According to the U. Bureau of Labor Statistics BLS , the career growth outlook for medical assistants is good — projected 23 percent growth between to , which is much faster than the average across all occupations. Because medical assistants are expected to perform a wide range of tasks on a regular basis, they must employ a wide range of skillsets. What does a medical assistant do?
In this 3. As you can see from the diverse set of tasks and job duties listed above, medical assistants need to have various technical, communication and office management skills to succeed. To provide support for both administrative and clinical operations, medical assistants need a firm grasp of common medical names and terms, including those related to human anatomy, medical instruments, medications and diseases.
Medical assistants also need superb communication skills to convey this information in a way patients can understand. Although there are many aspects to a career as a medical assistant, one of the biggest components is patient interaction. Medical assistants can expect to spend most of their day interacting with patients, whether to confirm insurance information, measure vital signs or schedule an upcoming appointment.
With this much patient interaction, patience and compassion are both essential. Those who prefer to work alone need not apply. These problems include anxiety, depression and somatization. With regard to anxiety, results were average but conveyed that Jane is experiencing anxiety from time to time.
Anxiety involves feeling nervous, fearful, or worried about problems, either real or imaginary. The combination of these assessments suggests that while Jane may not continuously experience high levels of anxiety, she may experience anxiety in certain situations or when problems are on her mind. If Jane experiences anxiety during her school work, it can affect her concentration and ability to process information using her working memory.
For example, when she is trying to decode a word, if anxiety makes it difficult for her to hold the letter sound in her working memory long enough to blend the sounds together, she will experience difficulty sounding out words.
There was some indication that Jane may desire control over her environment and strive for self-control almost to a rigid degree.
One assessment connected these feelings and needs to social interactions with peers, specifically with experiences of being bullied Sentence Completion. These measures indicated that relationships with peers and family hold special importance to Jane and difficulties with relationships can invoke feelings of inadequacy, insecurity, and a strong need to control her surroundings.
With regard to depression, Jane measured average to slightly below average. Depression involves feelings of unhappiness or stress that may interfere with daily activities. In this measure, depression includes a combination of negative mood, interpersonal problems, ineffectiveness, anhedonia absence or inability to feel pleasure , and negative self-esteem.
In the various areas of depression, Jane rated average to slightly below average in comparison to children of similar age and gender. In fact, a task requiring Jane to complete sentences showed a tendency toward positive affect. These scores imply that Jane does not appear to have an elevated tendency toward depression and depression is not a factor that is influencing her school work at this time. Somatization includes being oversensitive to and complaining about minor physical problems or discomforts.
The task for rejection required Jane to tell stories in response to pictures that were presented. The majority of responses, again, involved either bullying behaviors or other peer rejection. This score implies, again, that the negative behaviors of others i.
Negative peer experiences at school impact how she perceives certain situations and may elicit feelings of rejection. These scores imply that Jane displays a low level of problem or maladaptive behaviors and that her behaviors do not affect her functioning in the school environment or negatively impact her academic progress.
This is consistent with the referral concern which has no mention of disciplinary or behavioral problems. In addition, Jane does not indicate an emotional disability based on the conducted assessment.
Further evaluation for emotional disabilities was not indicated. Adaptive skills include behaviors important for functioning at home, school, with peers and in the community. They include adaptability ability to readily adapt to environmental changes , social skills, leadership, activities of daily living, and functional communication. Coping skills involves how Jane shows responsibility and her sensitivity to others, which personal daily living skills involves personal hygiene practices.
Expressive communication involves how Jane uses words to gather or convey information. Community living skills refers to how Jane uses items such as money, the telephone or computer. In the near future, this could involve the use of job skills. Interpersonal relationships refer to how Jane interacts with others. This task required Jane to tell stories about pictures that were presented.
She is also had a good sense of support systems available, including protective, positive external supports i. Jane demonstrated a good sense of support systems, indicated that she had confidence certain people would provide aid upon her request.
In addition, Jane conveyed appropriate understanding with limit setting or consequences for behaviors. These scores combined imply that Jane displays good adaptive skills which allow her to function properly in various environments.
These skills will allow Jane to communicate with peers and her teacher appropriately, participate in the classroom activities, and use coping skills to be responsible and sensitive to others. She has knowledge of support systems and confidence in these support systems and herself to tackle problems.
Although Jane can use coping skills and support systems, at times she may lack the insight to distinguish which coping mechanisms or supports are best for her situation. She may be unsure how to solve certain problems or feelings in a positive way. Jane may have excellent support with family members and close friends, but there may be environments in which it is more difficult to find a dependable support system i.
Jane can appropriately receive and attend to verbal information and is able to retain information in her long-term memory. When information is presented verbally, Therefore, in general, she is able to comprehend lectures or verbal readings, but may experience confusion time to time. With regard to information presented visually, Jane can attend to and think about the information in order to complete tasks. However, novel or problem-solving tasks utilizing mainly visual information may be tricky for her.
Whether the information is presented verbally or visually, Jane does not have trouble with concentration or attention to the information. With regard to reading, she can concentrate on the letters or words and discriminate among letters. Her attention and processing abilities aid the reading process by freeing up mental resources that can be used for comprehension. On one task, it was difficult for her to hold some information long enough to process the required task.
This indicates that although her overall memory abilities are good, with certain tasks she could experience difficulties in holding the information in her working memory long enough to apply required actions to the information and then act accordingly. Decoding words, reading fluently and comprehending text all involve the working memory.
For example, Jane needs to hold letters sounds long enough to combine them into a work and then retrieve the word meaning from her vocabulary knowledge. At the same time, she needs to retain story facts in her working memory to later apply to comprehension questions. If she is anxious, her working memory will be less efficient and this could impact her reading abilities.
Vocabulary tasks were particularly difficult for her, although she was able to perform vocabulary tasks when the information was presented verbally. The vocabulary knowledge is present, but Jane had difficulty in decoding the words to a point that she could access her vocabulary database.
Her comprehension performance was low, although as with vocabulary, she performed better with verbally presented information. Further evaluations are needed to determine what aspect or stage of the reading process is difficult for Jane.
Jane is also experiencing difficulty in math computation and application. Jane was able to perform verbally presented arithmetic tasks, suggesting that her working memory is able to hold the data and process it as needed. This also suggests she understands mathematical language.
However, Jane had difficulties applying her knowledge to tasks when she had to read the question or information in story form. Laure shared that math is her most difficult subject and that she struggles remembering multiplication tables. No problems were evidence from the tasks with regard to her long-term memory abilities.
Jane demonstrates normal levels of hyperactivity, aggression, and conduct problems. In addition, she displays low levels of problem or maladaptive behaviors. This means that in the In general, she does not display disruptive behavior or act aggressively, which helps Jane in maintaining healthy adult and peer relationships. Interpersonal relationships are important for Jane and she seems strongly affected by aggressive and antisocial tendencies of others.
Bullying, gossip and other inappropriate social behaviors may be causing Jane anxiety or stress at times, which can affect concentration, self-confidence, and areas of cognitive functioning such as her working memory. Tasks revealed that although Jane is not continuously showing signs of anxiety, she does experience anxiety during certain situations or when problems are on her mind. For Jane, difficulties with relationships may invoke feelings of inadequacy, insecurity, rejection, and a need to control her environment.
A school task could be challenging if Jane is trying to focus on information while simultaneously dealing with negative emotions. How to Live to be by Stephen Leacock 3. Albert Einstein at School by Patrick Pringle 4. Eight Cousins or One Brother? Balasubramanian 5. Spoon-Feeding by W. Inge 6. Priestley Poetry 1. Equipment by Edgar Albert Guest 2. The Giving Tree by Shel Silverstein 3. Human Family by Maya Angelou 4. Animal Farm an abridged version by George Orwell Study skills and communication skills 1.
Conversation Practice 2. Vocabulary 3. Reading Comprehension 4. Interpretation of Non-Verbal Information 5. The Language of Advertisements 6. Letter Writing 7. Note Making 8. Word Stress 9. Describing a Process Completing a Form Playing the English Gentleman - M. Gandhi 2. The Bet - Anton Chekov 3. On Smiles - A. Gardiner 5. The Prize Poem Sir P. Wodehouse 6. Sale - Anita Desai 7. Riders to the Sea - J. Synge Poetry 1. Ulysses - Alfred Lord Tennyson 2. The Second Coming - W.
Yeats 3. The Unknown Citizen - W. Auden 4. Eliot 5. The Night of the Scorpion - Nissim Ezekiel 6. Rakhi - Vikram Seth 7.
Complex Numbers Complex number as an ordered pair of real numbers- fundamental operations, Geometrical and Polar Representation of complex numbers in Argand plane- Argand diagram, etc. Quadratic Expressions Quadratic expressions, equations in one variable, Quadratic inequations, etc. Theory of Equations The relation between the roots and coefficients in an equation, Solving the equations when two or more roots of it are connected by certain relation, Transformation of equations - Reciprocal Equations, etc.
Permutations and Combinations Fundamental Principle of counting - linear and circular permutations, Permutations with constraint repetitions, etc. Binomial Theorem Binomial theorem for a positive integral index, Approximations using Binomial theorem, etc.
Probability Random experiments and events, Axiomatic approach and addition theorem of probability, etc. Topics Sub-topics 1. Complex Numbers 1. Quadratic Expressions 3. Theory of Equations 4. Bi-nominal theorem Full 7. Partial Functions 7. Measures of Dispersion 8.
Circle Position of a point in the plane of a circle — the power of a point-definition of tangent-length of a tangent, Relative position of two circles- circles touching each other externally, etc. System of Circles The angle between two intersecting circles, Radical axis of two circles, radical centre, Intersection of a line and a Circle, etc.
Parabola Conic sections —Parabola- equation of the parabola in standard form, Equations of tangent and normal at a point on the parabola, different forms of a parabola- parametric equations, etc. Ellipse Equation of tangent and normal at a point on the ellipse, Equation of ellipse in standard form- Parametric equations, etc. Hyperbola Equations of tangent and normal at a point on the hyperbola, Equation of hyperbola in standard form- Parametric equations, etc. Integration Integration- Partial fractions method, Reduction formulae, Integration as the inverse process of differentiation- Standard forms -properties of integrals, etc.
Differential equations Formation of differential equation-Degree and order of an ordinary differential equation, Non - Homogeneous differential equation, etc.
Topics Sub- topics 1 Circles 1. Topics 1 Waves - Doppler effected and its two situations 2 Ray Optics and Optical Instruments - Reflection of light by spherical mirrors, the mirror equation. Chapters Important Topics Chapter 1: SOLID STATE General characteristics of solid-state, Amorphous and crystalline solids, Classification of crystalline solids based on different binding forces molecular, ionic, metallic and covalent solids , Imperfections in solids-types of point defects-stoichiometric and non-stoichiometric defects, Electrical properties-conduction of electricity in metals, etc.
Chapter 8: POLYMERS Types of polymerization reactions addition polymerization or chain growth polymerization-ionic polymerization, free radical mechanism-preparation of addition polymers-polythene, Teflon, Polymers of commercial importance polypropene, polystyrene, polyvinyl chloride PVC , urea-formaldehyde resin, etc.
Topics Sub-topics 1 Solid-state 1. No Lesson Topics 1 Home. VI Tertiary Sector 6. Subject Units Psychology I. Motivation II. Human Abilities III. Social behaviour IV. Groups and Leaderships V. Communication Skills VI. Personality VII. Issues in contemporary society VIII. Health Psychology. Sections Chapters Section - I 1. Human Geography 2. Man and Environment 3.
World Population 4. Resources 6. Agriculture 7. Minerals 8. Industries 9. Physical features of India 2. Major rivers of India 3. Climate of India 4. The natural vegetation of India 5. Soils 6. Population 7. Which CTET previous year question papers are accessible for download, and for which years? I am highly obliged to you. Save my name, email, and website in this browser for the next time I comment. CTET Reply. How to get paper 1 and paper 2 previous papers Reply. Thank you very much Reply.
Good job……. Please give the answers for marathi paper 1 Reply. Leave this field empty. Paper 1 Main. Paper 2 Main. Paper 1 Assamese. Paper 2 Assamese. Paper 1 Bengali. Paper 2 Bengali. Paper 1 Garo.
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