ST. JOSEPH
SECONDARY SCHOOL
“Seize the day”
STUDENT HANDBOOK 2011-2012
5555 Creditview Road,
Mississauga, Ont. L5V 2B9
Telephone: (905) 812-1376 Fax: (905) 812-0812
Principal:
J. Quenneville
Vice Principals:
S. Bolger
(G-N)
A. Bomben (O-Z)
P. Nalli (A-F)
Through the sheaf of wheat, we symbolize the history of the
milling town of Streetsville and the Eucharist as the bread of life.
Students are nurtured within the safe confines of the school as
they develop and grow. They are sent into the world ... as the
Father has sent the Holy Spirit to dwell among us.
Enjoy the gift and challenge of the present moment!
Success is achieved little by little, day by day.
The jaguar is a sleek, fast and noble cat. It
symbolizes
confidence,
strength
and
persistence in all of our athletic efforts.
NAME:
_________________________________________
SEMESTER I HOMEROOM:
__________________
SEMESTER II HOMEROOM:
__________________
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Dear Students & Parents,
The St. Joseph S.S. Student Agenda book is designed to help students manage
time effectively by planning in advance so that you can be prepared and
successful in our school program.
Students - USE this agenda book EVERY day in EVERY class as a way of
keeping yourself organized. Your teachers will have you use this agenda to
record homework each day and also to keep track of upcoming due dates for
assignments, test dates and other important events in the class.
Parents – we encourage you to follow-up at home to ensure that your child is
using his/her agenda book in the manner outlined above and sharing the
information recorded in the book each day with you so that the vital link
between school and home is strong.
In addition to being a vital organizational tool, this agenda book contains
specific information about our school: code of conduct, computer network
user agreement, academics, uniform, attendance policy and co-curricular
activities.
Students and parents or guardians are asked to sign below to indicate that
they have read the information contained in this book and are prepared to
comply with the expectations outlined. Please understand that failure to return
this page signed does NOT remove the onus of responsibility from a student to
adhere to school policies, rules and procedures. If you have any questions
concerning anything in the Agenda book, please contact a member of the
school administration.
I have read and am prepared to comply with the terms outlined in the
agenda book:
_________________________
Student
_________________________
Parent or Guardian
_____________________
Date
PRINT STUDENT’S NAME:
____________________________
PLEASE TEAR OUT THIS PAGE AND RETURN IT TO
YOUR HOME ROOM TEACHER BY THURSDAY,
SEPTEMBER 15, 2011.
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CARPE DIEM – Seize the Day!
TABLE OF CONTENTS
Administrators’ Message......................................................................... 5
St. Joseph Schedules ............................................................................... 6
GUIDELINES FOR STUDENTS
A. OUR CATHOLIC FAITH
Religious Functions ..............................................................................................7
B. RESPECT FOR SELF & OTHERS
Human Rights .......................................................................................................7
Bullying/Harassment .............................................................................................8
Equity & Inclusivity Policy ....................................................................................8
Other Expectations re: Harassment ...............................................................9
C. GENERAL INFORMATION
Cafeteria/Lunchtime ............................................................................................9
Lockers ..................................................................................................................10
Leaving Classrooms ..............................................................................................10
Lost & Found .........................................................................................................10
Parking & Traffic....................................................................................................10
School Closure due to Inclement Weather ....................................................11
D. CODE OF CONDUCT
Behaviour ...............................................................................................................11
Bullying/Harassment .............................................................................................12
Conduct in the Community ................................................................................12
Disseminating Information ..................................................................................12
Field Trips...............................................................................................................12
Fighting ....................................................................................................................12
Narcotics/Alcohol.................................................................................................12
Proper Language ...................................................................................................13
Respect for Diversity ...........................................................................................13
Smoking/Tobacco..................................................................................................13
Personal Electronic Devices ...............................................................................13
Suspensions ............................................................................................................14
Theft ........................................................................................................................14
Vandalism/Willful Damage...................................................................................14
Visitors/Trespassing..............................................................................................15
Weapons ................................................................................................................15
E.
SAFETY
Accidents ...............................................................................................................16
Fire Evacuations ....................................................................................................16
Lockdown ..............................................................................................................16
Sabrina’s Law ........................................................................................................17
F.
ATTENDANCE
General Information .............................................................................................17-19
Attendance/Lates/Skips Policy (Posted in Classrooms) .................................20
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G.
UNIFORM POLICY
All Students ...........................................................................................................21
Female Students ..................................................................................................22
Uniform Expectations .........................................................................................23
Civvies Days .........................................................................................................23
Physical Education Uniform ...............................................................................23
H. CO-CURRICULARS
Jaguars Co-Curricular Code of Conduct .......................................... 24
School Teams – “The Jaguars” .............................................................. 25
Student Council ........................................................................................ 26
Athletic Council ......................................................................................... 26
Clubs ............................................................................................................. 27
Student Athletics Awards ....................................................................... 28
I.
SUPPORT SERVICES
Guidance Counselor .................................................................................. 29
Resource Teacher ...................................................................................... 29
Student Success Teacher .......................................................................... 29
School Chaplain........................................................................................... 29
St. Joseph Parish .......................................................................................... 30
Child and Youth Worker ......................................................................... 30
School Social Worker ............................................................................... 30
School Psychologist .................................................................................... 31
Settlement Worker.................................................................................... 31
Community Police Officer ....................................................................... 31
J.
COMPUTER/INTERNET RESOURCES POLICY ............ 32-34
K. ASSIGNMENT GUIDELINES .............................................. 35-55
MLA Citation Guide .................................................................................. 35-41
APA Citation Guide................................................................................... 42-49
Guideline for an Annotated Bibliography ............................................ 50
Written Assignment Format Guide ...................................................... 51-52
Science Lab Report Format ..................................................................... 53-54
Oral Presentation Guidelines.................................................................. 55
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A Message from the Administration
Welcome to St. Joseph Secondary School for the 2011-2012
school year. This Student Handbook has been designed to
guide and assist you throughout the coming year.
You will note that the handbook contains information
concerning important dates and our expectations for St. Joseph
students. These expectations are a reflection of our Catholic
heritage.
The personal and academic rewards you experience will be in
direct proportion to the effort and energy you give to all aspects
of school life.
"Your word is a lamp to my feet and a light to
my path"
(Psalm 119:105)
Listening in the Light of Christ
Learning in the Light of Christ
Living in the Light of Christ
Loving in the Light of Christ
Leading in the Light of Christ
Have a great year! Go Jags!!
M. Tesoro
Principal
S. Bolger
Vice Principal
A. Bomben
Vice Principal
J. Quenneville
Vice Principal
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St. Joseph S.S. Schedules
1
REGULAR SCHEDULE
Period 1
8:17 – 9:32
Period 1 Homeroom
9:32 – 9:35
Period 2
9:40 – 10:55
Period 3A
11:00 – 11:40
Period 3B
11:40 – 12:20
Period 3C
12:20 – 1:00
Period 4
1:05 – 2:20
EXTENDED FIRST PERIOD SCHEDULE
Period 1
8:17 – 9:52
Period 1 Homeroom
9:52 – 9:55
Period 2
10:00 – 11:05
Period 3A
11:10 – 11:50
Period 3B
11:50 – 12:30
Period 3C
12:30 – 1:10
Period 4
1:15 – 2:20
Period 1
Period 2
Period 3A
Period 3B
Period 3C
Period 4
ASSEMBLY SCHEDULE
Homeroom
Assembly 1
Assembly 2
10:30 – 11:20
11:25 – 12:05
12:05 – 12:45
12:45 – 1:25
1:30 – 2:20
8:17- 8:20
8:20 – 9:20
9:25– 10:25
EARLY RELEASE SCHEDULE
Period 1
8:17 – 9:02
Period 1 Homeroom
9:02 – 9:05
Period 2
9:10 – 9:55
Period 3
10:00 – 10:45
Period 4
10:50 – 11:35
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GUIDELINES FOR STUDENTS
In emulating our Lord Jesus Christ, everyone in the St. Joseph
community is called to make a commitment to service, courtesy,
honesty, and caring and respect to oneself and to others both on
and off the school property. Each one of us is called to make
good judgements, to act responsibly, and to meet high standards
of performance. As well, every person has the duty to promote
order and maintain healthy, caring relationships with others in
school and to take responsibility for the care or the building and
school property.
We are a FAMILY and the school is our HOME!
As a member of the family you are called to treat each other and
our building in a way that reflects this!
A. OUR CATHOLIC FAITH
Our Catholic Faith and the messages of the Gospel are the
cornerstones of who we are and they guide and inform all that
we do in our school.
Religious Functions
As a Catholic Community, we expect all to join and participate in the
religious dimensions of our school, including morning and class prayer,
class and school liturgies, and the mandatory grade retreats.
B. RESPECT FOR SELF & OTHERS
HUMAN RIGHTS
We have all been created equal. As such, our school community
affirms the rights of all individuals, regardless of race, colour,
place of origin, ethnic origin, sexual orientation citizenship or
creed, to be free from verbal or physical harassment and abuse.
Such abuse demeans us all, not just its victims. With this in mind,
we are all encouraged to resolve our differences in a manner that
preserves the safety and dignity of all.
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1
Bullying /Harassment
Bullying and harassment are defined as repeated physical aggression,
social alienation, verbal aggression and/or intimidation. The common
characteristic that all of these behaviours share is that there is an
imbalance of power along with an intent to harm which causes distress
in another person.
In keeping with the policies outlined in the Catholic Code of Conduct,
it is recognized that all students have a right to attend school without
the fear of physical, verbal or psychological bullying/harassment.
Students engaged in any type of bullying shall be suspended from
school, parents will be contacted, and if necessary, the police will be
contacted.
In recognition that peers play a central role in bullying interactions, it
is understood that watching acts of bullying/harassment inadvertently
supports the behaviour. It is expected that St. Joseph students will not
align themselves with the aggressor by providing an audience for the
interaction, but show their support for the victim by walking away to
diffuse the situation and seek help from an adult. The staff member
will then intervene by taking action and reporting the incident to the
administration.
Equity & Inclusivity Policy
In keeping with the policies of the Dufferin-Peel Catholic District
School Board, it is the goal of the staff and students of St. Joseph to
create a non-threatening environment in which value judgments are
not placed on differences in race, ancestry, colour, language, culture,
gender or sexual orientation.
The achievement of equity within our school is a responsibility that
requires the ongoing commitment of everyone.
Should an incident of bullying/harassment, discrimination,
bias, racism, or sexual harassment occur to you at St. Joseph,
please inform a staff member who will intervene, take action
and try to correct the problem. The staff member will
report the incident to the administrators and action will be
taken.
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Other Expectations re: Bullying/Harassment:
In keeping with the basic Catholic values, students will not create,
display, or possess pictures or other materials, which devalue people
by appearance, sex/sexual orientation, race or ethnic origin,
physical/mental challenges, religion or other category. Failure to
comply with this rule may result in discipline including suspension.
C. GENERAL INFORMATION
Cafeteria/Lunchtime
Cafeteria Hours:
7:30 - 8:10 (Breakfast)
11:00 - 1:00 (Lunch)
Food is to be eaten in the cafeteria area only
There is to be no eating/drinking in classrooms, atrium, library, gym,
Chapel, hallways, washrooms, etc. In order to keep the building and
grounds clean, you are expected to be part of the total team which
keeps the school in orderly condition. Every consideration and
assistance should be given the cafeteria and custodial staff. Kindly
return your trays to the tray return cabinets and deposit your refuse
in the containers provided. When you eat lunch at school you are to
remain in the cafeteria.
If you remain at school during your lunch period, please remain either
in the cafeteria, atrium, the library or outside the school building.
Do not disturb classes by loitering in hallways and washrooms. You
will be allowed to go to your lockers five minutes before the end of
your lunch period.
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Lockers
You are to use the locker assigned to you and are responsible for
reporting any damage to the office. Locks placed on lockers not
assigned to you will be removed. Deliberate damage will be repaired
at your expense and may result in removal of locker privileges.
Note: The Supreme Court of Canada has stated that a Principal, who
has reasonable grounds to do so, may conduct a search of a student
or their possessions in carrying out his or her duties to maintain order
and discipline in the school. Be advised that desks and lockers are
school property and a search of such property is permissible by
the school administration, acting as agents of the Board and not
as agents of the police.
Leaving Classrooms
In order to leave the classroom for a washroom break, students will
need to ask permission of the teacher and, once granted, turn their
agenda book over to the teacher who will hold on to it until the
student returns to class. Time of exit and entry from the class will be
recorded by the teacher in the agenda book date box for that day.
Lost and Found
All items found on school premises should be handed in to the office.
If you have lost something, retrace your steps during the day, and then
if not found, check with the office. Students who find items that do
NOT belong to them are expected to turn the item in to the
office staff or administration so that it may be returned to its
owner. Failure to comply with this may result in disciplinary action by
administration.
Parking & Traffic
The limited parking available on our site is reserved for staff and
visitors. Other vehicles may be tagged/towed at the owner's expense.
A limited number of student parking spaces will be available for
student use. Students must purchase a parking permit at the main
office. The permit can be revoked if the driver is acting dangerously
or irresponsibly. There will be no refund. Loitering in the parking
lot at any time is strictly prohibited!
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No stopping is allowed on the driveway in front of the school
or along Creditview Road. Students are expected to cross at
the crosswalk provided.
Students are NOT to loiter in the student parking lot at any
time.
School Closing due to Inclement Weather
A severe winter storm may cause the schools to be
closed. These decisions are made by the senior
officials at the Board and will be broadcast by 7:00
a.m. on all major radio stations. Please listen for
details and use your own good judgement.
Textbooks
Textbooks are provided at no charge to the student. Students assume
full financial responsibility if their textbook goes missing or it is
damaged.
Valuables
You should not bring valuables or large sums of money to school.
Never leave valuables in your locker, the change rooms or unattended
anywhere in the school. When using the library, keep personal
possessions in your locker.
D. CODE OF CONDUCT
Behaviour
Students must learn to work individually and with others. Mutual
respect, cooperation and sharing are important values in any social
experience. The ability to work with and for others is an important
ingredient in the learning process. It is to this end that these
formative years must emphasize:
* RESPECT FOR SELF
* RESPECT FOR OTHERS
* RESPECT FOR PROPERTY
* RESPECT FOR AUTHORITY
Any overt behaviour, which demonstrates a lack of respect for self,
others, property or authority will be dealt with so that the well-being
and security of everyone in the school is ensured.
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Bullying / Harassment
Students must not bully or harass others verbally or physically (refer to
Section B of this agenda). Breaches of these policies will be treated
most seriously and may result in suspension, expulsion and/or
involvement of the police.
Conduct in the Community
Please respect the private property of our neighbours. Refrain from
littering and/or loitering in any of the areas surrounding St. Joseph.
Remember that you represent St. Joseph when you are in these areas.
Be a goodwill ambassador.
When you congregate, please remember to respect the rights of
others, i.e., their right to a clean environment. Do not litter - others
should not have to pick up after you and we can continue to keep
positive relationships with our neighbours. Students who persist in
littering or engaging in other behaviour detrimental to our community
will be subject to discipline which may include suspension.
Disseminating Information
Disseminating, posting, or communicating, in any other way,
information unrelated to school activities is prohibited without the
consent of a teacher supervisor or administrator. This includes the
distribution of information via PEDs and various social media.
Field Trips
All students going on school-sponsored field trips are expected to be
in complete school uniform unless special arrangements have been
made with the school administration prior to the trip. Students are
held to the same code of conduct while on field trips that they
are while at school.
Fighting
Students engaged in fighting on or off school grounds may be subject
to suspension.
Narcotics/Alcohol
Drinking of alcoholic beverages or taking of non-prescription drugs is
not allowed on school property or during school functions.
Depending on the offense these acts may result in suspension, and
recommendation for expulsion and/or involvement of the police.
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Proper Language
Students are expected to use language that is appropriate to their
dignity as Catholics and the dignity of others. Course, profane or
vulgar language or taking God’s name in vain is unacceptable. Failure
to comply with this expectation will be subject to suspension.
Respect for Diversity
The diversity of our community is acknowledged and encouraged.
The school adheres to the policy which refuses to tolerate any hateful
or discriminatory behaviour, programmes or practices. Any of the
following may be considered as hateful incidents: discriminatory
jokes, discourteous treatment, threats, name-calling, graffiti,
insults or physical violence, teasing or stereotyping. Students
who violate these policies may be subject to suspension.
Smoking / Tobacco
As per the Region of Peel Health Department and Board policies,
there is no smoking inside the facilities or on school property at St.
Joseph S.S. Students are NOT to smoke on the sidewalk in front of
the school. Students under 16 are prohibited from smoking at
school at any time during the school day.
Tobacco products of any sort (i.e. chewing tobacco) are also
prohibited on St. Joseph SS school property. Students who violate
these policies may be subject to suspension.
Personal Electronic Devices - School Policy On The Use Of
PEDs by Students on School Property
To promote respect for the dignity of all members of our school
community and to enhance student achievement and safety, the use of
a PED is strictly prohibited in the school (including portables) or
during school related activities (such as retreats, field trips, sports
events, etc.)
Failure to comply with this policy may result in the confiscation of the
PED and/or disciplinary action as outlined in the Progressive
Discipline Document 2008. The school and the Dufferin-Peel
Catholic District School Board assume no responsibility for the loss,
recovery, repair or replacement for any PED brought onto school
property.
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It is the policy of the Dufferin-Peel Catholic District School Board that
PEDs are to be kept out-of-sight, turned off and not used within
school premises or during school sanctioned events. To prevent the
loss or damage of PEDs, the school encourages students to leave their
PEDs at home or in their lockers.
In the event that a student violates the PED policy the
following protocol is in place: first occurrence – the PED is
held by administration for the remainder of the school day
and returned to the student once parents/guardians have
been notified. Subsequent offences will result in suspension.
Suspensions
Suspensions under Board Policy and Regulations and the authority of
the Education Act will carry with them the following understandings:
i)
ii)
iii)
iv)
v)
Students suspended for 5 days or less may be provided with
work to carry on during time missed while under suspension
depending on the length of the suspension.
Students will be fully responsible for material missed while
the student was under suspension.
Students suspended for longer more than a 6 day period may
attend the Positive Personal Change program at Archbishop
Romero if they choose to do so.
Any student under the age of 18 becomes the direct
responsibility of his/her parent during the period of
suspension.
Students under suspension are not permitted on school
property and are not allowed to attend any schoolsponsored events.
Theft
All parents would agree that theft is a violation of a student’s person
and property. Any theft on school property will result in a suspension
up to 20 school days; police may be contacted; expulsion proceedings
may be initiated. Restitution will be required.
Vandalism / Willful Damage
Students who destroy, deface or otherwise damage property
belonging to the Board, another student or staff member, will be
requested to make restitution where appropriate, may be suspended
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for up to twenty (20) days on the first occasion and the police may be
called and charges laid if warranted.
Visitors/Trespassing
Situations arise in which the mental and physical well-being of students
or staff is put in jeopardy by trespassers. In such situations, the
administration will be supported by the Board in pursuing the courses
of action available under the Trespass to Property Act. Problems
arise when persons who are not pupils of our school enter the
building without the express permission of the administration. Any
visitor to the school must follow the guidelines for visitors
and report to the office as requested on posted signs.
St. Joseph students are not permitted to visit other schools
during the school day unless they are invited by a staff
member of that school community or escorted there by a
member of our staff. Students who break this rule will be
disciplined by the administration.
In order to maintain an orderly and safe environment, visitors must
report to the office as requested on the posted signs. Unauthorized
visitors are subject to all regulations as outlined under the Trespass to
Property Act. Students are not to ask their friends to visit them while
they are at school.
Weapons
Weapons of any shape or kind, whether real or imitation, are
prohibited on school property. Students in possession of these items
may be subject to discipline including suspension and/or expulsion as
well as the involvement of the police.
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E. SAFETY
The St. Joseph Community affirms the rights of all staff and
students to work and learn in a safe, orderly and stimulating
environment and that everyone will assist in creating and
maintaining this environment. Our guidelines are designed to
help us do this in all parts of our school: hallways, cafeteria,
classrooms and playing fields.
Accidents
Any accident that occurs in the school must be reported to the main
office. First aid equipment as well as qualified St. John's and CPR staff
is available. Parents will be contacted if a hospital visit is necessary. In
the case of a serious accident, an ambulance service will be contacted.
Every effort will be made to contact the parent/guardian or emergency
contact person. It is vital that the school has on record
parents’ business numbers and an emergency contact
number.
Fire Evacuation
Know what to do in the event of fire to avoid panic and fear. The
following regulations are vitally important.
1. Observe the signs in every room indicating the main and
alternate exit to be used.
2. Leave the building when the fire alarm sounds.
3. Walk quickly and quietly; do not run or push.
4. Assemble with your teacher and class at least 20 meters from
the building for attendance.
5. Keep clear of all driveways around the school to allow
emergency vehicles access.
6. Wait outside for a signal to return.
Lockdown
In the event of an announcement “Initiate Lockdown
Procedures” followed by the repeated ringing of the school bell,
students inside the building will immediately follow the procedures as
practiced in the drill and take direction from their teacher or adults.
Students and staff will remain in or go to the closest interior, lockable
room and remain on the floor away from windows or doors. Wait
for further instructions from administration or emergency personnel.
Students outside the building but not in a portable should NOT enter
the building during a lockdown and should move as far away from the
building as possible.
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Sabrina’s Law
Sabrina’s Law is the legislative response to the increase in allergic
reactions (anaphylaxis) in the general population.
Awareness,
Avoidance and Action are the keys to preventing anaphylaxis,
therefore food is to be consumed in the school cafeteria only.
Students who have severe allergic reactions must identify themselves
to the main office and if they have been prescribed with an EpiPen
they must provide one to the main office.
F. ATTENDANCE
ATTENDANCE IS MANDATORY FOR ALL CLASSES.
In order for a student to realize his/her academic potential, regular
attendance is essential. Learning is a process not an event and
consequently daily attendance is an integral component of the learning.
Ongoing assessment explores the student’s learning on a day-to-day
basis requiring daily participation in order for the student’s
achievement to be accurately evaluated. A student’s marks will
inevitably reflect a poor attendance record because learning cannot be
fully assembled.
Responsibility for attendance rests with students and their parents.
The school expects regular attendance and keeps accurate records of
achievement in each class.
1. If a student is going to be absent from school, a
parent/guardians MUST contact the school BY PHONE
before the end of the school day ON THE DAY OF THE
ABSENCE. Only those persons specified as having custody or legal
guardianship on the school’s records may phone for absences.
2. Sign-in, Sign-out, lates, appointments---if students have an
appointment that requires them to arrive late or leave early,
parents/guardians are requested to write a note with the student’s
name, the date and time of the appointment and a contact phone
number where the parent/guardian can be reached during the day.
Students must report to the attendance office before 8:10
a.m. to receive a sign-out slip and arrive to Period 1 class on
time.
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Students must ALWAYS SIGN IN OR OUT at the
attendance office. Students are not allowed to miss classes
without first signing out at the attendance office. Missing
class without signing in or out will be considered SKIPPING.
Every effort should be made to schedule appointments
outside of school hours.
3. SKIPPED CLASS. Students must inform either their classroom
teacher or the main office staff if they will miss any portion of class,
regardless of reason. OTHERWISE THE CLASS WILL BE
CONSIDERED SKIPPED. Home contact will be made by the
teacher and appropriate measures taken. Repeated skipping of classes
will result in suspension.
4. Students who are 18 years of age must sign the Attendance
Agreement for 18 year olds, indicating their preference for parental
contact and signing authority.
5. If it appears that you will be absent for more than two days, please
have your parents/guardians notify the attendance office that work is
required. A minimum of one day’s notice is requested to assemble
this material.
6. If a student is absent more than seven (7) classes in any course,
for any reason, a mandatory meeting with the Vice-Principal shall
take place to discuss these absences. School-related absences (i.e.
retreats, trips, athletics) do not count in this total.
7. Period 1 Spare - Senior students will collect any homeroom
materials and report cards in the Arthur R. Steffler Library before the
end of first period.
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SCHOOL ATTENDANCE LINE
905-812-1376 (EXT. 74180)
ATTENDANCE OFFICE HOURS:
7:30AM – 3:30PM
All absences must be reported BY PHONE by a
parent/guardian to the Attendance Office by 1:00
p.m. on the DAY the student is absent.
Calls on the day the student returns to school are
not acceptable.
NOTES for absence will NOT be accepted for full
day absences.
Any Sign-Out for a SCHEDULED appointment on
the same day must take place at the Attendance
Office BEFORE 8:10 a.m.
This includes sign-outs for 18 year olds.
Students MUST physically report to the
Attendance office when signing in or out.
MEDICAL NOTES
All medical notes must be submitted to the
Attendance office within 2 weeks of illness/absence.
We will not accept “back-dated” notes after the 2
week period deadline.
DURING NON-SCHOOL HOURS, PLEASE
LEAVE A MESSAGE ON THE ATTENDANCE
ANSWERING MACHINE WHICH OPERATES 24
HOURS A DAY.
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ATTENDANCE / LATES / SKIPS
POLICY
1st
Late
LATES
- Teacher warning
2nd Late
- Teacher contacts parent and assigns a
consequence
3rd Late
- Teacher contacts parents and assigns a
consequence
4th Late
- Refer to VP who contacts parents and
assigns a consequence .
5th Late
- Refer to VP. Parents are contacted and student
is suspended for one day
6th Late
- Refer to VP. Student is suspended for two
days and a parent conference is held.
1st Skip
- Teacher contacts parents and assigns a
consequence
2nd Skip
- Refer to VP, parents contacted and consequence
assigned
3rd Skip
- Parents are contacted and student is suspended
for one day
4th Skip
- Student is suspended for two days and a
parent conference is held.
SKIPS
Students who miss more than 7 classes in any
course, for any reason, will be required to
meet with their vice-principal.
20
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G. UNIFORM POLICY
By choosing to attend St. Joseph S.S., students and parents have made
a long-term commitment to comply with the school
uniform/dress code policy. The uniform is a visible sign of our
Catholic School Community and is to be worn with pride.
R.J. McCarthy is the approved uniform provider for the DufferinPeel Catholic District School Board, through the tendering process.
All school uniform items, as outlined below, MUST be
purchased R.J. McCarthy located at 44 West Drive,
Brampton or on-line at www.rjmccarthy.com.
ALL STUDENTS
Shirts:
St. Joseph crested white long or short sleeve.
Turtle Neck:
St. Joseph crested white only.
Golf Shirts:
St. Joseph crested white short or long sleeved.
Rugby Shirts:
St. Joseph crested long or short sleeve.
School Sweater: Grey crested school sweater/collared fleece/vest.
White collared shirts must be worn under all school
sweaters.
Any
T-shirts
worn
underneath
these tops must be plain white with no print.
Pants:
Black crested dress pants worn at the waist
No variations or alterations of this model are
acceptable.
Shoes:
All-black shoes or all-black winter boots. Boots can
only be worn with pants.
Socks:
Plain black, grey or white MUST be worn.
Headgear:
No hats or bandanas may be worn at any time.
Confiscated headgear will ONLY be returned on
two dates each semester: Mid-term report card
day and the final day of exams.
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FEMALE STUDENTS
Pants:
Black crested dress pants, flat-front purchased from
McCarthy’s No variations or alterations of these
models are acceptable.
Kilt:
St. Joseph plaid kilt. Not to be worn higher than 10
cm. above the knee. NOTE: kilts will no longer be
worn after the 2011/2012 school year.
Leg
Wear:
Socks, solid-coloured tights or solid-coloured
nylons MUST be worn. These are to be plain black,
grey or white only.
UNIFORM EXPECTATIONS
\
1. Students are to be in full uniform from
8:17AM – 2:20PM every day, whenever they are in the
building/portables.
2. There is to be no changing into other attire during
lunch/spares.
3. Coats and hats are never to be worn in the school
building during the school day. These items should be
removed and carried once students enter the building.
STUDENTS WHO FAIL TO COMPLY WITH THESE
EXPECTATIONS WILL BE SENT HOME.
When arriving at school without the proper uniform, students must
report to the Office before attending class to consult with
administration. Before a pass is given, the administrator will decide
about the validity of the extenuating circumstance. Valid reasons for
being out of uniform would not include things such as uniform items
not being laundered or simply forgotten at home.
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CIVVIES DAYS
1. Dates for civvies days are noted in the monthly calendar of
events.
2. On these days you may choose to wear casual clothes provided
they are clean and decent (no inappropriate slogans on T-shirts
or ripped jeans). The administration reserves the right to
deem the appropriateness of clothing.
3. Hats, head wear, cut offs, short-shorts, tank tops, halter tops and
beach apparel are unacceptable.
4. Shoes must be worn at all times.
5. Civvies funds are collected with the activity fees. The money
raised will be used to support our designated annual charity and
to fund Student Council in running student activities.
PHYS ED UNIFORMS
All students participating in Physical Education classes must have:
• St. Joseph T-shirt and gym shorts.
• Running shoes
• White athletic socks
Track pants, sweat tops and wind breakers can be worn on days when
the gym classes are held outside. All students are to come prepared
to participate in all classes, whether they are held inside or outside.
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H. CO-CURRICULARS
JAGUAR CO-CURRICULAR CODE OF CONDUCT
A student’s involvement in the various co-curricular activities
offered at St. Joseph’s is often one of the most memorable
experiences of their high school career. Participation in co-curricular
activities should be encouraged as it provides another medium by
which learning may take place.
These activities offer students the opportunity to challenge
themselves on all levels. Through participation with or competition
against other students they can learn and practice many of the same
qualities that are sought in today’s work environment. Skills such as
leadership and problem-solving are all a part of the development of
any student.
Students on any school team have the opportunity to represent
themselves and their school.
It is therefore important that each
student-athlete realize that their participation supplements their
education. Their primary responsibility should be to their
education. To this end the following Co-Curricular Participation
Policy has been implemented:
It is the student participant’s responsibility to:
1. Represent St. Joseph Secondary School with integrity, honesty and
to the best of their ability at all times.
2. Abide by the rules and regulations of St. Joseph Secondary School
as set out in the school’s Catholic Code of Conduct.
3. Respect themselves as well as teammates, coaches, referees,
spectators and their fellow competitors and abide by the Region
of Peel Secondary School Athletic Association’s Code of Conduct
for athletes and the St. Joseph Secondary School Student Athlete
Commitment to Excellence.
4. Maintain academic integrity (a student with one failure is eligible if
his/her average in all remaining subjects is at least 60%, the failure
does not count in determining this average) throughout the
duration of their involvement in any extra-curricular or athletic
endeavour.
The student’s report card must be shown to the teacher/coach in
order to participate in practices, games or events. In the event
that academic difficulty is being experienced in any subject area
the procedures described below will be followed.
For
participation in fall sports and activities the previous June’s results
will serve as the evaluation criteria.
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24
Policy Violations
Should any athlete be unable to fulfill the requirements of the
Participation Policy they will be removed from the activity.
The
period of removal may be permanent or for a suitable length of time
based upon the problem encountered.
Academic Problems
In the event that the removal is based upon academic difficulty, the
following procedures will be used:
1. The student will not be allowed to participate - practice or play until the next reporting period.
2. If school work becomes adversely affected by the time
commitment to the activity or sport the staff/administration have
the responsibility and the right to withdraw the privilege of
participating in the activity or sport
3. Following the next reporting cycle the student will ask the subject
teacher(s) for a current evaluation.
The policy has been established to assist the student with the primary
goal of achieving success. The student must take responsibility for
this goal.
The result will be a stronger student and a better
community.
1. SCHOOL TEAMS - "THE JAGUARS"
The St. Joseph Athletic Program will offer a full range of activities for
boys and girls at three levels: Bantam, Junior and Senior. In addition,
the school Weight Room is available all year.
Age Requirements:
Bantam:
Grade 9 and 14 years of age or younger as of January 1st,
prior to the start of the current school year.
Junior:
Grades 9 or 10 and 15 years of age or younger as of
January 1st prior to the start of the current school year.
Senior:
Under the age of 19 as of January 1st prior to the start
of the current school year.
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The following teams will be available for athletes:
Jr. & Sr. Girls Basketball
Cross-Country(Boys and Girls)
Football (Jr. & Sr. Boys)
Flag Football (Girls)
Golf (Open)
Jr. & Sr. Boys Basketball
Cross Country Skiing
Jr. & Sr. Girls Volleyball
Boys Baseball
Girls Slo-pitch
Jr. & Sr. Boys/Girls Soccer
Track & Field (Boys and Girls)
FALL
WINTER
Swimming (Boys and Girls)
Tennis (Boys and Girls)
Bantam, Junior and Senior Boys
Volleyball
Table Tennis
Curling
Boys/Girls Ice Hockey
Indoor Soccer
SPRING
Cricket (Girls, Jr. & Sr. Boys)
Badminton (Boys and Girls)
Girls Field Lacrosse
Badminton
NOTE: In order to offset part of the cost of referees, transportation,
uniform, Year-End Awards and the Athletic Banquet, students
who play on a school team must pay a one-time fee of $45.00.
2. STUDENT COUNCIL
The Student Council will consist of an elected executive and class
representatives. Council is responsible for planning social and spirit
building events; presenting students' concerns and needs to the
principal; representing St. Joseph at a variety of out-of-school events and
various other activities which require student involvement. Council is
an important component in the life of the school and, as such,
represents a terrific opportunity to develop leadership skills. We invite
you to get involved.
3. ATHLETIC COUNCIL
This is another significant leadership opportunity for our students. The
Athletic Association is comprised of student volunteers including an
appointed president. Their mandate is to plan a variety of sporting
events, including staff-student games, feeder school tournaments, charity
fundraisers and the annual Athletic Banquet and Awards Night. See
your physical and health education teacher for more information.
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26
4. CLUBS
Subject to the approval of the Principal, Clubs may be formed providing
there is student interest and a staff sponsor. Some of the clubs that
have been identified and may run this year are:
Ambassador
Program
Morning Team
Algonquin Canoe
Club
DECA
Athletic Council
Art Ministry
Open Arms
Jag Force
Culture Shock
Retreat Leaders
Ski and
Snowboard Club
White Pine
Reading Club
Class Faith
Representatives
Anime Club
The Green Team
Peer Tutors
Book Club
The Mirror
Outreach Team
Robotics Club
Solidarity Action
Nicaragua Project
Varsity Concert
Band
FBLA
Art Club
Jaguar Jazz Band
Student Council
Music Council
S.O.M.A
Junior & Senior
Latin Dance Club
Marching Band
African/Caribbean
Heritage Club
Lady Jags
Fashion Show
Junior & Senior
School Reach
Team
Chess Team
Video Game Club
L.I.F.E. Ministry
Drama Club
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5. STUDENT AWARDS
We have developed a series of awards which will recognize excellence
in academics, arts and athletics under the following categories:
Academic Certificates, Awards and Scholarships, The St. Joseph Athletic
Letter, Athletic Awards. Awards are presented at the Academic
Awards Breakfast, Grad and Athletic Banquet, X-Awards Breakfast.
St. Joseph Athletic School Letter
At the end of each season, each coach will assign up to maximum of 10
points per individual on his/her team. It is understood that these points
must be earned. Some guidelines to follow are:
10 points
The season must be at least two months long and involve three to five
practices/games/tournaments per week. Practices should make up at
least 50% of the time spent with your team. Players should have full
attendance at games, practices and tournaments, proper behaviour both
on and off the court, be coachable, and dedicated to always doing their
best.
6 points
The season is less than two months and/or there are less than three
practices/games/tournaments per week. Also, if the season is longer
than
two
months
with
a
full
complement
of
practices/games/tournaments but players have irregular attendance or
are confrontational and less than dedicated to the good of the whole
team.
3 points
The season basically consists of a few practices and ends with a one or
two day tournament.
The following are the St. Joseph Secondary School
Athletic Letters:
Junior Letter
- accumulation of 80 points in grade 9, 10 and 11
Senior Letter
- accumulation of 130 points from grade 9 to 12
Award of Excellence - accumulation of 180 points from grade 9 to 12
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I. SUPPORT SERVICES - Student Resources
1. Guidance Counselor
Guidance counselors are assigned an alpha assignment of students to
assist in educational planning, career counseling and when the need
arises, to support through emotional issues. Students can access
counselors by Appointment Request forms. Parents can access
counselors by phone. Referrals to other support services may be
offered.
2. Resource Teacher
Resource teachers provide academic support for students who are
identified learners within our school. The resource teacher is assigned a
number of students who they monitor throughout the school year. The
resource teacher works closely with the Guidance Counselor regarding
educational planning and career counseling and may sometimes make
referrals for students to our school Chaplain, Child and Youth Worker
or Social Worker when the need arises. Parents can access the
Resource Teacher by calling the school.
3. Student Success Teacher (SST)
The SST works together with teachers, parents, School Administration,
Student Services, Child Youth Worker, the Social Worker, the School
Psychologist, and the community in an effort to improve student
achievement, retention, transitions and to support student success.
Parents can access the SST by calling the school.
4. School Chaplain
The school chaplain ministers to staff and students and promotes
expression of and commitment to the Catholic faith within a Christian
community. Areas of responsibilities include programming for prayer
and worship (full retreat program), leadership development, justice and
service, student advocacy, Evangelization and Catechesis, pastoral care
(including being an ex officio member of the Crisis Response Team) and
community life (liaison with local parish).
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5. St. Joseph Parish
St. Joseph Parish works closely with the school chaplain to provide
students and staff with opportunities to grow in their faith. St. Joseph’s
parish offers liturgical, sacramental, spiritual and pastoral support to the
work of the school community. Staff, students and parents can
access the parish through the school chaplain or directly at (905)
826-2766.
6. Child and Youth Worker
Child and Youth Workers are members of the support services team in
secondary schools. With an educational background focussed on
children’s mental health and behaviour, CYWs engage with students,
parents, and all members of the school staff to provide social /emotional
/ behavioural support to students. Child and Youth Workers provide a
variety of types of support, including counselling, to students who may
be struggling with challenges in their lives both within and outside of
school. Students often connect directly with the Child and Youth
Worker or may be referred by administration, teachers, Guidance staff,
parents, or other support services staff. As members of the support
services team, CYWs endeavour to assure that students are linked to
the support they need both within school and in the community.
7. School Social Worker
The school social worker/attendance counselor’s role is to promote
student success at school. The focus is to address the social,
behavioural and emotional factors which impede a student’s school
performance by working with the school, home and student towards a
resolution of the difficulties blocking success. To these ends, the social
worker/attendance counselor provides individual and family assessment
along with brief counseling, referral to specialized service in the
community, crisis intervention, as well as consultation to school staff. In
the attendance counselor role, the social worker monitors student
attendance and works with the student and family by offering support,
strategies and alternative options. Students should not access the
social worker directly but should meet with their guidance counselor
who will make the appropriate referral.
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8. School Psychologist
The school psychologist assesses academic, intellectual, social,
behavioural and emotional development, consults with teachers,
parents, and families about learning, social and behavioural problems,
and diagnoses various intellectual, perceptual, learning, behavioural,
developmental, and emotional or personality disorders. The school
psychologist counsels individual students or groups of students with
personal or family issues such as family separation, loss of a family
member, or behavioural problems and provides consultation at a school,
family or board level in developing methods of program or policy
evaluation. Requests for consultation with the school psychologist must
be made through the guidance counselor or administration.
9. Settlement Worker
This is a settlement service program that helps newcomer parents and
students successfully integrate into the Canadian society. MSEP
provides settlement services to new immigrant families from the base of
their local school through a partnership between Peel District School
Board, DPCDSB and Citizenship and Immigration Canada. MSEP
settlement workers help parents to better understand the Canadian way
of life and help schools to identify the needs of newcomer students and
families. Staff, students and parents are able to access the
settlement worker through the guidance counselor or the
Newcomer Reception and Assessment Centre.
10. Community Police Officer
Each Mississauga and Brampton secondary school has been assigned a
neighbourhood police officer to support the school community
regarding issues that arise out of schools such as bullying, fights, drugs,
etc. Officers are proactive and provide lectures and information about
the law, careers in policing, etc. They provide appropriate assistance
when required and referrals to outside agencies such as victim services,
traffic, specialized bureau, morality projects, Children’s Aid. Staff,
students and parents can access the community police officer by
calling the 11 Division NPU Office @ (905) 453-3311.
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J. COMPUTER/INTERNET RESOURCES POLICY
All students are required to complete the
Dufferin-Peel Catholic District School Board
form GF-066 - Network User Application and
Agreement. This form will be permanently kept
on file for future reference.
In the spirit of its Mission Statement, the Board has
developed and installed a Wide Area Network
connecting all of its sites. Included in the many services to be made
available on the Board Network will be access to the Internet.
It must be noted, however, that school boards do not have control over
the information that is accessible on other networks, nor can they erect
barriers which completely limit access to the full range of information
available. Information located on the Internet may contain matter that is
illegal, defamatory, pornographic, inaccurate, or potentially opposed to
the Mission Statement of the Board and the Board's vision of students.
The benefits to educators and students far exceed any disadvantages of
access. Ultimately, parents and guardians of minors, supported by the
boards and teachers, are responsible for setting and conveying the
standards that their children or wards should follow.
It should be understood that the Board will make every reasonable
effort to ensure that access to the negative aspects of global
communications are limited. It should be noted that electronic
communications via The Dufferin-Peel Network are not guaranteed to
be private. System administrators do have the ability to intercept
electronic communications and, although communications are not to be
regularly monitored, there is to be no reasonable expectation of privacy
when using the network.
The board forbids the use of any non-standard
brow sers on school com puters.
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Network User Application and Agreement
The Dufferin-Peel Catholic District School Board policy supports
the use of the local and wide area networks for electronic
communication and the Board believes this to be an integral part
of the school curriculum.
Dufferin-Peel Catholic District School Board, any student using
the school network is required to adhere to the following rules:
1. These are the "Rules of Conduct" for Electronic Networks in the
Dufferin-Peel Catholic District School Board schools, including
Internet access.
2. The school reserves the right to change the rules at any time
without notifying users.
3. The school will remove network access from any user who breaks
these rules.
4. The school does NOT warrant that the functions will meet any
specific requirements the student may have; nor that it will be error
free or uninterrupted; nor shall it be liable for any indirect,
incidental, or consequent damages (including lost data, information
or profits) sustained or incurred in connection with the use of,
operation of, or inability to use the system. The student maintains
responsibility for meeting all personal deadlines regardless of
network availability.
5. The student is responsible for his/her actions while using the
computer.
6. The student will not assist others in breaking these rules nor be a
party to others breaking these rules.
7. The student must not intentionally seek information, browse, obtain
copies, modify files, or passwords belonging to others, whether at
the school or elsewhere, unless specifically authorized to do so by
those individuals.
8. Consistent with Item #7, the student will refrain from using or
introducing to the school computer environment, whether network
or stand-alone, files, programs, or disks known to contain viruses. In
this spirit, the student will regularly check his/her files and disks for
viruses and endeavour to keep computing systems virus free.
9. The student must not try to obtain system privileges to which he/she
is not entitled.
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10. The student will not share his/her login and password with others,
nor attempt to learn or use logins and passwords that are not
his/her own.
11. The student must not exploit any gaps in security and, furthermore,
must report these gaps immediately to his/her teacher.
12. The student must not seek or send images, sounds, or messages that
might be considered inappropriate, obscene, abusive, offensive,
harassing, illegal, or counsel to illegal activities.
13. A student who receives or encounters any of the material indicated
in Item #12 which makes him/her feel uncomfortable, should report
it to his/her teacher immediately.
14. The student is responsible for determining the copyright status of
any program(s) or data used, and for respecting intellectual property
rights and the governing laws.
15. It is the student's responsibility to back up, save, and maintain any of
his/her information.
16. The student must abide by all federal, provincial, and local laws.
17. The school reserves the right to review, edit or remove any material
stored on Board computer/network facilities.
18. The school will be the arbiter of what constitutes a violation of this
Agreement.
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K. ASSIGNMENT GUIDELINES
MLA Citation Guide
Reproduced with permission from the author, Andrew Spinks,
http://www.andyspinks.com/mla/
Research papers always contain information compiled from other
sources. When you write a research paper, you must cite the sources of
your information. In other words, you must give proper credit to the
original authors of the information and let your readers know how to
find the information for themselves. There are many different ways to
cite the sources of our information, but this guide is designed to help
you learn “MLA style,” outlined in the Modern Language Association’s
MLA Handbook for Writers of Research Papers (http://mlahandbook.org).
Before you start your research, you may want to print copies of the
Citation Data Form from http://andyspinks.com/mla/ and use them to
collect the bibliographic information for each of your sources.
There are three main parts to MLA citation:
1. The Information Itself (quoting and paraphrasing properly)
2. The In-Text Citation (giving the source of each bit of
information)
3. The “Works Cited” Page (creating a list of the sources you
used)
Make sure to read the information at the beginning of all three sections
before you begin.
Part 1: The Information Itself
All research papers contain information from other sources. When you
use information that has been previously published by someone else, it
is important that you avoid plagiarism – presenting someone else's ideas
as your own. (Plagiarism is not just cheating; it is also stealing.) There
are two ways that you can include other people's ideas and words in
your paper without plagiarizing: paraphrasing and quotation.
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Paraphrasing
You can include someone else's ideas in your paper by putting those
ideas into your own words. This is called paraphrasing. Here are a few
things to remember when paraphrasing:
• Always cite the source of the paraphrased information with in-text
citation (see Part 2) and list the source on your Works Cited page
(see Part 3).
• Restate the information using your own words and your own
sentences. Never use the same sentence structure as the original
author.
• Combine information from different sources. Try not to paraphrase
more than one or two sentences in a row from the same source.
Original Encyclopedia Text:
“The industrial revolution began in
Great Britain for several reasons.
The country had large deposits of
coal and iron, the two natural
resources on which early
industrialization largely depended.
Other industrial raw materials came
from Great Britain's Colonies.”
Paraphrase:
The abundance of natural
resources in Great Britain
and its colonies was one
factor that allowed the
industrial revolution to begin
there (Lampard 10:248).
Quotation
You can also use someone else's exact words in your paper; you just
have to clearly indicate that the words are a quotation and give proper
credit to the original author. This is very useful when the original author
has phrased the idea in a powerful, clever, or unique way. If the quoted
text is four lines or less, you should put it in quotation marks and
include it in line with the rest of your paper. If the quoted text is more
than four lines, you should put it in a separate paragraph (without
quotation marks) and indent it by one inch. Either way, you should
introduce the quotation and make sure to explain how the information
relates to your paper.
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Short Quotations (Up to Four Lines)
Picasso's attraction to art came at an early age; in fact, he
“was able to draw before he could speak, and he could
speak long before he was able to walk” (Bernadac and
Bouchet 19).
Long Quotations (More than Four Lines)
One critic adeptly summarized the mainstreaming of the
punk genre:
For punk rock, the 1990s were a watershed and a
nightmare. The mainstream commercial success in
that decade of bands like Green Day, Rancid, and
Blink 182 was unprecedented for a genre that
survived the Reagan-Bush era on $3 concerts, indie
labels, and the relatively limited broadcast range of
college radio. (Matula 19)
This commercialization was simultaneously the rise and fall
of punk.
Part 2: The In-Text Citation
When you include information from other sources in your paper, you
must include a citation that tells where the information came from
(regardless of whether you quoted it or paraphrased it). At one time,
MLA Style required that these citations be listed as footnotes at the
bottom of the page. Now you can just insert a shortened citation
immediately after the information you have quoted or paraphrased.
(Since the citations appear in the text of your paper, they are called “intext” citations. Since they are enclosed in parentheses, they are
sometimes called "parenthetical" citations.)
The citation should direct the reader to that source's entry on the
Works Cited page of your report. For print sources, you normally only
need to include the Author and Page Number in your citation. For multivolume works like encyclopedias, include the Author, Volume Number,
and Page Number (with a colon separating the volume and page). For
internet sites and other sources without specific page numbers, just
include the Author. If the author is not given, use the first few words of
the title (in quotation marks).
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Part 3: The “Works Cited” Page
The final part of MLA citation is a list of the works cited. The list should
include all of the sources cited in the text of the paper and only those
cited in the paper. (See Part 2: The In-Text Citation)
Book or Signed Article
Encouraged by the government, tourism is one of the largest
industries in Greece (Arnold 45-46).
Book or Signed Article (Author Mentioned in Text)
Arnold states that tourism, encouraged by the government, is
one of Greece's largest industries (45-46).
Book or Signed Article (Two Authors)
Picasso's attraction to art came at an early age; in fact, he “was
able to draw before he could speak, and he could speak long
before he was able to walk” (Bernadac and Bouchet 19).
Article in a Multi-Volume Reference Book
The abundance of natural resource in Great Britain and its
colonies was one factor that allowed the industrial revolution to
begin there (Lampard 10:248).
Article in a Multi-Volume Reference Book (No Author)
Globally, no other infectious disease kills more people than
tuberculosis (“Tuberculosis” 3:875).
Online Source (No Page Numbers)
Hinduism and its mythology are a mixture, resulting from
centuries of cross-cultural integration (Naylor).
Online Source (No Author or Page Numbers)
Available as a free download, OpenOffice is a popular open
source alternative to Microsoft Office (“OpenOffice 3.0”).
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Creating and Formatting a Works Cited Page
Creating a Works Cited page is easy: Begin by creating a new document
or inserting a “page break” at the end of your paper. At the top of the
new page, type the words “Works Cited” and center them. Below this
title, type a list of the sources you referred to in your report, in
alphabetical order. Enter each source in its own separate paragraph,
each one formatted with a ½ inch hanging indent. (A “hanging indent”
means that the first line of the paragraph starts at the left margin, but all
other lines are indented.) Also, your list should be double-spaced, but
with no extra spaces in between. (Check the help file of your word
processor for more information on page breaks, hanging indents, and
double-spacing.)
Creating and Formatting Works Cited Entries
The Works Cited entry for each source should include enough
information to allow readers to look up the original source and to
distinguish it from other sources with the same author and/or title.
Authors/Contributors: Begin each entry with the author or primary
contributor, if known. When citing one person’s specific contribution to
the work (the illustrator’s work in a graphic novel, for example), list that
person first, before the title. If a source has several major contributors
(names listed on the title page or front cover) include them after the
title.
Titles/Publication Information: Each entry should also include the
title(s) of the source and the relevant information about its publication.
Include the year of publication for all sources (for magazines and
newspapers, also give the month and if known, the day.) For web pages,
include the date of the most recent update. If necessary, you can use the
abbreviation “n.d.” for “no date given” and/or “n.p.” for “no publisher
given.”
Access Information: MLA style no longer requires a URL for online
sources, but it does now require that you include the format (i.e., Print,
DVD, MP3) for every source. For all online sources, MLA style also
requires that you list the title of the database or website and the date
you accessed the information. (The media format for all online sources
and databases is “Web” – even if the source is a PDF or JPEG file.)
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Use the following examples to help format entries for specific sources. If
you have questions, consult the MLA Handbook or ask your teacher or
library media specialist for help.
Book (Print)
Author. Title of Book. City of Publication: Publisher, Year. Format.
Arnold, Francis. Greece. Austin: Steck-Vaughn, 1992. Print.
Bernadac, Marie-Laure, and Paule Bouchet. Picasso: Master of the
New Idea. New York: Abrams, 1993. Print.
eBook (from a database)
Author. Title of Book. City of Publication: Publisher, Year. Database
Title. Format. Date of Access.
Katz, Mark. Capturing Sound: How Technology Has Changed Music.
Berkley: U of California P, 2004. netLibrary. Web. 15 Feb. 2006.
Article in a Reference Book or Edited Collection (Print)
Author. “Title of Article.” Title of Book. Editor. Volume. City of
Publication: Publisher, Year. Pages. Format.
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Matula, Theodore. “Pow! to the People: The Make-Up's
Reorganization of Punk Rhetoric.” Popular Music & Society
30.1 (2007): 19-38. Academic Search Complete. Web. 27 Oct.
2009.
Web Page
Author. “Title of Page.” Title of Web Site. Publisher or Sponsor,
Date of Publication. Format. Date of Access.
Naylor, Stephen. “Hindu Mythology.” Encyclopedia Mythica.
N.p., 8 Apr. 2006. Web. 21 Oct. 2009.
Online Photograph, Illustration, or Image
Artist. Image Title. Date of Publication. Collection or Institution.
Website or database. Format. Date of Access.
Adams, Ansel. Guayle Field, Manzanar Relocation Center. 1943.
Library of Congress. American Memory. Web. 27 Oct. 2009.
Song or Sound Recording (from a CD or MP3)
Specific Contributor. “Song Title.” Other Major Contributors.
Album Title. Publisher, Year. Format.
Jimi Hendrix Experience. “All Along the Watchtower.” By Bob
Dylan. Electric Ladyland. MCA, 1968. MP3.
Video or Movie (on DVD or VHS)
Specific Contributor. Title. Other Major Contributors.
Distributor, Year. Format.
Brando, Marlon, perf. A Streetcar Named Desire. By Tennessee
Williams. Dir. Elia Kazan. Warner Bros., 2006. DVD.
Video or Movie (Online)
Specific Contributor. Title. Other Major Contributors. Publisher
or Distributor, Year. Website or database. Format. Date of
Access.
Ivers, Louise, narr. Haiti: Malnutrition. Harvard University, 2009.
YouTube. Web. 27 Oct. 2009.
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APA Citation Guide
Reproduced with permission from Andy Spinks,
http://www.andyspinks.com/mla/
This guide is designed to help you cite the sources of information used
in your research projects. It is based on the 5th edition of the Publication
Manual of the American Psychological Association (2001). However, the
guidelines presented here have been highly-simplified from the full,
official APA style. If you need more information, please consult the full
APA publication manual.
Quoting and Paraphrasing
All research papers contain information from other sources. When you
use information that has been previously published by someone else, it
is important that you avoid plagiarism, presenting someone else’s ideas
as your own. (Plagiarism is not just cheating; it is also stealing.) There
are two ways that you can include other people’s ideas and words in
your paper without plagiarizing: paraphrasing and quotation.
Paraphrasing
You can include information from other sources in your paper by
paraphrasing, or putting those ideas and concepts into your own
words. Here are a few things to remember when paraphrasing:
• You must restate the information using both your own words and
your own sentences. (You should not use the same sentence
structure as the original author. Your writing should show that you
have a personal understanding of the ideas you are paraphrasing.
• You must cite the source of the paraphrased information with intext citation. Unless the source is a personal communication, you
must also list the source on your References page. (Instructions for
both in-text citations and reference lists are in the sections below.)
Original Database Text:
Your brain’s work begins when it gathers the
information you want to learn. It does this
through your five senses. Most often, you see
or hear the information you want to learn.
Scientists call this part of the brain the sensory
registers.
Paraphrase:
Sensory registers are the part of
the brain that enable you to learn
through your five senses. Usually
this is done by seeing or hearing
new information (Kay, 2005).
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42
Quotations
You can also use someone else’s exact words in your paper; you just
have to clearly indicate that the words are a quotation and give proper
credit to the original author. This is very useful when the original
author has phrased the idea in a powerful, clever, or unique way.
However, be careful not to use too many quotations; the quotes you
use should support your writing, not take the place of it.
If the quote is less than 40 words, just put quotation marks around it
and include it in line with the rest of the paragraph. If the quote is 40
words or more, format it as a block quote: leave off the quotation
marks, start the quote on a new line, and indent each line of the quote
by ½ inch. After a block quote, you can switch back to using your own
words by continuing your same paragraph on a new, un-indented line or
by starting a new paragraph.
Whether you use an in-line quote or a block quote, you should provide
some sort of ‘lead in’ to the quote. Basically, you just need to explain
how it supports the point you are making in the paper. Also, you must
give the source of the quote (including the page number) using
parenthetical/in-text citation. Continue reading for examples of lead-ins,
in-line quotes, block quotes, and in-text citations.
Short Quotations (Less Than 40 Words):
A large portion of the internet cannot be accessed through
Google. In fact, no search engine “comes even close to indexing
all the pages on the web” (Lucas, 2001, p. 28).
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43
Long Quotations (40 Words or More):
Morrison (1998) uses specific details to draw the reader into the
scene:
Three cars, say, a ’53 Bel Air, green with creamcolored interior, license number 085 B, six cylinders,
double molding on rear fender pontoon, Powerglide
two-speed automatic transmission; and say a ’49 Dodge
Wayfarer, black, cracked rear window, fender skirts,
fluid drive, checkerboard grill; and a ’53 Oldsmobile
with Arkansas plates. The drivers slow down, put their
heads out the windows and holler. Their eyes crinkled
in mischief then drove around the girls, making U-turns
and K’s, churning up grass seed in front of the houses,
flushing cats in front of Ace’s Grocery Store. Circling.
(p 12-13)
While
the
details
In-Text Citation of this passage are rich and accurate, they are not
clichéd.
When you include information from other sources in your paper, you
must include a citation that tells where it came from. Since the citations
appear in the text of your paper, they are called “in-text” citations.
(Since they are in parentheses, they are also sometimes called
“parenthetical” citations.)
• For paraphrased information, simply give the author’s name and
the year of publication in parenthesis.
• For quotations, give the author, year, and page number. If the
source has no page numbers, but does include other type of
divisions such as chapter names, paragraph numbers, or line
numbers, use this instead. If the source has no divisions, just
include author and year.
• If the source does not list an author, use the title (or the first
few words of the title) instead.
• If the author is a group or an organization, list the full name of
the organization (exactly as it appears on the References page)
and the abbreviation the first time it appears in your paper in
an in-text citation. In all subsequent in-text citation, use only
the abbreviation.
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44
•
Personal communications (conversations or emails)
Cited only in the text, they are not listed on the reference
page. The purpose of the in-text citation is to connect each
piece of information to its complete source citation on the
References page at the end of your paper. Compare the
examples below to the related examples in the References Page
section on the following pages.
Paraphrase
Maracana, located in Rio de Janeiro, is the largest soccer stadium
in the world (Luxner, 2005).
Quote from a Source with Page Numbers
At least one study has shown that “the genetic architecture of
basal female mating discrimination is different from that of
reinforced mating discrimination”(Ortiz-Barrientos, Counterman,
& Noor, 2004, p. 2261).
Quote from a Source with No Page Numbers
As Gibbs & Soares have stated, “an influenza pandemic, by
definition, occurs only when the influenza virus mutates into
something dangerously unfamiliar to our immune systems and yet
is able to jump from person to person through a sneeze, cough or
touch”(2005).
Quote from a Source with No page Numbers & No
Author Listed
The logging of forest biomes has resulted in”hundreds of species
of plants and animals disappearing from the planet on a daily
basis” (Forest biomes, 2002).
Source with an Organization as Author
“Traumatic brain injury (TBI)…occurs when a sudden trauma
causes damage to the brain” (National Institute of Neurological
Disorders and Stroke [NINDS], 2005). Such an injury could
result from an automobile collision, a fall, or a sports accident.
Any person who has suffered a blow to the head and is showing 45
Walking
in the Light of Christ!
symptoms of more than mild TBI should be rushed to the
hospital. While there are few cures for TBI, immediate medical
attention can prevent further injuries (NINDS, 2005).
Personal Communication
Dr. J.R. Thompson of the University of Tennessee confirmed by
email that superconductors have tremendous potential for
saving energy by improving the efficiency of electrical systems
(personal communication, September 3, 2005).
References Page
The final part of APA citation is a page listing the references, the
sources cited in the paper. The list includes all of the sources
referenced in the text of the paper, except for personal
communications. It should not include any sources that are not cited in
your paper.
Formatting the References Page
• Using your word processor, go to the end of your paper and
insert a “page break.” At the top of the new page, type the
word “References” and center it.
• Below this title, type an entry for each source you cited in your
paper. Don’t include sources that are not cited in your paper.
• Each source should begin on a new line, and the first line of
each entry starts at the left margin, while all other lines are
indented by ½ inch. This is called a hanging indent. (Check
your word processor’s help file for easy instructions on
creating hanging indents.)
• The references can be double-spaced or single spaced, but
there should be at least one blank line between each.
• Be sure to keep the list in alphabetical order.
Creating Individual References
APA style can be complicated, but the examples below will help you
determine what information to include and how to format it for each
different source. Here are a few general rules to keep in mind:
• List authors by last name, then first initial. List editors by first
initial then last name.
• When no author is listed, move the article or other title to the
author position (to the left of the year of publication).
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46
•
•
For journal titles, capitalize the title just as it appears in the
journal. For all other titles (journal article titles, reference
articles, web pages, books, etc.) capitalize only the first word of
the title, the first word of the subtitle, and any proper nouns.
Online sources (those from research databases or web sites)
are cited much like print sources, with the addition of a
retrieval statement, a sentence that states when and how
the information was accessed. See the sections below for
more information.
Print Sources
Book
Author. (Year). Book title (edition). City: Publisher.
Morrison, T. (1998). Paradise. New York: Alfred A. Knopf.
Book (No Author Listed)
Book title (edition). (Year). City: Publisher.
Publication manual of the American Psychological Association (5th
ed.). (2001). Washington, DC: American
Psychological Association.
Journal Article
Author. (Year). Article title. Journal Title. Volume (Issue), Pages.
Luxner, L. (2005). Famous footsteps of a stadium. Americas, 57
(5), 4-5.
Section in a Book (Article, Essay, Chapter, etc.)
Author. (Year). Article or chapter title. In Editor Name (Ed.), Book
title (Volume, pages). City: Publisher
Lucas, W. (2001). Search engines, relevancy, and the world wide
web. In A.G. Chin (Ed.), Text databases and
document management: Theory and practice (pp. 2251). Hershey, PA: Idea Group Publishing.
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47
Online Database Sources
Cite information from online databases exactly like you would their
print counterparts, but add a retrieval statement that includes the date
you accessed the material and the name of the database.
Article/Book from Database
Gibbs, W., & Soares, C. (2005). Preparing for a pandemic.
Scientific American, 293(5), 44-54. Retrieved
October 20, 2005, from the Academic Search
Premier database.
Kaye, P. (2005). Learning. The New Book of Knowledge. Scholastic
Library Publishing. Retrieved October 24, 2005,
from the Grolier Online database.
Internet / Web Page Sources
Citations for web pages are much like other sources:
•
•
•
•
For journals, books, and reports accessed through the internet
(but not through a subscription database), you begin the
citation with the same elements as the print version,
For normal web sites, begin the citation with the author, date
of publication (or last update), and the title of the page.
For both types, end the citation with a retrieval statement that
includes the date of access, the name of the host organization,
and the URL. Break long URLs after a slash or a period.
See the examples below for the exact forms of the retrieval
statement. Notice that there is no period after the URL.
TIP: You may omit any elements (author, host organization, etc.) that
are not available. If the publication date is not given, use the
abbreviation (n.d.). However, if a page fails to list more than one or two
of these items, you should avoid using it as a scholarly resource.
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48
Internet Web Site (with Host Organization)
Author. (Date). Page title. Retrieved Date, from the Host Organization
Web site: URL
National Institute of Neurological Disorders and Stroke. (2005, July 8).
NINDS traumatic brain injury information page. Retrieved
October 31, 2005, from the National Institutes of
Health Web site:
http://www.ninds.nih.gov/disorders/tbi/tbi.htm
Internet Web Site (No Host Organization)
Author. (Date). Page title. Retrieved Date, from URL
Spinks, A. (2005, July). Library research: The information search process.
Retrieved October 31, 2005, from
http://andyspinks.com/researchprocess/library_research_
printable.htm
Internet Web Site (No Author Listed)
Forest biomes. (2002, January 22). Retrieved October 31, 2005, from
http://www.worldbiomes.com/biomes_forest.htm
Pamphlet/Report (with Organization as Author and No Date)
National Aeronautics and Space Administration. (n.d.) Space science.
Retrieved October 31, 2005, from
http://www/nasa.gov/pdf/1989main_spacescience.pdf
Online-only Journal
Ortiz-Barrientos, D., Counterman, B.A., & Noor, M.A.F. (2004). The
genetics of speciation by reinforcement. PLoS Biology
2(12), 2256-2263. Retrieved October 31, 2005, from
http://biology.plosjournals.org/archive/15457885/2/12/pdf/10.1371_journal.pbio.0020416-S.pdf
Walking in the Light of Christ!
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A Guideline for writing an Annotated Bibliography
(from University of Fraser Valley B.C.)
•
•
•
•
•
•
•
•
Give a full citation of the work (examples in the agenda book)
Leave a line after the citation
Give a summary of the work
Provide the author’s background (if available)
Comment of the intended audience
Assess the quality of the source
State the relevance of the work to your topic
Make sure you indent the annotation!!!
Example of an Annotated Bibliography
Fagan, Patrick, and Robert Rector. “The effects of divorce on
America.” The World and I. Oct. 2000: 56-61.
Fagan and Rector explore the effects of divorce on American
children in the areas of family life, educational attainment, job
stability, income potential, physical and emotional health, drug
use and crime. In addition, this article offers suggestions on
what the Congress and the states can do to reduce the impacts
of divorce on children. These authors are senior research
fellows in family and domestic policies. The information has
been provided in simple language for the general audience.
This resource will be used to discuss the behavior of children
from divorced families.
Hazelnut, A. “Nuts to You!.” Canadian Stories About Trees. Toronto:
Filbert and Company, 1997, 12-15.
Through the use of poetry and hand-tinted photographs,
Hazelnut describes the beginnings of nut farming and the
related social life that grew up in the Fraser Valley in the two
decades before WWI. She also emphasizes the importance of
agriculture in the Lower Mainland’s early history. The author
writes from her own experiences in growing up in Fraser
Valley. The stories are intended for a general audience. The
information from this resource will be used to date the
emergence of wide spread chemical use in agriculture.
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Written Assignment Format Guidelines
ESSAY FORMAT
First Page
Paper
Use 8 1/2” X 11”. Use only one side.
Heading of the
Paper
There is NO title page
Begin heading one inch from top of first page
at left margin.
Double space between the lines.
Beginning at the top left type your name,
teacher's name, course code, and date on
separate lines.
Title of the Paper
Double space below heading.
Centre title.
Double space between the title and the first
line of text.
Do NOT:
Underline your title.
Put the title in quotation marks.
Type the title in all capital letters.
Text Format
Text should follow two lines after the title.
Typescript
Size: 12 Point
Font: Times New Roman or Arial
Double-spaced throughout including Works
Cited (between the references)
Manuscript
(Hand
Written)
Use lined paper
Double-spaced
Margins
Leave 1” margins at top, bottom, left and right
sides of each page.
Pagination
Use Arabic numbers in the upper right hand
corner of the page preceded by your last name.
Start last name and numbering on page two.
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51
Paragraphs
Indent paragraphs. Do not leave extra lines
between paragraphs.
Titles in text
Underline the titles of published books, plays,
pamphlets, periodicals and the titles of long
poems and films. Enclose in quotation marks (do
not underline) titles of articles, essays, short
stories, chapters or sections of books, poems,
and unpublished works.
The title of a book of the Bible is neither
underlined nor enclosed in quotation marks.
Numbers in
text
Numbers (including dates) should be in digits.
Exception: numbers between one and ten
should be spelled out.
Quotations
Direct quotations should be reproduced word
for word.
Short quotations (fewer than 40 words) are
incorporated in the text, enclosed with double
quotation marks.
Long quotations should be in a free-standing
block: omit the quotation marks; start on a new
line; indent one inch from the left margin (in the
same position as a new paragraph). The first line
of additional paragraphs within the quotation, are
indented one half inch from the margin of the
quotation. Type the entire quotation doublespaced.
Omissions
Use three ellipsis points (. . .) within a sentence
to indicate that you have omitted material from
the original source. Use four points to indicate
any omission between two sentences. Do not
use ellipsis points at the beginning or end of any
quotation unless you need to emphasize that the
quotation begins or ends in mid-sentence.
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SCIENCE LAB REPORT FORMAT
A formal lab report will include the following sections:
Cover Page:
Each lab report requires a cover page. It should include the following
information:
•
Investigation title
•
The date the investigation was performed
•
The date the investigation is due
•
Your name
•
Your course code (i.e. SCH 3A1-04)
•
Your lab partner’s name(s)
•
Your teacher’s name
Purpose:
The purpose tells the reader why the investigation was done. It
answers the question, “What are you trying to find out?”. It is to be
written in one or two complete sentences.
Hypothesis:
A hypothesis needs to be written before the lab commences and is an
“educated guess” about the probable outcome of the experiment. The
hypothesis should relate specifically to what you expect to see rather
than why it occurred.
Apparatus and Materials:
List all the materials and apparatus used in the experiment. Include any
changes where the apparatus/materials actually used in the lab differ
from the text or lab sheet.
Procedure:
In this section you will briefly list the steps that were followed in the lab.
Do not merely refer to a page in the textbook or a lab sheet. Write
out the procedure in full. The procedure must be written in the pastpassive tense. No personal pronouns can be used (i.e. “I”, “we”,
“you”, etc.). Example: “A beaker was filled with 100.0 mL of warm
water.” This work must be written using complete sentences.
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53
Observations/Results:
• Describe what you observed.
• Use tables, charts and graphs as much as possible. Tables, charts
and graphs must include titles, labels, units and legends.
• Write qualitative observations neatly, clearly and concisely.
• Any diagrams should be submitted on blank paper and labeled in
pencil.
• The past tense should be used in this section of the report.
Calculations:
This section includes all calculations. This section can be omitted if no
calculations were necessary for the experiment.
A sample
calculation can be shown for each type of calculation performed.
The results from the rest of the calculations can be shown in a table.
Analysis:
NOTE: The analysis section will only be completed by students
taking senior science courses in grades 11 through OAC.
Explain, in separate paragraphs, why you think you obtained the results
that you did for each component of the lab. Use scientific principles and
reasoning to arrive at your explanations.
Discussion:
Part A) Answer any questions assigned using complete sentences.
Number each question.
Part B) In this section, you will analyze possible sources of error. This
includes procedural steps that could have resulted in less than
perfect data:
•
Mistakes that the experimenter could have done (i.e. lack of
familiarity with equipment, lack of practice, etc.)
•
known errors (i.e. measured incorrect amount of a
substance)
•
Errors inherent in the equipment (i.e. “The graduated
cylinder was so “cloudy” that the measurement lines could
not be read clearly.”)
Conclusion:
Write a brief statement in a complete sentence that relates directly
back to the hypothesis of the lab. The conclusion should answer the
question “What did you discover?”, however it should not act as a restatement of background information. Be succinct.
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ORAL PRESENTATION GUIDELINES
1. KNOW your material thoroughly. Practice at home, in front of a mirror,
family, or friends. Use a tape-recorder, play back, and listen to yourself.
Videotape your presentation and watch it.
2. Look pleasant. Remain calm. Speak slowly, pronounce clearly, and show
appropriate emotion and feeling relating to your topic. Speak to the person
farthest away from you to ensure your voice is loud enough to reach the
back of the room. Vary the tone of your voice and dramatize if needed.
3. Standing, walking or moving about with appropriate hand gestures is
preferred to sitting down while presenting.
4. Speak with conviction. The material you present should have the same
ingredients as required for a written research paper, i.e. INTRODUCTION
(Thesis statement); BODY (strong supporting arguments); and
CONCLUSION (restate thesis, summary, and logical conclusion).
5. Do not look down and read from notes for any length of time.
6. Do not stare at any one object or one person when speaking, but glance at
everyone in the room. Maintain eye contact with your audience.
7. SPEAK to your audience, LISTEN to their questions, RESPOND to their
reactions, ADJUST and ADAPT. If you are short of time, know what to leave
out. If you have extra time, know what you would like to add. Be prepared
for the unexpected.
8. Pause. Allow yourself and your audience a little time to reflect and think.
Don't rush or race through your presentation.
9. Add HUMOUR whenever appropriate and possible. Keep the audience
interested throughout your entire presentation.
10. Use audio-visual aids to enhance your presentation. Be sure everything is set
up and ready prior to the presentation.
11. Have handouts ready and give them out at the appropriate time.
12. Know when to STOP talking. Just as you don't use unnecessary words in
your written essay, don't bore your audience with unnecessary words in
your oral presentation. To end your presentation, summarize your main
points as you would in the CONCLUSION of a written essay. Terminate
your presentation with an interesting remark or an appropriate punch line.
Thank your audience and sit down.
55
Walking in the Light of Christ!