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user manual yanmar 1510Each event is designed to help members develop specific lifetime skills in character development, creative and critical thinking, interpersonal communication, practical knowledge, and career preparation. The belief that everyone can be successful is the foundation of these events and participation in FCCLA’s Competitive Events will better prepare students for life after high school. If a member of a team, the student will compete at the highest level of the teams’ members. Some events will still have FCS course requirements or other eligibility criteria. The Competitive Event levels are: Members of the Competitive Events Advisory Team (CEAT) provide guidance to the Competitive Events program. The application deadline to nominate CEAT team members has closed for this year. The 2021-2022 CEAT Nomination form will be posted in September. You will need to login to access these documents. The project must include eight fashion construction techniques.Late fees will be assessed for a P.O. received after the deadline date, even if registration paperwork was submitted on time. Submit payment or district purchase order to: It has encouraged me to better for myself and for others.”. Participation in the STAR Events gives Family and Consumer Studies students the confidence, motivation, and experience to be successful in the workplace. The STAR Events are contests in 23 career-related areas that prepare members of the California FCCLA for the world of work. These events extend classroom learning and give students recognition and a sense of achievement while developing skills for future careers. Level 3 participants include those in grades 11-12 and ROCP, level 2 participants are in grades 9-10, level 1 participants are in grades 6-8. Members compete at various levels - qualifying, state, and in some cases national finals. Contributors develop a sense of pride in knowing they have become partners with education in preparing students for living and working in the 21st century.http://www.kosmetykalekarska.pl/_kosmetykalekarska/digidesign-command-8-manual-espa-ol.xml
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Winners at the regional conferences can only advance to the state level. Proficiency Event winners do not advance to national competition. Top 5 winners in STAR and Proficiency Events with scores of 60 or higher at the Region Conferences advance to the State Leadership Conference. Guidelines Texas Competitive Event Guidelines 2020 - 2021 The National Competitive Event Guide can be accessed through the national affiliation portal, under the resources tab. The schedules will be updated again after the Wednesday of the week prior to each Region Conference, after the noon drop deadline. In the event of drops, the team listed last on the schedule will be moved into the empty spot to have the event finish earlier. The last team(s) listed on the schedule have the greatest chance of having their competition time moved. Schedules will be finalized after competitive event check-in the morning of the event. While competition time may change, the date assigned will not change. LifeSmarts and Knowledge Bowl There are three opportunities to get involved: Compete online with the opportunity to advance to live state and national competitions. Represent FCCLA at the National LifeSmarts Championship in April. Compete in TeamSmarts to vie for monthly Chapter Awards. For the competitive event, teams of five students compete for the opportunity to advance to the FCCLA National Leadership Conference. Click here to learn more about the Knowledge Bowl. Life Event Planning Life Event Planning Life Event Planning.Event locations and dates of competition are listed in the Competitive Events Tentative Schedule and Event Location document. Please be familiar with these materials and bring them along with you to the conference. Additional copies will not be available on site. Please attend the appropriate orientation for your event, as listed above. Orientation locations may be found in the Competitive Events Tentative Schedule and Event Location document, as well as the conference program.http://www.orzo.cz/uploaded/digidesign-control-24-user-manual.xml During the orientation, event Lead Consultants will provide you with additional information about your role, any changes to the schedule or locations, and answer questions you may have. Water stations will be available throughout the day. Thank you again for volunteering your time. Family, Career and Community Leaders of America Information Family, Career and Community Leaders of America, Inc. (FCCLA) is a nonprofit national career and technical student organization for young men and women in family and consumer sciences education in public and private schools through grade 12. FCCLA is the ultimate leadership experience. Building Skills for Life Family, Career and Community Leaders of America is a dynamic and effective national student organization that helps young men and women become leaders and address important personal, family, work and societal issues through family and consumer sciences education. Chapter projects focus on a variety of youth concerns, including teen pregnancy, parenting, family relationships, substance abuse, peer pressure, environment, nutrition and fitness, teen violence and career exploration. Involvement in FCCLA offers members the opportunity to expand their leadership potential and develop skills for life—planning, goal setting, problem solving, decision making and interpersonal communication—necessary in the home and workplace. Mission To promote personal growth and leadership development through Family and Consumer Sciences education. Focusing on the multiple roles of family member, wage earner and community leader, members develop skills for life through. Character development Creative and critical thinking Interpersonal communication Practical knowledge Program Emphasis FCCLA. Is the only in-school student organization with the family as its central focus Is a Career and Technical Student Organization that functions as an integral part of the family and consumer sciences education curriculum and operates within the school system Provides opportunities for active student participation at local, state, and national levels Membership FCCLA has 200,000 members and more than 5,500 chapters from 49 state associations, Puerto Rico, and the Virgin Islands. The organization has involved more than ten million youth since its founding in 1945. Governance Ten national officers (students) are elected by the voting delegates at the annual National Leadership Conference and together make up the National Executive Council. The National Board of Directors is composed of adult representatives from education and business, and four youth representatives. Career preparation. Purposes 1. To provide opportunities for personal development and preparation for adult life. 2. To strengthen the function of the family as a basic unit of society. 3. To encourage democracy through cooperative action in the home and community. 4. To encourage individual and group involvement in helping achieve global cooperation and harmony. 5. To promote greater understanding between youth and adults. 6. To provide opportunities for making decisions and for assuming responsibilities. 7. To prepare for the multiple roles of men and women in today’s society. 8. To promote Family and Consumer Sciences and related occupations. State associations and local chapters elect their own youth officers. State programs come under the direction of family and consumer sciences education staff. Chapter advisers are family and consumer sciences teachers. Financial and Cooperative Support FCCLA is supported primarily by student membership dues. Additional funds are raised from individuals, corporations and foundations. FCCLA is endorsed by the U.S.https://oknagoda.com/images/combbind-c210e-manual.pdf Department of Education (Office of Career, Technical and Adult Education) and the American Association of Family and Consumer Sciences (AAFCS). National Staff An executive director leads the organization and heads a national staff that gives direction to and carries out programs, communications, membership services and financial management. This template may be modified, but all headings must be used, in the correct order. The FCCLA logo, STAR Events logo, and Planning Process graphics are encouraged but not required. IDENTIFY CONCERNS The circle represents a continuous flow of ideas and has no beginning or end. SET A GOAL The arrow stands for deciding which direction you will take. ACT The different squares in this symbol represent the activities to be carried out to meet your goal. FOLLOW UP The broken squares suggest examining the project piece by piece. Participants select an upcoming event in their lives, determine the amount they can budget for the event, and prepare in advance an event portfolio. At the event site, participants present the portfolio to the evaluators. Other persons may not assist. 3. Room consultants and evaluators will have 10 minutes to preview the portfolio (hardcopy or electronic) during setup. The participant must make the electronic portfolio accessible to evaluators. 4. The oral presentation may be up to 10 minutes in length. A one-minute warning will be given at 9 minutes. The participant will be stopped at 10 minutes. 5. If audio or audiovisual recordings are used, they are limited to 1 minute playing time during the presentation. 6. Following the presentation, evaluators will have 5 minutes to interview the participant. 7. Evaluators will have up to 5 minutes to use the rubric to score and write comments for each participant. LIFE EVENT PLANNING Life Event Planning (continued next page) See page 84 for more information on event categories. Wall space is not available. 4. Access to an electrical outlet will not be provided. Materials must be contained in the official FCCLA STAR Events binder obtained from the FCCLA national emblematic supplier. All materials, including the divider pages and tabs, must fit within the cover, be one-sided, and may not exceed 31 pages, as described below. Once a hardcopy portfolio has been turned in to the evaluators, participants may not switch to an electronic portfolio. Electronic Portfolio An electronic portfolio may be either in PowerPoint, Prezi, or other electronic format that can be viewed by the evaluators and room consultants prior to the oral presentation. The electronic portfolio and the hardware (method) to view it (i.e., equipment, files, projectors, screens, laptops) will be turned in to the room consultant at the designated participation time. Participants assume the responsibility of providing the technology used to show the evaluators the project. Once an electronic portfolio is turned in to the evaluators, participants may not switch to a hardcopy portfolio. They must not include any other content. Graphics may be used. Comparison shopping is defined here as an examination of the costs and features of two or more forms or sources of a specific product or service. The presentation is to describe research and planning efforts in detail. The portfolio will be used by the participant during the oral presentation. Participants may use visuals including posters, charts, slides, transparencies, presentation software, and audiovisual equipment. Knowledge of Subject Matter Demonstrate knowledge of planning, budgeting, and managing costs of an event. Explanation of Financial Situation Clearly and thoroughly explain the role of needs, wants, goals, values, priorities, and challenges in the financial situation. Explanation of Decisions Involved in Financial Plan Explain a minimum of three decisions that were involved in the financial plan. Summary Summarize ways in which planning a financial situation was helpful. LIFE EVENT PLANNING Oral Presentation Use of Portfolio and Visuals Use portfolio to describe all phases of the project. Use original, creative, and appealing visuals to enhance the presentation. Voice Speak clearly with appropriate pitch, volume, and tempo. Wear appropriate clothing for the nature of the presentation including gestures, posture, mannerisms, eye contact. Pronunciation Responses to Evaluators’ Questions Provide clear and concise answers to evaluators’ questions regarding project. Questions are asked after the presentation. If a student named is not participating, cross their name(s) off. If a team does 2. 3. 4. 5. not show, please write “No Show” across the top and return with other forms. Do NOT change team or group numbers. Before student presentation, the room consultants must check participants’ portfolio using the criteria and standards listed below and fill in the boxes. At the conclusion of presentation, verify evaluator scores and fill in information below. Calculate the final score and ask for evaluators’ verification. Place this form in front of the completed rubrics and paper clip all items related to the presentation together. Please do NOT staple. At the end of competition in the room, double check all scores, names, and team numbers to ensure accuracy. Sort results by team order and turn in to the Lead or Assistant Lead Consultant. Please check with the Lead or Assistant Lead Consultant if there are any questions regarding the evaluation process. Enter the total amount budgeted and the total to be spent only on the last page of the Event Plan. Make certain you are following the national rules if they are different from your state rules. Applied academics—The use of knowledge from general coursework (communication, math, science, social science) in projects related to Family and Consumer Sciences. Content pages—Pages of a portfolio, business plan, or portfolio that contain information about the project; one side of page only. Audience—A group of listeners, or readers of a work, program, or performance. Audio equipment—Equipment used for the broadcasting of sound. Audiovisual equipment—Equipment that uses both sight and sound to present information. Best Practices Educator—An educator who models professional qualities, continued professional development and the use of current instructional approaches and strategies for teaching and learning. A best practice educator is committed to incorporating various teaching methods and seeks to utilize relevant content to create a classroom that is student focused. Bibliography—An alphabetical list of sources of information in an organized, consistent format (i.e. APA, Chicago, MLA) on a given subject, period, etc.; a list of books, articles, software, etc., used or referred to by an author. Campaign—Activities to achieve a specific objective. Community—A group of people living in the same locality and under the same governance; the region in which one lives (i.e., family, school, peers, town, city, employment, etc.). Comprehensive Student—Students enrolled in general courses in a Family and Consumer Sciences program. Critical thinking—The ability to use communication and problem-solving skills effectively to direct, monitor, and evaluate. Current—Current information may vary by content field. Current research should be up-to-date based on research and study in the field. Dimensions—The stated or required size of a display, portfolio, or container (i.e., measurements, number of pages, etc.). The measured dimensions include all items that are a part of the display, portfolio, or container (tablecloths, audiovisuals, props, equipment, moving parts, etc.). Examples include but are not limited to: tablecloths placed under a display, a display with one or more panels when the panel(s) are extended, and storage of items under or around the display table. Display—An arrangement of material that includes but is not limited to: photos, project samples, etc., and is contained within a specified area that includes all materials, visuals, and audiovisual equipment to be used for the presentation. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. Some e-portfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes. Employment—The work in which one is engaged; an activity to which one devotes time; may or may not include wages. Fabric Care—Method(s) of cleaning and making suitable for wear. Family—Two or more persons, sometimes living under one roof, who nurture and support one another physically and emotionally, share resources, share responsibility for decisions, share values and goals, and have commitment to one another; environment created by caring people—regardless of blood, legal ties, adoption, or marriage—where individuals learn to be productive members of society; a context for discovery where one can comfortably accept challenges, make mistakes, have successes, be self-expressive, and grow as an individual. Fiber Content—The types and amounts of different fibers in a fabric or garment. Within the file folder, each set of materials should be stapled separately. GLOSSARY Educational Enhancement Opportunity—Knowledge obtained through job shadowing, informational interviews, or career research projects that enhances a specific occupational area. Graphic—A picture, border, map, graphic font, or graph used for illustration or demonstration. Hardcopy—Readable printed copy of the output of a machine, such as a computer. In-depth service project—A detailed project that addresses one specific interest, concern, or need. Individual event—An event completed by one person. Lesson plan—A set of plans for teaching a concept that includes objective(s), plan of action, time schedule, resources, supplies, equipment, and evaluation process. Mannequin—A full or partial human form that is or is close to actual body size which is used to display a garment or ensemble. Model—A 3-D object which represents, in detail, the intent of a final version of a product. National programs—Frameworks for FCCLA action that encourage members to enhance their personal growth and build leadership skills. Occupational student—An occupational student is one who has completed or is currently taking a concentrated program that prepares individuals for paid employment. Photo Album—A collection of photographs, either presented in a digital or printed format. Paper may be any solid color. Watermark is not allowed. Planning Process—A five-step method (identify concerns, set a goal, form a plan, act, and follow up) to help FCCLA chapter members and advisers plan individual, group, or chapter activities. Examples include, but are not limited to, textiles, housewares, paper goods, sporting goods, etc. Problem solving—The ability to recognize problems and devise and implement plans of action to solve the problems. Professional—Worthy of the high standards of a profession. Project identification page—A page at the front of a document or display containing headings specifically called for by event rules. Props do not include content. Prototype Formula—The ingredients, their quantities, and the process directions used to produce a food item. Reliable—Sources should be respected in the field and information found in the source should be able to be backed up by other sources or legitimate research. Resources—Any source of information or assistance in carrying out a project. May be any medium (e.g. book, internet, chapter member, speaker, etc.) but must be cited appropriately when used. Portfolios may be either hardcopy or electronic. See event specifications for allowable format. NKBA Planning Guidelines can be found online at: Skit—A short, rehearsed, theatrical sketch that could include interaction with others (also called role play). Sound business practices—Practices that are comprehensive, ethical, realistic, and profitable. Stewardship Project—A project carried out by participants in their home, school, or community which actively works to counteract, reverse, or prevent the presence of an environmental concern or issue. Team event—An event that can be completed by an entire chapter but may be presented by a team of one, two, or three members. Technology—A method, system, or process for handling a specific, technical problem. Uniform—See costume. Visual equipment—Equipment used for visual projection without sound (e.g., projector, laptop, electronic tablet). Read all information provided through the mail and online from FCCLA national headquarters for room consultants in your event thoroughly. ? Bring a calculator to the National Leadership Conference for totaling points. At the National Leadership Conference. Attend room consultants meeting to review specific responsibilities. ? Assist with participant orientation. ? Prior to the event, check your room setup and materials. Record points on the corresponding point summary form, and confer with the event lead consultant if there are any questions. Then give the portfolios to evaluators and encourage them to score the “Portfolio” section of the rubric. ? Following the participants’ presentations, encourage evaluators to make constructive and thorough comments on the rubrics or provided comment sheets. ? Keep evaluators on schedule and check for blank areas on rubrics. ? Total points on rubrics and point summary form, and indicate final rating. Show evaluators final ratings for each participant and have evaluator initial their rubric next to the Total Points box and in the space provided on the point summary form. If ratings are not consistent, remind evaluators that we ask evaluation teams to be within a 10-point range. ? Collect and return rubrics and point summary forms to the Assistant Lead Consultant in team number order. ? Collect and return supplies to the Assistant Lead Consultant. ? Assist with Recognition Sessions as needed. ? Do not discuss ratings with anyone prior to Recognition Sessions. 90 FCCLA 2014-15 National STAR Events Management Manual LIFE EVENT PLANNING YOUTH ROOM CONSULTANT Prior to the event. Read all information provided through the mail and online from FCCLA national headquarters for room consultants in your event thoroughly. ? Bring a stopwatch to National Leadership Conference for timing events. A wristwatch is not acceptable. At the National Leadership Conference. Direct participants outside of the event room after the 5 minutes of questions so evaluators may complete rubrics. ? Thank the participants for their work and presentation. ? Allow evaluators a few minutes to write comments and discuss the entry among themselves before bringing in the next participant. ? Collect rubrics and point summary form at the end of each presentation, and give to adult room consultant. ? Give evaluators the next portfolio to review once they have finished scoring. ? At the end of the day complete the volunteer evaluation form and collect completed evaluations from the evaluators and adult room consultant. Return evaluations to the Assistant Lead Consultant with the other competition materials. ? Thank evaluators at the end of the event. ? Assist with Recognition Sessions as needed. ? Do not discuss ratings with anyone prior to Recognition Sessions. 91 FCCLA 2014-15 National STAR Events Management Manual LIFE EVENT PLANNING EVALUATOR. Evaluators and room consultants may review the participant’s portfolio 10 minutes prior to the presentation. ? Participants may give up to a 10 minute oral presentation of their project to the evaluators. Following the oral presentation, evaluators will have 5 minutes to question participant and determine their knowledge of the subject or to ask for clarification. ? Score the entry and discuss in private with the other evaluators on your team. ? Spend a few minutes reviewing strengths and areas for improvement of the presentation. Make written remarks on the rubric or the provided comment sheets. ? Complete the rubric and initial your rubric next to the “Total Score” box at the bottom of the second page. ? Submit your final rubric and any additional comment sheets to the adult room consultant for review. ? Once the adult room consultant has finished reviewing and totaling the participant’s score, double check for accuracy and initial the Point Summary Form where directed. ? At the end of the day complete the volunteer evaluation form and submit to the youth room consultant. ? Thank the room consultants for their assistance and work throughout the day. DO NOT INFORM PARTICIPANTS OF THEIR SCORE OR RATING! 92 FCCLA 2014-15 National STAR Events Management Manual GENERAL EVALUATOR INFORMATION. Evaluation teams typically consist of two adults and one student member. ? Become familiar with the rules, point summary forms, and the rubric criteria for your assigned event. Question any criteria not understood. Remember that individual state event rules often differ from national event rules, and that national rules must be followed for the national competition. ? Before each participant begins, you will receive a rubric and other pertinent information about the participant. Take a few minutes to preview the information, as it is a part of their presentation and evaluation. ? Time is allowed at the completion of each presentation for you to work (quickly) on your ratings and comments. ? When completing the rubric, circle the chosen score. Write the appropriate rating in the points column and write comments on the bottom or back of the rubric. Written comments serve as a valuable source of feedback for the individuals and teams. Record Total Points. Spend a few minutes reviewing the strengths and areas for improvement of the presentation. The adult room consultant will then total scores and determine the average rating. Together, the evaluators will review the score and come to a consensus on the rating. Although evaluator scores will vary, we recommend that all three evaluator ratings be within a 10-point range. If the scores are outside a 10point range, discuss the criteria and make sure there is a consensus between evaluators to standardize the participants score. All scores should be whole numbers (i.e. do not give individual rating categories 2.5 out of 5 points.) Total scores should NOT be rounded. ? Each team of room consultants will complete a point summary form for each individual or team. Evaluators should verify the point total and initial. ? Rubrics and point summary forms are to be turned in to the room consultant at the end of the presentation, NOT held by evaluators until the end of the day to be adjusted. ? The decisions of the evaluators are final. ? Do not discuss the final ratings with anyone prior to the Recognition Sessions. ? Please discuss any suggestions for improvement on your event with the event lead consultant. Your comments are welcomed and appreciated. 25 FCCLA 2014-15 National STAR Events Management Manual THE EVALUATION PROCESS Evaluators play a key role in determining whether the experience is a positive or negative one for the student participants. It is the goal of STAR Events to make participation a positive experience for all participants, regardless of the ratings they receive. A considerate, sensitive, and fair evaluation process can accomplish this. The evaluation procedures attempt to accomplish the following. Focus on the achievements of youth. The evaluation process must stress what students do well and give them credit and recognition. ? Promote interaction between youth and adults. Student and adult evaluation teams have been created to enable youth and adults to share responsibility and exchange views from their level of experience. ? Encourage youth to take an active role in their own evaluation. Participants are asked to evaluate themselves as well as review the comments evaluators make about their performance. ? Measure achievements against standard criteria rather than against another student. All efforts should be made to rate the individual or team against the criteria on the rubric rather than comparing them to previous presentations. ? Recognize that all students are winners. Each participant has winning qualities or they would not have made it to the national level STAR Events. The evaluation process must reaffirm to students what those winning qualities are. Evaluators make important value judgments about a student’s accomplishments. Participants will accept these opinions and evaluations provided certain conditions are met. It is important, that as an evaluator, you strive for the following: ? Consensus. Although evaluator scores will vary, it is important that a consensus is reached between an evaluation team in regards to the event criteria. Please attempt to have the evaluation rating of participants within a 10-point range. ? Consistency. Attempt to rate students consistently when their performance is similar. ? Fairness. Do not let influencing factors interfere with your evaluation of a participant(s) presentation. If you know the individual(s) or feel influenced in any way, ask that the participant(s) be sent to another team for evaluation. ? Honesty and Sincerity. Make simple, forthright statements of your beliefs concerning the presentation. When offering constructive criticism, keep in mind the feelings of the individual(s). ? Attention to Detail. Be very specific in your evaluation comments. Rather than “You did a fine job,” highlight the areas where they did a fine job. ? Feedback. Focus primarily on what the participant did well. Don’t overload on the negatives—that’s what the participant is likely to remember the longest. Positive comments and thoughtful, constructive suggestions will benefit the participant the most in the long run.