This document provides a list of occupational interests across various fields with 3 levels of specialization for each: specialized areas, support staff, and community/industry support. The fields covered include science, natural science, aquaculture/agriculture, engineering, business/finance, professional services, transportation, IT/technology, media/communication, community services, architecture/construction, the arts, fashion, military/law enforcement, and spiritual vocations. Each entry describes a specific occupation with its job duties. The document aims to help students identify potential career interests and paths.
Module 2 of Grade 11 Career Guidance Manual entitled “The Star Power Within” is practically about unleashing the knowledge and skills of every learner. The students will focus on their innate talents, interests, skills, and abilities to help them identify their potential through the different activities and opportunities of learning capsulized in this module. They will be encouraged to explore possibilities of lknowing their skills and abilities and manifest these in related activities as applied in the workplace and in given situations.
This module includes an animated video presentation about the different professions that will help guide the learners in finding the career that fits their knowledge and skills.
A guidance counselor/teacher/career advocate will be assigned to facilitate discussion about the video presentation.
It is recommended that as learners go through this module, the parents and significant others give their support and words of encouragement so that students will be able to realize their goal of becoming a career professional.
Module 2 of Grade 11 Career Guidance Manual entitled “The Star Power Within” is practically about unleashing the knowledge and skills of every learner. The students will focus on their innate talents, interests, skills, and abilities to help them identify their potential through the different activities and opportunities of learning capsulized in this module. They will be encouraged to explore possibilities of lknowing their skills and abilities and manifest these in related activities as applied in the workplace and in given situations.
This module includes an animated video presentation about the different professions that will help guide the learners in finding the career that fits their knowledge and skills.
A guidance counselor/teacher/career advocate will be assigned to facilitate discussion about the video presentation.
It is recommended that as learners go through this module, the parents and significant others give their support and words of encouragement so that students will be able to realize their goal of becoming a career professional.
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
Understanding Culture, Society and Politics - Cultural, Social and Political ...Juan Miguel Palero
This is a powerpoint presentation of one of the Senior High School Core Subject: Understanding Culture, Society and Politics. For this powerpoint, this serves as a presentation about the topic of the cultural, social and political changes or differences that occurred in the Philippines.
Responding to social, political, and cultural change (1)RenatoMandigma
this presentation is about the respomding to social, political, and cultural change. it is a topic from the subject of understanding cultural, social and politics
Work immersion refers to the subject of the senior high school curriculum, which involves hands-on experience or work simulation in which learners can apply their competencies and acquired knowledge relevant to their track.
*Disclaimer: the pictures/information/media used in this ppt do not belong to me. Credits to the rightful owners.
Society is a system of interrelationships that connects individuals.
Sociocultural evolution has resulted in different forms of societies.
According to Hobbes and Locke, society is a “social contract” freely entered into by independent and fully informed people.
Through socialization, the individual develops an awareness of social norms and values and achieves a distinct sense of self.
Classical philosophers such as Confucius, Plato and Aristotle have different views about the nature of society and the role of the person in society.
A presentation defining what is a career and a list of few career options which anyone can look at depending on the skills they possess. Ideal for students/fresher who intend to study further or choose a career.
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
Understanding Culture, Society and Politics - Cultural, Social and Political ...Juan Miguel Palero
This is a powerpoint presentation of one of the Senior High School Core Subject: Understanding Culture, Society and Politics. For this powerpoint, this serves as a presentation about the topic of the cultural, social and political changes or differences that occurred in the Philippines.
Responding to social, political, and cultural change (1)RenatoMandigma
this presentation is about the respomding to social, political, and cultural change. it is a topic from the subject of understanding cultural, social and politics
Work immersion refers to the subject of the senior high school curriculum, which involves hands-on experience or work simulation in which learners can apply their competencies and acquired knowledge relevant to their track.
*Disclaimer: the pictures/information/media used in this ppt do not belong to me. Credits to the rightful owners.
Society is a system of interrelationships that connects individuals.
Sociocultural evolution has resulted in different forms of societies.
According to Hobbes and Locke, society is a “social contract” freely entered into by independent and fully informed people.
Through socialization, the individual develops an awareness of social norms and values and achieves a distinct sense of self.
Classical philosophers such as Confucius, Plato and Aristotle have different views about the nature of society and the role of the person in society.
A presentation defining what is a career and a list of few career options which anyone can look at depending on the skills they possess. Ideal for students/fresher who intend to study further or choose a career.
Points de Vue, the International Review of Ophthalmic Optics - 2' about us. Eva Lazuka-Nicoulaud
Points de Vue, the International Review of Ophthalmic Optics created by Essilor International in 1979, is an expert-to-expert publication sharing the latest knowledge on Vision Science, Clinical Practice, Market Insights, Patient Needs, Innovative Solutions and more.
As such, Points de Vue is committed to providing all Eye Care Professionals involved in prescription with forward-looking and useful information for their practices and effective patient care.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. THE SENIOR HIGH SCHOOL PARTY
1. WHAT ARE YOUR GOALS AFTER SENIOR HIGH
SCHOOL?
2. WHAT ARE YOUR INTERESTS THAT SERVED AS
YOUR BASIS IN CHOOSING YOUR CURRENT
SHS TRACK?
3. WHAT ARE YOUR MEMORABLE EXPERIENCE IN
SENIOR HIGH SCHOOL?
4. WHAT CURRICULUM EXIT DO YOU PLAN TO GO
AFTER SENIOR HIGH SCHOOL?
3. QUESTIONS:
1. HOW DID YOU FIND THE SENIOR HIGH
SCHOO PARTY?
2. WHAT DID YOU FEEL WHILE SHARING
YOUR GOLAS, INTERESTS, EXPERIENCES,
AND CHOSEN CURRICULUM EXITS IN SHS?
5. RANK OCCUPATIONAL INTERESTS BASED
ON NCAE RESULTS
OCCUPATIONAL INTERESTS
BASED ON PERSONAL
PREFERENCE & PLAN AFTER
SHS
1
2
3
6. TRABAHO
BIO DATA
Name: ________________________________ Position Applied for:_________________
Age:__________ Sex:___________________ Contact No.:_________________________
Address:_________________________________________________________________
Educational Background:
Elementary: ________________________________Year Completed:________________
Secondary:
Junior High School:___________________Year Completed:________________
Senior High School:___________________Year Completed:________________
BUSINESS PERMIT
Name of Business:_________________________________________________________
Name of Owner:__________________________________________________________
Location of Business:_______________________________________________________
Nature of Business:________________________________________________________
Permit Number:___________________________________________________________
COLLEGE APPLICATION FORM
Name: ____________________________ Course Applied for:_____________________
Age: __________________________________ Contact No.:______________________
Address:________________________________________________________________
Secondary School Graduated: ______________________________________________
Award Received:__________________________________________________________
7. COLLEGE APPLICATION FORM
Name: ____________________________ Course Applied for:_____________________
Age: __________________________________ Contact No.:______________________
Address:________________________________________________________________
Secondary School Graduated: ______________________________________________
Award Received:__________________________________________________________
COMPETENCY ASSESMENT RESULT
Name of Candidate: ______________________________________________________
Title of Qualification/Cluster of Units of Competency: ___________________________
Name of Assessment Center:_______________________________________________
Assessment Result: ___Competent ___Not Yet Competent
Recommendation: ___For issuance of NC/CC ___For submission of additional documents
Assessed by:_____________________ ___ Attested by:________________________
Date:_______________ Date:_______________
8. QUESTIONS:
1.DID YOU EXPERIENCE MISMATCH OF THE
OCCUPATIONAL INTERESTS BASED ON NCAE AND
BASED ON PERSONAL ASESSMENT?
2.WHAT OCCUPATIONAL INTEREST WILL YOU
CONSIDER IN CHOOSING YOUR CURRICULUM
EXIT?
3.WHAT ARE YOUR REALIZATION OR INSIGHTS?
9. “MY ENTRY POINT IN EXIT”
•DRAW A SYMBOL TO REPRESENT THE LIFE AND
CAREER YOU IMAGINE AFTER ENTERING A
SPECIFIC CURR. EXIT.
•EXPLAIN BRIEFLY…
10. Handout: Areas of Occupational Interests
A. Science
Medicine
A1 Optometrist
A2 Doctor of Medicine/Cardiologist/Oncologist/Radiologist/Orthopedic Surgeon
A3 Surgeon (All fields)
A4 Dermatologist
A5 Dentist
A6 Veterinary Medicine
A7 Forensic Analyst
Allied Medicine
A8 Speech Pathologist/Physical Therapist/Occupational Therapist
Allied Health Professions
A9 Nurse
A10 Medical Technologist
A11 Genetics/DNA Analyst
A12 Pharmacist
A13 Food Technologist
Hospital Administration
A14 Hospital Manager
A15 Medical Supervisor
Health and Wellness Support Staff
A16 Therapy Assistant
A17 Nursing Aide/Caregiver
11. A18 Laboratory Aide
A19 Optical Aide
A20 Laboratory Encoder/X-Ray Technician/Laboratory Technician
A21 Medical Transcriptionist
A22 Medical Secretary
A23 Medical Sales Representative/Medical Advertising Representative
A24 Hospital Utility Worker
A25 Gym Instructor
A26 Spa Aide
B. Natural Science
Specialized Areas
B1 Biologist
B2 Botanist
B3 Zoologist
B4 Chemist
B5 Geologist
B6 Geographer
B7 Volcanologist/Seismologist
C. Aquaculture and Agriculture/Forestry
Specialized Areas
C1 Aquaculturist
C2 Agriculturist
13. Support Staff
D12 CP-Radio Technician/Electronic Technician/Aircon Technician
D13 Car-Auto Machinist (Mechanic)
E. Business and Finance/Commerce
Finance
E1 Economist
E2 Banker
E3 Financial Analyst
E4 Accountant
E5 Budget Officer
E6 Bookkeeper
Business
E7 HR Manager
E8 Sales Manager
E9 Warehouse Supervisor/Stock Room Supervisor
E10 Marketing Officer
E11 Advertising Executive
E12 Statistician/Actuarial Mathematician
E13 Real State Broker
Support Staff
E14 On-line Sales Agent
E15 Call Center Agent
E16 Sales Clerk
E17 Sales Representative
14. E18 Store Keeper
E19 Cashier
E20 Sales Record Officer
E21 Officer Clerk
E22 Sales Promoter/Promo Merchandiser
E23 Small Scale Store Owner
E24 Security Guard
F. Professional Service
Specialized Area: Law The Court
F1 Judge
F2 Lawyer
F3 Legal Associated
F4 Clerk of Court
F5 Legal Secretary/Legal Clerk
Specialized Area: Education
F6 Pre-school Teacher
F7 Elementary School Teacher
F8 High School Teacher
F9 College Professor
F10 (Post) Professor in Graduate School Masters or Ph.D. Courses
Support Staff
F11 School Head
F12 Registrar
15. Guidance and Counseling
F13 Guidance Counselor
Support Staff
F14 Librarian
F15 Teacher Aide/ School Aide
F16 Technical-Vocational Aide
F17 School Clerk
F18 School Janitor
F19 School Canteen Helper
F20 School Security Officer
G. Personal Services Transportation and Travel Transportation
Specialized Areas
G1 Aviation-Pilot
G2 Air Tower Comptroller
G3 Air Radio Comptroller
G4 Marine Ship Captain
G5 Chief Mate
Support Staff
G6 Flight Attendant
G7 Aircraft Technician
G8 Airline Ground Crew
G9 Seaman
G10 Messman/Cook
G11 Driver
16. G12Ticketing Clerk
Tourism and Hospitality Industry Hotel Administrator
G13 Hotel and HR Manager
G14 HR Supervisor
G15 Hotel/Building Maintenance Supervisor
Hotel Support Staff
G16 Front Desk Clerk/Reservation Clerk/Billing Clerk
G17 Chef/Pastry/Bread Maker
G18 Barista
G19 Hotel Attendant
G20 Elevator Attendant
G21 Chambermaid
Tourism Support Staff
G22 Travel Agent
G23 Tour Guide
H. Computer and Technology IT and Cyber Services
Specialized Areas
H1 Web Designer
H2 Web Analyst
H3 Web Programmer/Software Programmer
H4 Computer Games Programmer
H5 IT Instructor
H6 Database Analyst
Support Staff
17. H7 Animator/Cartoonist
H8 Data Encoder
H9 Computer Repairman/Computer Technician
H10 Computer Clerk
H11 Computer Aide
H12 Computer Drafter
H13 IT Sales Clerk
I. Media and Communication
Communication and Broadcasting Specialist
I1 Mass Communication Journalist
I2 News Caster
I3 News Editor
I4 Radio Announcer
I5 Sound Engineer
Support Staff
I6 TV Operator
I7 Cameraman
I8 Radio Technician
I9 Dubber
I10 Voice Over Talent
I11 Proofreader
I12 Caricaturist
I13 Comics Illustrator
I14 Photographer
18. J. Community Services
Community Governance, Administration and Specialized Services
J1 Barangay Officer
J2 Barangay Health Official
J3 Social Working
Community Support Staff
J4 Barangay Cleaners
J5 Barangay Clerk
J6 Barangay Aide
J7 Rescue Volunteer
K. Architecture and Construction
Professional Services
K1 Building Architect/Architect
K2 Landscape Architect
K3 Interior Designer
K4 Surveyor
K5 Real Estate Developer
Construction Service and Support Staff
K6 Foreman
K7 Mason
L. The Arts
The Performing Arts Theater, Movies and Television Program Theater/Movie Professionals
19. L1 Director
L2 Artist/Actor
L3 Film Maker
L4 Intertainer
Theater and Movie Supprt Staff
L5 Set Designer
L6 Lights Designer
L7 Costume Designer
Other Artistic Areas:Painting Music and Literary Works
L8 Musical Composer or Arranger
L9 Book Author
L10 Water Color Painter
M. Fashion: Garments/Hairstyle/Cosmetics/Parlor Services/Jewelry and Accessories
Garments, Linens and Textile Industry
M1 Fashion Designer
M2 Master Cutter
M3 T shirt Designer
M4 Silk Screen Maker
M5 Textile Technician
M6 Fabric Wholesaler
M7 Curtains/Beddings Sewer
Hairstyle, Cosmetics and Other Parlor Services
M8 Makeup Artist
20. M9 Hair Stylist
M10 Hair Cutter
M11 Hair Spa Aide
M12 Manicurist
Jewelry and Fashion Accessories
M13 Jewelry/Goldsmith
M14 Beadworks Maker
M15 Shoe Maker
M16 Bag Maker
N. Military and Law Enforcement
Military Services
N1 Military Officer
N2 Air Force Officer
N3 Military Training Officer
N4 Camp Strategies
Law Enforcement
N5 Police Officer
N6 Prison Warden’
N7 Police Desk Officer
N8 Investigator
N9 Police Aide
N10 Traffic Enforcer
N11 Criminologist
N12 Fingerprint Analyst