Here is a materials list and cost estimate for building a doghouse:
Materials Needed Unit Price Total Cost
2 sheets plywood $9.95 each $19.90
1 box nails (50 count) $3.49 each $3.49
1 tube caulk $2.99 each $2.99
1 bag concrete mix $4.99 each $4.99
Total Estimated Cost: $31.37
Now you can get started building your doghouse! Be sure to follow all safety rules and have an adult help with any power tools. Have fun and be proud of your work!
This document provides an overview of compensation practices and theories. It acknowledges contributors to a compensation framework project. It includes 6 chapters that cover topics such as: forms of pay like base pay, performance pay and indirect pay; evaluating jobs through job analysis and evaluation; designing pay structures and benefits packages. The document aims to provide general reference on compensation practices.
For nearly nine decades, the Charles Stewart Mott Foundation has been guided by our founder’s strongly held belief that every person exists in a kind of informal partnership with his or her community. Our latest annual report explores the power of such intimate collaboration, illustrated by four inspiring “portraits” of people who, with the help of Mott grantmaking, have engaged with their communities to create positive change.
The report also features a joint message from William S. White, the Foundation’s chairman and CEO, and Mott President Ridgway H. White, who reflect on the value of partnership and the understanding that “no single institution has the knowledge, resources or agility to single-handedly address complex social issues. That power must lay in the collective hands, hearts and minds of people working together, often in new and creative ways, to make good things happen.”
This document discusses improving employment protections and working conditions for precarious workers in Ontario. It begins by acknowledging contributions from workers who shared their experiences of low-wage and precarious work. It then outlines several issues faced by precarious workers, such as lack of benefits, unpredictable scheduling, low wages, and lack of job security. The document proposes recommendations in several areas, such as expanding employment standards protections, increasing minimum wage, ensuring equal treatment of temporary agency workers, improving enforcement of employment laws, and enhancing job protections and workers' right to organize. Overall, it argues that employment reforms are needed to address Ontario's growing precarious job market and support decent work.
This document discusses the role of small scale enterprises in urban areas. It addresses how small businesses operate in cities, the challenges they face, and opportunities for supporting their growth. Key points include:
- Small businesses often operate out of homes or shared community spaces due to limited resources. This can cause environmental and safety issues if not properly regulated.
- Municipal governments need policies that facilitate rather than hinder small business, such as by providing affordable workspaces and transit options.
- Support programs can help small businesses through training, financing, networking and promoting innovation in environmentally-friendly practices.
- Integrating small enterprise activities with urban planning can benefit local economies while improving environmental standards and working conditions.
The document discusses a research project called the Co-operative Innovation Project that examined the feasibility of co-operatives in rural and Aboriginal communities in Western Canada. The project found that the co-op model remains viable if there is a clearly identified community need, knowledge of co-operatives, business capacity, and social connections. It will explore community needs across Western Canada and what is required to inspire the creation of new co-ops, including development support and leveraging economies of scale.
This document provides a guide for planning and running a city apps challenge. It discusses planning considerations such as scoping the event, building a team, and creating a budget. It also covers marketing the challenge through various channels like websites, social media, videos and promotional items. The guide outlines the process with a timeline and rules. It provides recommendations for six key events: call for entries, judging, announcing finalists, coaching finalists, showcasing apps, and the grand finale awards event. Best practices are also shared around general management, judging, and running successful events.
The document discusses implementing an upgraded RFID system for Johnson & Johnson. It proposes placing the upgraded system at manufacturing plants rather than distribution centers. This would involve tagging all products with RFID tags during the manufacturing process and registering the tags according to customer and order details. The system would track products from the plant to distribution centers and stores, providing real-time inventory and order information. The document outlines the project plan, requirements gathering process, and systems analysis diagrams to design the upgraded RFID system for Johnson & Johnson's supply chain.
[Full Report] Barriers and Opportunities at the Base of the Pyramid - The Rol...Dragoș Tuță
As part of its mandate to guide and define the role of the private sector in poverty reduction and inclusive development, the UNDP Istanbul International Center for Private Sector in Development (IICPSD) produced the “Barriers and Opportunities at the Base of the Pyramid” foundational report. Developed by an interdisciplinary team of 18 leading poverty experts, the report leverages an ecological approach to understanding barriers to poverty reduction. The report presents poverty as a complex web of accumulating and interacting disadvantages facing people living in poverty, which in turn, sustain and perpetuate a life of socioeconomic exclusion. The barriers are clustered into five broad categories: Early Developmental Barriers, Health Barriers, Skill Barriers, Social Barriers, and Decision-making Barriers.
This document provides an overview of compensation practices and theories. It acknowledges contributors to a compensation framework project. It includes 6 chapters that cover topics such as: forms of pay like base pay, performance pay and indirect pay; evaluating jobs through job analysis and evaluation; designing pay structures and benefits packages. The document aims to provide general reference on compensation practices.
For nearly nine decades, the Charles Stewart Mott Foundation has been guided by our founder’s strongly held belief that every person exists in a kind of informal partnership with his or her community. Our latest annual report explores the power of such intimate collaboration, illustrated by four inspiring “portraits” of people who, with the help of Mott grantmaking, have engaged with their communities to create positive change.
The report also features a joint message from William S. White, the Foundation’s chairman and CEO, and Mott President Ridgway H. White, who reflect on the value of partnership and the understanding that “no single institution has the knowledge, resources or agility to single-handedly address complex social issues. That power must lay in the collective hands, hearts and minds of people working together, often in new and creative ways, to make good things happen.”
This document discusses improving employment protections and working conditions for precarious workers in Ontario. It begins by acknowledging contributions from workers who shared their experiences of low-wage and precarious work. It then outlines several issues faced by precarious workers, such as lack of benefits, unpredictable scheduling, low wages, and lack of job security. The document proposes recommendations in several areas, such as expanding employment standards protections, increasing minimum wage, ensuring equal treatment of temporary agency workers, improving enforcement of employment laws, and enhancing job protections and workers' right to organize. Overall, it argues that employment reforms are needed to address Ontario's growing precarious job market and support decent work.
This document discusses the role of small scale enterprises in urban areas. It addresses how small businesses operate in cities, the challenges they face, and opportunities for supporting their growth. Key points include:
- Small businesses often operate out of homes or shared community spaces due to limited resources. This can cause environmental and safety issues if not properly regulated.
- Municipal governments need policies that facilitate rather than hinder small business, such as by providing affordable workspaces and transit options.
- Support programs can help small businesses through training, financing, networking and promoting innovation in environmentally-friendly practices.
- Integrating small enterprise activities with urban planning can benefit local economies while improving environmental standards and working conditions.
The document discusses a research project called the Co-operative Innovation Project that examined the feasibility of co-operatives in rural and Aboriginal communities in Western Canada. The project found that the co-op model remains viable if there is a clearly identified community need, knowledge of co-operatives, business capacity, and social connections. It will explore community needs across Western Canada and what is required to inspire the creation of new co-ops, including development support and leveraging economies of scale.
This document provides a guide for planning and running a city apps challenge. It discusses planning considerations such as scoping the event, building a team, and creating a budget. It also covers marketing the challenge through various channels like websites, social media, videos and promotional items. The guide outlines the process with a timeline and rules. It provides recommendations for six key events: call for entries, judging, announcing finalists, coaching finalists, showcasing apps, and the grand finale awards event. Best practices are also shared around general management, judging, and running successful events.
The document discusses implementing an upgraded RFID system for Johnson & Johnson. It proposes placing the upgraded system at manufacturing plants rather than distribution centers. This would involve tagging all products with RFID tags during the manufacturing process and registering the tags according to customer and order details. The system would track products from the plant to distribution centers and stores, providing real-time inventory and order information. The document outlines the project plan, requirements gathering process, and systems analysis diagrams to design the upgraded RFID system for Johnson & Johnson's supply chain.
[Full Report] Barriers and Opportunities at the Base of the Pyramid - The Rol...Dragoș Tuță
As part of its mandate to guide and define the role of the private sector in poverty reduction and inclusive development, the UNDP Istanbul International Center for Private Sector in Development (IICPSD) produced the “Barriers and Opportunities at the Base of the Pyramid” foundational report. Developed by an interdisciplinary team of 18 leading poverty experts, the report leverages an ecological approach to understanding barriers to poverty reduction. The report presents poverty as a complex web of accumulating and interacting disadvantages facing people living in poverty, which in turn, sustain and perpetuate a life of socioeconomic exclusion. The barriers are clustered into five broad categories: Early Developmental Barriers, Health Barriers, Skill Barriers, Social Barriers, and Decision-making Barriers.
This document is the foreword to the 2019 World Development Report on the changing nature of work. It discusses how technological progress is disrupting labor markets and creating uncertainty about the future of jobs. While innovation has historically created more jobs than it destroys, it is accelerating and affecting every aspect of life. Many current and future jobs will require strong human capital in the form of both technical and soft skills. Developing countries need to invest urgently in education and health to develop human capital and compete in the future economy. The report introduces a new Human Capital Index to measure how much productivity is lost due to inadequate human capital investments. It calls for reforms to social protection systems to support workers in the changing world of work.
The Navigating International Meetings Pocketbook gives concise information about the structure and process of United Nations (UN) meetings, looks at the different avenues available to youth for participating, and offers practical information for surviving a large meeting. The Guide also touches on important questions regarding the impact of international meetings on the local, national, and international level that every past and potential participant should consider.
This document discusses the challenges facing agriculture and opportunities for greening agriculture. It finds that conventional industrial agriculture has led to environmental degradation while small farms are important for food security and poverty reduction. Greening agriculture through investments in soil, water and biodiversity management can generate economic and environmental benefits. The costs of environmental degradation from agriculture are high, so increased investment in natural capital in the agriculture sector is needed. Global, national and economic policies can help create an enabling environment for green agriculture.
This document provides guidance for law enforcement on partnering with other organizations to help drug endangered children. It discusses the roles that law enforcement, child welfare, medical providers, behavioral health treatment providers, prosecutors, and civil attorneys play in protecting children. The document emphasizes the importance of collaboration between these groups to ensure the safety and well-being of children living with substance abuse.
JCC Pittsburgh Winter 2012 Program Guide - Squirrel Hilljccpgh
This document is a program guide for the Jewish Community Center of Greater Pittsburgh (JCCPGH) for winter 2012. It includes information about programs, classes, camps, fitness facilities, and holiday hours for the JCCPGH facilities. The guide also provides an overview of the Annabelle Rubinstein Early Childhood Development Center (ECDC) and its curriculum and programming options for children ages 6 weeks to 5 years old.
Andover Public Schools: Bright Spot Profile 2019Sheldon Berman
The Andover Public Schools have undertaken a shift towards personalized learning over the past several years. They began by developing a digital learning program and strategic plan to guide their efforts. Some key strategies they have implemented include responsive classrooms, project-based learning, and using student feedback surveys to personalize the learning environment and curriculum access. They have focused on equity of opportunity and teacher empowerment. Assessment data indicates their personalized learning approaches are working to improve student achievement and engagement. The district views their efforts as ongoing work to continuously improve and better meet student needs.
Toward Sustainability: Helping communities engage with and protect the environment
From the coastal sand dunes of Michigan’s Lower Peninsula to the warm waters of the Amazon River Basin, the Mott Foundation has long supported the stewardship of the world’s most precious natural resources. Featuring beautiful photography and first-hand perspectives of those working on the ground, the Foundation’s latest annual report highlights five examples of that work and introduces an important and exciting new focus in Mott’s grantmaking — advancing climate change solutions.
The report also features a message from William S. White, the Foundation’s chairman and CEO, who reflects on how this new focus builds on decades of exploration and learning. That experience, White says, “has taught us that this grantmaking must seek practical ways to simultaneously build strong economic, environmental and social conditions for all people — in a word, ‘sustainability.’”
Read more at http://www.mott.org/AR13
Community Food Security in Johnson County, Tennessee: A Local Food StrategyFayme4q
This document summarizes a community food assessment project conducted in Johnson County, Tennessee. It describes the socioeconomic characteristics of the county, analyzes food resources and production/consumption patterns, and identifies opportunities and challenges for improving food security. Community engagement activities revealed residents' desire to increase access to locally-grown foods. The report concludes by outlining five projects to pursue, as identified by the community, to develop a more self-sufficient and equitable local food system.
Global Employment Trends for Youth 2013 | A generation at risk the share of women in total (female and male) unemployment, which is primarily driven by differences in labour force participation rates. At the regional level, the female youth labour force participation rate in North Africa is the second lowest in 2012 – only 19.7 per cent of young females of the working-age population participate in the labour force while 46.8 per cent of young males participate. The gap between male and female youth participation is not expected to become much smaller in the medium term. It is projected that in 2017, 20.1 per cent of young women will be in the labour force. There is great heterogeneity between countries in terms of youth unemployment by sex. In 2011, the youth unemployment rates for males and females in Morocco were fairly close, with young men facing a slightly higher unemployment rate (18.1 per cent) than young women (17.4 per cent). In Algeria, on the other hand, young women were far more likely to be affected by unemployment than young men. The female youth unemployment rate in this country was 37.5 per cent in 2010, while the male youth unemployment rate stood at 18.7 per cent (ILO, 2011a). Skills mismatches are a structural labour market problem in North Africa, which can be illustrated using unemployment rates by educational attainment. The unemployment rates for persons with tertiary-level education are among the highest in the world, at 21.4 per cent, 18.9 per cent and 17.4 per cent in 2010 in Algeria, Egypt and Morocco, respectively. In Algeria and Egypt, they are higher than for persons with primary or secondary education, pointing at a mismatch between the supply of and demand for skills and education. In most advanced economies, persons with higher levels of education are less likely to be unemployed, but this does not seem to apply to North African economies, as prospects of finding jobs for those having completed tertiary education are grim. 2.2.8 Sub-Saharan Africa Although the regional youth unemployment rate in Sub-Saharan Africa is lower than in most other regions, it is significantly higher than the adult unemployment rate. Compared with an adult unemployment rate of 5.9 per cent in 2012, youth are twice as likely to be unemployed, with an estimated youth unemployment rate of 11.8 per cent in 2012. Youth unemployment rates much higher than the regional average are found in South Africa, where over half of young people in the labour force were unemployed in the first three quarters of 2012, and in Namibia (58.9 per cent in 2008), Réunion (58.6 per cent in 2011) and Lesotho (34.4 per cent in 2008; ILO, 2011a and 2013b). On current trends, the youth unemployment rate is projected to remain close to 11.7 per cent in the coming years. Similarly to South Asia, the relatively low regional youth unemployment rate in Sub- Saharan Africa is linked to the high levels of poverty. The region has by far the highest rate of working povert
This document outlines a sustainable parks program for the County of Los Angeles Department of Parks and Recreation. It discusses the high costs and environmental impacts of traditionally designed and constructed parks. It then presents the goals and benefits of sustainable park design, which can reduce operating costs through energy and water conservation and use of renewable resources while also lessening environmental impacts. The document provides strategies for each of the 10 goals of the Sustainable Parks Program and identifies potential funding sources to support sustainable park improvements and a model green park.
The report aims to make the case for adopting a green growth agenda in Mediterranean countries. It does this by highlighting how environmental policies can generate economic and social co-benefits, and by providing recommendations and case studies on implementing policies and tools to enhance productivity of natural assets while dealing with trade-offs. The objective is to share sustainable economic options with decision makers and present evidence that green growth can create jobs and promote social cohesion in the region.
This document proposes a system to allow a robot to automatically find a path to a predefined goal in uncontrolled environments. The system has three main modules: 1) An artificial vision module that obtains a quantified representation of the robot's vision using local feature detection and visual words. 2) A reinforcement learning module that receives the vision input and sensor data to compute the state and reward. The state is a normalized vector and sensor data, and reward is based on distance to the goal. 3) A behavior control module. The robot is tested using Sony Aibo to seek the goal and change behavior based on experience, but does not find the optimal route.
The document is a summary of the 2019 World Development Report, which focuses on the changing nature of work. Some key points:
1) Work is changing dramatically due to new technologies that are automating many jobs while also creating new types of work.
2) Firms are also changing as a small number of "superstar" firms grow rapidly in many industries due to network effects and economies of scale.
3) Governments need to invest more in building human capital through education, skills training, health care in order to help populations adapt to the changing nature of work and allow countries to benefit from new technologies.
Lasbela - Integrated Development Visionzubeditufail
The document presents an integrated development vision for Lasbela District in Balochistan, Pakistan. It provides an overview of the current status of governance, social services, natural resources, infrastructure, and economic conditions in the district. The vision aims to improve these areas through better governance, social development programs, sustainable management of natural resources, and increased economic opportunities. Priority projects are identified in sectors like education, health, water and sanitation, agriculture, fisheries, and ecotourism to achieve an improved quality of life for residents of Lasbela District.
Closing The Loop: the benefits of Circular Economy for developing countries a...Alexandre Fernandes
This report presents evidence to the effect that emerging economies can leapfrog development stages and implement an economic model that is better both for society and for the environment. The circular Cradle
to Cradle® paradigm* is a production model aimed at leveraging steady economic development for the future, without causing environmental damage. If implemented correctly, it is capable of promoting the maintenance of natural ecosystems while at the same time offering benefits to the poorest groups in society.
The report illustrates the tremendous window of opportunity provided for Brazil by the new Solid Waste National Policy. Policies such as this can help low- and middle-income countries to build on and formalise existing informal circular economic activities, thereby taking a development path that avoids many unsustainable elements of the linear production model.
The various case studies included in this report demonstrate the potential of the circular economic model to bring numerous social benefits, such as strengthening local economies, empowering the poorest families and building resilience, through stimulating the entrepreneurial spirit of businesses based on the solidarity economy.
Although the circular economy concept is not yet very well known in Brazil, this system has already taken root in various countries, in innovative businesses and major global production chains.
Group Violence Intervention: Implementation GuidePatricia Hall
This document provides an implementation guide for Group Violence Intervention (GVI), a strategy that aims to reduce group-related violence. The guide discusses establishing an executive committee and working group to oversee GVI efforts. It also covers developing a communications strategy, assessing the local violence problem through a group audit and incident review process, and implementing call-in sessions to communicate messages to groups involved in violence.
The document discusses a new law signed by President Bush in 2006 that provides $150 million annually through 2010 to promote healthy marriages and responsible fatherhood. The funds will be awarded as competitive grants to support activities like parent education, counseling, and career services to help fathers. Up to $50 million per year can support responsible fatherhood programs and up to $2 million can support grants for Indian tribes for child welfare and family services.
This document provides guidance on implementing comprehensive HIV/STI programmes with sex workers. It discusses the importance of community empowerment, addressing violence against sex workers, and establishing community-led services such as outreach, drop-in centers, and quality improvement initiatives. The document emphasizes working with sex worker communities and fostering sex worker leadership to develop effective and sustainable programmes. It also provides practical guidance and examples of interventions to integrate sex worker-led approaches into HIV/STI programming.
Guideline for Green Management Program (GMP) to Promote Environmental Management of Corporations (A Graduate Sub-major Program for Environmental Leadership Development)
(Version 2010)
This document discusses research on the role of play in child development. It defines play as an activity that is freely chosen, intrinsically motivated, pleasurable, and process-oriented. The document outlines different types of play, including social, object, pretend, physical, and media play. It discusses the cognitive, social, emotional, and physical benefits of each type of play based on research. For example, social play helps children develop social skills and understandings, while pretend play supports language development, creativity, and executive function skills. The document also addresses the role of adults in facilitating playful learning opportunities for children.
The document is a guide for parents of children with special needs that provides information about planning for life after high school. It discusses topics like pursuing college, seeking employment, securing housing and benefits. Throughout the guide, real stories from families are shared to illustrate different paths and options. The overall goal is to help parents navigate this transition and feel less overwhelmed by providing a framework and sharing resources.
Mental health 175 page programtami teachersallpattystewardson
This document provides an overview and guide for teachers to implement an awareness program about mental illness for youth. It outlines the rationale for the program, which is to reduce stigma surrounding mental illness. The guide describes the program's goals and how it aligns with Ontario's curriculum guidelines. It also provides practical information, activities, tools and evaluation methods for teachers to execute the four components of the program: discussing stigma, educating about mental illnesses, having a presentation by a guest speaker, and follow-up lessons. The appendices include links to specific curriculum expectations the program can fulfill.
This document is the foreword to the 2019 World Development Report on the changing nature of work. It discusses how technological progress is disrupting labor markets and creating uncertainty about the future of jobs. While innovation has historically created more jobs than it destroys, it is accelerating and affecting every aspect of life. Many current and future jobs will require strong human capital in the form of both technical and soft skills. Developing countries need to invest urgently in education and health to develop human capital and compete in the future economy. The report introduces a new Human Capital Index to measure how much productivity is lost due to inadequate human capital investments. It calls for reforms to social protection systems to support workers in the changing world of work.
The Navigating International Meetings Pocketbook gives concise information about the structure and process of United Nations (UN) meetings, looks at the different avenues available to youth for participating, and offers practical information for surviving a large meeting. The Guide also touches on important questions regarding the impact of international meetings on the local, national, and international level that every past and potential participant should consider.
This document discusses the challenges facing agriculture and opportunities for greening agriculture. It finds that conventional industrial agriculture has led to environmental degradation while small farms are important for food security and poverty reduction. Greening agriculture through investments in soil, water and biodiversity management can generate economic and environmental benefits. The costs of environmental degradation from agriculture are high, so increased investment in natural capital in the agriculture sector is needed. Global, national and economic policies can help create an enabling environment for green agriculture.
This document provides guidance for law enforcement on partnering with other organizations to help drug endangered children. It discusses the roles that law enforcement, child welfare, medical providers, behavioral health treatment providers, prosecutors, and civil attorneys play in protecting children. The document emphasizes the importance of collaboration between these groups to ensure the safety and well-being of children living with substance abuse.
JCC Pittsburgh Winter 2012 Program Guide - Squirrel Hilljccpgh
This document is a program guide for the Jewish Community Center of Greater Pittsburgh (JCCPGH) for winter 2012. It includes information about programs, classes, camps, fitness facilities, and holiday hours for the JCCPGH facilities. The guide also provides an overview of the Annabelle Rubinstein Early Childhood Development Center (ECDC) and its curriculum and programming options for children ages 6 weeks to 5 years old.
Andover Public Schools: Bright Spot Profile 2019Sheldon Berman
The Andover Public Schools have undertaken a shift towards personalized learning over the past several years. They began by developing a digital learning program and strategic plan to guide their efforts. Some key strategies they have implemented include responsive classrooms, project-based learning, and using student feedback surveys to personalize the learning environment and curriculum access. They have focused on equity of opportunity and teacher empowerment. Assessment data indicates their personalized learning approaches are working to improve student achievement and engagement. The district views their efforts as ongoing work to continuously improve and better meet student needs.
Toward Sustainability: Helping communities engage with and protect the environment
From the coastal sand dunes of Michigan’s Lower Peninsula to the warm waters of the Amazon River Basin, the Mott Foundation has long supported the stewardship of the world’s most precious natural resources. Featuring beautiful photography and first-hand perspectives of those working on the ground, the Foundation’s latest annual report highlights five examples of that work and introduces an important and exciting new focus in Mott’s grantmaking — advancing climate change solutions.
The report also features a message from William S. White, the Foundation’s chairman and CEO, who reflects on how this new focus builds on decades of exploration and learning. That experience, White says, “has taught us that this grantmaking must seek practical ways to simultaneously build strong economic, environmental and social conditions for all people — in a word, ‘sustainability.’”
Read more at http://www.mott.org/AR13
Community Food Security in Johnson County, Tennessee: A Local Food StrategyFayme4q
This document summarizes a community food assessment project conducted in Johnson County, Tennessee. It describes the socioeconomic characteristics of the county, analyzes food resources and production/consumption patterns, and identifies opportunities and challenges for improving food security. Community engagement activities revealed residents' desire to increase access to locally-grown foods. The report concludes by outlining five projects to pursue, as identified by the community, to develop a more self-sufficient and equitable local food system.
Global Employment Trends for Youth 2013 | A generation at risk the share of women in total (female and male) unemployment, which is primarily driven by differences in labour force participation rates. At the regional level, the female youth labour force participation rate in North Africa is the second lowest in 2012 – only 19.7 per cent of young females of the working-age population participate in the labour force while 46.8 per cent of young males participate. The gap between male and female youth participation is not expected to become much smaller in the medium term. It is projected that in 2017, 20.1 per cent of young women will be in the labour force. There is great heterogeneity between countries in terms of youth unemployment by sex. In 2011, the youth unemployment rates for males and females in Morocco were fairly close, with young men facing a slightly higher unemployment rate (18.1 per cent) than young women (17.4 per cent). In Algeria, on the other hand, young women were far more likely to be affected by unemployment than young men. The female youth unemployment rate in this country was 37.5 per cent in 2010, while the male youth unemployment rate stood at 18.7 per cent (ILO, 2011a). Skills mismatches are a structural labour market problem in North Africa, which can be illustrated using unemployment rates by educational attainment. The unemployment rates for persons with tertiary-level education are among the highest in the world, at 21.4 per cent, 18.9 per cent and 17.4 per cent in 2010 in Algeria, Egypt and Morocco, respectively. In Algeria and Egypt, they are higher than for persons with primary or secondary education, pointing at a mismatch between the supply of and demand for skills and education. In most advanced economies, persons with higher levels of education are less likely to be unemployed, but this does not seem to apply to North African economies, as prospects of finding jobs for those having completed tertiary education are grim. 2.2.8 Sub-Saharan Africa Although the regional youth unemployment rate in Sub-Saharan Africa is lower than in most other regions, it is significantly higher than the adult unemployment rate. Compared with an adult unemployment rate of 5.9 per cent in 2012, youth are twice as likely to be unemployed, with an estimated youth unemployment rate of 11.8 per cent in 2012. Youth unemployment rates much higher than the regional average are found in South Africa, where over half of young people in the labour force were unemployed in the first three quarters of 2012, and in Namibia (58.9 per cent in 2008), Réunion (58.6 per cent in 2011) and Lesotho (34.4 per cent in 2008; ILO, 2011a and 2013b). On current trends, the youth unemployment rate is projected to remain close to 11.7 per cent in the coming years. Similarly to South Asia, the relatively low regional youth unemployment rate in Sub- Saharan Africa is linked to the high levels of poverty. The region has by far the highest rate of working povert
This document outlines a sustainable parks program for the County of Los Angeles Department of Parks and Recreation. It discusses the high costs and environmental impacts of traditionally designed and constructed parks. It then presents the goals and benefits of sustainable park design, which can reduce operating costs through energy and water conservation and use of renewable resources while also lessening environmental impacts. The document provides strategies for each of the 10 goals of the Sustainable Parks Program and identifies potential funding sources to support sustainable park improvements and a model green park.
The report aims to make the case for adopting a green growth agenda in Mediterranean countries. It does this by highlighting how environmental policies can generate economic and social co-benefits, and by providing recommendations and case studies on implementing policies and tools to enhance productivity of natural assets while dealing with trade-offs. The objective is to share sustainable economic options with decision makers and present evidence that green growth can create jobs and promote social cohesion in the region.
This document proposes a system to allow a robot to automatically find a path to a predefined goal in uncontrolled environments. The system has three main modules: 1) An artificial vision module that obtains a quantified representation of the robot's vision using local feature detection and visual words. 2) A reinforcement learning module that receives the vision input and sensor data to compute the state and reward. The state is a normalized vector and sensor data, and reward is based on distance to the goal. 3) A behavior control module. The robot is tested using Sony Aibo to seek the goal and change behavior based on experience, but does not find the optimal route.
The document is a summary of the 2019 World Development Report, which focuses on the changing nature of work. Some key points:
1) Work is changing dramatically due to new technologies that are automating many jobs while also creating new types of work.
2) Firms are also changing as a small number of "superstar" firms grow rapidly in many industries due to network effects and economies of scale.
3) Governments need to invest more in building human capital through education, skills training, health care in order to help populations adapt to the changing nature of work and allow countries to benefit from new technologies.
Lasbela - Integrated Development Visionzubeditufail
The document presents an integrated development vision for Lasbela District in Balochistan, Pakistan. It provides an overview of the current status of governance, social services, natural resources, infrastructure, and economic conditions in the district. The vision aims to improve these areas through better governance, social development programs, sustainable management of natural resources, and increased economic opportunities. Priority projects are identified in sectors like education, health, water and sanitation, agriculture, fisheries, and ecotourism to achieve an improved quality of life for residents of Lasbela District.
Closing The Loop: the benefits of Circular Economy for developing countries a...Alexandre Fernandes
This report presents evidence to the effect that emerging economies can leapfrog development stages and implement an economic model that is better both for society and for the environment. The circular Cradle
to Cradle® paradigm* is a production model aimed at leveraging steady economic development for the future, without causing environmental damage. If implemented correctly, it is capable of promoting the maintenance of natural ecosystems while at the same time offering benefits to the poorest groups in society.
The report illustrates the tremendous window of opportunity provided for Brazil by the new Solid Waste National Policy. Policies such as this can help low- and middle-income countries to build on and formalise existing informal circular economic activities, thereby taking a development path that avoids many unsustainable elements of the linear production model.
The various case studies included in this report demonstrate the potential of the circular economic model to bring numerous social benefits, such as strengthening local economies, empowering the poorest families and building resilience, through stimulating the entrepreneurial spirit of businesses based on the solidarity economy.
Although the circular economy concept is not yet very well known in Brazil, this system has already taken root in various countries, in innovative businesses and major global production chains.
Group Violence Intervention: Implementation GuidePatricia Hall
This document provides an implementation guide for Group Violence Intervention (GVI), a strategy that aims to reduce group-related violence. The guide discusses establishing an executive committee and working group to oversee GVI efforts. It also covers developing a communications strategy, assessing the local violence problem through a group audit and incident review process, and implementing call-in sessions to communicate messages to groups involved in violence.
The document discusses a new law signed by President Bush in 2006 that provides $150 million annually through 2010 to promote healthy marriages and responsible fatherhood. The funds will be awarded as competitive grants to support activities like parent education, counseling, and career services to help fathers. Up to $50 million per year can support responsible fatherhood programs and up to $2 million can support grants for Indian tribes for child welfare and family services.
This document provides guidance on implementing comprehensive HIV/STI programmes with sex workers. It discusses the importance of community empowerment, addressing violence against sex workers, and establishing community-led services such as outreach, drop-in centers, and quality improvement initiatives. The document emphasizes working with sex worker communities and fostering sex worker leadership to develop effective and sustainable programmes. It also provides practical guidance and examples of interventions to integrate sex worker-led approaches into HIV/STI programming.
Guideline for Green Management Program (GMP) to Promote Environmental Management of Corporations (A Graduate Sub-major Program for Environmental Leadership Development)
(Version 2010)
This document discusses research on the role of play in child development. It defines play as an activity that is freely chosen, intrinsically motivated, pleasurable, and process-oriented. The document outlines different types of play, including social, object, pretend, physical, and media play. It discusses the cognitive, social, emotional, and physical benefits of each type of play based on research. For example, social play helps children develop social skills and understandings, while pretend play supports language development, creativity, and executive function skills. The document also addresses the role of adults in facilitating playful learning opportunities for children.
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Global Medical Cures™ | Emerging & Re-Emerging Infectious Diseases
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The document provides guidance on various aspects of applying for jobs, including modifying applications, using a personal network, analyzing job postings, and preparing cover letters, CVs, and interviews. It discusses tailoring applications for specific roles by highlighting relevant qualifications and experiences. The document also stresses the importance of motivation and differentiation in applications to showcase uniqueness and make a strong case for one's candidacy.
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This document provides guidance for developing technology-based vocational skills training programs for marginalized girls and young women. It outlines a general strategy for conducting a community needs assessment, selecting and socializing participants, developing relevant curricula using participatory teaching methods, and implementing expanded training programs. The document includes several tools to guide assessment of community needs, participant selection, curriculum planning, and workshop facilitation. The overall aim is to empower marginalized girls and women through skills training and improved economic opportunities.
This document provides a framework for realizing children's right to education using a human rights-based approach. It discusses how education is a human right and how a rights-based approach can be applied to education policy and programming. The framework includes three main rights related to education: the right to access education, the right to quality education, and the right to respect in the learning environment. It outlines government responsibilities to create an enabling environment for education rights, including developing rights-based policies and legislation. The roles of other duty bearers like parents, teachers, communities and civil society in supporting education rights are also discussed.
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Identifying and prioritizing stakeholder needs in neurodevelopmental conditio...KBHN KT
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i) to inform research priorities of Kids Brain Health
Network (KBHN) 2018-2020;
ii) to inform priorities for the strategic planning cycle
for KBHN 2020-2025; and,
iii) to inform decision-making regarding policies,
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focus on improving quality of life for individuals and
families affected by neurodevelopmental conditions
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This document provides an overview of ACT's holistic framework for education and workplace success. It discusses four domains: core academic skills, cross-cutting capabilities, behavioral skills, and education/career navigation. For each domain, it outlines frameworks describing the knowledge and skills within that domain, how they relate to important outcomes, and how they were developed. It argues that while traditional assessments have focused only on core academic subjects, success requires a broader range of competencies. The frameworks aim to provide a more holistic and empirically-validated understanding of readiness.
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Here is a 14-sentence narrative describing a personal experience that changed my life:
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Careeractivitiesbook by M.Riaz Khan 03139533123
1.
2. About the Careers Are Everywhere
Activities Workbook
Careers are everywhere. More than just the title of this career-related elementary
level activities workbook, the fact is that children start the process of exploring the
world of work as early as the elementary grades. With each class they take, with
each life experience, they gain a greater awareness of the nature of work and
begin to form ideas about their future career roles.
The activities in this workbook are intended to be fun and challenging. They have
been designed around the building blocks of the elementary National Career
Development Guidelines with the goal of raising career awareness. Specific
objectives of the workbook include the concept of self-knowledge, the development
of a basic understanding of interests, likes and dislikes and how to interact with
others. The various activities are also designed to raise awareness of the
relationship between work and learning, the awareness of how work relates to the
needs and functions of society and the interrelationship of life roles. The
elementary grades are also a good time to introduce the importance of personal
responsibility and good work habits and the benefits of educational achievement.
This is the first edition of the Career Activities workbook from the Labor Market and
Career Information (LMCI) department of the Texas Workforce Commission. We
encourage counselors and teachers to use this workbook with students and share
with us any unique teaching methods or lesson plans you develop so that we might
share them with your colleagues in the state. If students would like to know more
about a particular occupation they see in this workbook, they can view short video
clips on their computer from the Career Clusters Digital Video Show product also
available from LMCI. The Video Show provides roughly two-minute clips on the
duties, interactions and workplace environments of over 350 occupations, 180 of
which also have Spanish language narration.
Special recognition is due to Jane Herrmann, LMCI Finance Manager, as the
driving force in conceptualizing and designing this Workbook. Additional recognition
is owed to Roger Gonzales for his creative drawings and to Gary Tucker for the
sterling layout design. Each of these contributors has shown extraordinary talents
and dedication in turning this idea into reality. Thanks also to the National
Association of State Directors of Career & Technical Education Consortium, State's
Career Cluster Initiative for use of the 16 career cluster icons.
Mark Hughes, Director
Labor Market and Career Information
Texas Workforce Commission
1
4. Introduction
Awareness is the first process for students to begin exploring career possibilities. This activity
book tries to help them develop Self-knowledge, Educational and Occupational Exploration, and
Career Planning awareness while exploring sixteen career clusters. Career Clusters are groupings of
jobs that share common characteristics. By looking at clusters of jobs, a student may find a
variety of careers with similar characteristics in which they may be interested. The Career
Clusters shown in this activity book were developed by the US Department of Education. These
clusters and associated careers and pathways can be viewed online at www.careerclusters.org.
The activities in this book were prepared with the National Career Development Guidelines (NCDG)
in mind to help students achieve the following twelve goals for elementary grades.
Self-Knowledge:
1. Knowledge of the importance of self concept
(Self-Knowledge, pg.5; My First Resume, pg.9; Work Environment, pg.23)
2. Skills to interact with others
(Assembly Line, pg. 29)
3. Awareness of the importance of growth and change
(The Future, pg.7)
Educational and Occupational Exploration:
4. Awareness of the benefits of educational achievement
(Interview, pg.35)
5. Awareness of the relationship between work and learning
(Doghouse, pg.11; Choose an Occupation, pg.17; Interview, pg.35)
6. Skills to understand and use career information
(Matching, pg.13; Choose an Occupation, pg.17; Maze, pg.25)
7. Awareness of the importance of personal responsibility and good work habits
(Assembly Line, pg.29; Work Habits, pg.33)
8. Awareness of how work relates to the needs and functions of society
(Definitions, pg.21)
Career Planning:
9. Understand how to make decisions
(Interview, pg.35; True/False Quiz, pg.38)
10. Awareness of the interrelationship of life roles
(Multiple Roles, pg.27)
11. Awareness of different occupations and changing male/female roles
(The Future, pg.7; Definitions, pg.21)
12. Awareness of the career planning process
(Interview, pg.35; True/False Quiz, pg.38)
The activities can stand alone or be incorporated into a career curriculum. Self-knowledge,
exploration and planning are life-long activities that begin at an early age.
Be Alert, Be Aware…..Careers are EVERYWHERE! Get started now!
3
5. Sample Careers
1. Pest Controller
2. Farm Equipment Mechanic
3. Veterinarian
4. Grounds Keeper
5.
Can you think of another?
Careers in the Agriculture, Food & Natural Resources cluster help us to wisely utilize what
Mother Nature gave us. People in these kinds of occupations can work with plants, trees and
animals. They work on farms, in veterinary offices, forests or even out at sea. They mow laws,
catch fish, grow food and raise animals. You can be an engineer, pest control worker, farmer,
tree pruner or forest worker and be in this career cluster.
4
6. 1. Things that interest me at home:
2. Things that interest me at school:
3. Things that I am good at doing:
4. Subjects I have to work hard at:
5. Subjects that are easy for me:
(circle one)
6. I like to solve number problems yes no
7. I like to write about my ideas yes no
8. I am very organized yes no
9. What careers might use some of these interests and abilities?
5
7. Sample Careers
1. Radio Announcer
2. Photographer
3. Jeweler
4. Writer
5.
Can you think of another?
Careers in the Arts, Audio/Visual Technology & Communications cluster usually utilize a person's
creativity. People in these occupations can work with cameras, musical instruments or small
tools. They may work in TV studios, jewelry stores and theaters or be self-employed. You can
be an illustrator, writer, musician, radio announcer, reporter or film editor and be in this career
cluster.
6
8. Maintaining a home is a career almost
all adults have. Think about what
kind of home and family life you
want in the future as an adult.
Where will you live? The city? The country? The suburbs? What state?
Will you have any pets? What kind? Will you have children?
Write a story about how you see yourself in the future, perhaps 15 years from now.
Talk about the things that will have changed. What will your life be like? Talk about
what responsibilities you will have.
7
9. Sample Careers
1. Mail Clerk
2. Receptionist
3. Accountant
4. Human Resources Administrator
5.
Can you think of another?
Careers in the Business, Management & Administration cluster help to run businesses smoothly.
People in these occupations can work with math, grammar, money, people and computers. They
work to connect business people and provide services that help make businesses successful.
They may work in banks, insurance offices or just about ANY business you can think of. You can
be a bookkeeper, stock clerk, purchasing agent or manager and be in this career cluster.
8
10. Your Name A
resume is a
Address short summary of a
person’s work experience
City State Zip and qualifications.
You can create your first
Telephone resume by filling in
the blanks.
Position Sought:
(A job you might want to have)
Abilities and Talents: (list positive character traits and things you are good at. For example: good
listener, reliable, computer skills, good in math, great speller)
Achievements and Awards: (list awards you have received and when. For example; Honor Roll for
4th Grade, Perfect Attendance 2nd Grade, Scouting Award 2004, Citizenship Award.)
Work Experience: (list jobs you had or currently have. For example: dog walker, babysitter, plant
waterer, salesperson at school store. These do not have to be jobs you receive pay for.)
Education:
Grade Name of School
References: (list people who will say good things about you)
9
11. Sample Careers
1. Roofer
2. Electrician
3. Plumber
4. Architect
5.
Can you think of another?
Careers in the Architecture & Construction cluster design and build things. People in these
occupations can work with many different tools to help them do their special jobs. They may
build or design houses and buildings out of wood, steel or stone. They
build highways and bridges too. You can be an engineer, electrician,
carpenter or drafter and be in this career cluster.
10
12. What you learn today will help
you tomorrow!
Reading and math are
important skills to have.
Architects and construction
workers need to be able to plan, read
and follow directions. They also need
to know how to make estimates on how
much material they will need and how
much it will cost.
Materials Needed Unit Price Total Cost
2 sheets plywood $9.95 each
1 box roofing shingles $12.45
1 box roofing nails $1.89
1 box small nails $1.49
2 8 foot boards $.89 each
TOTAL
1. What is the total cost of materials to build the doghouse?
2. Rounding to the nearest 50 cents, what is the estimated cost of
materials to build the doghouse?
3. What school subjects would help you build a doghouse? Why?
For A Challenge
4. If there was a 15% increase in prices, how much would each
material cost? What would the new total be?
Adapted from Elementary Career Awareness Guide by North Carolina SOICC
11
13. Sample Careers
1. School Teacher
2. School Principal
3. Coach
4. Librarian
5.
Can you think of another?
Careers in the Education & Training cluster help people learn new knowledge and get new skills.
People in these occupations may work in libraries, schools or recreation centers. They may help
plan or manage activities in a learning environment. You can be a teacher, counselor, librarian or
a coach and be in this career cluster.
12
14. 1. Draw a line connecting the name of a career with a tool that
person might use.
CAREER TOOL
Accountant Measuring Cup
Nurse Axe
Firefighter Calculator
Chef Telescope
Electrician Insulated Gloves
Astronomer Stethoscope
2. What tools might be used in these careers?
Draw a picture of the tools.
13
15. Sample Careers
1. Credit Analyst
2. Accountant
3. Bank Teller
4. Insurance Adjuster
5.
Can you think of another?
Careers in the Finance cluster work with money. They help people and businesses account for
money they spend or invest. People in these occupations use lots of math when they work.
They may work in banks, insurance and tax offices or in most any business. You can be a
budget analyst, cashier, insurance agent or loan officer and be in this career cluster.
14
16. Write the answer to each word puzzle in the spaces below. When all the blanks
have been filled in, use the circled letters to complete the secret message at the
bottom of the page.
1. Occupations are sometimes called this.
2. After high school you can go here to learn more in school.
3. This career cluster has teachers and librarians in it.
&
4. Workers who do not get paid are called this.
5. You need this to make good decisions.
6. When you pick one thing instead of something else.
7. Computers, cell phones and the Internet are examples of modern
.
8. This career cluster has bookkeepers and tax collectors in it.
Use this list to find the correct words to fit in the blanks.
TRANSPORTATION COLLEGE FINANCE
EDUCATION VOLUNTEERS CHOICE
TECHNOLOGY TRAINING SCIENCE
MANUFACTURING CAREERS INFORMATION
the
to receive free information about careers and colleges.
1-800-822-PLAN
15
17. Sample Careers
1. Nurse
2. Pharmacist
3. Surgeon
4. Dentist
5.
Can you think of another?
Careers in the Health Science cluster help people stay healthy or take care of people who are
sick. People in these occupations might specialize on different parts of your body like your teeth,
feet, eyes, back or even your brain. They may work in hospitals, laboratories, pharmacies,
dentist offices or schools. You can be a psychiatrist, optician, pharmacist, nurse or chiropractor
and be in this career cluster.
16
18. 1. Choose an occupation and write it down here:
2. What kind of skills do you think a person would need for this occupation?
3. What kind of tools do you think this person would use ?
4. What do you think a typical day on the job might be like for this person?
5. How is their day on the job similar to your day at school?
6. What kind of education do you think a person would need for this occupation?
17
19. Sample Careers
1. Hotel Manager
2. Chef
3. Amusement Park Operator
4. Recreation Worker
5.
Can you think of another?
Careers in the Hospitality & Tourism cluster help people have a safe and good time when they
are traveling or visiting new places. People in these occupations can work with food, sports, or
amusement rides. They may work in restaurants, hotels or amusement parks. You can be a
baker, flight attendant, travel agent or hotel manager and
be in this career cluster.
18
20. Unscramble the list of people’s names to find out their profession.
The first one is done for you.
Anna C. Coutt accountant
Ray Creets
Tim Niser
Roy Tenat
Art Rein
Chet Incani
Leon Roucs
Nat Joir
Sami C. Thin
Regie Nen
Lela A. Prag
Vic E. Teedt
Bee W. Smart
Words To Choose From:
Minister Engineer Janitor Trainer
Teacher Detective Secretary Webmaster
Machinist Technician Counselor Paralegal
Attorney
Adapted from the Iowa Workforce Development’s Building Career Awareness In The Elementary Classroom.
19
21. Sample Careers
1. Funeral Director
2. Child Care Worker
3. Social Worker
4. Residential Counselor
5.
Can you think of another?
Careers in the Human Services cluster prepare people to help families and communities. People
in these occupations work closely with others helping them with childcare, family counseling or
investigations. They may work in funeral homes, preschools or counseling offices. You can be a
minister, counselor, nursing aide or massage therapist and be in this career cluster.
20
22. Occupation: the name for a unique set of tasks, skills and abilities that a
worker performs. Many workers can be in the same occupation.
Job: the set of tasks done for a specific employer
Industry: a business or group of businesses making similar types of
goods or services
Employer: the person or company who pays a worker for doing a job
1. What occupations do your family members have?
2. What are some employers in your community?
3. What kind of jobs can be done in a hospital?
21
23. Sample Careers
1. Help Desk Technician
2. Webmaster
3. Cable TV Installer
4. Computer Programmer
5.
Can you think of another?
Careers in the Information Technology cluster are usually very technical. People in these
occupations work with computers and lots of information. They may work in almost any business
where computers are used. They may develop or design computer programs and hardware.
You can be a web master, programmer or database administrator and be in this career cluster.
22
24. Think about the environmwent you may want to work in.
On each line, circle the environment you like better.
A B
Work indoors Work outdoors
Work with people Work with information
Travel Work in office
Work with hands Work with mind
Work by myself Work in groups
Work during the day Work at night
Work in busy places Work in quiet places
Wear a uniform Wear street clothing
Make things Sell things
Communicate with words Utilize math skills
Work 12 months a year Work seasonally
Work the same schedule each day Work a variable schedule
Give directions to others Take directions from others
Work with humans Work with animals
Work under pressure Work without deadlines
Can you think of any career or careers that have most of your favored
environments?
23
25. Sample Careers
1. Lawyer
2. Security Officer
3. Firefighter
4. Police Officer
5.
Can you think of another?
Careers in the Law, Public Safety & Security cluster help protect the people living in the
community. They may work in law offices, police stations, fire stations or jails. You can be a
sheriff, judge, emergency medical technician (EMT) or warden and be in this career cluster.
24
26. Every occupation uses a unique set of tools. Find your way
through the maze by taking the route with a firefighter’s tools.
MICROSCOPE
FISHHOOK
BICYCLE FINISH
STETHOSCOPE EXTINGUISHER
CASH REGISTER
SANDALS
MEATGRINDER
TRUCK HAIRBRUSH
WATER BUCKET
ROPE PAPERCLIP
RULER GLOVES BOOTS
COMPASS
PAINTBRUSH HYDRANT
FLASHLIGHT
SPOON ROWBOAT
COAT
LIFERAFT TWEEZERS PLOW
HELMET
START
SCISSORS
MASK GLUE
HOSE
AXE
25
27. Sample Careers
1. Ship Captain
2. Automotive Mechanic
3. School Bus Driver
4. Airplane Pilot
5.
Can you think of another?
Careers in the Transportation, Distribution & Logistics cluster move people, material and goods
safely. People in these occupations can work with cars, busses, trucks, trains, boats and
airplanes. They may work in the air, on the ocean or on highways moving things from one place
to another. You can be a taxi driver, engineer, air traffic controller or mechanic and be in this
career cluster.
26
28. Every person plays more than one role in life. Can you identify
some of your roles?
I am the child of .
I am the student of .
I live in the community of .
I am a member of .
I am a player of .
I am an owner of .
I am a relative of .
is a teacher at my school.
is a person in my neighborhood.
is a member of my family.
is a member of my team.
is a member of my class.
27
29. Sample Careers
1. Chemical Equipment Operator
2. Machinist
3. Welder
4. Electronic Assembler
5.
Can you think of another?
Careers in the Manufacturing cluster involve turning raw materials into final consumer products.
People in these occupations can work with big machines, precision tools and computers to
assemble parts or build products. They may work in large buildings, outdoors or in warehouses.
You can be many types of engineer, machine operator, electrician or quality control technician
and be in this career cluster.
28
30. Assembly lines are where factories make products and each person is responsible
for making a different part of it or putting pieces together. At the end, someone
inspects it for accuracy.
What would it be like to work on an assembly line making 20 greeting
cards?
Get in a group with 8 people. Each person will be in charge of one task.
1. Fold construction paper in half.
2. Color 4 daisy flowers yellow.
3. Color 4 stems green
4. Cut out flowers and stems.
5. Glue flowers on inside of card.
6. Write ‘Have A Great Day!’ inside card.
7. Write on back of card ‘Made in USA’.
8. Inspect card for accuracy. Ones with errors go back to be corrected.
What are the pros and cons of working on an assembly line?
What things around you do you think were made on an assembly line?
Adapted from Elementary Career Awareness Guide by North Carolina SOICC
29
31. Sample Careers
1. Highway Maintenance Worker
2. Postal Mail Carrier
3. Water Treatment Operator
4. City Manager
5.
Can you think of another?
Careers in the Government & Public Administration cluster work in our local, state and federal
government. They help people get government services such as driver’s licenses and building
permits. They enforce regulations so that roads and bridges are built safely and air and water
remain clean. People in these occupations work with the public and are sometimes elected into
their jobs. They may work in offices or even in the outdoors. You can be an elected official like
the President or mayor, or be a tax collector, highway maintenance worker or mail carrier and be
in this career cluster.
30
32. How many occupations can you write down that begin with the letter . . .
P
S
B
C
31
33. Sample Careers
1. Biological Scientist
2. Chemical Engineer
3. Drafter
4. Robotics Technician
5.
Can you think of another?
Careers in the Science, Technology, Engineering & Mathematics cluster are usually very
technical and employ people who are good at problem solving and measuring things. People in
these occupations may do lots of research. They may work in laboratories or in offices. You can
be an engineer, archeologist, astronomer or meteorologist and be in this career cluster.
32
34. Good work habits are important in any job you have. Right now your job is going to
school. Look at your work habits at school and at home and see where you could
work to improve these habits for the future.
SCHOOL WORK HABITS
NEVER ALWAYS
arrive at school on time 0 1 2 3 4 5 6 7 8 9 10
listen to directions 0 1 2 3 4 5 6 7 8 9 10
hand in homework on time 0 1 2 3 4 5 6 7 8 9 10
cooperate with other students 0 1 2 3 4 5 6 7 8 9 10
check my work 0 1 2 3 4 5 6 7 8 9 10
work neatly 0 1 2 3 4 5 6 7 8 9 10
use time wisely 0 1 2 3 4 5 6 7 8 9 10
keep desk neat and clean 0 1 2 3 4 5 6 7 8 9 10
try to improve grades 0 1 2 3 4 5 6 7 8 9 10
I can follow rules 0 1 2 3 4 5 6 7 8 9 10
HOME WORK HABITS
NEVER ALWAYS
wake up on time 0 1 2 3 4 5 6 7 8 9 10
listen to directions 0 1 2 3 4 5 6 7 8 9 10
do chores when I am supposed to 0 1 2 3 4 5 6 7 8 9 10
cooperate with brothers/sisters 0 1 2 3 4 5 6 7 8 9 10
check chores are done completely 0 1 2 3 4 5 6 7 8 9 10
put my stuff away 0 1 2 3 4 5 6 7 8 9 10
use time wisely 0 1 2 3 4 5 6 7 8 9 10
keep room neat and clean 0 1 2 3 4 5 6 7 8 9 10
help without being asked 0 1 2 3 4 5 6 7 8 9 10
I can follow rules 0 1 2 3 4 5 6 7 8 9 10
Two habits I will try to improve on are:
1.
2.
33
35. Sample Careers
1. Purchasing Manager
2. Cashier
3. Real Estate Agent
4. Hairdresser
5.
Can you think of another?
Careers in the Marketing, Sales & Service cluster sell products or services. People in these
occupations may work in an office or spend time traveling as they sell the products made by the
company for which they work. They will sometimes have to do research and figure out what
people want to buy or how much they would be willing to pay for a product. You can be a sales
executive, store manager, advertising manager or customer service representative and be in this
career cluster.
34
36. Interview a person who works in a career in which you are interested. Some
questions you might want to ask are:
1. Where do you work?
2. What is your job title?
3. What is your favorite part of your job?
4. What is the least favorite part of your job?
5. Have you ever made a mistake in your job?
6. What is the easiest part of your job?
7. What is the hardest part of your job?
8. Do you use any special tools on your job?
9. Did you need special training for your job?
10. How did you figure out what career you wanted?
11. What was your favorite subject in school?
12. What school subject helps you the most in your job?
13. What career did you think about when you were young?
14. What do you like to do in your free time?
15. How did you choose your career?
35
37. Find the hidden words listed. Remember, the words can run up, down, backward,
forward, or diagonally.
WORD LIST
Career Labor Market
Occupation Employment
Job Salary
Tools Profession
Uniform Work
Industry Skill
Employer Interests
Wage Explore
Information Business
Training Goal
36
38. C H U S T S E R E T N I L O
A V C K T R A I N I N G C O
R D V I N D U S T R Y C P E
E M P L O Y M E N T U F W D
E C I L R G M K R P Q S A N
R W T A E P S E A G O M G N
J U L S L O O T J N X O E J
Q A X O F Z I D O C A I O L
S B Y A H O P I B L F W K M
Y E R E N B S Y S H G D W R
R M Q B S S E N I S U B K O
Z L I F E X P L O R E J J F
S G A F V N M N O C U X W I
R I O I N F O R M A T I O N
A R Z T M H T P K Y L B R U
P L A B O R M A R K E T K A
37
39. Write why the statement is true or false.
TRUE FALSE
1. I need to know exactly what I want to be when I grow up.
2. Once I decide on a career I have to stay in that career
forever.
3. My job right now is being a student in school.
4. Lots of good work habits begin when I am a student.
5. Kids my age don’t have jobs.
6. We only learn things in school.
7. Working in a group is easy because everyone always agrees with
each other.
8. People get hired for jobs just because they want them.
9. I need information to make good choices.
10. Positive thinking helps you take action; negative thinking causes
you to stop.
11. I can learn from my mistakes.
12. It is important to have a plan of action when I decide on a
career.
38
40. Haiku poems are unrhymed traditional Japanese poetry.
They are very short, just 3 lines, with 17 syllables total. The
first and third lines have 5 syllables and the second line has 7
syllables. Most Haiku poems describe some detail of everyday
life with a personal reaction. The poems have two sections.
The poet moves from description to reflection.
Try to create an image of yourself or a career with
just a few words following the Haiku format.
Here are 3 samples to help you
get started: The Accountant
Adding, subtracting
Susan Calculator on the desk;
A large broad smile Numbers never stop
Her wide open brown eyes blink;
Happy in her skin
The Vet
The animals come
Each day the doors open wide--
Owners look like them
5
7
5
5
7
5
39
41. PAGE 11
Materials Needed
Materials Cost Total Cost
2 sheets plywood $9.95 each $19.90
1 box roofing shingles $12.45 $12.45
1 box roofing nails $1.89 $1.89
1 box small nails $1.49 $1.49
2 8 foot boards $.89 each $1.78
TOTAL $37.51
1.
2. 20.00
12.50
2.00
1.50
2.00
TOTAL$38.00
4. $43.14
PAGE 13
CAREER TOOL
Accountant Measuring Cup
Nurse Axe
Firefighter Calculator
Cook Telescope
Electrician Insulated Gloves
Astronomer Stethoscope
40
42. (CONTINUED)
PAGE 15
1. CAREERS
2. COLLEGE
3. EDUCATION & TRAINING
4. VOLUNTEERS
5. INFORMATION
6. CHOICE
7. TECHNOLOGY
8. FINANCE
C A L L the C A R E E R I N FO R M A T I O N
H O T L I N E to receive information about careers and colleges.
1-800-822-PLAN
PAGE 19
Anna C. Coutt Accountant
Ray Creets Secretary
Tim Niser Minister
Roy Tenat Attorney
Art Rein Trainer
Chet Incani Technician
Leon Roucs Counselor
Nat Joir Janitor
Sami C. Thin Machinist
Regie Nen Engineer
Lela A. Prag Paralegal
Vic E. Teedt Detective
Bee W. Smart Webmaster
41
43. (CONTINUED)
PAGE 37
C H U S T S E R E T N I L O
A V C K T R A I N I N G C O
R D V I N D U S T R Y C P E
E M P L O Y M E N T U F W D
E C I L R G M K R P Q S A N
R W T A E P S E A G O M G N
J U L S L O O T J N X O E J
Q A X O F Z I D O C A I O L
S B Y A H O P I B L F W K M
Y E R E N B S Y S H G D W R
R M Q B S S E N I S U B K O
Z L I F E X P L O R E J J F
S G A F V N M N O C U X W I
R I O I N F O R M A T I O N
A R Z T M H T P K Y L B R U
P L A B O R M A R K E T K A
PAGE 38
TRUE FALSE
1. I need to know exactly what I want to be when I grow up.
2. Once I decide on a career I have to stay in that career forever.
3. My job right now is being a student in school.
4. Lots of good work habits begin when I am a student.
5. Kids my age don’t have jobs.
6. We only learn things in school.
7. Working in a group is easy because everyone always agrees with
each other.
8. People get hired for jobs just because they want them.
9. I need information to make good choices.
10. Positive thinking helps you take action, negative thinking causes
you to stop.
11. I can learn from my mistakes.
12. It is important to have a plan of action when I decide on a career.
42