A Guide to the IB Middle Years Program

The International Baccalaureate ® Diploma Programme is growing in popularity at high schools around the world, but did you know that this curriculum is designed only for students in grades eleven and twelve? It’s true, but it doesn’t mean that younger students have to miss out on the IB curriculum experience. While the Diploma Programme is only for juniors and seniors, the IB also offers programs for younger students. The History of The International Baccalaureate ® Middle Years Programme The International Baccalaureate first introduced the Middle Years Programme in 1994 and has since been adopted by more than 1,300 schools around the world in more than 100 countries. It was originally designed to meet the growing needs of the students in the middle level, which roughly equates to students ages 11-16, at international schools. The International Baccalaureate Middle Years Programme, sometimes referred to as MYP, can be adopted by schools of any kind, including both private schools and public schools. The Ages Levels for the Middle Years Program The IB MYP is targeted to students ages 11 through 16, which in the United States, typically refers to students in grades six through ten. There is often a misconception that the Middle Years Programme is only for middle school students, but it in fact offers courses for students in grades nine and ten. Should a high school only offer grades nine and ten, the school may apply for approval to teach only the portions of the curriculum that relate to their appropriate grade levels, and as such, the MYP curriculum is often adopted by high schools that embrace the Diploma Programme, even if the lower grade levels are not offered. In fact, due to the similar nature of MYP and the Diploma Programme, the IB’s Middle Years Programme (MYP) is sometimes  referred to as Pre-IB. Benefits of The Middle Years Programme Course of Study The courses offered in the Middle Years Programme are considered to be preparatory for the highest level of IB study, the diploma program. However, the diploma is not required. For many students, the MYP offers an improved classroom experience, even if the diploma isn’t the end goal. Similar to the diploma program, the Middle Years Programme focuses on providing students with a real-world learning experience, connecting their studies to the world around them. For many students, this form of learning is an engaging way to connect with materials. In general, the Middle Years Programme is considered more of a framework for teaching rather than a strict curriculum. Schools have the ability to design their own programs within set parameters, encouraging teachers to embrace best practices in teaching and cutting edge technology in order to create a program that best fits with the mission and vision of the school. A holistic program, MYP focuses on the student’s entire experience while providing rigorous studies that are implemented through varied learnings strategies. The Approach to Learning and Teaching for the Middle Years Programme Designed as a five-year curriculum for approved schools, the MYP’s goal is to challenge students intellectually and prepare them to be critical thinkers and global citizens. Per the IBO website, â€Å"The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.† The program was designed to promote the fundamental concepts of â€Å"intercultural understanding, communication, and holistic learning.† Since the IB Middle Years Programme is offered globally, the curriculum is available in various languages. However, what is offered in each language may vary. A unique aspect of the Middle Years Programme is that the framework can be used in part or in whole, meaning schools and students can elect to engage in a few classes or the entire certificate program, the latter of which carries specific requirements and achievements that must be attained. The Middle Years Programme Curriculum Most students learn best when they can apply their studies to the world around them. The MYP places a high value on this type of immersive learning and promotes a learning environment that embraces real-world applications in all of its studies. To do so, the MYP focuses on eight core subject areas. According to IBO.org, these eight core areas provide, â€Å"a broad and balanced education for early adolescents.† These subject areas include: Language acquisitionLanguage and literatureIndividuals and societiesSciencesMathematicsArtsPhysical and health educationDesign This curriculum typically equates to at least 50 hours of instruction in all of the subjects each year. In addition to taking the required core courses, students also participate in an annual interdisciplinary unit that combines work from two different subject areas, and they also participate in a long-term project. The interdisciplinary unit is designed to help students understand how different areas of study integrate in order to provide a greater understanding of the work at hand. This combination of two different areas of learning helps students make connections between their work and begin to recognize similar concepts and related material. It provides an opportunity for students to delve deeper into their studies and find greater meaning behind what they are learning and the importance of the material in the greater world. The long-term project is a chance for students to delve into topics of study about which they are passionate. This level of personal investment in learning usually means students are more excited and engaged in the tasks at hand. The project also asks students to maintain a personal journal throughout the year to document the project and to meet with teachers, which provides ample opportunity for reflection and self-assessment. In order to qualify for the Middle Years Programme certificate, students much achieve a minimum score on the project. The Flexibility of the Middle Years Program A unique aspect of the IB MYP is that it offers a flexible program. What this means is that unlike other curriculums, IB MYP teachers are not constrained by set text books, topics or assessments, and are able to use the framework of the program and apply its principles to the materials of choice. This allows for what many consider to be a greater level of creativity and the ability to implement learning best practices of any kind, from cutting edge technology to current events and teaching trends. In addition, the Middle Years Program doesn’t have to be taught in its full format. It is possible for a school to apply to be approved to offer only a portion of the IB. For some schools, this means only offering the program in a few of the grades that typically participate in the Middle Years Programme (such as, a high school offering the MYP only to freshmen and sophomores) or a school can request permission to only teach some of the eight typical subject areas. It is not uncommon for a school to request to teach six of the eight core subjects in the final two years of the program. However, with flexibility comes limitations. Similar to the Diploma Programme, students are only eligible to receive recognition (the diploma for higher levels and a certificate for the Middle Years) if they complete the full curriculum and achieve the required standards of performance. Schools wishing their students to be eligible for these forms of recognition must register to participate in what the IB calls the eAssessment, which uses students’ ePortfolios of coursework to evaluate their level of achievement, and also requires students to complete on-screen exams as a secondary measure of aptitude and achievement. A Comparable International Program The IB Middle Years Programme is often compared to the Cambridge IGCSE, which is another popular international education curriculum. The IGCSE was developed more than 25 years ago and is also adopted by schools worldwide. However, there are some key differences in the programs and how students from each assess their preparation for the IB Diploma Programme. The IGCSE is designed for students ages fourteen to sixteen, so doesn’t span as many grades as the Middle Years Programme, and unlike MYP, the IGCSE offers set curriculum in each subject area. Assessments for each program differ, and depending on a student’s learning style, may excel in either program. Students in the IGCSE often still excel in the Diploma Programme but may find it more challenging to adapt to the varied methods for assessment. However, Cambridge offers its own advanced curriculum options for students, so switching curriculum programs isn’t necessary. Students wishing to participate in the IB Diploma Programme typically benefit from participating in the MYP instead of other middle-level programs.

Conflict Between Conflict And Conflict Management

Conflict and conflict management both play pivotal roles in all relationships, whether they are between friends, family, lovers, or coworkers. However, while most relationships have an abundance of conflict, the amount of properly implemented conflict management in all relationships is relatively low. This is especially surprising when you consider the sheer amount of research and counseling directed at managing conflict in constructive ways. Though the aforementioned services and research are of extremely high quality, the people who would benefit from them the most are either entirely unaware of their existence, associate them a negative stigma, or simply don t have strong conflict management skills. I want to advocate the effectiveness of counseling programs available to help people in relationships resolve conflicts in a positive way, as well as explain some basic aspects of conflict management in a simple, easy to understand text. One such service with a negative stigma associat ed with it is relationship counseling or couples therapy. Too many people think that couples therapy is just an expensive way of extending a relationship by a few months, only to inevitably break up a few months down the line. But, contrary to what most people believe, the purpose of relationship counseling isn t to extend or fix relationships. While it is awesome when counseling achieves these things, the main goals usually consist of improving communication, teaching the, â€Å"win/win† conflictShow MoreRelatedConflict Between Conflict And Conflict Management1772 Words   |  8 Pagesopinion there will also be a chance for some form of conflict to arise. To resolve and manage conflict, any organization or persons’ must try to understand the causes, theories, approaches and strategies of conflict management. Resolving conflict requires a great deal of attention and thorough understanding in seeking resolution. In this review, conflict management will be explored in g eneral from different perspectives in light of how conflict effects teams or groups, workplace relationships andRead MoreConflict Between Conflict Management And Resolution883 Words   |  4 Pagesnegative association with conflict. Reflects poorly on the supervisor when there is conflict but in reality it’s only negative when the supervisor or employee, depending on the situation does not address the conflict. Unresolved conflicts can negatively impact not only the employees involved but also the company. Unresolved conflicts result in negative impacts not only to the individual but also the company. Focus on the problem, not the person. Sometimes the conflict will be reoccurring or unresolvableRead MoreConflict Between Conflict And Conflict Management1164 Words   |  5 PagesThe most important point is that conflict in organizations is increasing as they become more complex, culturally diverse, and global. Conflict has been thought of as necessary at times to keep the wheels of progress turning. Therefore, concentration on conflict in organizations has went from strategies to try to eliminate it to managing it. One issue is training managers how to manage that conflict. Conflict can be detrimental or beneficial to the organization. In order to be beneficial, leadersRead MoreConflict Between Conflict And Conflict Management845 Words   |  4 Pagesâ€Å"People are afraid of conflict because they do not have essential skills to manage it well.† This is true because according to O’Grady and Malloch (2016), conflict is reflection of an insufficient knowledge of the dynamics of conflict and a lack of capability in its management. In the case of Nancy, perhaps she needs to undergo specialty training or classes about conflict management in order to improve their unit’s dynamic or interaction. 2. â€Å"If you engage with conflict too early, there is a chanceRead MoreConflict Between Conflict And Conflict Management1730 Words   |  7 PagesAccording to our textbook Beebe, Beebe, Ivy (2014), â€Å"interpersonal conflict is a fact of life and eventually all relationships experience conflict† (p. 218). Precisely how the conflict is resolved left up to the involved parties. I am credible because I participated in the following conflict with my mother, analyzed the conflict using the Beebe, Beebe, Ivy (2014) text, and then used the collected information to structure this paper. The central idea of this essay is that people with conflictingRead MoreConflict Between Conflict Management Styles885 Words   |  4 PagesConflict Conflict is defined as â€Å"a struggle or contest between people with opposing needs, ideas, beliefs, values or goals† (Popovic and Hocenski, 2009, p. 15). As a manager or leader, you take on the responsibility as a problem solver. Thus,  knowing how to resolve a conflict that respect each individual that is involved shows the ability to deal with conflict. Conflict management styles is being able to manage conflict in a functional manner (Satterlee, 2013).   Ã‚  According to Satterlee (2013) theRead MoreConflict Management Styles Among Corporate Executives1161 Words   |  5 Pagesprevious researchers’ efforts and expertise. A potential research study on â€Å"Conflict Management Styles among Corporate Executives in Developing Countries – Nigeria a Case Study† is considered for a signature assignment. Conflict is inevitable and exists everywhere. In organizational system, conflict and methods of conflict management influences different groups (empl oyees, management team and executives). Conflicts are realities of life and can be defined as a â€Å"situation of competition in whichRead MoreSolving The Conflict Resolution : Active Listening And Good Communication821 Words   |  4 Pageshelp them resolve their conflict. â€Å"Arbitration is a time-tested, cost-effective alternative to ligation. Arbitration is the submission of a dispute to one or more impartial persons for a final and binding decision, known as an ‘award’. Awards are made in writing and generally final and binding on the parties in the case† (American Arbitration Association). The Communication Process Communication is one of the key elements of the conflict resolution process. The most of the conflicting situationsRead MoreDefine Functional Versus Dysfunctional Conflict in a Work Group and Explain How You Can Increase Functional Conflict and Decrease Dysfunctional Conflict.1426 Words   |  6 PagesConflict arises when there is some indifference among two parties. In any working group conflict is almost unavoidable. When most people hear the word conflict, they often tend to take the term in negative manner. Almost everyone perceives conflict to be a malefactor and that it often hinders the development process of any group. Although usually people think of it as a bad thing, conflict on the contrary can be a positive occurrence within a group to bring about change. Comprehensively conflictRead MoreBook Review on the Third Side by William Ury1007 Words   |  5 Pagesstate-of-the-art book on conflict management and negotiation by well known negotiator and mediator William L. Ur y, an American National, who is world s leading negotiation expert, he has mediated situations ranging from corporate arena to wildcat strikes, and from family disputes to ethnic wars in the Middle East, the Balkans, N. Ireland and many other places. He has also worked on the problem of how to prevent nuclear war as a consultant to The White House Crises Management Center. He received his

The Branding Strategy for Apple-Free-Samples-Myassignmenthelp.com

Questions: 1.What is the Apple brand Value Proposition? 2.What is the Apple brand Positioning? 3.What is the Apple Brand Strategy Vs Its Competitors?+ Is the strategy always consistent? 4.Does the Apple brand really provide distinct characteristics/benefits? If Yes, How does the brand work the differentiation to be perceived as different? Answers: 1.The value proposition ranges among various elements. One of the key value propositions is offering unique and distinctive experiences. All the Apple products are being built on believe that they will not just be the bunch of various updated features and technologies like their competitors (Osterwalder et al., 2014). Rather they are being offered as a simple to use and aesthetic device. Thus, the design being inherited by Apple in their products is unique and distinctive, which set them apart from their competition. Another value proposition being offered by Apple is the user experience. While, other competitors are more concentrating on enhancing the utility of their products, Apple is more into enhancing the user experience of their products (Kotler Keller, 2016). This enables the Apple users to have a distinctive image in the crowded market of electronic gadgets. All these value propositions help them to be a premium player in the niche market. 2. Low price The above positioning map of Apple is being created in order to define the brand positioning of them. Apple has positioned their products as a more aesthetic and lifestyle products rather than competing in the crowded market with offering more features. Moreover, Apple is being positioned as premium player targeted towards the niche market (Kapferar, 2012). Thus, according to the requirement and preference pattern of the top of the pyramid customers, Apple is being positioned as more lifestyle and innovative product than being a feature rich device. Figure: 2 The economic pyramid According to the above portrayal of the economic pyramid, Apple is being positioned for the top of the pyramid. Thus, they are catering to small amount of niche market around the world. 3.The branding strategy for Apple is different and distinctive compared to its competitors in the market. This is due to the reason that, the branding strategy of Apple concentrates more on emotions of the customers. They promote their products as a lifestyle product, which will be innovative along with having great aesthetic values. Thus, the products are being promoted in such a way that, brand personality of Apple is being promoted as lifestyle products rather than being a mere electronic device (Jian Wang et al., 2012). This also made the customers believe that owning any Apple products will enhance their social status and standard. Thus, the branding strategy of Apple is not limited to promoting the features of the device rather than associating it with the lifestyle of the customers. On the other hand, major competitors of Apple are more concentrated towards offering more features in their products along with offering the products in different variants. Thus, the branding strategy of the competitors is more products oriented rather than consumer oriented approach of Apple. The branding of the products of Apple is more concentrated towards the identifying the imagination and aspirations of the customers (Strebinger, 2014). The branding strategy of Apple has been evolved with time but the basic objective and approach remained same and consistent. This is due to the reason that, from the introduction of the first product of Apple, they are concentrated towards innovations and lifestyle branding strategy. Accordingly, they have introduced new products in the market, which will suit the current market requirements along with maintaining the basic objectives of branding by targeting the aspirations of the customers. 4.If the analysis is being by comparing the basic utilities of the products of Apple and their competitors, then there is nothing difference among them. However, still Apple as a brand provides distinctive benefits compared to their competitors. The first aspect of differentiation between Apple and others is the brand personality. For instance, if the customers are using the products of Samsung, then they will have the opinion that, they are using devices having updated features and latest technologies and having cost affordability. However, on the other hand, customers using the products of Apple will have the opinion that, they are using luxurious products, which will enhance their social status regardless of the features in the device (Ries Ries, 2002). Thus, Apple as a brand is deviating the brand personality of the customers from determining the basic features to determining the standard and social aspirations. In terms of pricing also, branding of Apple is differentiating them from other products. This is due to the reason that, during the initiation of the buying process, customers tend to relate the pricing of the products with their offered features and quality. However, branding of Apple motivate the customers to pay more price without determining the features of the devices. Thus, Apple as brand is making the product features and characteristics secondary. References Jian Wang, Y., Hernandez, M. D., Minor, M. S., Wei, J. (2012). Superstitious beliefs in consumer evaluation of brand logos: Implications for corporate branding strategy.European journal of marketing,46(5), 712-732. Kapferer, J.N., 2012.The new strategic brand management: Advanced insights and strategic thinking. Kogan page publishers. Kotler K Keller, K., (2016) Marketing Management, 15th Global Edition Pearson Prentice Hall Chapter 10 crafting the brand experience. Osterwalder, A., Pigneur, Y., Bernarda, G., Smith, A. (2014).Value proposition design: How to create products and services customers want. John Wiley Sons. Ries, A. Ries, L. (2002).The 22 immutable laws of branding: How to build a productor service into a world-class brand. New York: Harper Business. Strebinger, A. (2014). Rethinking brand architecture: a study on industry, company-and product-level drivers of branding strategy.European Journal of Marketing,48(9/10), 1782-1804.