zilongwang/ReadingBank huggingface dataset:
Welding Shields. These shield assemblies consist of vulcanized fiber or glass fiber body, a ratchet/button type adjustable headgear or cap attachment and a filter and cover plate holder. These shields will be provided to protect workers' eyes and face from infrared or radiant light burns, flying sparks, metal spatter and slag chips encountered during welding, brazing, soldering, resistance welding, bare or shielded electric arc welding and oxyacetylene welding and cutting operations. Filter Lenses for Protection Against Radiant Energy Operations Electrode Size 1/32 in Arc Current Protective Shade Shielded metal arc welding Less than 3 Less than 60 7 3-5 60-160 8 5-8 160-250 10 More than 8 250-550 11 brazing 3 Torch soldering 2 Note: as a rule of thumb, start with a shade that is too dark to see the weld zone. Then go to a lighter shade which gives sufficient view of the weld zone without going below the minimum. In oxyfuel gas welding or cutting where the torch produces a high yellow light, it is desirable to use a filter lens that absorbs the yellow or sodium line in the visible light of the (spectrum) operation. Selection chart guidelines for eye and face protection The following provides general guidance for the proper selection of eye and face protection to protect against hazards associated with the listed hazard "source" operations. Source Hazard Protection IMPACT - Chipping, grinding machining, masonry work, woodworking, sawing, drilling, chiseling, powered fastening, riveting, and sanding Flying fragments, objects, large chips, particles, sand, dirt, etc. Spectacles with side protection, goggles, face shield For severe exposure, use face shield HEAT-Furnace operation and arc welding Hot sparks Faceshields,, spectacles with side. For severe exposure use faceshield. CHEMICALS-Acid and chemical handling, degreasing, plating Splash Goggles, eyecup and cover types. For severe exposure, use face shield. DUST - Woodworking, buffing, general,buffing, general dusty conditions. Nuisance dust Goggles, eye cup and cover type Head Protection
Employee checklist Departments may include the following checklist as part of their policies and procedures as a guide for employees when they are posting material on a social media website via government-owned ICT services, facilities and devices. Employees should ask themselves these questions prior to posting content on social media. If any of an employee’s answers fall within the do not post column, then the employee should not post the material. Question Do not post Post Will the reputation of your department or the Queensland Government be harmed? Y N Will your personal or professional reputation be harmed? Y N Will the personal or professional reputation of a colleague be harmed? Y N If the posting contains the personal information of another person, do you have consent to post that information? N Y In posting the material, are you behaving with integrity, honesty, respect and accountability? N Y Is it to others that you are making the posting as a private individual and not as an authorised representative of your department or the Queensland Government? N Y Does the posting contain inappropriate or offensive material? Y N Does the posting contain confidential information that is not already in the public domain? Y N Does the posting contain information about your official role and duties, or work related activities or events, that are not already in the public domain? Y N Does the posting give the impression that you are the authorised representative of your department or the Queensland Government or that your personal opinion is the opinion or position of your department or the Queensland Government? Y N Are you willing to accept the posting as a permanent and public record of your personal opinion? N Y Would you be willing for the content of your posting to be viewed by a stranger on the street or your supervisor? N Y Does the posting otherwise constitute an unauthorised use of Queensland Government ICT services, facilities and devices? Y N
Personal Development Goal Setting Article Activity Idea Creating Your Perfect Career: The Vision Board Author: Megan Patiry Huffington Post Self-Awareness Learning Style Online Self- Assessment VARK Learning Style Self-Assessment VARK Ltd. Self-Awareness Multiple Intelligence Online Self- Assessment Multiple Intelligences Self-Assessment Edutopia, materials were adopted from a questionnaire created by Branton Shearer of M.I. Research and Consulting Self-Awareness Strategies for Learning Document Study skills: Managing your learning. Topics covered include; motivation, goal setting, learning personalities and learning strategies. Access Office, NUI Galway Personal Development Decision Making Career Graphic Organiser Templates Career investigation, decision making matrix and goal achievement planning maps. Also, free downloadable and customisable templates. Author: Chad Manis, Personal Development Decision Making Problem Solving Website Online toolkit for personal development and developing career skills. Detailed theory of strategies and methodologies of decision making, problem solving and overall personal development. Mind Tools Personal Development Decision Making Problem Solving Website Provides theory and informative guides on a broad range of personal development topics, including; personal development, communication, listening, negotiation, CV Skills You Need is a small team of avid lifelong learners. Matthew, CEO,
Personal Development Success TED Talk A Kinder, Gentler, Philosophy of Success. TED Conferences, LLC Personal Development Success Blog Article The Most Important Personal Development Lesson I Ever Learned Chelsea Dillon, Emergenetics International Career Planning / NFQ Online Interactive Activity The National Framework of Qualifications (NFQ) Quality and Qualifications Ireland (QQI) Career Planning / EQF Online Interactive Activity The European Qualifications Framework (EQF) QQI Professional Development Career Preparation Two Documents, inc. Lesson Plans, Sample Project Ideas, Record of Progress Template Resource useful for reference. Covers a range of personal and professional development topics; employability skills, preparing a CV, dealing with interviews. Also, lesson plans, templates and activities to support topics, may need to be intensified/updated to suit level. Education Scotland Professional Development Career Preparation Website Broad range of career preparation resources. Downloadable CV templates, job specific keywords for CVs, Cover Letters, Job Descriptions and preparing for interview strategies. Irishjobs.ie Professional Development Career Preparation Website 10 tips towards a professional CV and a range of CV templates Recruit Ireland
Previous Employment Employment dates Name and address of employer Job title and main duties Reason for leaving From To Salary Employment dates Name and address of employer Job title and main duties Reason for leaving From To Salary Employment Name and address of employer Job title and main duties Reason for leaving From To Salary Employment dates Name and address of employer Job title and main duties Reason for leaving From To Salary Please account for any periods of non-employment (if applicable)
Moorfield Primary School Register of Personal, Business or Pecuniary Interests Personal Interests Full Name Governor Type Name of Individual Relationship Their Role in School Mrs Mel Eastwood Interim Headteacher None Mr David Fielding LA Governor Ms Shellie Gartside Co-opted Governor Mrs Laura Coluccio Co-opted Governor Mrs June Worsley Co-opted Governor Mrs Jenny Davis Co-opted Governor Miss Rachael Barber Parent Governor Ms Kelly Taylor Parent Governor Mrs Angela Hughes Governor Mr John Walsh Associate Governor Business or Pecuniary Interests Full Name Governor Type Business Name Business Nature Nature of Interest Date Interest Started Date Interest Ceased Mrs Mel Eastwood Interim Headteacher None Mr David Fielding LA Governor Salford LA Fiddler’s Lane Ringway Childcare Children’s Services Education Education Children’s Centre Cluster Coordinator LA Governor Co-owner Ms Shellie Gartside Co-opted Governor Irlam Endowed Mojo Childcare – and wrap around care Education Education of Governors Owner Mrs Laura Coluccio Co-opted Governor HR Salford City Council HR Employee
My Personal Education Plan PEP for pupils with an EHCP (Cross Phase) The PEP is statutory and part of the care plan & can inform the EHCP Review Within 4 weeks of PEP meeting all sections to be complete and emailed to the child’s social worker and for HCC CIC to for IOW CIC to Virtual School via SharePoint or for schools not on the IOW to PEP Type: Meeting Date: School Name: DfE Number: School age range: HCC SEN District: Date of enrolment: Current Ofsted Outcome: IOW/HCC District: LEA (if not IOW or Hants): Social Worker name: Social Worker email:* Social Worker team inbox address: Designated Teacher name: Designated Teacher email:* Social Care district: Social Care team: Documents that can be inserted into page 19 of this PEP: Progress tracking sheet Samples of work Record of discussion with child Other assessment data *Social Worker and Designated Teacher work email addresses collected as part of public task under GDPR Section 1 below can be completed without the child/young person present (possibly in advance) Click here to see the “Master” My Surname is: My First name is: I am also known as: I am in Year: The date I was born is: My Ethnicity is: English as Additional Language (EAL): My first language is: Unaccompanied Asylum Seeker (UASC): My Swift ID/Social Care ICS No. is:
that my school has all the information they need to be able to meet my current needs Summary of my care plan. My social worker must add detail related to my history that will support the school and other agencies in fully understanding my past & meeting my needs Click here to see the “Master” Enter key points from the care plan that will impact on my education or my EHC Assessment or plan. Could include: Permanency Stability Information about my sibling group where relevant; e.g. contact arrangements Respite care arrangements (if used) Adoption Planning Other professional teams and services that have been or are currently working with me Current issues or religious observances which should be considered Additional needs/requirements for education off site such as trips Cultural, social, emotional, cognitive Engagement in education to date, attendance and factors impacting on my attendance, current reasons for any absence or lateness Understanding & experience of relationships both peer and adult Any developmental delays My Strengths to date are: Updates on the above from Social Worker for this review are: Contacts and Permissions - Maintained by social worker Click here to see the “Master” Please name anyone for whom contact with me is prohibited and what position school should take if contacted by this person. Who will school ring in an emergency? Who will school send important letters and my school reports to?
My Years to School Transition Plan. A transition planning meeting should be held in the May/June before a Sept school start, or two months before Easter or Summer term start. Settings can use the Hampshire . A summary of actions should be included. Present at the meeting should be the child’s social worker; Early Years Area Inclusion Co-ordinator (INCO); Early Years district Advisor for Children in Care; and key staff from early years setting and primary/infant school. The actions agreed should be centred and should focus on 1) developing the child’s connection to the new school community - key adults and peers; 2) any learning or social, emotional, physical needs 3) support in place in reception/Year R so I am confident to start. The outcomes I want: To feel safe in my new setting To build positive new relationships with my key worker and designated key worker To be happy in my new class For my parent/carers to be able to talk to my key worker when needed What will I do? Who will help me, how and when? How will we know when I have achieved my target? should include aspirational quantitative measures as well as qualitative statement s How will additional funding be used to support this? is accountability for PP spend at setting & LA levels please provide detail Review Date Interventions in the room and out, that will help me with my targets Please use this area to attach any relevant documents and photographs of children: From the Office Ribbon : “Insert”, “Text”, “Object”, “Object…” Or from the Keyboard : Alt, Alt + N, Alt + J, Alt + J And then from the dialog : Create from File, Browse for file, tick “Display as icon”
Section 3c Action Plan: My Targets (SMART) – Specific, Measureable, Achievable, Realistic, Time related. They must link to young person’s comments, parent/carer actions, needs analysis & attainment and progress & should be written up by Designated Teacher as an outcome of discussion at the meeting Click here to see the “Master” My PEP Action Plan. N.B Targets set at an initial PEP may not always be focussed on attainment, particularly if there has been a change to school or family placement. The targets should be about the needs of the child so they are secure and ready to learn My Targets Should cover: Curriculum Personal/Social/Emotional needs Learning Behaviours Wider community & engagement What will I do? Who will help me, how and when? How will we know when I have achieved my target? These should include aspirational quantitative measures as well as qualitative statement s How will additional funding be used to support this? There is accountability for PP spend at school & LA levels please provide detail Review Date Interventions (in class and out) that will help me with my targets Section 4: My School’s summary of how funding has been used to meet my needs - with breakdown of costs and evaluation of impact Click here to see the “Master”
Section 3d Action Plan: My Targets (SMART) – Specific, Measureable, Achievable, Realistic, Time related. They must link to young person’s comments, parent/carer actions, needs analysis, attainment & progress. see the “Master” guidance My PEP Action Plan. N.B Targets set at an initial PEP may not always be focussed on attainment, particularly if there has been a change to school or family placement. The targets should be about the needs of the child so they are secure and ready to learn My Targets Should cover: Curriculum Personal/Social/Emotional Learning Behaviours Wider community & engagement What will I do? Who will help me, how and when? How will we know when I have achieved my target? These should include aspirational quantitative measures as well as qualitative statement s How will additional funding be used to support this? There is accountability for PP spend at school & LA levels please provide detail Review Date Interventions (in class and out) that will help me with my targets Section 4: My School’s summary of how funding has been used to meet my - with breakdown of costs and evaluation of impact see the “Master” guidance Amount of funding available (per financial year) Pupil Premium: £ 1400 (September 2016)
At my Initial PEP my attendance % coming into care was: Factors affecting my attendance and punctuality are: No of exclusions (if any) Total no of days missed My current attendance % is: Current reasons for absence are: Current reasons for any exclusions are: Do I have any other personal plans i.e. IEP, BSP? If YES state what: Copy attached? My current SEN staus is: Aspects of EHC plan to be addressed in my targets and interventions are: If EHC assessment is underway, indicate when the assessment was requested: Primary SEN Need? Secondary SEN Need? Comments from my education settings relating to: Click here to see the “Master” My Strengths for Development Barriers to Learning (informed by PEP Analysis & PEP Toolkit) here to see the “Master” The Hampshire PEP Toolkit reminds us that behaviour is NOT an area of need, simply a way of communicating an underlying unmet need or an area of difficulty. Use this and other needs analysis tool to complete the section below: Area of Need Is a primary area of needs Possible interventions and actions required Adult relationships Peer relationships Self regulation Executive functioning Motivation & of control Sense of self Language development Other possible areas of need Is a primary area of unmet needs Possible interventions and actions requited Sense of belonging related to permanence and stability
Section 3c Action Plan: My Targets (SMART) – Specific, Measureable, Achievable, Realistic, Time related. They must link to young person’s comments, parent/carer actions, needs analysis & attainment and progress & should be written up by Designated Teacher as an outcome of discussion at the meeting See the “Master” guidance My PEP Action Plan. N.B Targets set at an initial PEP may not always be focussed on attainment, particularly if there has been a change to school or family placement. The targets should be about the needs of the child so they are secure and ready to learn My Targets Should Curriculum Personal/Social/Emotional needs Learning Behaviours Wider community & engagement What will I do? Who will help me, how and when? How will we know when I have achieved my target? These should include aspirational quantitative measures as well as qualitative statement s How will additional funding be used to support this? There is accountability for PP spend at school & LA levels please provide detail Review Date Interventions (in class and out) that will help me with my targets Section 4 My School’s summary of how funding has been used to meet my needs - with breakdown of costs and evaluation of impact See the “Master” guidance
Amount of funding available (per financial year) Pupil Premium: £ 1400 (September 2016) Dedicated School £ 1987 Total: £ 3387 Learning barriers Identified Intervention identified Cost (£) What changes are you expecting to see PPG DSG Section 4 continued….. Learning barriers Identified Intervention identified Cost (£) What changes are you expecting to see PPG DSG Cost of interventions by funding stream this financial year PPG DSG Total
Joe Bloggs’ Personalised Plan started on 01-09-15 1. The Outcome I am working towards Outcome 1: By the end of Key Stage 2 I will be able to listen to and understand simple instructions and use my task board so that I can work independently for at least 15 minutes. 2. Any modifications or changes to my curriculum or course. 3. What I need to help me (resources) Task board Timer Word 4. Resources/training for which funding has been applied/agreed 5.Ways to help me best (strategies) Say my name to get my attention Seat me near the front of the class Feelings wall Exit card 6.Extra support (intervention) I need 7.How often I need this and who will provide it 8. What I need to achieve by the next review 9. How well did it work? Date Following auditory directions 1x 10 mins daily (TA) I will be able to follow 2 step instruction within a task I cannot yet follow a 2 step instruction on my own but I am improving Dec 15 Following auditory directions 2x 10 mins week (TA) I will be able to follow 2 step instruction within a task I can now follow a 2 step instruction May 16 Following auditory directions 2x 10 mins week (TA) I will be able to follow 3 step instruction within a task Social Skills Group 1x 30 mins week (TA) I will be able to use my new words to ask for help when I am stuck Social Skills group is making me more anxious, I need more 1:1 support first Dec 15 1:1 Social Empathy work 1x 20 mins week (TA) I will be able to use my new words to ask for help when I am stuck I am asking for help with toileting needs now May 16
Ishwar Chandra Vidyasagar: Cited Vedas to prove that Hindu religion sanctioned widow remarriage; instrumental in getting the Hindu Widow Remarriage Act of 1856; pioneer of women’s education (founded more than 35 schools for women); secretary of the famous Bethune School for Girls E.V. Ramaswamy Naicker: Organized the Self-Respect Movement, demanding the lifting of ban on of lower castes into temples Sri Narayan Guru: Kerala; ‘one religion, one caste, one God for mankind’ M. Malabari: A Parsi social reformer; founded the Seva Sadan in 1885, an organization which specialized in taking care of women who were exploited and then discarded by society Sri Narayan Guru: Worked among the untouchable toddy-trapper Ezhavas of Kerala for their uplift; worked significantly to the Temple Entry Movement Raghunath Rao Syed Ahemd Raibarelvi: Founder of Wahabi movement Syed Ahmed Khan Dudu Mian: Key in Faraizi movement, which was an orthodox Muslim movement that aimed to create a paramilitary force to fight Hindu landlords and the police --- Sarojini Naidu Rashbehari RC Dutt- historian (economic critique) Early nationalists: Dadabhai Naoroji: Founded East India League in London Surendranath Banerjee: founded Indian Association of Calcutta in 1876 (most important pre INC political grouping, formed to agitate against pro-landlord policies of the British); in 1883, he became the Indian journalist to be imprisoned for writing an article criticizing a judge of the Calcutta High Court trial
B.F. Skinner and various radical behaviorists Personality is simply behavior, and the way people think is meaningless Personality shaped by environment Emphasis on how people act and behave Closer to Social-Cognitive Theories Social-Cognitive Theories Albert Bandura – triadic reciprocality and self-efficacy Triadic reciprocality = person’s behavior both influences and is also influenced by personal factors and social environment Self-efficacy = one’s belief in one’s ability to succeed in situations or tasks George Kelly – personal-construct theory People develop personal constructs to evaluate worlds People’s behavior is determined by how they interpret the world Julian Rotter – locus of control Internal locus of control = feel responsible for what happens External locus of control = forces outside of control determine what happens Humanistic Theories Humans are innately good and able to determine own destinies through free will Self-concept = person’s global knowledge about themselves Self-esteem = person’s general feeling about themselves Self-actualize = ability of a person to realize their own potential Abraham Maslow – Maslow’s hierarchy of needs Rogers – Unconditional positive regard (general, unconditional love) Assessment Techniques Projective Tests – asking people to interpret ambiguous stimuli Rorschach inkblot test – interpreting and describing inkblot diagrams Thematic Appreciation Test (TAT) – interpret and describe actions in pictures Self-report inventories – ask people to fill out surveys about themselves Minnesota multiphasic personality inventory (MMPI-2) Barnum effect – people have the tendency to see themselves in stock descriptions of personality
Duncombe Uppingham 01572821936/07754615079 Karen Evans Oakham 07736649319 No personal care Finnie Whissendine 01664474356/07960035325 Fraser Oakham 07399 473705 Jenny Oakham 07753102108 Self Employed Hart Oakham 720228 / 07743747760 Self Employed Yvonne Hyde Little Casterton 01780757427/07548168111 Natalie Kissell Whissendine 01664 474052 Domestic/Gardening only No personal care Racheal Meacham Uppingham 0751 500 1066 Racheal.meacham@btinternet.com Charlotte Newcomb Oakham 0785 8657002 Mandy Nwala South Witham 07984 515404 01572 767313 Bryan Penny Whissendine 07708 456064 Domestic/Gardening only No personal care Robert Petch Melton Mowbray 07923 262234 Self Employed Alison Pyne Castle Bytham 07771 516433 Malcolm Shepherd Oakham 01572 755906/07751 589789 Deborah Smith Cottesmore 01572812346 / 07950830859
6 Branham- HCG US History Branham- Overflow of HCG Overflow of US Templeman- AP Psy Hamm- AP USH- Settles will come in and talk to those students that are in the AA and the rest will go to PS. Templeman- Overflow of AP Psy Hamm- Overflow of AP USH Graham- AP World- Settles will come in and talk to those students that are in the AA and the rest will go to PS. Graham- Overflow of AP World Zingg- World Civ Baralt- HCG Zingg- Overflow of WC Baralt- Overflow of HCG 7 Branham- HCG Ruddy- US History Branham- Overflow Ruddy- Overflow Templeman- HCG Hamm- AP USH Templeman- Overflow Hamm- Overflow Graham- World Civ Graham- Overflow Zingg- World Civ Zingg- Overflow
Sarah Duncombe Uppingham 01572821936/07754615079 Karen Evans Oakham 07736649319 No personal care Susan Finnie Whissendine 01664474356/07960035325 Julie Fraser Oakham 07399 473705 Jenny Oakham 07753102108 Self Employed Erin Gunner Stretton 07831 911855 Helen Hart Oakham 01572 720228 / 07743747760 Self Employed Yvonne Hyde Little Casterton 01780757427/07548168111 Shane James Allexton, Rutland 07802977132 Self Employed Jennifer Kibblewhite Oakham 07715 879116 Natalie Kissell Whissendine 01664 474052 Domestic/Gardening only No personal care Racheal Meacham Oakham 0751 500 1066 Isobel Newbold Preston 01572 737668 Charlotte Newcomb Oakham 0785 8657002 Nwala South Witham 07984 515404 01572 767313 Bryan Penny Whissendine 07708 456064 Domestic/Gardening only No personal care
Robert Melton Mowbray 07923 262234 Self Employed Alison Pyne Castle Bytham 07771 516433 Malcolm Shepherd Oakham 01572 755906/07751 589789 Deborah Smith Cottesmore 01572812346 / 07950830859 Paul Smith Cottesmore 01572811080/07952654416 Steve Talbot Oakham 0795 070 3336/01572 722275 No personal care – practical support (ie gardening) only Kelly Tooke Oakham 07850 318446 Nigel Wattam Peterborough 07850 117786 Louise Watts Edmondthorpe 07377 714628 Self Employed Julia Webster Lyndon 01572737824 / 07766664222 Susan Wheatley Little Bytham 01780410367/07743486100 Andrew Withers Ketton 01780721467/07742210006 Jill Yarr Stamford 01780765127 / 07753177305
Unit: Personal Awareness L1 CV3 Ofqual Unit Reference Number: K/504/8837 Unit Review Date: 28/02/2018 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Know about personal awareness personal awareness how having personal awareness helps to improve life Know about the key aspects of personality what is meant by personality strengths of personality aspects of personality to develop Know how to recognise personal skills, knowledge and achievements personal skills personal knowledge skills to develop areas of knowledge to develop personal achievements Be able to recognise personal feelings personal feelings how feelings are expressed an example of behaviour which results from personal feelings Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer I declare that this is an original of work and that all of the work is my own unless referenced. Assessor Disclaimer
Objective A Investigating ( Criterion A) define a goal and global context for the project based on personal interests identify prior learning and subject specific knowledge relevant to the project demonstrate research skills( includes the selection of sources, their evaluation, as well as application of the sources) Objective B Planning ( Criterion B) develop criteria/specifications for the product/outcome plan and record the development process of the project demonstrate self-management skills ( The evidence of this should be found in the PP journal) Objective C Taking action ( Criterion C) create a product/outcome in response to the goal, global context and the criteria/ specifications ( the description of the process) demonstrate thinking skills ( such as critical and creative thinking skills, etc.) demonstrate communication and social skills Objective D Reflecting ( Criterion D) Evaluate the quality of the product/outcome against their criteria Reflect on how completing the project has extended their knowledge and understanding of the topic and the global context Reflect on their development as IB learners through the project COMPLETING THE PERSONAL PROJECT You are expected to document the process in the Process Journal select a topic of personal interest focus the personal project through ONE global context structure the personal project report according to the information provided in this guide respect word or time limits for the report fulfil ethical and academic honesty requirements Using the process journal – What is the process journal? A document you should Document the planning and the development of the project, Keep useful information (photos, quotes, comments, notes, mind-maps, ideas, etc.) the recording of interactions with sources, for example, teachers, supervisors, etc. explore ideas and solutions record selected, annotated and/or edited research and to maintain a bibliography reflect on stages of the project and demonstrate your reflection on learning evaluate completed work It is NOT a used on daily basis with detailed writing about what was done. You are required to show your supervisor evidence of the process documented in the journal at meetings or by providing access digitally. It can be written, visual, audio or a combination of these and might include both paper and electronic formats. Assessment of the process journal For the assessment purposes you will carefully select evidence – a maximum of 10 individual extracts- from your process journal to demonstrate development in all criteria. These extracts are submitted as
The ways in which we discover and express ideas, feelings, nature, culture, beliefs and values The ways in which we reflect on, extend and enjoy our creativity Our appreciation of the aesthetic (beauty) The natural world and its laws The interaction between people and the natural world How humans use their understanding of scientific principles The impact of scientific and technological advances of communities and environments The impact of environments on human activity How humans adapt human environments to their needs Globalization and Sustainability Fairness and Development How is everything connected? What are the consequences of our common humanity? The interconnectedness of human-made systems and communities The relationship between local and global processes How local experiences mediate the global Reflect on the opportunities and tensions provided by world-interconnectedness The impact of decision-making on humankind and the environment Rights and Responsibilities The relationships between communities Sharing finite resources with other people and with other living things Access to equal opportunities How to add the Global Context to your Project Step 1 - Choose ONE global context to focus your topic through – EXAMPLE- An inquiry into our personal and cultural expression Step 2- Explain WHY you have chosen that global context. Example – I chose this because I will be exploring…. Examples of a topic viewed through the Global Context. Topic – Rap as a music Genre Global Context My topic viewed through the Global Context Identities and relationships Examine the question, “Why does Rap speak to me?” Orientation in space and time Explore the development of rap as a style of music across the continents/ across the
In addition to the journal prompts, an extract may include: • visual thinking diagrams • bulleted • charts • short paragraphs • notes • timelines, action plans • annotated illustrations • annotated research • artifacts from inspirational visits to museums, performances, galleries • pictures, photographs, sketches • up to 30 seconds of visual or audio material • screenshots of a blog or website The process journal is: The process journal isn’t: • used throughout the project to document its development • an evolving record of intents, processes, accomplishments • a to record initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised • a place for recording interactions with sources, for example teachers, supervisors, external contributors • a place to record selected, annotated and/or edited research and to maintain a bibliography • used on a daily basis (unless this is useful for you) • written up after the process has been completed • additional work on top of the project; it is part of and supports the project • a diary with detailed writing about what was done • a static document with only one format.
If you need additional help or have questions, make sure you let your advisor know. If you need additional support, contact Dr. Showers (6153). The Role of the Student Remember, the majority of your project will be completed outside of school by you. You may ask experts related to your topic, family members, and/or other teachers to help you complete your project. However, each project should be completed individually and contain originally work. It is your responsibility to: create your goal obtain conferences research materials remain organized complete journal entries create product maintain your timeline complete your final project communicate with advisor prepare for presentation ask for help and support extend your knowledge utilize Managebac and weebly site complete Academic Honesty Form refer to the Personal Project Guide develop ATL skills MYP Final Report Format Your report can may vary in format depending on the resources you have and your own interests. You also need to consider your learning preferences and your strengths. Your final report must address all strands of all four assessment criteria. It is so important that, regardless of which format you choose, that you communicate clearly and concisely in order to reach the highest grade possible. Possible formats and languages are: Format Length File Size (and format) Written 1,500-3,500 words 20MB (PDF) Electronic (website, blog, slideshow) 1,500-3,500 words Visual (film) 13-15 minutes 500MB (FLV,M4V, MOV or MP4) Flash drive only Languages* English French Spanish *If your report is written in French or Spanish, you must seek approval from Dr. Showers before you create your final report. A written report aims to inform and explain the process of the personal project in a concise and succinct form and must consists of sections with subheadings. Students must ensure that the report meets the assessment criteria and is well-structured.
up to them there in the late May sunlight and say it, her hungry pretty blank face turning to me, her pitiful beautiful untouched body, his arrogant handsome blind face turning to me, his pitiful beautiful untouched body, but I don't do it. I want to live. I take them up like the male and female paper dolls and bang them together at the hips like chips of flint as if to strike sparks from them, I say Do what you are going to do, and I will tell about it. What is the Earth? The is a homeless person. Or the earth's home is the atmosphere. Or the atmosphere is the earth's clothing, layers of it, the earth wears all of it, the earth is a homeless person. Or the atmosphere is the earth's cocoon, which it spun itself, the earth is a larvum. Or the atmosphere is the earth's skin— earth, and atmostphere, one homeless one. Or its orbit is the earth's home, or the path of the orbit just a path, the earth, a homeless person. Or the gutter of the earth's orbit is a circle of hell, the circle of the homeless. But the earth has a place, around the fire, the hearth of our star, the earth is at home, the earth is home to the homeless. For food, and warmth, and shelter, and health, they have earth and fire and air and water, for home they have the elements they are made of, as if each homeless one were an earth, made of milk and grain, like Ceres, and one could eat oneself—as if the human were a god, who could eat the earth, a god of homelessness. The Race
vendor or other party refuse to comply with FAC’s Determination, then the FAC, in concert with the requesting agency, shall effectuate any and all options that it possesses to obtain the documents in question, including, but not limited to, jointly initiating an action in the appropriate court for relief. Any provisions of any prior Order that conflicts with the provisions of this Order shall be deemed null and void.
Figure 3: Personal Advance Care Plan Header - 2 - Author <author> <time value="20130607000000"/> <assignedAuthor> <id extension="66666" root="2.16.840.1.113883.4.6"/> <!-- Issue of id for consumer...can be a voluntary healthcare ID Can we get a block of ID's from Barry Heib?--> <code code="ONESELF" codeSystem="2.16.840.1.113883.5.111" codeSystemName="RoleCode" displayName="self"/> <addr use="HP"> <streetAddressLine>1111 StreetName St.</streetAddressLine> <city>Silver <country>US</country> </addr> <telecom value="tel:+1(301)111-1111" use="HP"/> <assignedPerson> <name </assignedPerson> </assignedAuthor> </author> Figure 4: Personal Advance Care Plan Header - 3 - Custodian <custodian> <assignedCustodian> <representedCustodianOrganization> <id extension="44444" root="2.16.840.1.113883.4.6"/> <name>MyDirectives.com</name> <telecom value="tel:+1(202)776-7700" use="WP"/> <addr use="WP"> <streetAddressLine>P.O. Box 832624</streetAddressLine> <city>Richardson</city> <state>TX</state> <postalCode>75083</postalCode> <country>US</country> </addr> </representedCustodianOrganization> </assignedCustodian> </custodian>
Choice Made What option did you choose? Trade‐off What trade‐off did you make by choosing this option? Income What was it from and how much was it? Expense What is it and how much did it cost? Balance How much money do you have? Income: Amount: Expense: Amount: Income: Amount: Expense: Amount: Income: Amount: Expense: Amount: Income: Amount: Expense: Amount: Income: Amount: Expense: Amount: Income: Amount: Expense: Amount: Income: Amount: Expense: Amount: Income: Amount: Expense: Amount: Income: Amount: Expense: Amount:
Name______________________ Blog Post Rubric 1 Beginner 2 Capable 3 Accomplished 4 Expert Quality of Writing - post has no style or voice - gives no new information on the topic - poorly organized - post has little style or voice - gives some new information on the topic - poorly organized - written in a somewhat interesting style and voice - some new information on the topic or reflective - well organized - written in an interesting and voice - very informative and/or reflective - well organized - many words misspelled - many grammar errors - formatting makes post difficult to follow or read - several spelling errors - several grammar errors - formatting makes it difficult to follow or read - few spelling errors - few grammar errors - some formatting to help make the post easier to read - all words spelled correctly - no grammar errors - formatting makes the post more interesting and easier to read Multimedia - no multimedia - one of multimedia - several pieces of multimedia - multiple pieces of multimedia - multimedia adds new information or perspective to post - no links - post is not tagged or categorized - one or more links - only "easy" links - post may be categorized or tagged - several links included that add to the reader's understanding - post may be categorized or tagged - several links to places that add to readers understanding - post is fully categorized and tagged
The Subject Guide also suggests that shared knowledge is not static. As our methods of inquiry change and develop so the knowledge they produce changes. These changes might be gradual but there are occasions when they might be sudden shifts in thinking. These sudden shifts could be called paradigm shifts. Examples of Paradigm shifts • Shifts in the visual arts from representational Western art of the 19th century to impressionism to cubism to abstract expressionism • The paradigm shifts in music from the polyphonic music of the Renaissance to the homophony of the Baroque or the harmonic paradigm shift between that Romanticism of the 19th century to the breakdown of tonality and the new paradigm of serialism in the early 20th century. • _The paradigm shifts in economics from the classical economics of the 19th and 20th centuries stressing the rationality of the individual to the behavioural economics of the late 20th and 21st centuries stressing the systematic irrationality of the individual. • _The paradigm shift from deterministic Physics of Newton and Galileo to the indeterminacy of Quantum Theory. • _The paradigm shift from Freudian views of mental processes to the modern cognitive perspective.
• Skills and abilities I gain through practice and habituation, such as, being able to play football, ski, play the piano, dance, paint portraits and so on • Knowledge of my own personal biography through my memory. • Knowledge of myself – how I might react in certain situations • Knowledge of my mental states including emotions •Certain (but not all) knowledge required in personal processes – why I decided to do X • Knowledge of other people – what they might be thinking and how they might react • Quasi-Systematic knowledge of the world around me gained through my senses • Internal maps of practiced acts of sensing – for example making sense judgments such as those made by an experienced tea taster • Knowledge that is possible to share in principle but there are good reasons (say commercial ones) for not sharing it. An example here might be Antonio Stradivari and his ability to build violins. Perhaps this sort of knowledge cannot be formulated using language (digitalized let us say). But it might also be true that Stradivari had a strong disincentive to share what was, to all intents and purposes, highly commercially sensitive knowledge. These types of knowledge do not naturally lend themselves to being communicated to others. It may be logically possible for aspects of this knowledge to be shared but this will generally be difficult for the items in the personal category.
Materials List Chart paper Markers Computer lab (optional) How Spending Patterns Change Throughout Our Lives (Appendix A) Budget Journal Worksheet (Appendix B) Personal Budget Exemplar (Appendix C) Personal Budget Worksheet (Appendix D) Spreadsheet template or spreadsheet program (optional) Timing (Mins.) Lesson Sequence Assessment for and as Learning Opportunities (self/peer/teacher) MINDS ON 5–10 minutes WHOLE CLASS Distribute worksheet, How Spending Patterns Change Throughout Our Lives (Appendix A). Brainstorming Ask students to compare various items that people are likely to spend money on at each stage of life (e.g., children, teenagers, young adults, adults and seniors). Ask volunteers to share their ideas by recording items on chart paper. Alternately, have volunteers write this information under life stage headings on the board. Explain that each life stage incurs different kinds of expenses. Emphasize the one factor common to all life stages: the need to control and analyze spending to ensure the income we bring in adequately covers our costs of living and other expenditures. Take a class poll to determine the number of students who consistently record or write down everything they spend money on. Additionally, ask if there are any students who already use a budget to help them control their spending. For those students who do track their spending, enquire about their process. Observations/Notes
Recipient organisation name Address Suburb State Postcode (Insert date) _____________ Dear Sir/Madam, Re: Change of direct debit information for (insert your full name) ______________________________, customer reference number (insert your customer reference number) ________________________ I have opened a new bank account with Defence Bank which I would like my direct debits to be deducted. Please update your records to make sure all future payments are deducted from the following account: Previous account details Financial institution: Branch: Account name: BSB: Account number: New Defence Bank account details Account name: BSB: 833 205 Account number: Please update your records to reflect this change as soon as possible. Should you have any questions, please contact me on (insert your contact phone number) ______________. Thank you for your assistance. Yours sincerely, ............................................................ (Insert your full name) The above information has been checked and is believed to be correct.
Personal Experience Speech Rubric 5 3 1 ORGANIZATION The speech was given in a logical order with various transitions used. The speech was mostly given in a logical order with several transitions used. The speech was not given in a logical order and transitions were not used. WORD CHOICE The student used a variety of words and replaced certain words with synonyms instead of becoming repetitive. The student used a slight variety of words, but some words became repetitive. The student was very repetitive and did not vary word choice. Total:_____/10 Personal Experience Speech Rubric 5 3 1 ORGANIZATION The speech was given in a logical order with various transitions used. The speech was mostly given in a logical order with several transitions used. The speech was not given in a logical order and transitions were not used. WORD CHOICE The student used a variety of words and replaced certain words with synonyms instead of becoming repetitive. The student used a slight variety of but some words became repetitive. The student was very repetitive and did not vary word choice. Total:_____/10
2 According to a new study, people diagnosed with schizophrenia are at risk for using marijuana as a way to self-medicate. The study shows a link between the mental health disorder and marijuana use. Is the story describing causation or correlation? If it is correlation, two hypotheses that could be tested to investigate the issue further. If it is causation, write two steps that could be taken by public health officials to help people improve their health. 1. 2. Story 3 Researchers have pinpointed a bacterium that causes pneumonia. It is called Streptococcus pneumoniae. Is the story describing causation or correlation? If it is correlation, write two hypotheses that could be tested to investigate the issue further. If it is causation, write two steps that could be taken by public health officials to help people improve their health. 1. 2. Story 4 An international group studying health issues related to mine work has released a study claiming that mine workers are at greater risk for lung cancer than workers in other professions. Is the story describing causation or correlation? If it is correlation, write two hypotheses that could be tested to investigate the issue further. If it is causation, write two steps that could be taken by public health officials to help people improve their health. 1. 2.
City, State, Zip Code Your last job title: Phone Number Reason for leaving (be specific) List the jobs you held, duties performed, skills used or learned, advancements or promotions while you worked at this company. Name of employer Name of last supervisor Employment Dates Pay or salary Address City, State, Zip Code Your last job title: Phone Number Reason for leaving (be specific) List the jobs you held, duties performed, skills used or learned, advancements or promotions while you worked at this company. Name of employer Name of last supervisor Employment Dates Pay or salary Address City, State, Zip Code Your last job title: Phone Number Reason for leaving (be specific)
List your ACA based Ethics certificate FIRST– (ALPS training next, if applicable) List the rest of your certificates chronologically starting with the earliest program. Date Of Offering Course/Activity or Book/Publication Focus Area Provider Name or Publisher Name Presenter’s Name & Credentials Number Contact Hours Formal ‐OR‐ Home Study G ‐ Ethics
List your ACA based Ethics certificate FIRST– (ALPS training next, if applicable) List the rest of your certificates chronologically starting with the earliest program. Date Of Offering Course/Activity or Book/Publication Focus Area Provider Name or Publisher Name Presenter’s Name & Credentials Number Contact Hours Formal ‐OR‐ Home Study G ‐ Ethics