VOTE FOR BOOKER T. WASHINGTON TO WIN THE COMMENCEMENT CHALLENGE
See The Winning Video
BTW's Winning VideoBTW Leads While Others Follow
Booker T. Washington Race To The Top
Tuesday, April 26, 2011
The Commencement Challenge
The Commencement Challenge
VOTE FOR BOOKER T. WASHINGTON TO WIN THE COMMENCEMENT CHALLENGE
See The Winning Video
BTW's Winning VideoBTW Leads While Others Follow
Booker T. Washington Race To The Top
VOTE FOR BOOKER T. WASHINGTON TO WIN THE COMMENCEMENT CHALLENGE
See The Winning Video
BTW's Winning VideoBTW Leads While Others Follow
Booker T. Washington Race To The Top
Friday, April 15, 2011
All- Classes April 18-21
READ THE ENTIRE ASSIGNMENT BEFORE STARTING. I AM GIVING YOU THE WEEK TO COMPLETE THE PROJECT. EMAIL ME YOUR CHOSEN NAME, IMMEDIATELY... YOUR COMPLETED PROJECT SHOULD BE EMAILED BY THURSDAY AT 6PM...
Create a Resume for a Historical or Literary Character
Introduction Can you put the entire life of ____________________________________ (fill in name of assigned or selected person) on a single sheet of paper? Can you write it in a way that makes someone who doesn’t know (selected person) want to give them a job?
A resume is a piece of paper that tells a prospective employer about a job-seeker—who they are, what experience they have, and why the employer should hire this person. If someone wants to get a job, they’ll probably need a resume.
What if (selected person) came to you and asked you to help write a resume to get a job as a __________________________________________________(fill in new job title). The employer needs to know if (selected person) has the skills, knowledge, and personality traits needed for a particular job. Can you pick out which of (selected person’s) many skills are most important for different positions? Can you present them in such a way that the prospective employer can quickly and easily evaluate (selected person’s) qualifications?
Task Write a resume for (selected person). Put everything you know about (selected person) into a few short paragraphs that would convince a prospective employer to hire (selected person) for a job as __________________________________________________(desired position).
Suggested Minimum Resources
· Collection of resumes from internet samples.
· Resume Page Layout (Resume Templates you can find many online).
Steps
1. First, decide what kind of job (selected person) is seeking.(What would be the best job for their skills if they were looking for a job with a professional NBA or NFL team)
2. Write down everything you already know about this person.
3. Use all the resources provided or other resources available to you to learn as much as you can about (selected person) -- jobs, important achievements, skills, interests, etc. Depending on your selected person and the information available, you may have to look up available job titles that are existing job titles and you will have to make up fictional approximate dates and locations.
4. Research resume writing. Use the materials provided from internet researched sources to gather more details about the different types of resumes. Choose one or more formats that you feel will work for (selected person).
5. Look at sample resumes you have collected. Identify those that have a style or format you might like to imitate or borrow. See how much detail each type of resume includes.
6. Using the Resume Checklist, list the major components of the resume. Mark out any components you wish to omit from your resume. Arrange your personal information in chronological, functional, or other appropriate form.
Attachment A
Resume Checklist
Many of the items in this list are optional. You must decide which ones are appropriate for your resume.
· Your Name.
· Address.
· Phone Number.
· Fax Number.
· Email Address.
· Web Page Address.
· Job Objective or Career Goal.
· Education.
· Employment History.
· Professional Societies and Organizations.
· Personal Data (if pertinent to job).
· Hobbies and Leisure Activities.
· Military Service.
· Personal History.
· Biography (of business owner, key members of organization, officers, etc.).
7. Write an objective for the resume (based on job selected). Even if you do not plan to use a Job Objective in the resume it will help you decide what information is needed and what can be safely omitted based on what you hope to achieve.
8. Sketch out some rough ideas of how you want the resume to look. Try out different formats to fit your text. Edit your text to fit your layout. Experiment.
9. Using the page layout available to you MS Word, transfer your rough sketches to the computer. Your software may has templates or wizards that will provide you with even more ideas.
10. Email your final design. (mrgolden.technology@yahoo.com)
Evaluation:
Your teacher will use the criteria listed in the Resume Checklist to see how well you have presented (selected person’s) experience. Be prepared to explain why you made certain choices concerning the job objective, how you chose your format, and why you used certain words and phrases to describe (selected person’s) experience. Your teacher may enlist the assistance of a professional resume consultant or personnel director to evaluate your resume. You may be asked to exchange resumes with classmates—but with the name omitted to see if others can identify your character based entirely on the contents of the resume.
Conclusion
Writing a resume helps you to see a person—historical, fictional, or even yourself—in new ways.
Certain parts of someone’s education or skills take on a different level of importance when you attempt to use that education or skills to support particular job objectives. A properly researched and written resume can highlight someone’s strengths and can show that people are potentially capable of much more than we might have expected.
Attachment B
Writing Tips
Some tips may not apply to all resume formats or styles.
· Generally start with work history unless you have none, then start with educational background.
· Start with present or most recent experience (job or education) and work back.
· Don’t write in the third person but don’t overuse “I”.
· Include dates.
· Keep personal data to the minimum.
· Do not include your age.
· If hobbies or leisure activities enhance your image, consider using them. If they can be directly tied into your job objective, do use them.
· Do not include personal references directly in the resume.
· Do not tell why you left previous jobs (that discussion, if pertinent, is best covered in the job interview).
· Do not discuss salary in the resume.
· Be honest.
· Brief is best. Try to keep your resume to one page (front only) and not too crowded.
· Leave adequate margins (space around the edges).
· Proofread! Proofread! Proofread!
· Make the resume pleasing to look at but don’t let it become so elaborate that its appearance overshadows the content.
Create a Resume for a Historical or Literary Character
Introduction Can you put the entire life of ____________________________________ (fill in name of assigned or selected person) on a single sheet of paper? Can you write it in a way that makes someone who doesn’t know (selected person) want to give them a job?
A resume is a piece of paper that tells a prospective employer about a job-seeker—who they are, what experience they have, and why the employer should hire this person. If someone wants to get a job, they’ll probably need a resume.
What if (selected person) came to you and asked you to help write a resume to get a job as a __________________________________________________(fill in new job title). The employer needs to know if (selected person) has the skills, knowledge, and personality traits needed for a particular job. Can you pick out which of (selected person’s) many skills are most important for different positions? Can you present them in such a way that the prospective employer can quickly and easily evaluate (selected person’s) qualifications?
Task Write a resume for (selected person). Put everything you know about (selected person) into a few short paragraphs that would convince a prospective employer to hire (selected person) for a job as __________________________________________________(desired position).
Suggested Minimum Resources
· Collection of resumes from internet samples.
· Resume Page Layout (Resume Templates you can find many online).
Steps
1. First, decide what kind of job (selected person) is seeking.(What would be the best job for their skills if they were looking for a job with a professional NBA or NFL team)
2. Write down everything you already know about this person.
3. Use all the resources provided or other resources available to you to learn as much as you can about (selected person) -- jobs, important achievements, skills, interests, etc. Depending on your selected person and the information available, you may have to look up available job titles that are existing job titles and you will have to make up fictional approximate dates and locations.
4. Research resume writing. Use the materials provided from internet researched sources to gather more details about the different types of resumes. Choose one or more formats that you feel will work for (selected person).
5. Look at sample resumes you have collected. Identify those that have a style or format you might like to imitate or borrow. See how much detail each type of resume includes.
6. Using the Resume Checklist, list the major components of the resume. Mark out any components you wish to omit from your resume. Arrange your personal information in chronological, functional, or other appropriate form.
Attachment A
Resume Checklist
Many of the items in this list are optional. You must decide which ones are appropriate for your resume.
· Your Name.
· Address.
· Phone Number.
· Fax Number.
· Email Address.
· Web Page Address.
· Job Objective or Career Goal.
· Education.
· Employment History.
· Professional Societies and Organizations.
· Personal Data (if pertinent to job).
· Hobbies and Leisure Activities.
· Military Service.
· Personal History.
· Biography (of business owner, key members of organization, officers, etc.).
7. Write an objective for the resume (based on job selected). Even if you do not plan to use a Job Objective in the resume it will help you decide what information is needed and what can be safely omitted based on what you hope to achieve.
8. Sketch out some rough ideas of how you want the resume to look. Try out different formats to fit your text. Edit your text to fit your layout. Experiment.
9. Using the page layout available to you MS Word, transfer your rough sketches to the computer. Your software may has templates or wizards that will provide you with even more ideas.
10. Email your final design. (mrgolden.technology@yahoo.com)
Evaluation:
Your teacher will use the criteria listed in the Resume Checklist to see how well you have presented (selected person’s) experience. Be prepared to explain why you made certain choices concerning the job objective, how you chose your format, and why you used certain words and phrases to describe (selected person’s) experience. Your teacher may enlist the assistance of a professional resume consultant or personnel director to evaluate your resume. You may be asked to exchange resumes with classmates—but with the name omitted to see if others can identify your character based entirely on the contents of the resume.
Conclusion
Writing a resume helps you to see a person—historical, fictional, or even yourself—in new ways.
Certain parts of someone’s education or skills take on a different level of importance when you attempt to use that education or skills to support particular job objectives. A properly researched and written resume can highlight someone’s strengths and can show that people are potentially capable of much more than we might have expected.
Attachment B
Writing Tips
Some tips may not apply to all resume formats or styles.
· Generally start with work history unless you have none, then start with educational background.
· Start with present or most recent experience (job or education) and work back.
· Don’t write in the third person but don’t overuse “I”.
· Include dates.
· Keep personal data to the minimum.
· Do not include your age.
· If hobbies or leisure activities enhance your image, consider using them. If they can be directly tied into your job objective, do use them.
· Do not include personal references directly in the resume.
· Do not tell why you left previous jobs (that discussion, if pertinent, is best covered in the job interview).
· Do not discuss salary in the resume.
· Be honest.
· Brief is best. Try to keep your resume to one page (front only) and not too crowded.
· Leave adequate margins (space around the edges).
· Proofread! Proofread! Proofread!
· Make the resume pleasing to look at but don’t let it become so elaborate that its appearance overshadows the content.
Friday, April 1, 2011
All Classes Complete assignment by Wednesday.
Research THREE things you can see yourself going to school to become. The sheets below say "carpenter" but I want you to do ??? Copy and paste the each Practice sheet seperately into three different emails and COMPLETE THE assignment.
Occupational Handbook --(OOH)
PRACTICE SHEET 1
Name: _________________________________ Date: ____________________
A Carpenter’s Career
1. Go online and in the address box type http://www.bls.gov/oco/home.htm.
On this website you will find information about a career as a carpenter.
2. (Or, do a web search by typing “Occupational Outlook Handbook”. Click on
the OOH link that has the most current date – ask your teacher to help you if
you can’t find it.)
3. Click on the “OOH Search/A-Z Index” link located in the upper right corner of
the page.
4. Type in “carpenters” in the “Search OOH” box.
5. Scroll up and down the page to find information about a career in carpentry.
6. Find the following information:
a. Read the first paragraph of “Nature of the Work”. Describe 3 things
that carpenters must do:
i. ________________________________________________
ii. ________________________________________________
iii. ________________________________________________
b. Read the first paragraph of “Training”. List 3 different ways in which
carpenters can learn their skills:
i. ________________________________________________
ii. ________________________________________________
iii. ________________________________________________
c. Read the content of “Earnings” and answer the following question:
i. What is the median hourly earning of carpenters?
________________________
7. After you complete this activity, do a search on your own, this time looking up
information about a different career, or one that is of interest to you. Be ready
to share what you find with your class.
PRACTICE SHEET 2
Name _____________________________ Date _________________________
Job Skills and Interests
Unit: Career Planning
Look in the section called “Introduction”:
1) What is the definition for “skills”?
2) What are “interests”?
Look in “Learning Activity 1”:
3) How long has Jung Il Park been in the U.S.?
4) What job is he going to apply for?
5) Under monthly expenses, how much do you pay each month for telephone?
6) How much do you pay each month for transportation?
7) With your total expenses, how much do you need to earn in a new job?
8) List 2 of your skills (from the web page exercise):
9) List 2 of your interests (from the web page exercise):
10) What job does Mei Yin want?
Look in “Learning Activity 2” to answer the following question:
11) What are 2 questions you can ask a career counselor?
(skip Learning Activity 3)
Look in “Learning Activity 4”:
12) List some of your short-term goals:
Occupational Handbook --(OOH)
PRACTICE SHEET 1
Name: _________________________________ Date: ____________________
A Carpenter’s Career
1. Go online and in the address box type http://www.bls.gov/oco/home.htm.
On this website you will find information about a career as a carpenter.
2. (Or, do a web search by typing “Occupational Outlook Handbook”. Click on
the OOH link that has the most current date – ask your teacher to help you if
you can’t find it.)
3. Click on the “OOH Search/A-Z Index” link located in the upper right corner of
the page.
4. Type in “carpenters” in the “Search OOH” box.
5. Scroll up and down the page to find information about a career in carpentry.
6. Find the following information:
a. Read the first paragraph of “Nature of the Work”. Describe 3 things
that carpenters must do:
i. ________________________________________________
ii. ________________________________________________
iii. ________________________________________________
b. Read the first paragraph of “Training”. List 3 different ways in which
carpenters can learn their skills:
i. ________________________________________________
ii. ________________________________________________
iii. ________________________________________________
c. Read the content of “Earnings” and answer the following question:
i. What is the median hourly earning of carpenters?
________________________
7. After you complete this activity, do a search on your own, this time looking up
information about a different career, or one that is of interest to you. Be ready
to share what you find with your class.
PRACTICE SHEET 2
Name _____________________________ Date _________________________
Job Skills and Interests
Unit: Career Planning
Look in the section called “Introduction”:
1) What is the definition for “skills”?
2) What are “interests”?
Look in “Learning Activity 1”:
3) How long has Jung Il Park been in the U.S.?
4) What job is he going to apply for?
5) Under monthly expenses, how much do you pay each month for telephone?
6) How much do you pay each month for transportation?
7) With your total expenses, how much do you need to earn in a new job?
8) List 2 of your skills (from the web page exercise):
9) List 2 of your interests (from the web page exercise):
10) What job does Mei Yin want?
Look in “Learning Activity 2” to answer the following question:
11) What are 2 questions you can ask a career counselor?
(skip Learning Activity 3)
Look in “Learning Activity 4”:
12) List some of your short-term goals:
Thursday, March 31, 2011
All- Classes March 31
Create a resume in Word and email it to me.
Sample information is on the speaker stand at the door.
It is also available by clicking below:
High School Student Resume Guide
Use the form below to grade yourself before you send it to me...
This is how I will grade it.
Resume Evaluation Form
Use the tutorial from the previous post to complete the assignment in Microsoft Word.
Sample information is on the speaker stand at the door.
It is also available by clicking below:
High School Student Resume Guide
Use the form below to grade yourself before you send it to me...
This is how I will grade it.
Resume Evaluation Form
Use the tutorial from the previous post to complete the assignment in Microsoft Word.
Wednesday, March 30, 2011
ALL CLASSES
Click the link below and complete the tutorial programs MICROSOFT OFFICE APPLICATIONS(Word, Excel, Powerpoint, Access all 97 and 2002)
On-Line Tutoring
This will help you with your scores on the exams we have been taking. The expectation is a 2.7 and above on your scoring.
On-Line Tutoring
This will help you with your scores on the exams we have been taking. The expectation is a 2.7 and above on your scoring.
Sunday, March 27, 2011
All Classes
Go to the links below and complete the exams for all of the Microsoft Office 2000 programs
Select an exam to take (Micrsoft Office 2000)
Set Up your NEW USER profile
Create a password using the last 4 of your social.
Click "NO" for email information question
Click square that says "CONTINUE"
When you have finished EACH exam, from the top of the completion page... Copy and Paste the Results in a blank email ... email it to me
DO NOT... DO NOT... APPLY FOR THE CERTIFICATE... YOU WILL GET A BILL!!!!!
Website link:
National Computer Science Academy
Select an exam to take (Micrsoft Office 2000)
Set Up your NEW USER profile
Create a password using the last 4 of your social.
Click "NO" for email information question
Click square that says "CONTINUE"
When you have finished EACH exam, from the top of the completion page... Copy and Paste the Results in a blank email ... email it to me
DO NOT... DO NOT... APPLY FOR THE CERTIFICATE... YOU WILL GET A BILL!!!!!
Website link:
National Computer Science Academy
Thursday, March 24, 2011
ALL CLASSES Career Skills
Objectives:
The Student Will Be Able To recognize vocabulary necessary for applying for a job.
TSWBAT fill out a job application.
TSWBAT provide the personal information necessary for applying for a job.
TSWBAT spell the personal information for a job application.
TSWBAT spell the names of references.
TSWBAT tell ways of networking to improve job prospects.
TSWBAT fill a specified group role, assist group members, and welcome and encourage the ideas of other students.
~Web Sites:
So You Want To Get a Job? Network Your Way to Success.
This site will be used by students in groups with an aid assisting in
reading to view ways of networking.
Career Development Overview
(4K)
This site will be used by the teacher and student to access information to assist in
teaching and learning.
Improving You Job & Career Prospects
Type of Classroom Activity:
Small groups to access the web and use the software.
Large group discussion of information from the web.
Small groups to practice filling out applications.
Individuals fill out applications and respond to questions on networking for
job success.
Prerequisite skills:
Work in small groups.
Use the Computer.
Access selected web sites.
Manage time for completing group assignments.
Instructional Events:
Take notes from the selected websites individually.
Come together as a group of no more than 3.
--Complete a group discussion on the web site information.
--Each group will create and email a PowerPoint (1-per group) on the notes taken from every group member.
--Individually the students write and email a short essay the importance of networking in regards to getting a job.
--Students will fill out job a application as a group.
--Each student will fill out his or her own application, but the group members will check each application in the group.
--The teacher will check the group applications, and if no further instruction is needed, the students will fill out applications individually.
Time Considerations & Management:
This lesson is based on the assumption that students are familiar with the procedure. To manage the time each group spends at any one station, you should set a timer 3 times for 25 minutes. The groups will be responsible for monitoring the time spent on tasks within the activities.
The assignment is due at the end of the class period...
The Student Will Be Able To recognize vocabulary necessary for applying for a job.
TSWBAT fill out a job application.
TSWBAT provide the personal information necessary for applying for a job.
TSWBAT spell the personal information for a job application.
TSWBAT spell the names of references.
TSWBAT tell ways of networking to improve job prospects.
TSWBAT fill a specified group role, assist group members, and welcome and encourage the ideas of other students.
~Web Sites:
So You Want To Get a Job? Network Your Way to Success.
This site will be used by students in groups with an aid assisting in
reading to view ways of networking.
Career Development Overview
(4K)
This site will be used by the teacher and student to access information to assist in
teaching and learning.
Improving You Job & Career Prospects
Type of Classroom Activity:
Small groups to access the web and use the software.
Large group discussion of information from the web.
Small groups to practice filling out applications.
Individuals fill out applications and respond to questions on networking for
job success.
Prerequisite skills:
Work in small groups.
Use the Computer.
Access selected web sites.
Manage time for completing group assignments.
Instructional Events:
Take notes from the selected websites individually.
Come together as a group of no more than 3.
--Complete a group discussion on the web site information.
--Each group will create and email a PowerPoint (1-per group) on the notes taken from every group member.
--Individually the students write and email a short essay the importance of networking in regards to getting a job.
--Students will fill out job a application as a group.
--Each student will fill out his or her own application, but the group members will check each application in the group.
--The teacher will check the group applications, and if no further instruction is needed, the students will fill out applications individually.
Time Considerations & Management:
This lesson is based on the assumption that students are familiar with the procedure. To manage the time each group spends at any one station, you should set a timer 3 times for 25 minutes. The groups will be responsible for monitoring the time spent on tasks within the activities.
The assignment is due at the end of the class period...
Tuesday, March 22, 2011
Monday, March 21, 2011
ALL CLASSES Career Interests 3/21/2011
Tennessee Career Information Delivery System
Complete A Career Survey and A School Survey: Email me the results
Click on the link and complete the career survey:
An interest survey asks you questions about your personality. Once completed, a list of careers, customized to your answers, will be presented. Use the information below to choose the survey that is tailored to your age group.
Don't Know What Job You Want
You to take an Interest Survey about a Specific Career
Don't Know What School You Want
Already Know What School You Want
Complete A Career Survey and A School Survey: Email me the results
Click on the link and complete the career survey:
An interest survey asks you questions about your personality. Once completed, a list of careers, customized to your answers, will be presented. Use the information below to choose the survey that is tailored to your age group.
Don't Know What Job You Want
You to take an Interest Survey about a Specific Career
Don't Know What School You Want
Already Know What School You Want
Friday, March 11, 2011
City of Memphis Summer Program
Youth Ambassadors
Apply for City of Memphis Youth Ambassadors Program
Apply for City of Memphis Youth Ambassadors Program
Monday, February 28, 2011
ALL CLASSES
Click on the link for your class look at the requirements and write an essay about the skills you have mastered. Secondly write about the skills you need to improve and give ideas as to how you can improve the skill.
TF-3 & MR-1
Business_admin_mgt.doc
TF-1 & MR-3
Interactive_multimedia Design.doc
TF-4 & MR-4
Keyboarding_document layout_design.doc
TF-3 & MR-1
Business_admin_mgt.doc
TF-1 & MR-3
Interactive_multimedia Design.doc
TF-4 & MR-4
Keyboarding_document layout_design.doc
Tuesday, February 22, 2011
ALL CLASSES
Hello:
Subject: $10,000 FBLA Contest -- Key Questions and Answer
Hello everyone:
Over the past two days, we’ve received quite a few questions from you regarding the contest and I’d like to take this opportunity to address the four most frequently asked questions in the hopes that this will help you and your students throughout the contest. If you have any additional questions, please do not hesitate to contact us as we’d be more than happy to assist you.
· Question: Why can’t I find my high school in the list when my students try to create accounts? Answer: All high schools that are participating in the contest are listed on our site. In order for students to see their high school listed, students *must* create their accounts atwww.connectedu.net/fbla Your students should *not* try to create their accounts at www.connectedu.net as that URL is not set up for this contest.
· Question: If the FBLA students in my chapter get non-FBLA students from my high school to create accounts, will those non-FBLA students count towards our numbers in this contest? Answer: Absolutely, yes. The premise for this contest is to get as many students as possible from each high school to create accounts and all students count toward your FBLA chapter’s numbers.
· Question: Is there a fee for this service and do students need to provide social security numbers? Answer: No. ConnectEDU never charges students a fee. Our college partners pay ConnectEDU to receive college applications; however, our platform is 100% free for students. We do not ask students to provide their social security numbers.
· Question: How are you tracking high schools in this contest? Answer: Whenever a student creates an account, they must select their high school from the drop down menu so we are easily able to track the number of accounts created within each high school
Your high school is registered for the $10,000 FBLA/ConnectEDU contest which began on February 1st and below is an update on how your high school is doing thus far. This week’s FAQs are also listed below.
As of today, your high school has created 6 student accounts. Of the 100 high schools participating in the contest, the average high school created 42 new student accounts last week.
There are still 4 weeks left in the contest, so there’s plenty of time for you to move ahead. We will send you another update on 2/21.
Sincerely,
The ConnectEDU Contest Team
This week’s Frequently Asked Questions:
Can students create accounts on the weekends, or must the accounts be created during school hours? Students can create accounts at any time. While many of the contest participants have told us that they prefer to take students in groups to a computer lab to create accounts during school hours, other contest participants have told us they prefer to ask students to create accounts after school hours or on the weekends.
Will the winning team receive their prize in the form of prizes or can it be cash? The winning chapter wins $10,000 and can use the money in any way they want. $500 goes to the adviser of the winning chapter and the remaining $9,500 is for the students.
Can we ask *non-FBLA* students at our high school create accounts to help us toward our goal? Yes, any student from your high school will count toward your FBLA chapter’s goal.
ALL CLASSES
The grading of the Projects
The FBLA project:
100% if it is a complete project which is a recruiting tool for making students want to join the organization. If it is turned in late consider the 15% of the grade that will be taken off the top. So if you only turn in 50% of the project, the grade can only be 50 minus 15% of that score. (42.5= a score of 43).
The Ethics project works the same way. Did you include all relative aspects of business ethics.... Social Responsibility, accounting, discrimination, sales and marketing, product\service reliability, etc...
The calendar is simple
100-12 months
92-11 months
83-10 months
75- 9 months
67- 8months
50- 6 months
42- 5 months
33- 4 months
25- 3 months
SO on and so on... Now if it is late it will be 15% of the grade deducted from that...
LET'S GET OUR WORK FINISHED IN A TIMELY MANNER... YOU ARE ONLY HURTING YOURSELF.
The FBLA project:
100% if it is a complete project which is a recruiting tool for making students want to join the organization. If it is turned in late consider the 15% of the grade that will be taken off the top. So if you only turn in 50% of the project, the grade can only be 50 minus 15% of that score. (42.5= a score of 43).
The Ethics project works the same way. Did you include all relative aspects of business ethics.... Social Responsibility, accounting, discrimination, sales and marketing, product\service reliability, etc...
The calendar is simple
100-12 months
92-11 months
83-10 months
75- 9 months
67- 8months
50- 6 months
42- 5 months
33- 4 months
25- 3 months
SO on and so on... Now if it is late it will be 15% of the grade deducted from that...
LET'S GET OUR WORK FINISHED IN A TIMELY MANNER... YOU ARE ONLY HURTING YOURSELF.
Monday, January 31, 2011
All Classes
Assignment # 1
Create a black history calendar with RESEARCHED information. It will be printed and put on display, so use your best creativity.
In each box of the calendar, insert a black history fact about that day of the year. Each day should reflect a different black history fact. 12-months = 365 days= 365 facts...
DUE FRIDAY
Create a black history calendar with RESEARCHED information. It will be printed and put on display, so use your best creativity.
In each box of the calendar, insert a black history fact about that day of the year. Each day should reflect a different black history fact. 12-months = 365 days= 365 facts...
DUE FRIDAY
Friday, January 28, 2011
Black History Month Assignments due each Friday
 |
| Rosa Parks sat in 1955... ... Be a legacy !! |
 |
| Martin Luther King walked in 1963... Live the dream !! |
 | ||||
| Barack Obama ran in 2008; | That our children might fly high !!!!!! |
Thursday, January 27, 2011
FBLA POWER POINT
Just to bring clarity to the project.
Too many of you have turned in something that does not fit what I am looking ofr in the presentation. That has to be my fault. I apologize for not explainging it better. So here we go let us try these instructions:
Act as the Advisor or the President of the FBLA Club. Create a tool in powerpoint that you would use to draw interest in the club from students. It is a recruiting tool. What is the message you would deliver to students to make them want to join?
5 Slides will get you a good LOW "D" as a grade.
Too many of you have turned in something that does not fit what I am looking ofr in the presentation. That has to be my fault. I apologize for not explainging it better. So here we go let us try these instructions:
Act as the Advisor or the President of the FBLA Club. Create a tool in powerpoint that you would use to draw interest in the club from students. It is a recruiting tool. What is the message you would deliver to students to make them want to join?
5 Slides will get you a good LOW "D" as a grade.
Thursday, January 20, 2011
ALL CLASSES
If you have not been selected to compete in the upcoming FBLA competition (February 18 at the University of Memphis) I need you to produce an imaginative, creative and impactful PowerPoint the shows the contests in an interactive way. Use picture, various texts, and whatever other tools you see fit to brighten the presentation.
Friday, January 14, 2011
All Classes
January 14, 2011
Send me and email immediately to trck your attendance: Subject should be: Attendance
Then begin the assignment....
Assure that my headphones are back in the crate and the chairs pushed back up to the tables.
4th block I need EVERY computer SHUT DOWN...
The link below will take you to the Competitive events Guidelines for FBLA (Future Business Leaders Of America.
Go to the link and complete two who the projects... I need the Name of the project and the page number in the subject line of your email to me. Be prepared to start making ready for competitions within and between the classes
9th and 10th Graders focus on FBLA, Parliamentary Procedures and Ethics types of projects
11th and 12th Graders focus on Leadership, Management, Communications, Business, Entrprenuership, Interviewing, and Scholarships
http://www.fbla-pbl.org/docs/publications/CMH1011/FBLA%20Tab%206%20A%20FINAL_rev122210.pdf
The Regional FBLA competition will be February 18, 2011 at the University of Memphis... Some of you will be selected to compete...
I WILL CHOOSE THE AREA FOR YOUR COMPETITION !!
Send me and email immediately to trck your attendance: Subject should be: Attendance
Then begin the assignment....
Assure that my headphones are back in the crate and the chairs pushed back up to the tables.
4th block I need EVERY computer SHUT DOWN...
The link below will take you to the Competitive events Guidelines for FBLA (Future Business Leaders Of America.
Go to the link and complete two who the projects... I need the Name of the project and the page number in the subject line of your email to me. Be prepared to start making ready for competitions within and between the classes
9th and 10th Graders focus on FBLA, Parliamentary Procedures and Ethics types of projects
11th and 12th Graders focus on Leadership, Management, Communications, Business, Entrprenuership, Interviewing, and Scholarships
http://www.fbla-pbl.org/docs/publications/CMH1011/FBLA%20Tab%206%20A%20FINAL_rev122210.pdf
The Regional FBLA competition will be February 18, 2011 at the University of Memphis... Some of you will be selected to compete...
I WILL CHOOSE THE AREA FOR YOUR COMPETITION !!
Tuesday, January 4, 2011
ALL CLASSES- Work Place Ethics
Workplace Ethics Activity:
Making Informed Ethical Decisions
InstructionsEach student must read and discuss the following scenarios. Then, determine the steps for making ethical decisions. Each of you should select a feasible alternative and be prepared to discuss the reasoning for selecting that alternative. Your work will be challenged, regardless of the decision and you should give appropriate feedback.
Scenarios
For all scenarios, assume you are employed by Best Computer Systems, a large computer manufacturing company with approximately 1000 employees. The company is located in a large metropolitan area.
CASE 2: Emily works in Quality Control. Once a year, her supervisor gives away the refurbished computers to the local elementary school. No specific records are kept of this type of transaction and Emily really needs a computer for her son who is in college. Her supervisor asks her to deliver 12 computer systems to the school.
CASE 3: Marvin is the secretary in the Facilities Management Department. He has just received a new computer and wants to try it out. Though his supervisor has a strict policy about computer use for business purposes only, he wants to learn the e-mail software more thoroughly than his training can provide. One good way to do this, he figures, is to write e-mail messages to his friends and relatives until he Agets the knack of it.@ He is caught up on all his work and only has 30 minutes left to work today. His supervisor left early.
CASE 4: Richard and Conway are talking in the hallway about the employee benefits program. Conway, who has had some recent financial trouble, explains to Richard how the benefits program has a loophole that will allow him to receive some financial assistance that he really needs to help pay health care costs for his mother. Cathy, a fellow worker, overhears the conversation. Later, Cathy is approached by her supervisor who says he heard a rumor that some people were Ataking advantage of the company benefits program.@
CASE 5: Jennie was recently hired to work as a receptionist for the front lobby. As receptionist, she is responsible for making copies for the associates. Her son, Bruce, comes in and needs some copies for a school project. He brought his own paper and needs 300 copies for his class. If he doesn=t bring the copies with him, he will fail the project. The company copier does not require a security key nor do they keep track of copies made by departments.
Steps for Making Ethical Decisions |
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Monday, January 3, 2011
ALL CLASSES
MERRY NEW YEAR !!!!!!!!!!
We will begin working on ETHICS this new year....
You first need to do some research to define ETHCS and then prepare a POWERPOINT presentation that tells me about ETHICS
A) What are ethics?
B)Where they can be found
C) Where they are used
D) How effect everyday life
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