas: returning from break independently and punctually, prioritize and complete work in timely manner, produce quality results without prompts/reminders/assistance, speak slowly and clearly, utilize problem solving skills, initiate work independently, incorporate constructive criticism into routine, and display good hygiene.

One of the areas from the book regarding the Code and assessments that I have an interest in is the Core Elements of Informed Consent in Assessment. The core elements in an assessment include the nature of the assessment, purpose of the assessment, fees, involvement of third parties, and confidentiality. The nature of an assessment includes multiple aspects. These aspects refer to testing and procedures, the category of the assessment “(e.g., personality, psychopathology, competency, parenting skills, neuropsychological abilities and deficits, employment skills, developmental disabilities)” (Fisher, 2013, p. 279). Other important natures of an assessment include time span, behavioral observation, incorporating multiple assessments, assessing

Assessment: During the lesson (informal assessment) As the students are working in the assigned task, I will be monitoring their methods of doing the problems as well as their discussions. Making a note of similar mistakes that students are making, and new methods of approaching the problem. This way when we go over as a class I know what to address, in order to benefit the students. The students I call up to fill my paper will be based on my observations, I will purposely pick students that have new ways of looking at a problem, or students that have made common mistakes. While we go over the solutions on my paper I will ask the class if they agree or disagree with the solution and

The data above was acquired through two different types of indirect assessment, meaning information was given by a third party and not direct observation of the behavior analyst. Both indirect assessments were completed with the client’s mother Melinda Evans, in attempts to identify the function of tantrum behavior. Tantrum behavior was defined by Mrs. Evans as crying, falling to the floor and flailing of legs and arms.

In analyzing the effectiveness of the BASC-2 and CBCL in the professional setting, school counselors can refer to the literature to identify how the assessments have been used and their effectiveness. In a review of the literature, the BASC-2 has been used for the purpose of serving as the criterion for externalizing and internalizing problems with youth age 7 to 15 to examine if teacher support is a moderator of life stressors (Huber, Sifers, Houlihan, & Youngblom, 2012). This study used the PRS to determine externalizing problems and the SPR to determine internalizing problems (Huber, Sifers, Houlihan, & Youngblom, 2012). In addition, another study conducted with first grade students in South Korea aimed

In general, how successful was your lesson? Did students learn what you intended for them to learn?