Tuesday, February 20, 2018

Google Drive / Autobiography Project 17-18 S2

Today you will be learning the basics about using your Google Drive and other online and computer-based tools.  Read the passage below as an introduction to these tools, and be prepared to follow along in class while we Log-In, Create, Share, and Collaborate on different projects! 


Google Drive is a great way to create, store, share, and collaborate files such as documents, spreadsheets, photos, slide shows and PDFs.  If you create a personal Gmail account (ONLY WITH PARENTAL PERMISSION), then you automatically have 15 GB of free space.  If you have an education account, like all CCS Students, then you have unlimited space to store files.  Your files in Drive can be reached from any smart phone, tablet, or computer with an Internet connection. So wherever you go, your files follow.  What a deal, right?

You can quickly invite others to view, download, and collaborate on all the files you want.  There is no email with an attachment needed. One of the best things about Google Drive, which makes it a much better option than Dropbox, is the ability to work on your files with up go 50 people at the same time.  No more multiple versions of a document to keep up with .  No more carrying a thumb drive to and from school.  Everything is stored and updated immediately in Google Drive.

With Google Drive your files are private and for you to see only, until you decide to share them. You can quickly invite others to view, comment, and edit any file or folder that you choose.  This is great if you share lessons with other people on your team or at another school.  You can create a shared folder where everyone on the team can see and add to the shared lessons or unit. This is also perfect for student group projects.  Groups of students could each take a chapter of a novel an create a slide show that summarizes it.  Each student in the class could build a reaction slide to something that was covered in class and then those slides could be combined into one giant slide show.  The possibilities are endless.

Every file in Drive stays safe no matter what happens to your smart phone, tablet or computer. Drive uses the same security protocol used on Gmail and other Google services.
  
- Excerpt taken directly from http://evscicats.com/digital-tools/day-11-30dc14-what-can-google-drive-do-for-me/ 

VOCABULARY LIST 
GOOGLE DRIVE- THIS IS WHERE YOU SAVE EVERYTHING--think of it kind of like DROPBOX or the H DRIVE.
DOCS-DOCUMENTS (Like MICROSOFT WORD)
SHEETS-SPREADSHEETS (LIKE MICROSOFT EXCEL)
SLIDES-PRESENTATION (LIKE MICROSOFT POWERPOINT)
FORMS- CREATE FORMS, SURVEYS, QUIZZES
DRAWINGS- CREATE PICTURES USING TEXT, SHAPES, ARROWS, ETC. (MUCH LIKE YOU WOULD DO IN MICROSOFT WORD).

WHAT IS GOOGLE DRIVE?

 

 GETTING STARTED WITH GOOGLE DRIVE

We will be learning how to use our new Google Drive to Create, Save, Store and Collaborate on documents and projects.

This Google Account (Gmail and Google Docs) is your Personal-Professional account.  It is only to be used for school, and will stay with you for as long as you are a student here at Collegium Charter School.  Please follow the directions below to complete your work today.

To create a NEW document in your Google Drive, you must sign in to your Google account as follows:

Go to Google.Com and click the SIGN IN button in the upper right corner. 

Students simply log in using their @ccs.us Gmail address and password, which for students is their firstname.lastname#@ccs.us.  You should have created a password when you signed on to the network.  
Your password should be at least 8-digits long, and contain an Upper Case Letter, Lower Case Letter, and a 
Number.

In the upper right corner of your screen you should see a small grid of little boxes ("the waffle").  This is your link to other Google Applications.  Please choose the button for your Google Drive.  You can now select the NEW button (Blue Button Upper Left Side of the Screen).  This will allow you to create Documents, Spreadsheets, Presentations, and upload files.  We will discuss each today.


Autobiography Project Instructions

You will log in to your Google Gmail Account and then open your Google Drive. You will CREATE a new document. This document will be an Autobiography (two-full-pages) all about you. I have copied and pasted my example below. Please use the whole document to describe everything about you since you were born.  The paper will be in MLA Short Format! (See Example Below) You must use proper grammar, spelling, sentences, paragraphs, and be prepared to SHARE it directly from Google Drive to Mr. S. You must use no larger than a 12-font Times New Roman and double-spaced lines. Please indent new paragraphs. I am looking forward to reading these, and you will be creating a Presentation from the content later this week. Make sure you include LIKES, DISLIKES, where you grew up, things you did, schools and activities you participated in, and add some things people do not know about you. Good Luck!






STEPS BY STEP INSTRUCTIONS:

1. CREATE DOCUMENT IN GOOGLE DRIVE
2. RENAME DOCUMENT: AUTOBIOGRAPHY (LAST NAME) P(?) S2
3. SHARE DOCUMENT WITH Mr. S (hscribner@ccs.us)
4. Set FONT to Times New Roman
5. Set FONT SIZE to 12
6. Set LINE SPACE to DOUBLE SPACE
7. Type MLA SHORT FORMAT HEADING (See Example Below):
     
     (Your Name)
     
     (Teacher Name)

     (Class Name)

     (Date)

     (Title - Centered)

     (Body of Paper)

8. Copy The Questions Below Onto Document
9. Answer Each Question With A 4-5 Sentence Paragraph
10. Remove Questions (Delete) and leave a space between paragraphs
11. Add enough material to make sure you have typed a FULL TWO PAGES for credit.
12. Notify Mr. Scribner you are finished by sending an EMAIL.
13. After Review, Make Any Requested Changes or Adjustments For Final Credit. 

Questions To Get You Started (Copy and Paste Into Document To Help You):

1. Name, Birth Date, Family, Where You Were Born

2. What I Like Doing At Home, School, In My Community And Schools I Have Attended?

3. People and Things That Are Precious To Me And Why?

4. What Do I Want To Be When I Get Older?

5. How Do Others See Me? What Contributions Do I Make To My Family/Community?

6. What Are My Other Ambitions/Goals/Desires In Life?

7. Anything Else I Want People To Know.... 


TIPS TO HELP YOU!
  • Get a feel for the work. ...
  • Understand your intended audience. ...
  • Develop a core concept. ...
  • Jump-start your memories. ...
  • Organize your story. ...
  • Keep your focus. ...
  • Keep it interesting. ...
  • Use writing tools.



(Heading) Scribner - Page 1

Harvey Scribner

Mr. H. Scribner

Computer Skills & Applications

February 20th, 2018

Autobiography Project

(Main Body of Writing Assignment - Double Spaced)  I was born in Bloomington, Indiana. I was raised in Indiana, Virginia, and Missouri until I was in the Second Grade. My family moved to western Montgomery County, Pennsylvania. I attended schools in the Upper Perkiomen School District from 2nd to 8th Grade. I was then transferred to St. Pius X High School in Pottstown, PA for grades 9 thru 12. 

Growing up in rural Pennsylvania had many advantages. I was active in sports, outdoor activities, and once I was in Middle School, I was able to ride my bicycle just about anywhere. I also had many part time jobs since the age of 12 to support myself. I started working on farms in my area to make extra money. I bailed hay, milked cows, and chased calves around the barn when I accidentally left the gate to their pen open. I then spent time working for a stone mason who lived on our block. I spent a summer lifting bricks and blocks, mixing cement and building scaffolding systems. I learned a lot. I also delivered papers, worked at local fast food restaurants, and did maintenance work on a local golf course throughout High School. 

My grades were horrible throughout school. I graduated at the bottom of the class from my high school despite scoring very well on standardized tests. I was accepted at Shippensburg University in 1986 for a summer program called Act 101. I was also accepted to the Antonelli School of Art and Design for my photography skills. In hindsight, I probably should have gone to the photography school. I did not succeed in college and partied too much. Eventually I flunked out. It was not all bad though, I was put in the position of needing to join the Army Reserve to help pay for school, and the leadership skills, training, and discipline would ultimately make that one of the best decisions I have made in my entire life. 

I went to Basic Training in 1988. I was stationed at Fort Jackson, SC for Initial training and Fort Gordon, GA for “Commo” school. I made some of the best friends of my life while serving my country. I have excelled at military training and went on to be deployed twice overseas after 9/11. I am still very interested in the firearms training, first-aid, and other classes I was required to take. My military service also allowed me to see the world and to really have an appreciation of what being born in the USA means. I have seen the advantages that are taken for granted by others who have not had the same vision of poverty and war. I am thankful for those experiences as well. 

I was married in 1992 to my oldest son’s mother. I was divorced and now am re-married to the mother of my other son’s. My sons are 25, 13, and 10 and are awesome! I will celebrate my 16th anniversary of my marriage to my wife this year. We live in our home near King of Prussia, PA. I began to try to be a teacher while at Shippensburg in 1987. I wanted to be a history teacher, but found my way into other jobs as I needed more money to support a family. I started in sales and customer service for various companies in the Philadelphia area in 1991. With a new family and child to support, I took whatever job was available at the time. I gradually, over the years, was able to turn one opportunity into another while moving from job to job every 3-4 years. I got better at sales and more professional in my manners and appearance. I have sold building products, health care services, engineering services, coatings and paints, and ultimately ended up as a kitchen designer and architectural sales representative. I also went to Gwynedd Mercy College from 2004-2006 and finished my degree in Business Administration 20 years after beginning it at Shippensburg University. 

While on deployment in the Middle East in 2008, I was given the opportunity to take my Praxis (teacher’s) exams. I scored very well with no preparation. When I returned from overseas, I went back to Gwynedd and enrolled in the Teacher Certification program. I also approached the School District of Philadelphia for a job. I was given an Emergency Certification and allowed to teach in January of 2009. I was at University City High School for 3 years. I also taught Middle School at Crossroads Accelerated Academy at Meade. Most recently, I was teaching K-8 classes at Roosevelt Elementary School in the Germantown section of Philadelphia, and at Universal Vare Middle School in South Philadelphia. I am excited to be working with you here at Collegium Charter School in Exton, Pennsylvania.

In addition to teaching, I coach many sports for my kids, I play volleyball and lead both worship and missions teams at my church, and I spend time with my family as much as possible. I am also a Boy Scout Leader for my sons. I am interested in sports, video games, and construction projects around my home. My family and I also enjoy spending time outdoors fishing, camping, hiking, and riding bicycles. 

Foods I enjoy include anything grilled, ice cream, and spinach dip with pumpernickel bread. I love to cook and enjoy cooking with my 13-year-old. In 2014 I completed my Masters Degree. I want to continue to coach sports and work with the Boy Scouts (BSA), improve the curriculum here at Collegium, and continue to teach as much as I can. Ultimately I might want to be a Principal or a Counselor as well.

(Reference Page 3 If Necessary - Properly Formatted)  
Example from https://owl.english.purdue.edu/owl/resource/747/12/

Works Cited
Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007, www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 12 May 2016.
Ebert, Roger. Review of An Inconvenient Truth, directed by Davis Guggenheim. rogerebert.com, 1 June 2006, www.rogerebert.com/reviews/an-inconvenient-truth-2006. Accessed 15 June 2016.
Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of Sustainability." International Journal of Sustainable Development and World Ecology, vol. 14, no. 1, 2007, pp. 27-36.
An Inconvenient Truth. Directed by Davis Guggenheim, performances by Al Gore and Billy West, Paramount, 2006.
Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. Springer, 2005.
Milken, Michael, et al. "On Global Warming and Financial Imbalances." New Perspectives Quarterly, vol. 23, no. 4, 2006, p. 63.

ACADEMIC/LEARNING OBJECTIVE 
Students will learn to use Google Drive Documents by CREATING a TWO-PAGE Autobiography. Students spend the next two class periods completing the assignment. They must SHARE it with Instructor for Credit.


STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!


Students will enter the room quietly. Once seated, they will log into their Google Account and Click on the Google Drive Button in the Applications Menu (Waffle) of the Browser. They will Create a NEW Document. They will immediately rename the document as outlined below. They Must SHARE the document with MR.S for Credit!  

Wednesday, February 14, 2018

Gamestar Mechanic 17-18 (Introduction To Video Game Creation)

VIDEO GAME DESIGN INVESTIGATION PROJECT (Semester II)


Today you will spend some time working on GAMESTAR MECHANIC! This is an introductory program to teach the basics of creating video games. Please use the link below to join our class:



Once you have joined, spend time in class today working through the QUEST and initial levels. You can work on this from any place you have an internet connection. Once you see how basic game design works, by completing the story-line and levels, you will then be able to put this together with the basic coding we work on later this year. Take your time and work through this at your own pace.

Enjoy today's fun day, and be ready to work on creating web sites next week. Relax and Enjoy this reward for your hard work over the last few weeks!

- Mr. S 

STEP BY STEP INSTRUCTIONS
  1. CLICK THE LINK ABOVE
  2. Look For "I Do Not Have An Account"
  3. Click "I AM AUTHORIZED TO JOIN THIS CLASS"
  4. TYPE In A USERNAME (Your Choice But Appropriate)
  5. TYPE In A PASSWORD and CONFIRM IT (Same Password Twice)
  6. ENTER Birthday
  7. ENTER First Name and Last Name
  8. CHECK BOX "I Have Read And Agree To Terms"
  9. CLICK REGISTER
  10. CLICK ON ONE PICTURE FOR EACH GROUP, REMEMBER YOUR CHOICES
  11. CLICK THE SAME PICTURES AGAIN TO VERIFY YOUR CHOICES (You Will Use These If You Forget Your Password)
  12. CLICK "QUEST" And Complete Each Level To Get More Items To Use In A Game You Will Design
  13. GOOD LUCK!  HAVE FUN!
ACADEMIC/LEARNING OBJECTIVE
Scholars use a link provided on the class website to begin learning about how video games are created.  Each scholar will work on their own to work through the storyline and levels of the game-making process.  Scholars will be required to use Peer Mentoring to help each other through difficult levels prior to instructor intervention.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!
STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!
Scholars will create individual accounts on Gamestar Mechanic using the link provided on the class website.  Scholars will work independently on each level of the storyline to begin creating a video game.

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  
PA 3.7.7 & 11 Section C / ISTE 2011
CSTA Tied With Common Core ELA/Math rev. 2014

Monday, February 12, 2018

SPENT: A NEXTGEN Personal Finance Simulation Project (Middle School) CCS

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time.  If you are finished early you may work on any previous assignment you owe, khan academy, typing.com (lessons only), or work for another class.


The Inquiry below is intended to help introduce students to the decisions people have to make everyday when they are living paycheck to paycheck. The Supplemental Resources are provided only to support the Inquiry, but the Inquiry is a comprehensive lesson on its own.

In this Inquiry, students will use a simulator to roleplay an adult trying to make ends meet when they don’t have a surplus of finances. In the process, students will learn about how their decisions impact the people around them and their ability to pay for the necessities each month as well as the pressures and decisions that many people face in this situation. Through this Inquiry, they will learn to use wise spending and saving habits, empathize with those dealing with the living wage, and assess the options people have when they are having financial difficulties.

Make Sure You Click On The ROLEPLAY Inquiry Simulation Link Below, Click FILE and MAKE A COPY, and SHARE it with Mr. Scribner (hscribner@ccs.us) for credit!

Learning Objectives:
  • Students will experience the circumstances of budgeting on the living wage.
  • Students will reflect on the impact of the decisions they made in order to learn from them for the future.
  • Students will explore the difficulties of living paycheck to paycheck and learn from the options they face as well as mistakes they make.
  • Students SHOULD Play the Game a SECOND Time after recording their answers to more fully understand some of the alternate choices in the simulation.

ACTIVITY:
Complete The Google Document Worksheet As You Complete The Online Simulation. Please Answer All Questions In COMPLETE SENTENCES! Try to use the R.A.C.E Response Method (Repeat the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples) Make sure you SHARE the Google Document with Mr. Scribner (hscribner@ccs.us) for credit.

Standards:

Alignment to Anchor Standards for Reading:
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words..

Alignment to Jump$tart Spending and Saving Standards:
1b: Analyze how spending and saving behavior can affect overall well-being.
1c: Discuss the components of a personal spending plan, including income, planned saving, and expenses.  
Alignment to Jump$tart Risk Management and Insurance Standards:
1b: Predict the consequences of accepting risk with insufficient or no insurance.
1c: Illustrate how to use insurance to share the risk of financial loss.
Supplemental Resources:
*Note: These supplemental resources are a work in progress and will be finalized soon!

Video: Just In Case
This video from Cha-Ching is a fun way for students to explore why they should think about having an emergency fund or getting insurance in case issues they can’t plan for arise!
Suggested Follow Up Questions: 1) What are some examples of reasons you might need an emergency fund or insurance from the video? 2) Why do you think people say “plan for the worst” based on what you learned from the video?

Interactive: PlayInsure
This game allows students to learn about Auto Insurance and Homeowner's Insurance by letting them roleplay as an insured party  that encounters many different scenarios. This allows students to see the different plan options, why insurance costs a certain amount, and when it is useful. Since the game is created by the Texas Department of Insurance, it focuses on that state, but it is a great learning tool for students regardless of location.
  • Teacher Tip: Both the Auto Insurance and Homeowner’s Insurance games are very long (30 days) so they are quite repetitive. You might want to tell the students to play for something like 10-15 days!

Video: Payday Loan Advertisement
This Payday loan advertisement tries to sell people payday loans. In the process, it outlines why payday loans exist and why someone living paycheck to paycheck might feel the need to use one. Students might not understand what the big issue with payday loans is given the tone of the video, so discussion afterwards will help them understand.
Suggested Follow Up Questions: 1) How are payday loans different from borrowing money for something like college or a house? 2) Why might someone be searching for a loan like this? 3) What are the 2 qualifications needed to get a payday loan? Why do you think the companies don’t require more info from the borrower? 4) What do you think are the downsides of taking out a payday loan?

Comprehension Questions: Spent Kahoot
This kahoot is a fun way to assess students on their understanding of the terms and concepts they learned in this lesson.
This project taken directly from https://www.ngpf.org/courses/middle-school/

Friday, February 9, 2018

BASIC BANKING: NEXTGEN Personal Finance Simulation Project (Middle School) CCS

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time. If you are finished early you may work on Khan Academy or typing.com (lessons only), or work for another class.


Please Take This Survey Prior To Starting (Click Link Below)



Bank Accounts – Teens should know how a bank account works and the fees associated; not only the account fees and how they incur (min balance amounts, activity fees, etc.), but also the ATM fees. Young people tend to like to do things online so they can search for a low cost, basic online checking account. And while check writing may someday be obsolete, don’t forget to show them how to write a check and explain how it works. Also, review how debit cards work, how to safeguard all their information, and how too many swipes at the checkout counter can lead to costly and embarrassing overdraft charges.
Resource: https://www.forbes.com/sites/markavallone/2016/06/07/five-financial-concepts-your-teens-should-understand-before-high-school-graduation/#54a5b6fc4eab

Please Follow ALL DIRECTIONS on the RolePlay Document located at:
https://docs.google.com/a/ccs.us/document/d/1_Zg5qGcLkp0LQ0YzmYUbatuH9V1p44Td4y8RtlJtsaM/edit?usp=sharing

Each student will click the link above and follow ALL DIRECTIONS! You will be learning, if you have never done it before, how to use an ATM, Write A Check, Deposit A Check, Make A Payment, and Pay Online Bills. Each activity has a link to a resource or simulation. You may complete these steps more than once to make sure you understand how to do these simple banking transactions.

Please click FILE, and MAKE A COPY of this document before beginning. Make sure you SHARE this document with Mr. Scribner (hscribner@ccs.us) for credit. Try to use the R.A.C.E. Response Method when answering the questions. (Restate the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples)

ACADEMIC/LEARNING OBJECTIVE
Scholars will use the online simulation "BASIC BANKING" to begin learning about the basics of how to use basic banking procedures and processes. This simulation, and associated standards for this assignment, will help them meet PA CEW Academic Standards, and also help students hone their skills for writing and information retention after participating in the simulation.  Students should reflect on this simulation, and use it as a prompt for conversation at home about the real costs associated with higher education, careers, and their future choices.

SCHOLARS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

Scholars will follow all directions log into their Google Account and then begin working on the NexGen Personal Finance Simulator (BASIC BANKING).  Scholars will spend 15-20 minutes completing the simulation. Scholars will then create a GOOGLE DOCUMENT, using the provided link, name it correctly, and SHARE it for credit.
"(LastName) P? S2" prior to title, and complete each question listed on the document.  
Scholars may use the EXAMPLE for reference, but must write this essay in their own words.
The essay must be SHARED with Mr. Scribner (hscribner@ccs.us) for credit as well.

Tuesday, February 6, 2018

NGPF 2018 PAYBACK Challenge (Supplimental S2)

Featured in the New York Times, our paying-for-college game PAYBACK has been played by over 150,000 students in just 3 months since launch! Teachers are saying, “It was an amazing game. All of my students were so highly engaged that it was time to go to lunch and none of them wanted to leave," AND "They loved that the game made them confront the money challenges of college but also helped them build the skills to survive and thrive.”  Students can win cash awards and other prizes.  There is the possibility of representing your state as a National Award Winner!

Here is how to play (Yes, This is a class assignment as well):


Students Play PAYBACK
  • In Class Option: A single game-play takes 15-20 minutes, but you may also use a full 50-minute period by playing the game twice
    • Teachers: You can also use this corresponding classroom activity to support your students as they play the game.
  • At Home Option: Your students can play the game at home, too.
Students Write Short Essay (GOOGLE DOCUMENT)
  • Use this Essay Template to collect 250 word essays that respond to this writing prompt: 
    "How could you use the online game, PAYBACK, to have a conversation with your parent/guardian about paying for college?"
  • CRITERIA: Essays will be evaluated by NGPF staff based on the following:

      • Indicates an understanding of key concepts learned by playing the game PAYBACK.
      • Addresses concerns their parents/guardians may have about this sensitive topic.
      • Takes a creative approach to engaging parents/guardians in a conversation about college.
MAKE SURE YOU USE THE R.A.C.E.S METHOD TO ANSWER THE WRITING PROMPT:
R-Repeat The Question, A-Answer The Question, C-Cite Your Evidence/Examples,
E-Explain Your Evidence/Examples, S-Summarize Your Thought (Wrap-Up)

SHARE Your Essay With Mr. Scribner (hscribner@ccs.us) For Credit!

Oh, and about the money...over $150,000 in cash prizes are available and EACH state will be represented on the podium!
Student Awards:
  • National Grand Prize Winners - 10 at $5,000 each
  • Honorable Mention Awards: 150 at $500 each
    • A minimum of 2 student essays from each of the 50 states + District of Columbia
Contest Deadline: March 23rd at Midnight!  (Assignment Deadline:  End of MP3)

Later This Marking Period We Will Complete Other NGPF Assignments/Lessons!

ACADEMIC/LEARNING OBJECTIVE

Scholars will use the online simulation "PAYBACK" to begin learning about the basics of how the choices they make for higher education can affect them financially.  This simulation, and associated standards for this assignment, will help them meet PA CEW Academic Standards, and also help students hone their skills for writing and information retention after participating in the simulation.  Students should reflect on this simulation, and use it as a prompt for conversation at home about the real costs associated with higher education, careers, and their future choices.



SCHOLARS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

Scholars will follow all directions log into their Google Account and then begin working on the NexGen Personal Finance Simulator (PAYBACK).  Scholars will spend 15-20 minutes completing the simulation.  When complete, scholars will download a copy of their final worksheet.  This image will be uploaded to their "CEW Evidence 515" folder in their Google Drive and SHARED, for credit, with Mr. Scribner (hscribner@ccs.us).  Scholars will then create a GOOGLE DOCUMENT titled 
"(LastName) PAYBACK P? S2" and write a 250-word essay using the prompt listed above.  
Scholars may use the EXAMPLE for reference, but must write this essay in their own words.
The essay must be SHARED with Mr. Scribner (hscribner@ccs.us) for credit as well.

CCS Tech Lab 352 Calendar

UN Global Sustainability Goals Project Map

CCS Hall Pass Form

What's So Cool About Manufacturing?

Glenn Casey

Word Counter For Text

This free script provided by JavaScript Kit

Integrity (13 Characteristics)

13 Characteristics of People Who Have Integrity

1. They Value Other People's Time: They value their own time so they also value the time of other people. They know you have plenty of other places you need to be and won’t hold you up. If you spend time with them, it is likely they will thank you for that as well.

2. They Give Credit Where It Is Due: They do not take credit for things they did not do. They will always credit those who deserve it. If you help this person with a project he or she will likely mention your name so you can take credit for your work.

3. They Are Authentic: They are their truest forms. You won’t catch them in a lie or being fake.

4. They Are Always Honest: They are honest people that feel no need to lie as it is important for them to get to where they need to get in life honestly.

5. They Never Take Advantage Of Others: They are not the kind of people who will take advantage of someone else. They love to build people up and help them get where they need to be. Taking too much from someone else will never be an issue with someone who has a lot of integrity.

6. The Do Not Argue Over Disagreements: They will talk through things in a civil manner or not talk at all. You cannot and will not force this person into arguing over something completely ridiculous. I find this to be a very respectable trait.

7. They Give Most People The Benefit Of The Doubt: They try to see the good in everyone. I think this is because they feel like maybe there are more people in this world that also have integrity. That being said, if you take advantage of them too much they will get rid of you.

8. They Know When Something Is Bothering Someone: They have a great intuition that lets them know when something is going on. If someone is down in the dumps they will notice. Chances are they will actually do what they can to cheer you up.

9. They Believe In Others: They accept your word as truth until it is dis-proven. That being said, they do not take lying well. And once you lie to them, it is unlikely that they will ever take your word again.

10. They Apologize First: If they have done something wrong they will come to you and apologize. This is just how they are. They own up to their mistake and try to make things right.

11. They Are Humble: They do not quite know their own worth. While they are very important and do so much good they don’t quite see it. You should remind them of it.

12. They Do Good When They Can: They are always helping other people. They love to know that they have improved someone’s life. It gives their lives meaning.

13. They Are Always Kind To Those Who Need It: Giving kindness can go a long way. When someone looks like they need a little pick me up these people deliver. They can brighten up almost anyone’s day.

If you are someone who has true integrity, thank you for being who you are and thank you for all that you do. You really do actually make a difference in society, please keep up the good work. If you feel no one else is proud of you, know that I am.

Journal Entries 2012-2013

1. Introduction (9/10/12 - Weebly Journal)
2. 9/11 Reflection (9/11/12 - Email Instructor)
3. Internet Safety (9/19/12 - Weebly Journal)
4. Violence (9/20/12 - Weebly Journal)
5. Taylor Mali Conviction (9/25/12 Email Instructor)
6. 12x12x12 (10/1/12 - Weebly Journal)
7. Habit #1 Reflection (10-9-12 - Weebly Journal)
8. Habit #2 Reflection (10-24-12 - Weebly Journal)
9. Habit #3 Reflection (11-9-12 - Weebly Journal)
10. Interview a Veteran (11-12-12 - Email Instructor)
11. Digital Photography Reflection (11-19-12 Weebly)
12. Habit #4 Reflection (11-27-12 - Weebly Journal)
13. New Years Resolutions (01-03-12 - Weebly Journal)
14. Habit #5 Reflection (1-9-13 - Weebly Journal)
15. College Inquiry Project Reflection (1-14-13 - Weebly)
16. Habit #6 Reflection (2-6-13 - Weebly)
17. Habit #7 Reflection (2-11-13 - Weebly)
18. Indian Talking Stick (Covey) (2-20-13 Weebly)
19. Historical Figure Reflection (3-4-13 Weebly)
20. Investing vs Gambling Reflection (4-8-13 Weebly)
21. Poverty On My Block (4-15-13 Weebly)
22. Apartment Utility Cost Summary (5-13-13 Weebly)
23. Memorial Day Reflection (5-24-13 Weebly)

Total Pageviews

CCS Tech Badge