Ruby Notes!

Key Terms:

 

  • Object- can be almost anything in Ruby.

    • Think of it like a noun

  • Methods-make the objects do work

    • think of them like the verb

    • however the verb needs to be defined

  • Puts- stands for put s which means put string

  • Characters- letters or numbers that have no value

  • Strings- are a collection of characters that is formed into words with no value

 

def students.do_work

puts “Put your keyboard behind your monitor.”

end

students.do_work

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SNES Programming

Name: Teyonna Tate Date: 10-31-13

 

SNES Programming

(In Class – 20 points)

Directions: Below is a list of five different games.  You are going to pick two of those games and identify for me some of the programming that you see within the game. THIS DOCUMENT HAS TWO PAGES.  

Ninja Turtles: Turtles in Time

Mario Kart

Super Mario World

NBA Jam

Zombies Ate My Neighbors

 

Name of the Game You Chose:

Super MArio World

Identify an object from that game.

Mario

Identify a method for that object.

get coins

Does the method have any parameters?

No

Identify another object from that game.

Turtles

Identify a method for that object.

walk

Does the method have any parameters?

no

Identify an if/then statement from the game.

If mario hits a turtle then he lose a life

What are the conditions associated with that if/then statement?

Mario dies

What is the objective of the game? (2 sentences)

Mario get coins and don’t die

Name of the Second Game You Chose:

Zombies ate my neighbor

Identify an object from that game.

Girl

Identify a method for that object.

Shoot

Does the method have any parameters?

yes

Identify another object from that game.

Zombie

Identify a method for that object.

Eat

Does the method have any parameters?

no

Identify an if/then statement from the game.

If Girl shoot, the zombie die

What are the conditions associated with that if/then statement?

The zombie will die if the girl shoots him

What is the objective of the game? (2 sentences)

To save all of the neighbors

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For Low-Income Youth, Learning to Code’s About More Than Jobs

Name: Teyonna Tate Date: 10-31-13

 

“For Low-Income Youth, Learning to Code’s About More Than Jobs”

(6 points – In Class Work)

Coding is a tool for youth leadership development, not just a need for the future. At URBAN Teens eXploring Technology, the nonprofit organization we run in Los Angeles, we’re setting the tech world on fire by inspiring teens to become tech entrepreneurs. We see coding as the catalyst that can take young men of color from neighborhoods like South Los Angeles and Watts and turn them into technology leaders who build positive communities. To us, computer programming is the tool that helps our teens learn how to learn, develop discipline, and build confidence.

 

When we dive into coding, our 7th through 11th-grade young men tend to say it’s “too difficult,” “intimidating” or “confusing.” A select few start off their days in computer programming with, “Woah, that’s cool.”

 

No matter what the reaction is, their efforts under our guidance result in web and mobile products that improve communities—and they are built in 10 weeks or less.   

 

“How do you guys do it?” is one of the first questions people ask. The answer is simple. Coding is the tool, leadership development is the end goal. We don’t see coding as just selectors, file directories, or languages.

 

Learning how to learn, as opposed to learning what one is told, is important to us. The young men of color in our program are used to a school environment where teachers tells them to put name, date, and class period on one corner, followed by a checklist of to-do’s. Their mentality coming into URBAN TxT is usually, “Tell me what to do, let me check off the boxes, and commend me for my work.” Well, that is not how we work.

 

Our coaches and mentors question and challenge the teens on why a problem is a problem, why their solution is the ideal one, how that solution should translate into a web or mobile product, and why someone would buy or invest in said solution. We also provide our teens with the necessary resources and allow them to learn the things they need to in the way that works best for them. Whether it’s WordPress, Shortstack, specific computer languages, or design software, we present the tools while allowing our teens to fail and succeed while exploring them.

 

As we use coding to help our young men of color grow into tech leaders, we emphasize discipline. Early on into our coding academies, teens identify the languages and platforms they will use to develop their products. Since we do not tell them what to do, but instead facilitate the process of learning how to learn, our teens have no option but to put in the hours that it takes to succeed. “PHP, Objective-C, JavaScript, and all other languages will not teach themselves to you,” we tell our teens. “It is your job to put in the work and to use your resources as you need to.”

 

To build leaders through coding, confidence must be an integral part of the process. Our teens’ confidence spikes as they overcome challenges faced in operating platforms, meshing computer languages, working as a team, and building web products. Through failure, exploration, and ultimately success in solving a problem, our teens develop the confidence they need to lead now and in the future.

 

We are not just creating a legion of curious, intelligent, young men of color who know how to code—and know it well enough to build mobile and web apps in 10 weeks or less. Our culture is based around creating a positive community and being role models for others, which means our teens also have the attitude of wanting to make this a better world through technology. By creating this culture of leadership through coding, our teens not only become amazing, but they also do amazing things.

 

Directions: Answer each of the following questions in complete sentences.  

 

1.) Summarize the article in 2-3 sentences

This article is about how kids and teens feel about computer programming. It also tells how male teens or any teens are used to being told what to do, but at URBAN Teens eXploring Technology they don’t teach like that.

2.) According to the article, what is an “integral part of the process” of coding?

According to the article the integral part of the process is to build leaders through the process.

3.) Did this article have any impact on you? Why or why not (2-3 sentences)

No, this article did not have any impact on me because either way it goes I am still going to feel how I want to about coding. I mean at some points of time I do like coding but I don’t enjoy doing it everyday. It gets irritating after a while.

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My Views Of Technology!

  1. My view of technology is that it could be good at times. Sometimes technology could be really helpful.  

 

  1. When I hear the word technology I think of  computers, cell phones, calculators, tv’s, etc. Basically anything that is a digital device. When I hear the word technology I think of anything that has a screen. The word technology to me means digital. Anything that has a screen on it.

 

  1. The best thing about technology is that it could benefit you sometimes. Sometimes you can use technology to help you out with work or to look up something. The worst thing about technology is that its a distraction. Also, technology could get you in a lot of trouble. Technology allows you to get on all of these social websites and that gets you in trouble.

 

  1. I learned a lot of things last year about technology. What i learned last year about technology was how to create websites using HTML and CSS. I also learned how to create games using Scratch.

 

  1. What my goals for this course are to learn everything i can about technology. I want to learn all types of different thing in technology. I want to learn all the different types of things I can do on a computer other than web design and creating games.

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Problem Solving!

9.24.13

How To Solve It:

George Polya’s Four-Step Method:

  1. Understand the Problem

  2. Devise a Plan

  3. Carry Out the Plan

  4. Look Back

 

Bicycles and Tricycles

Jacinski’s Hardware has a number of bikes and tricycles for sell. There are 27 seats and 60 wheels all together. Determine how many bikes there are and how many tricycles there are. Please find your answer using at least two different Problem Solving Strategies.

 

Method 1: I understand that i have to find out how many bikes and tricycles there are.

 

Tricycle has 3 wheels. Bike has 2 wheels.

B+T=27        2B+3T=60

B=27-T         2(27-T)+3T=60

B+6=27        54-2T+T=60

B=21             54+T=60

                      T=6

 

Understand the Problem:

  • Break it into parts.

  • Do you have all the tools you need?

    • Enough information

    • Appropriate skills

  • Can you draw a picture?

    • Artistic skill not required

Devise a Plan:

  • Follow the clues systematically

  • Use rules of divisibility to limit possibilities, if possible

  • Use algebraic equations to find digits, if it applies

  • Draw to give yourself a visual whenever possible

  • We can do this mathematically using trial and error

  • We should be able to draw something to

Carry Out the Plan:

  • First, lets do it algebraically

  • We know there are 27 seats and 60 wheels

  • 27 seats tells us that is the max amount of bikes we could have

  • with that being said, we should be able to come up with a chart to help us out

Look Back:

  • What did i learn from this problem?

    • Review simple Algebra skills

    • Organized, local thinking

 

  • How can i use it to solve other problems?

  • Could i have used another method?

    • Trial and error, maybe (but why?)

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Chicago Crime!

Data Analysis: Student Guide

Chicago Crime

The Mission

 

You and your partner have been assigned a very important goal. You want to help your entire class reveal information about crime in Chicago. As a group you have all agreed on a question, a question no one really knows the answer to. However as a class you will uncover the answer. You may or may not like the answer but you will learn more about your city. You and your partner must also investigate another question that you and your partner come up with.

As you answer these questions you must focus on the two neighborhoods you and your partner have. Remember you have been assigned a neighborhood and you will pick a second neighborhood. This way we can really get a glimpse of every corner of Chicago. You will need to collect and analyze data to arrive at your answers. Once you have your answers you can begin creating your 2 infographics to share out what you learned.

Supplies

 

Item Description:

Specific Instructions:

Flash Drive

Save work for this project here.

Spreadsheets

Use spreadsheets to track data that you need to answer your questions

Community profile sheets

Worksheets to help you explore a neighborhood

 

Your Job

 

To complete your infographic carefully carry out these tasks and highlight off what you have completed:

 

  1. Complete Words to Know Definition and a sentence.

  2. Complete the Chicago Crime Question Worksheet

  3. Complete the Community Profile Worksheet

  4. Complete the Working the Community Data Worksheet

  5. Complete the Chicago Crime CLEARMAP Worksheet

  6. Complete the Working the CRIME Data Worksheet

  7. Complete Infographics to the Rescue

  8. Participate in Infographics Gallery Walk

  9. Quiz Study Guide

  10. Complete Lessons Learned

  11. Upload your Infographic to your digital portfolio along with your spreadsheet to serve as evidence for your infographic. This will go in the section called Data Analysis

  12. Turn in the entire Data Analysis packet

  13. Add your Lessons Learned answers to your portfolio Data Analysis section too

  14. Quiz

  15. Complete Data Analysis Worksheet

Words to Know

 

spreadsheet

infographic

sort

database

function

chart       data analysis

Chicago Crime Definitions & Sentence Worksheet

Name:

Instructions: Define the words and write a sentence. Due 12 – 3

Words to Know

spreadsheet

infographic

sort

database

function

chart       data analysis

Spreadsheet (Definition) -a computer program in which figures arranged in the rows and columns of a grid can be manipulated and used in calculations.

Sentence: In computer class, we had to create a spreadsheet using all of the information given to us.

Infographic (Definition) -a visual image such as a chart or diagram used to represent information or data.

Sentence: In the meeting, they showed us an infographic based on the violence rates.

Sort (Definition) -the arrangement of data in a prescribed sequence.

Sentence: We had to sort the information alphabetically.

Database (Definition) -a structured set of data held in a computer, esp. one that is accessible in various ways.

Sentence: Some hackers may try to hack into the database to get more information.

Function (Definition) -an activity or purpose natural to or intended for a person or thing.

Sentence: I had to teach my mom how to use the callback function on the new phone.

Chart (Definition) -a sheet of information in the form of a table, graph, or diagram.

Sentence: In class we had to look at the chart and pull some important information from it.

Data Analysis (Definition) -Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of discovering useful information, suggesting conclusions, and supporting decision making.

Sentence: The boy worked with the data analysis while others tried to work with other things.

Name:

Date:

Period:

Things to keep in mind

Directions: Here is a short summary check list of important issues to use with the collection and analysis of your evidence per each neighborhood. Due 2

 

  1. When working with data to analyze results and draw conclusions, it is essential that the data with which you are working is ‘clean’. This means that it is consistent, accurate and complete.

  2. The person working with the data should be alert to any anomalies, either within the numerical data itself or the demographic information attached to it. Making sure that data is clean before starting to work with it will help prevent misinterpretations, or having to go through the process again if problems further down the track are discovered.

  3. Always check data for inconsistent results. If something in the data is not what is expected, it needs to be investigated. It may just be a small problem, but on the other hand could be indicative of widespread problems within the assessment or the data gathering itself.

Chicago Crime Questions Worksheet

 

Name:

Instructions: Complete this worksheet. Due December 4th

http://www.newgeography.com/content/003456-why-are-there-so-many-murders-chicago

Write down the class question on Chicago Crime here: What is the underlying cause of crime in Chicago?

Answer:

Write down your partners question about Chicago Crime here:

Write down the name of your 2 Chicago communities here:

#1  East garfield

#2  Armor square

Write down the zip codes for your Community #1 here: 60612  60624

Write down the zip codes for your Community #2 here:  60616

 

Community Profile Worksheet

 

Instructions: Your goal is to complete an investigative profile on the two communities you have been assigned. This should be part of your investigation that helps you answer your questions by understanding about the neighborhoods you are responsible for.  Investigate at least 10 facts about each of your two assigned communities by pulling data from the following source: http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml  Due 12 – 5 – 23

 

You must organize your information in a Excel spreadsheet.

 

VERY IMPORTANT: Your neighborhood may be made up of many different zip codes!!! So if one fact I want to look up about my neighborhood is population, I will need to find the population for all zip codes in my community in order to get that answer. That means you’ll probably need more than 10 pieces of data to get your 10 facts, because its all broken up into zip codes.

 

This is an example of how you might keep track of your information.

 

Neighborhood Community #1: HappyTown

Neighborhood Community #2: Armour Square

       Zip codes: 60612 60624

Zip codes: 60616

       Population: 33,472  38,105

Population: 48,433

Male Population: 16,038  17,668

Male population: 23,520

   

After you are done entering your community data into your spreadsheet, begin working with it to make some sense of it all. You can benefit from using functions to uncover new information or to help you answer your questions.

 

Save (two or three places) your spreadhsheet to a safe location and create a backup at all times!

 

Complete the next sheet titled: Working the Data

 

Chicago Crime CLEARMAP Worksheet

 

Instructions:You need to collect 4 months worth of data for your 2 neighborhoods and get it into a spreadsheet. You can collect data from the CLEARMAP database.  The database is available at http://gis.chicagopolice.org/  Due 12 – 10

 

Limitations:

  • You can only get data 4 months at a time.

  • You cannot get all  4 months years data at once. So you will need to pull data a little bit at a time.

  • Data cannot be downloaded but you can copy and paste from a table.

 

Get started! At http://gis.chicagopolice.org/ go to Crime Incidents in the top left corner. Next go to step 2 and click on Community to search by community. From the dropdown field choose your community and press GO.  (Make sure you have your pop up blocker turned off, ask your teacher for help)

 

Once you see the following you are almost ready to collect data.

 

Use the area below the map to change the dates. Remember you want 4 months worth of data

Top right corner will allow you to view data in a table. This can help you by allowing you to copy and paste data into a spreadsheet.



Depending on your questions you may want to leave out/include certain crimes.

 

Decide how to organize your data in your spreadsheet so you can answer your ?s.

Working the CRIME Data Worksheet

 

Instructions:

 

At this point you should have 1 week worth of crime data about your 2 communities. In this project you need to make use of all spreadsheet features listed below at least once. Pick and choose features that you used, especially if you didnt use them in the Working the Community Data Worksheet. Due 12 – 10\11

Sort data -> how did you use it and what did you uncover

count ->  how did you use it and what did you uncover

countif ->   how did you use it and what did you uncover

avg ->   how did you use it and what did you uncover

and ->    how did you use it and what did you uncover

or ->  how did you use it and what did you uncover

a pie chart and a line/bar chart -> how did you use it and what did you uncover, attach a copy of your charts

 

INFOGRAPHICS TO THE RESCUE

Instructions:

It is time to use what you have learned and organized so far to create an infographic. Here you can get creative but the goal is the following: communicate the answer to your 2 questions using a visual filled with facts in an clear and creative manner using an infographic. Due 12 – 12

 

Below are a few links of sites you can use for creating your infographic along with your rubric.

http://www.easel.ly/

http://infogr.am/

http://piktochart.com

 

Category

4

3

2

1

Topic

The topic of the infographic is

specific in nature and is intended to

inform or convince the viewer.

The topic of the infographic may be

a bit too broad to allow the viewer to

understand the main points.(2.5pts)

The topic of the infographic may be

a bit too broad to allow the viewer to

understand the main points.(2.5pts)

The topic of the infographic is

hard to ascertain and needs to be

made more specific.

Graphics – Relevance

All graphics are

related to the topic

and make it easier to understand.

All graphics are

related to the topic

and most make it

easier to understand.

All graphics relate to the topic.

Graphics do not relate to the topic.

Content – Accuracy

At least 4 accurate

facts are displayed on

the infographic.

3 accurate facts are

displayed on the

infographic.

2 accurate facts are

displayed on the

infographic.

Less than 2 accurate

facts are displayed on

the infographic.

Attractiveness

The infographic is

exceptionally

attractive in terms of design, layout, and neatness.

The infographic is

attractive in terms of design, layout and neatness.

The infographic is

acceptably attractive though it may be a bit messy

The infographic is

distractingly messy or very poorly designed. It is not attractive.

Mechanics

Capitalization and

punctuation are

correct throughout the infographic.

There is 1 error in

capitalization or

punctuation.

There are 2 errors in capitalization or

punctuation.

There are more than 2 errors in capitalization

or punctuation.

Grammar

There are no

grammatical mistakes on the infographic.

There is 1

grammatical mistake on the infographic.

There are 2

grammatical mistakes on the infographic.

There are more than 2 grammatical mistakes on the infographic.

Lessons Learned

Instructions: Answer the questions. Due 12 – 13

 

Were you and your partner successful  in this project? Why or why not? 3-4 sentences

Describe what you learned from this project: 3-4 sentences

How can you use what you learned in another class or in life? 2-3 sentences

Sometimes working to answer a question leads to more questions. What new questions might you have after finding the answers to your questions?

What did you use spreadsheets for? 2-3 sentences

What did you use infographics for? 2-3 sentences

What is data analysis? 2-3 sentences

What was difficult? 2-3 sentences

What was easy?2-3 sentences

 

Student Name: _____________________________

Stay On Track

 

Place this page in your folder or journal. The purpose of the document is to help you “Stay on Track” with the tasks. You can add components to the table if you need to. Submit this sheet when you have completed all work. Due 12 – 1-14

 

 

Completion

Completion Date:

Teacher Sign-off

Comments:

Complete the Chicago Crime Question Worksheet

  • Yes

  • No

     

Complete the Community Profile Worksheet

  • Yes

  • No

     

Complete the Working the Community Data Worksheet

  • Yes

  • No

     

Complete the Chicago Crime CLEARMAP Worksheet

  • Yes

  • No

     

Complete the Working the CRIME Data Worksheet

  • Yes

  • No

     

Complete Infographics to the Rescue

  • Yes

  • No

     

Participate in the Infographic Gallery Walk

  • Yes

  • No

     

Upload Project work to Portfolio

  • Yes

  • No

     
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Careers in IT!

 


Careers: Student Guide

 

 



Moving on Up!

 

 


 

The Mission

 

“What do you want to do when you get older?” You probably hate that question because there is so much that is possible yet it seems like you’re not sure what you want to do. For some of you, you know what you want to do and can’t wait to start or you already started. Regardless this project is meant to help you explore careers in area of computers or Information Technology.

Your  Job

 

To complete your digital portfolio carefully carry out these tasks:

 

  1. Careers in IT – Definitions

  2. World of Work Map

  3. IT Careers

  4. Presentation of 2 career interests (one IT and one non-IT) via Prezi

  5. Resume

  6. Digital upload of resume and prezi to wordpress e-portfolio

Name___________________ Date_________________

 

Careers in IT – Definitions

Directions: Define each of the following terms below from this unit.  After you are finished use the word in a sentence (in the green area) to demonstrate an understanding.

Term

Definition

Career

An occupation undertaken for a significant period of a persons life and with opportunities for progress.

Sentence:

I have a career in Information Technology.

Occupation

A job or profession.

Sentence:

The woman tried to explain to me what her job occupation was.

Specialized Skills

Things you could do to be really good at a job.

Sentence:

I have specialized skills in IT.

Transferable Skills

A set of tests or logic to determine what positions a person may fill if their previous position(s) no longer exists in the local job market.

Sentence:

They tested my transferable skills.

Information technology

The study or use of systems.

Sentence:

I wanted to get a job in information technology.

Computer Science

The study of the principles and use of computers.

Sentence:

Last year i had a computer science class.

Resume

Begin to do or pursue (something) again after a pause or interruption.

Sentence:

I begin to resume after i was rudely interrupted.

           

           
           

Name________________________ Date_________________

 

ACT Search (World of Work Map)  

 

What kind of work is for you?  Click on the outer ring of the map to find information about people who work with other people, data, things, and ideas.   Write down some things that these people like.  Follow this link http://www.act.org/world/world.html

 

Category

Professions within that Category

(List at least 3)

People and Data  –    

 

Working With People  –

 

People and Ideas –

 

Working With Things  –  

 

 

After looking at all of the different categories, which type of person do you think you are?  Explain.  

 

What career areas are in your selection (these will be the names within the triangles of the pie – example: Creative and Performing Arts)?

What are some examples of careers in that area?

   

 

Below pick three occupations that you find would be something that you would like to do…..sorry no athletes (even athletes have a back up plan).  Summarize each of the three categories in your own words.

 

Career #1

Categories

Put your answers from each category below.

Occupation Title

               Dancer/Choreographer

Work Tasks

*3-4 sentences – your own words*

Being a dancer or a choreographer is to express and interpret idea, stories, and sounds with their bodies. Dancers use a variety of different dance forms that allow free movement. It allows them to have self expression.

Salary, Size & Growth

*1-2 sentences – your own words*

Dancers/choreographers make an average of $43,500 per year. Thats $21.00 per hour.

Entry Requirements

*2-3 sentences – your own words*

Training to be a dancer or choreographer depends on what type of dance. Some dance school companies have summer training. Women usually start training at the ages of 10-12.

Career #2

Categories

Put your answers from each category below.

Occupation Title

                 Dental Assistant

Work Tasks

*3-4 sentences – your own words*

A dental assistant perform a variety of patient care, office duty, and laboratory duties to help out the dentist. Dental assistants work chair-side as dentists examine and treat their patients. They make patients comfortable,

Salary, Size & Growth

*1-2 sentences – your own words*

Dental assistants make an average of $37,000 per year. Thats about $17.75 per hour.

Entry Requirements

*2-3 sentences – your own words*

In order to be a dental assistance you have to have a 2 year college degree. You should also take a course in biology, health, chemistry, and office practices.

Career #3

Categories

Put your answers from each category below.

Occupation Title

        Electrical/Electronics Tech

Work Tasks

*3-4 sentences – your own words*

You use principles and theories of science engineering and math to solve technical problems. They help design, develop, and manufacture electrical equipment. Electronic technicians assist engineers and scientists in research and development.

Salary, Size & Growth

*1-2 sentences – your own words*

On average, they make an average of $52,500 per year. Thats $25.25 per hour.

Entry Requirements

*2-3 sentences – your own words*

You must atleast have a 2 year degree in engineering technology. You don’t need no special license or certification.

Name___________________________ Date___________________

Careers in IT Worksheet

 

Directions: Below is a list of different IT positions that are available.  From the list, research the positions below at the Bureau of Labor Statistics and pick 2 IT careers (1 of the 2 will be assigned to you) that you would potentially be interested in.  Once you have done that, fill in the following information below.

 

IT Careers

 

  1. Career and Technical Education Teachers

  2. Chief Information Officer

  3. Computer and Information Research Scientists

  4. Computer and Information Systems Manager

  5. Computer Hardware Engineers

  6. Computer Programmers

  7. Computer Support Specialists

  8. Computer Systems Analyst

  9. Database Administrator

  10. Desktop Publishers

  11. Graphic Designers

  12. Information Security Analysts, Web Developers, and Computer Network Architects

  13. Network and Computer Systems Administrators

  14. Software Developer

 

IT Career # 1

Categories

Put your answers from each category below.

Occupation Title

            Computer Programmers

What They Do

*3-4 sentences – your own words*

Computer programmers do all types of things. One of the things computer programmers do is write code to create software programs. They also turn the program designs created by software developers and engineers into instructions a computer can follow.

Work Environment

*1-2 sentences – your own words*

I believe computer programmers usually work in offices.

How to Become One

*2-3 sentences – your own words*

In order to become a computer programmer you have to have a bachelors degree. Some employers hire workers with an associates degree.

Pay

*1-2 sentences – your own words*

Computer programmers usually make $71,380 per year. Thats an average of $34.32 per hour.

Job Outlook

*1-2 sentences – your own words*

Computer programmers employment is expected to increase 12% from 2010 to 2020.

Similar Occupations

*1-2 sentences – your own words*

I’m not sure.

IT Career # 2

Categories

Put your answers from each category below.

Occupation Title

                Graphic Designers

What They Do

*3-4 sentences – your own words*

Graphic designers create visual concepts by hand or by using computer software. They do this to communicate ideas that inspire, inform, or captivate consumers. They also use color, images, or logo designs for organizations.

Work Environment

*1-2 sentences – your own words*

Most are employed in specialized design services, publishing, or advertising, public relations and related services.

How to Become One

*2-3 sentences – your own words*

In order to become a graphic designer you need a bachelors degree in graphic design. You also should be able to demonstrate your creativity and originality through a professional portfolio.

Pay

*1-2 sentences – your own words*

Graphic Designers make an average of $43,500 per year. Thats an average of $20.92 per hour.

Job Outlook

*1-2 sentences – your own words*

Graphic Designers employment is projected to increase by 13% from 2010 to 2020.

Similar Occupations

*1-2 sentences – your own words*

A similar occupation is a game designer.

Prezi Rubric

You will be doing a presentation on 2 different careers.  One will be from your “World of Work Map” (which will be a general non-sports related career) and one will be from your “Careers in IT” worksheet.  Every bullet point below should account for a portion of your Prezi.  After you finish your Prezi you will be responsible for doing a 3-5 minute presentation to the class along with uploading it to your eportfolio in your “careers” section.

 

World of Work Map – Career (general)

Careers in IT – Career

  • Occupational Title

  • Work Tasks

  • Salary, Size, & Growth

  • Entry Requirements

  • Occupational Title

  • What they do

  • Work Environment

  • How to Become One

  • Pay

  • Job Outlook

  • Similar Occupations

 

 

4

3

2

1

Clarity of

Ideas

Prezi is easy to read;

text guides audience

and serves as an

aid.

Prezi is readable;

text guides the

audience/ presenter.

Prezi is sometimes

difficult to follow;

zooming effect is

excessive.

Prezi is difficult to

understand.

Oral

Presentation

Presenter

demonstrates

thorough

understanding of

content and speaks

knowledgeably about

content.

Presenter

demonstrates good

understanding of

content and is able

to speak

knowledgeably about

most talking points.

Presenter

demonstrates limited

understanding of

content and relies

upon Prezi text for

most of the

presentation.

Presenter

demonstrates little or

no understanding of

content and reads

text directly from

Prezi to audience.

Content

Ideas are interesting

and thought

provoking. Ideas

demonstrate depth

of knowledge.

Ideas are interesting.

Some ideas are

thought provoking.

Ideas do not

demonstrate depth

of knowledge. Ideas

are not particularly

interesting or thought

provoking.

Ideas are illogical or

unclear.

Organization

The path moves

logically from one

idea to the next;

ideas build on each

other. Ideas are

grouped in a way

that makes sense.

The path moves

logically from one to

the next. Ideas are

grouped logically.

The path move in a

seemingly arbitrary

way. Ideas are not
grouped or are

grouped arbitrarily.

There is no path

and/or grouping.

Multimedia

Effective use of

images/videos/links

to enhance and

support content.

Prezi includes

adequate photos,

videos and/or links

to support content.

More visual

elements would add

to the presentation.

Prezi does not

include visual

elements.

Spelling &

Grammar

No spelling or grammatical mistakes.

Minor spelling or

grammatical mistakes.

Some serious

spelling or

grammatical

mistakes.

Spelling or grammar

hinders clear

communication of

ideas.

Originality

Content is original

and in the student’s

own words.

Most content is

original. All content

is in the student’s

own words.

Some content is

original. All content

is in the student’s

own words.

Content is not in the

student’s own words.

Effort

Are always attentive in class.  Always stayed on task while working independently. Were never disruptive.

Are sometimes inattentive in class. Sometimes strayed off while working independently.

Are often inattentive in class. Often strayed off the topic while working independently. Are occasionally disruptive.

Are usually inattentive in class.  Consistently was not focused on independent work.  Tended to be disruptive.

 

Total:         / 32

Mock Resume Project

 

Important:  The project will be due Friday September 27, 2013.  You will be given class time to work on the project, however it is strongly recommended that you work on this project outside of class.  Please contact your teacher if you need to work on the project during non-standard class time.

What is a resume`?

  • A resume` is a brief account of one’s professional or work experience, often submitted with an employment application.

 

Project Details

 

Purpose:

Create a mock resume that will project your future degree, College or University, GPA, and skillset in the Information Technology career that has been assigned to you.  You are required to research the Information Technology program offered by your desired College or University.

 

The resume should include the following sections:

  • Profile\Objective

  • Education

    • This section will include the College or University you plan to attend, major, intended graduation date and GPA.

    • Certifications (Comptia: A+, Network+, Server+; Cisco-CCENT, CCNA, CCNP, Microsoft: MTA, MCSA, MSCE, etc.)

  • Work History (At least one occupation)

    • You can use a real or fictional company.  Please include your job responsibilities with the company.

  • Skills

    • Skills related to the career that has been chosen

  • Professional Organizations (Optional)

 

Evaluation Process

Your resume will be evaluated according to the below criteria:

  • Grammar

  • Layout and Design

  • Content

  • Effort

  • Length  

Mock Resume Resources

http://jobsearch.about.com/od/sampleresumes/l/blresumeittech.htm

http://www.dayjob.com/content/network-analyst-cv-template-365.htm

http://news.dice.com/2013/05/03/sample-resume-information-security-analyst/

http://news.dice.com/2011/01/01/sample-resume-application-developer/

http://career-advice.monster.com/resumes-cover-letters/resume-samples/sample-resume-it-project-manager-experienced/article.aspx

Resume Rubric

Date:

Names:

 

Evaluation Process

Your resume will be evaluated according to the below criteria:

  • Grammar

  • Layout\Design

  • Content

  • Effort

  • Length

Criteria

Exemplary

(Finished)  4 points

Good

3 points

Acceptable

2 point

Unacceptable

(Done) 1 points

Grammar

The writing is free of errors.

There are occasional errors, but they don’t represent a major

distraction or obscure meaning

The writing has many errors, and

the reader is distracted by them.

There are so many errors that

meaning is obscured.  The

reader is confused and stops

reading

Layout\Design

The ideas are arranged logically to support the purpose.  They flow smoothly

from one to another.  The employer can follow the resume clearly.

The ideas are arranged logically to support the review. They are usually clearly linked to each other.  For the most part, the employer can follow the resume.

In general, the ideas are  somewhat organized logically. The employer is somewhat clear about what writer intends.

The writing is not logically organized.  Frequently, ideas

fail to make sense together. The employer cannot identify a line of reasoning and loses interest.

Content

Balanced presentation of  relevant and legitimate  

information that clearly

supports the position the student is trying to pursue.  Employer gains important insights.

Presentation provides reasonable

support for the position being pursued.  Employer gains some insight  regarding the employees background.

In general, the  presentation is clear and arranged logically, although

occasionally  information does  not support the position being pursued.  The employer  is

fairly clear of the employee intent.

Presentation is not clear and does not support the postion the student is trying to pursue.  Employer does not gain import insights.  Does not contain pertinent information.

Effort

Works on the project during the assigned class times.  Schedule time outside of class period to work on assignment.  Assignment is submitted on time.  Grammar, organization, and content are free from error.  Research is evident in the content.

Works on the project during scheduled class times with minimal disruption.  Assignment is submitted on time.  Very few grammatical errors

Does not work on the assignment during class but does work on it during non-standard class time.  Is a distraction to other students  The assignment submitted 1 day late.

Does not work on the assignment in class and does not work on it outside of class.    Has serious grammatical and and organization errors.  Assignment is submitted more than 1 day late.

Length

Paper is one page in length

   

The paper is half of a page

 

Total Points

/24

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