The United States consumes over 20 million barrels of oil per day, more than any other country, but has less than 2% of the remaining oil reserves in the world, relying heavily on imports to meet domestic demand for oil and gasoline.
Hiring Overseas Employees: Is there a skills shortage in Australia?
Examples in the Mining Industry and Oral Health Industry
One short term-solution (visa 457)
By:
Ana Norte
Marlon Ornek
Felipe Reyes
Jose Ignacio Urenda
This document provides an overview of the EB-5 visa program. It defines the EB-5 visa, outlines the two investment options to obtain a green card, and describes the application process. It also discusses the benefits of the EB-5 visa, such as obtaining permanent residency in the US and eligibility to apply for citizenship after 5 years. Fees associated with the different application forms are also listed.
Presentation for sponsorship and super visaDavid Gauthier
This document summarizes Canada's family sponsorship and super visa programs. It outlines the process for sponsoring a spouse, partner, or dependent child to become a permanent resident, which requires the sponsor to commit to providing financial support for 3-10 years. It also describes the super visa program that allows parents and grandparents of Canadian citizens to visit for up to two years without renewing their status. Key requirements include proof of relationship, minimum income thresholds, valid medical insurance, and a letter of invitation detailing financial support.
This document outlines achievement levels for criterion D of the MYP, which focuses on thinking critically. It describes 4 achievement levels from 1-2 to 7-8, with higher levels demonstrating more detailed discussion, stronger synthesis to make arguments, more effective analysis of sources, and ability to interpret a wider range of perspectives and implications. The top level of 7-8 involves a comprehensive discussion and synthesis to make well-supported arguments through analysis of a wide range of sources and perspectives.
This document outlines instructions for students to complete a personal project by September 10th. It explains that the personal project is an opportunity for students to design their own course on a topic of their choosing. They will pick materials to learn from, identify mentors, and design field trips and a final assessment. The focus is on learning rather than making a product. Students are instructed to email their teachers with ideas for a topic they are passionate about and how their learning will benefit their community or themselves. After sending this brainstorm email, students will create a formal project proposal.
This document provides guidance for students to complete their Personal Project Proposal in ManageBac by September 12th. It includes 4 tasks: 1) Update the project proposal with a topic, goal, global context, and two inquiry questions. 2) Complete a Process Journal entry explaining their topic choice and how it relates to their interests, classes, and global context. 3) Complete a Process Journal entry outlining their research plan and tracking system. 4) Brainstorm potential products/outcomes to achieve their goal and how they will evaluate their work. Examples are provided for each task to help guide students.
This document outlines prompts for process journal entries related to a student project. It provides guidance for 6 entries that should document the student's learning process and progress. The prompts cover choosing a topic, developing a research plan, brainstorming potential outcomes, evaluating goals, reflecting on summer research, and reviewing resources used. The process journal allows students to demonstrate and track their learning, decision making, and progress in a flexible format like writing, diagrams, or multimedia.
Personal project to do by september 12thChristinaHoe
1. The document provides instructions for students to complete their personal project proposal in ManageBac by September 12th. This includes entering a topic, goal, global context, and inquiry questions.
2. Students are instructed to complete three process journal entries by the deadline: the first on prior knowledge and reasoning for their project topic, the second on their planning process, and the third brainstorming potential products/outcomes and evaluation criteria.
3. The first meeting with a supervisor will be on September 12th to determine the project product/outcome. Students are provided examples and guidance for completing all components of the personal project proposal.
Hiring Overseas Employees: Is there a skills shortage in Australia?
Examples in the Mining Industry and Oral Health Industry
One short term-solution (visa 457)
By:
Ana Norte
Marlon Ornek
Felipe Reyes
Jose Ignacio Urenda
This document provides an overview of the EB-5 visa program. It defines the EB-5 visa, outlines the two investment options to obtain a green card, and describes the application process. It also discusses the benefits of the EB-5 visa, such as obtaining permanent residency in the US and eligibility to apply for citizenship after 5 years. Fees associated with the different application forms are also listed.
Presentation for sponsorship and super visaDavid Gauthier
This document summarizes Canada's family sponsorship and super visa programs. It outlines the process for sponsoring a spouse, partner, or dependent child to become a permanent resident, which requires the sponsor to commit to providing financial support for 3-10 years. It also describes the super visa program that allows parents and grandparents of Canadian citizens to visit for up to two years without renewing their status. Key requirements include proof of relationship, minimum income thresholds, valid medical insurance, and a letter of invitation detailing financial support.
This document outlines achievement levels for criterion D of the MYP, which focuses on thinking critically. It describes 4 achievement levels from 1-2 to 7-8, with higher levels demonstrating more detailed discussion, stronger synthesis to make arguments, more effective analysis of sources, and ability to interpret a wider range of perspectives and implications. The top level of 7-8 involves a comprehensive discussion and synthesis to make well-supported arguments through analysis of a wide range of sources and perspectives.
This document outlines instructions for students to complete a personal project by September 10th. It explains that the personal project is an opportunity for students to design their own course on a topic of their choosing. They will pick materials to learn from, identify mentors, and design field trips and a final assessment. The focus is on learning rather than making a product. Students are instructed to email their teachers with ideas for a topic they are passionate about and how their learning will benefit their community or themselves. After sending this brainstorm email, students will create a formal project proposal.
This document provides guidance for students to complete their Personal Project Proposal in ManageBac by September 12th. It includes 4 tasks: 1) Update the project proposal with a topic, goal, global context, and two inquiry questions. 2) Complete a Process Journal entry explaining their topic choice and how it relates to their interests, classes, and global context. 3) Complete a Process Journal entry outlining their research plan and tracking system. 4) Brainstorm potential products/outcomes to achieve their goal and how they will evaluate their work. Examples are provided for each task to help guide students.
This document outlines prompts for process journal entries related to a student project. It provides guidance for 6 entries that should document the student's learning process and progress. The prompts cover choosing a topic, developing a research plan, brainstorming potential outcomes, evaluating goals, reflecting on summer research, and reviewing resources used. The process journal allows students to demonstrate and track their learning, decision making, and progress in a flexible format like writing, diagrams, or multimedia.
Personal project to do by september 12thChristinaHoe
1. The document provides instructions for students to complete their personal project proposal in ManageBac by September 12th. This includes entering a topic, goal, global context, and inquiry questions.
2. Students are instructed to complete three process journal entries by the deadline: the first on prior knowledge and reasoning for their project topic, the second on their planning process, and the third brainstorming potential products/outcomes and evaluation criteria.
3. The first meeting with a supervisor will be on September 12th to determine the project product/outcome. Students are provided examples and guidance for completing all components of the personal project proposal.
This document outlines learning stations for students to complete that cover topics related to climate change and clean energy. It provides instructions for how students should take notes at each station, including labeling titles and key terms. Students have several class periods to work through the stations and are responsible for completing any unfinished stations outside of class. Their work will be collected in a science folder and passport to track progress. The stations cover topics like the causes and impacts of climate change, differences between weather and climate, clean vs. dirty power sources, and human contributions to climate change.
The document describes the weekly non-violent protests held in the Palestinian village of Nabi Saleh against the Israeli occupation and confiscation of the village's spring by a nearby illegal Israeli settlement. Each Friday, the village's men, women and children march peacefully towards the spring but are met by Israeli soldiers who use tear gas, rubber bullets, stun grenades, and skunk water against the protesters. The village has faced injuries and deaths of protesters from the violent response of the Israeli forces over the past few years in their continued demonstrations against the loss of their land and water.
Quick evolution leads to quiet crickets 2012ChristinaHoe
1) On the Hawaiian island of Kauai, parasitic flies lay eggs on male field crickets. The fly larvae then eat the cricket from the inside. In response, the cricket population evolved to have silent wings in just a few generations. Males with silent wings avoid the flies but have trouble finding mates.
2) The evolution was caused by a mutation on the X chromosome. This mutation causes male crickets to have wings like females, which are silent. This allows the males to evade the parasitic flies.
3) Though successful at avoiding parasites, the silent-winged males struggle to reproduce as they cannot call to attract mates. However, Kauai's female crickets tolerate silent males
This document provides a series of questions to guide the analysis of primary source documents or images from the past. The questions are divided into 5 sections: 1) Identify details about the source, 2) Contextualize the time and place it was created, 3) Explore the content and messages, 4) Analyze how the information is presented, and 5) Evaluate the source by comparing it to other information. The goal is to extract important facts and ideas from the source, understand the context in which it was created, and evaluate its credibility and value for understanding history.
Across the United States, different regions use diverse fuel mixes to generate electricity. Factors like fuel price and availability influence a company's choice. This map shows the variation in fuel use by census region, with coal dominating in some areas and natural gas in others. Major shifts in a region's generation sources could significantly impact its economy and reliability.
This document appears to be an excerpt from Ms. Hoe's double-entry journal where she analyzes primary sources. The journal contains two columns, one labeled "Text" and one labeled "Commentary", where Ms. Hoe can record extracts from sources and her commentary on them.
This document outlines a 4-step process for developing a research question: 1) Name your topic in one sentence, 2) Suggest an initial question that specifies something about the topic, 3) Add a rationale by asking a second question about why the topic matters, and 4) Repeat the process with a more focused topic after initial research. The example walks through applying these steps to research apartheid in South Africa, focusing on native Africans' lives, and then more specifically on Desmond Tutu and his followers.
This document is an example topic page created by Ms. Hoe on South Africa. It lists keywords, concepts, and people related to the topic for reference. Words include apartheid, boers, afrikaners, township, and dehumanize. Concepts involve dehumanization, peaceful dissent, and civil disobedience. People mentioned are Nelson Mandela, Desmond Tutu, and F.W. de Klerk. Townships and daily life within them regarding access to resources is also noted.
The document provides an overview of energy sources and electricity for intermediate students. It defines energy and discusses different forms of energy including kinetic, potential, chemical, nuclear, stored mechanical, gravitational, radiant, thermal, sound, electrical, and motion energy. It also discusses energy transformations, the conservation of energy, electricity as a secondary energy source, and U.S. energy consumption sources.
The document discusses two patterns of speciation: gradualism (anagenesis) in which a species slowly changes over time through natural selection until it is considered a new species, and branching (cladogenesis) in which a species rapidly splits into two or more new species. Branching speciation occurs through geographic isolation of populations followed by the evolution of reproductive barriers between the isolated groups, preventing interbreeding. This process of branching is the basis for biological diversity as it leads to the formation of multiple new species from the original.
This document outlines learning stations for students to complete that cover topics related to climate change and clean energy. It provides instructions for how students should take notes at each station, including labeling titles and key terms. Students have several class periods to work through the stations and are responsible for completing any unfinished stations outside of class. Their work will be collected in a science folder and passport to track progress. The stations cover topics like the causes and impacts of climate change, differences between weather and climate, clean vs. dirty power sources, and human contributions to climate change.
The document describes the weekly non-violent protests held in the Palestinian village of Nabi Saleh against the Israeli occupation and confiscation of the village's spring by a nearby illegal Israeli settlement. Each Friday, the village's men, women and children march peacefully towards the spring but are met by Israeli soldiers who use tear gas, rubber bullets, stun grenades, and skunk water against the protesters. The village has faced injuries and deaths of protesters from the violent response of the Israeli forces over the past few years in their continued demonstrations against the loss of their land and water.
Quick evolution leads to quiet crickets 2012ChristinaHoe
1) On the Hawaiian island of Kauai, parasitic flies lay eggs on male field crickets. The fly larvae then eat the cricket from the inside. In response, the cricket population evolved to have silent wings in just a few generations. Males with silent wings avoid the flies but have trouble finding mates.
2) The evolution was caused by a mutation on the X chromosome. This mutation causes male crickets to have wings like females, which are silent. This allows the males to evade the parasitic flies.
3) Though successful at avoiding parasites, the silent-winged males struggle to reproduce as they cannot call to attract mates. However, Kauai's female crickets tolerate silent males
This document provides a series of questions to guide the analysis of primary source documents or images from the past. The questions are divided into 5 sections: 1) Identify details about the source, 2) Contextualize the time and place it was created, 3) Explore the content and messages, 4) Analyze how the information is presented, and 5) Evaluate the source by comparing it to other information. The goal is to extract important facts and ideas from the source, understand the context in which it was created, and evaluate its credibility and value for understanding history.
Across the United States, different regions use diverse fuel mixes to generate electricity. Factors like fuel price and availability influence a company's choice. This map shows the variation in fuel use by census region, with coal dominating in some areas and natural gas in others. Major shifts in a region's generation sources could significantly impact its economy and reliability.
This document appears to be an excerpt from Ms. Hoe's double-entry journal where she analyzes primary sources. The journal contains two columns, one labeled "Text" and one labeled "Commentary", where Ms. Hoe can record extracts from sources and her commentary on them.
This document outlines a 4-step process for developing a research question: 1) Name your topic in one sentence, 2) Suggest an initial question that specifies something about the topic, 3) Add a rationale by asking a second question about why the topic matters, and 4) Repeat the process with a more focused topic after initial research. The example walks through applying these steps to research apartheid in South Africa, focusing on native Africans' lives, and then more specifically on Desmond Tutu and his followers.
This document is an example topic page created by Ms. Hoe on South Africa. It lists keywords, concepts, and people related to the topic for reference. Words include apartheid, boers, afrikaners, township, and dehumanize. Concepts involve dehumanization, peaceful dissent, and civil disobedience. People mentioned are Nelson Mandela, Desmond Tutu, and F.W. de Klerk. Townships and daily life within them regarding access to resources is also noted.
The document provides an overview of energy sources and electricity for intermediate students. It defines energy and discusses different forms of energy including kinetic, potential, chemical, nuclear, stored mechanical, gravitational, radiant, thermal, sound, electrical, and motion energy. It also discusses energy transformations, the conservation of energy, electricity as a secondary energy source, and U.S. energy consumption sources.
The document discusses two patterns of speciation: gradualism (anagenesis) in which a species slowly changes over time through natural selection until it is considered a new species, and branching (cladogenesis) in which a species rapidly splits into two or more new species. Branching speciation occurs through geographic isolation of populations followed by the evolution of reproductive barriers between the isolated groups, preventing interbreeding. This process of branching is the basis for biological diversity as it leads to the formation of multiple new species from the original.