Guide to the MYP Personal Project at ISMAC

International

School

Moshi

Personal

Project

Guide

2011-12

Name:

International School Moshi Arusha Campus Personal Project Guide 2011-12 2

Table of Contents

Letter from the MYP Coordinator 3

GETTING STARTED 4

Introduction 4

What is the Personal Project? 4

What are the AIMS of the Personal Project? 4

What are the OBJECTIVES of the Personal Project? 4

Requirements 6

Process journal 6

Your supervisor and you 7

Define the goal 8

Explore you interests 10

Identify your focus area of interaction 11

RESEARCH, APPLY, ACHIEVE, EVALUATE AND REFLECT 12

Select sources 12

Apply information 13

Achieve the goal 13

Evaluating the outcome or product of your project: creating specifications 13

Reflect on learning 14

THE PROJECT REPORT 14

Report the personal project: the project report 14

Structure of the personal project report 15

Academic honesty 16

When to use appendices 16

SUPPORTING DOCUMENTS 17

Personal project checklist 17

Personal project timeline 18

Personal project assessment criteria 19

A. Use the process journal 19

B. Define the goal 20

C. Select sources 21

D. Apply information 22

E. Achieve the goal 23

F. Reflect on learning 24

G. Report the project 25

Personal project topic notification form 26

Evaluating sources 27

Referencing sources 28

Bibliography 30


Letter from the MYP Coordinator

Dear Students,

Welcome to the once in a lifetime adventure of your Personal Project. While this quest is a culminating activity that is necessary to obtain your MYP Certificate – more importantly it is your opportunity to change the world.

Your Personal Project can be a challenging, fun, life-changing experience. You are holding one of the keys to success in your hands. Everything in this guide is here because you will need it. Use it.

The areas of interaction ―are central to the experience of the personal project: whatever form the personal project takes, it must allow the student to investigate and focus on a topic and/or issue through an area of interaction.‖ (Personal Project Guide) Your chosen focus area of interaction should inform and be informed by the process of achieving your goal/outcome. Attend to your teachers as they address the areas of Interaction, and stay consistently focused on your area of interaction throughout your project.

Who will help you with that? Your dedicated supervisor, of course. They are not just a stern figure holding you accountable to deadlines. They are a guide and an advocate. If you need help or have a question at any time – see your supervisor. They are a valuable resource – use them.

This guide is one key to success. Another is your Approaches to Learning skills gained in all the subject areas. You will notice your Personal Project is framed using the MYP Technology Design Cycle. Follow this closely. Use the Process Journal to its full potential. And of course, be sure to keep track of all your sources and reference them properly.

Make the most of this opportunity; it is one that can be richly rewarding and even shape your future career path. To accomplish your goals to their utmost, it is essential that you set a reasonable plan, develop an attainable timeline, and hold yourself accountable to your process. This is not a project you can do the night before the due date. Remember too that you are still expected to manage your course work simultaneously. Do yourself a favor and do not fall behind.

Use this guide. It is worth repeating: use this guide. This ISM guide is based on the official International Baccalaureate MYP Personal Project Guide which directs every student in the world who is doing a Personal Project. Think it might be helpful?

Last, have fun. To sustain you through the work this project will entail, be sure you choose a project that is special and meaningful to you and that you will enjoy. After all, this is YOUR Personal Project.

Best wishes on your quest!

MYP Coordinator International School Moshi


Introduction

What is the Personal Project?

The Personal Project is the culmination of your MYP experience at ISM. It is a project that allows you to express the skills you’ve learned, especially your awareness of your chosen Area of Interaction. Since it is an individual project, you can express your interests and who you are. You choose the topic, and enjoy learning more about it as you research and develop your chosen product. This project is an important and required part of the MYP Programme, and will require as much time and energy (outside of class time) as whole extra class. You will begin during your M4 Year and complete it in your M5 Year. It has three main components: a process journal, the project itself, and a project report.

The skills you use will be helpful as you continue your lifelong journey as a learner after the Middle Years Programme. Just so there are no surprises, the Personal Project is assessed with criteria like every other MYP subject.

What are the AIMS of the Personal Project?

The aims of the personal project are to allow you to:

engage in personal inquiry on issues that are relevant to you, through an area of interaction as a context for learning

demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time

reflect on your learning and knowledge (on your own and with others) move towards thoughtful and positive action develop confidence as lifelong learners

What are the OBJECTIVES of the Personal Project?

The objectives of the personal project listed below relate directly to the assessment criteria.

A Use the process journal

Students should:

demonstrate organizational skills through time and self-management communicate and collaborate with the supervisor demonstrate information literacy, thinking and reflection.

GETTING STARTED


B Define the goal

Students should:

identify and explain a topic based on personal interest justify one focus area of interaction as a context for the project outline a clear, achievable, challenging goal create specifications that will be used to evaluate the project's outcome/product.

C Select sources

Students should:

select varied, relevant sources to achieve the goal evaluate sources.

D Apply information

Students should:

transfer and apply information to make decisions, create solutions and develop understandings in connection with the project's goal.

E Achieve the goal

Students should:

evaluate the outcome/project against their own specifications for success.

Students award a level that relates to the descriptors in criterion E in collaboration with their supervisor.

F Reflect on learning

Students should:

reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction

reflect on how they have developed as a learner by completing the project.

G Report the project

Students should:

organize the project report according to the required structure communicate clearly, coherently and concisely, within the required limits acknowledge sources according to recognized conventions.


Requirements In completing the personal project, you, the student, are expected to:

document your process

select a topic of personal interest

focus the personal project through an area of interaction

structure the personal project report according to the support material

respect the word or time limits for the report

fulfill ethical and academic honesty requirements.

Process Journal

You are required to maintain a Process Journal of your personal project. Your Process Journal should have all your rough ideas (even if your ideas change over the duration of the project), rough drawings, ideas, etc. It is a practical workbook. Record your progress in the journal, and use your notes/drawings to reflect on your ideas, achievements, obstacles, etc. You are expected to show evidence of regular use of the Process Journal.

The Process Journal is…

• begun at the very start of the process and used throughout the process • a place for planning • a place for recording interactions with sources, for example: teachers, supervisors, external contributors • a place for storing useful information— quotes, pictures, ideas • a means of exploring ideas • a place for reflection on stages of the project • a place for evaluating work completed • a place for reflecting on learning • devised by you in a format that suits your needs • useful for you when receiving feedback from your supervisor • used by you to produce the project report.

Documenting the process might include: • Mind Maps • notes • bullet lists • timelines • charts • annotated illustrations • short paragraphs • pictures.

The Process Journal is not…

X used on a daily basis (unless this truly is best for you) X written up after the process has been completed X additional work on top of the project; it is part of and supports the project X a diary with detailed writing about what was done X a document that is static or strictly formatted. When your process journal is assessed, your supervisor will look at how you have demonstrated the use of ATL skills: how have you demonstrated responsibility for your own learning.

CRITERION A: USE THE PROCESS JOURNAL


Your supervisor and you You will be allocated a faculty member to be your supervisor. The supervisor is not expected to be an expert in your chosen project, nor expected to do your project for you. They are there as facilitators, to guide you on your journey of learning. Your Supervisor’s role includes:

to ensure the chosen personal project topic satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues

provide guidance to students in the planning, research and completion of the personal project

confirm the authenticity of the work submitted

assess the personal project according to the criteria

take part in the internal standardization of assessment. Your responsibility to your supervisor includes:

to demonstrate well-developed communication and collaboration

to give careful consideration to guidance offered

to attend meetings promptly and prepared

to demonstrate the attributes of the Learner Profile

to meet deadlines


Define the goal WHAT TYPE OF PERSONAL PROJECT INSPIRES YOU? Depending on your goal, you might choose one of the following types of projects: an original work of art (for example, visual, dramatic or performance) a written piece of work on a special topic (an essay, report, video, or website that is literary, social, psychological or anthropological) a piece of literary fiction (for example, creative writing) an original science experiment an invention or specially designed object or system the presentation of a developed business, management, or organizational plan; that is, for an entrepreneurial business or project, a special event, or the development of a new student or community organization. or any other type of project that you discuss with your supervisor. 1. Choosing the topic/theme/approach Investigating and Choosing the Goal and Topic Any project will involve an important phase of investigation or research. When you are choosing your topic or theme, and the goal of your project and your approach, you must remember that the personal project is your way of demonstrating your understanding of the area of interaction. You must therefore choose a goal and focus on one area of interaction that will allow you to do this. You should discuss ideas with different people, both inside and outside the school, to help you to focus on precisely what you are going to do. It is also important that you have a discussion with your teachers about your choice to see whether or not your intentions are realistic. This may be the first time you have been asked to do a significant independent investigation. You should realize that your teachers are not looking for work of university standard. Instead, this is an opportunity for you to demonstrate such things as the approach you are taking, the methods you are using, and your ability to describe and justify a focus on your chosen area of interaction. It is important that you keep the goal of your personal project in mind continuously, although the goal could be modified in the light of experience gained during the process. Your topic or theme should not be too general- it should be something that you really want to explore and that will allow you to reflect on and analyse ideas to express a personal point of view.


Here are a few examples of personal project topics. For each, quiz yourself, "which AOI would provide the best focus?" Topic Guiding Question

Support a Charity How can I produce a calendar based on the theme of education to raise

funds for a charity?

Orphanages How can I raise awareness of the problems with orphanages in my local community through an essay?

Helping Sick Kids Can a well-designed comic book brighten the day of clinically ill children?

Building Community How can I promote international mindedness in my community through musical performances?

Welcoming Newcomers

How can I improve the welcome system for new students to my school through a new orientation kit?

Nyrere's Social Experiment

How can I use drama to explore the successes and failures of Nyrere's introduction of collective farming in Tanzania?

Remember, a good Personal Project topic: is seriously interesting to you involves goals that are attainable challenges you to go beyond your comfort zone is worthwhile, either for yourself, others, or both involves an outcome or product that can be evaluated allows you to rely on local sources and expertise

Be creative as you brainstorm answers to the following questions…

What topics interest you?

What hobbies or interests do you have that might grow into a Personal Project?

Is there something you’d like to do better?

What improvements could you make to your community?

Is there something you’ve always wanted to do?

Is there a question you’ve always wanted to know the answer to?

Is there an idea you want to explore further?

Which Area of Interaction do you find most engaging? As you explore your interests and select a topic for your Personal Project, decide what form your product will take.

RECORD ALL OF YOUR BRAINSTORM ACTIVITY IN YOUR PROCESS JOURNAL

Explore your interests Use the following prompts to trigger the exploration of potential topics for your Personal Project… If you haven't already started your Process Journal, it's time! Your brainstorm session(s) prompted by these questions and the details of your conversations on possible topics with friends, family, teachers and others should also be recorded in your Process Journal. What past Personal Projects have impressed you? why? What subjects do you find the most engaging/interesting? any particular units? Do you have any hobbies or interests that could grow into a Personal Project? Is there something you would like to do better? Is there something you have never had the confidence to do? What needs are you drawn to in your community? Is there a question out there that you would like an answer to? Is there an idea, person or event, either recent or historical, that you would like to better

understand? Which of your ATL skills would benefit from the challenges of the Personal Project? Which Area of Interaction do you find the most engaging? What does this AOI mean to

you? Are you attracted by a particular product: a visual/dramatic/performance art, a geography

field study, a science experiment, a local or non-local history investigation, a sporting skill or event, an IT or DT investigation, a literary undertaking, a community based project, a health or social issue, or… or… or…?

Remember… this is a personal project; your topic should not only interest you, but also motivate you. before your goal is finalized, it must be clear, achievable, and challenging. you need to be able to access varied, relevant sources to achieve your goal. your Personal Project should be something you can accomplish but also challenges your

knowledge, skills or techniques. Here are examples of appropriate Personal Projects: Challenging project Highly challenging project

A student wants to raise political awareness among his or her peers through and information giving campaign.

A student wants to influence an external political system and get a bill passed through a national government.

A student wants to create a durable bag using second-hand materials.

A student wants to create a range of bags using second-hand materials to sell and raise money for charity.

A student decides to create a puppet-show to take to a primary school to contribute to their end of year celebrations.

A student decides to create a puppet-show to entertain children and to tour several schools and hospitals.

A student decides to write an article on a topic of interest for a journal (school/academic/special interest) and submit it to an audience.

A student decides to write and publish an original book-length feature on a topic of interest.


AWARENESS / UNDERSTANDING

REFLECTION ACTION

Identify your focus area of interaction

Your chosen focus area of interaction should…

provide a context for inquiry and research support/promote your work towards your goal

Ask yourself…

what do I want to achieve through my personal project? what do I want others to understand through my work? what impact do I want my project to have? how can a specific area of interaction enrich my project? how did my understanding of my focus area of interaction change over time? what areas of my focus area of interaction still need exploration? how can I engage in a cycle of inquiry?

CRITERION B: DEFINE

THE GOAL


Select sources

1. What does it mean to ―select a range of sources and a variety of types‖? 2. What does it mean to ―evaluate the reliability of sources‖? These requirements will test the ATL skills you have developed over the years. 1. Sources you might consult include: a. your prior knowledge* f. internet resources b. subject area content g. video or audio recordings c. significant people (experts) h. images d. survey data i. other? e. published media *don’t count on prior knowledge alone – research, research, research 2. Evaluate the reliability of sources by considering:

credibility of the author currency (when composed?) accuracy

relevance intended audience objectivity

Ask yourself: what is the origin of the source, with what purpose was it composed, what value does it have, and what are its limitations?

The process of selecting and evaluating sources should be ongoing. Record the information collected from these sources in your process journal and remember to keep track of all necessary referencing details. Remember to allow your focus area of interaction to influence your selection of sources. Use the ―Evaluating sources‖ template on page 27 to guide this process.

CRITERION C: SELECT

SOURCES

RESEARCH, APPLY, ACHIEVE,

EVALUATE AND REFLECT


Apply information

decide what actions to take decide when actions should be taken record when decisions are based on information from sources show when you connect prior knowledge with new knowledge describe what you do in unfamiliar situations identify solutions and how they came together

Of course, this is all captured in your process journal and serves as an account of the process you have undertaken.

Achieve the goal

Complete your goal and produce the outcome or product. Evaluate the outcome or product using the specifications created earlier in the process. It’s that simple.

Evaluate the outcome or product of your project: creating specifications

As part of your goal you have identified an outcome or product for your project. In order to measure the quality of the project’s final outcome/product you must define realistic specifications that will allow you to evaluate what you have accomplished. Together with your supervisor you must define what constitutes a ―high-quality outcome or product.‖ In order to clearly define such standards, you might consider using rubrics or checklists. Document these specifications in your process journal and use them to assess the final outcome/product. You will not likely be able to define these specifications until you have spent some time researching the goal, but keep it in mind as you progress. Once you have clarified what it is you want to achieve you can then begin to formalize these specifications. You will use these specifications to evaluate the quality of the outcome or product in Criterion E.

CRITERION D: APPLY

INFORMATION

CRITERION E: ACHIEVE

THE GOAL


Reflect on learning

what have you learned through completing the project? What have you learned in relation to the topic itself? What have you learned in relation to the project goal? What have you learned in relation to the focus area of interaction? What have you learned about yourself as a learner and your approaches to learning skills?

Report the personal project: the project report

The project report must include evidence for all Criteria B to F and is itself assessed using Criterion G. Formats for reporting the personal project are: a written report: academic report, website, blog or similar an oral report that includes visual support a multimedia presentation: short film, website, or similar but must include both written text

and an audio-visual component any other format approved by the supervisor and Personal Project Coordinator.

While formats will vary, the information communicated through the report must be based on the same structure. What format will work for you? how will the project be best communicated? what are your learning preferences? what are your personal strengths? what resources are available to you?

Do not underestimate the demands of covering all of the expectations when you choose a format that at first glance appears to be an attractive option.

CRITERION F: REFLECT

ON LEARNING

THE PROJECT REPORT


Structure of the personal project report

Written format The report must include:

title page; table of contents; body of the report; bibliography or reference list; appendices.

The title page must include the following. • Student name • Title of the project • Length (word count) • School name • Year The body of the report is structured around the objectives and assessment criteria and it must include these sections. • The goal (see criterion B) • Selection of sources (see criterion C) • Application of information (see criterion D) • Achieving the goal (see criterion E) • Reflection on learning (see criterion F) Length of the report The length of the personal project report must be a minimum of 1,500 words and a maximum of 3,500 words, not including appendices and bibliography or reference list. If you are interested in exploring the option of the other formats, speak with your supervisor for the expected structure.

CRITERION G: REPORT

THE PROJECT


Academic honesty

The core of academic honesty is that you acknowledge the contributions of others in the completion of the personal project and that you do not misrepresent work as your own when it is not. When reporting the project, students must acknowledge all sources. Failure to do so will require the application of ISM's academic honesty policy. It is therefore critical to avoid these, and other, forms of dishonesty: • plagiarism: taking work, words, ideas, pictures, information or anything that has been produced by someone else and submitting it for assessment as one’s own. • falsifying data: creating or altering data which have not been collected in an appropriate way. • collusion: helping another student to be academically dishonest. References must be given whenever someone else's work is quoted or summarized. All sources can be references, and so they should be. Consult the ISM Research Guide for guidance. You are expected to cite your sources in two fashions: in a Bibliography, an alphabetical list of every source used to research the personal project and located at the end of the project report, before the appendices; and through in-text citation where within the body of your work the author, date, (and page number if a direct quote) are indicated. Students should recognize that they are ultimately responsible for their own work and that the consequences of any breaches of the standard of academic honesty will be theirs alone. They should speak to teachers regularly about their work and show drafts of it at various stages in the production process. They should ask teachers for advice if they are at any time unsure of what they have done in relation to referencing sources.

When to use appendices

These are additional materials that are included at the end of the report to support their project report. This could include secondary information that may be of interest to the reader. For example, if you produce a questionnaire, which is described and analysed in the report, you could include a one or two completed questionnaires as examples.


Personal project checklist

Personal Project Topic Notification Form Completed DUE: March 15th, 2011

Product Completed / Outcome Reached and up to date Process Journal submitted. DUE: Before December Holiday, 2011

Process Journal, Process Journal excerpts and the FINAL DRAFT of the Project

Report submitted for supervisor review. DUE: February 8th, 2012

Final submission of Process Journal, Process Journal excerpts and Project Report

DUE: February 15th, 2012

SUPPORTING DOCUMENTS


Personal project timeline 2011-2012

January 2011 Introduction to the Personal Project for Parents & Students

February 2011 Students meet with the MYP Coordinator

March 15, 2011 Students submit Topic Notification form

March 28, 2011 Supervisors assigned

March 29, 2011 Student’s first meeting with supervisor

October 2011 Comment on Interim Report on Personal Project progress

December 2011 Students meet with the MYP Coordinator

December 2011 Presentations to guests and M4 class

December 2011 Product/Outcome complete and submitted

December 2011 Comment on Report on Personal Project progress

January 2012 Presentation for M4 students and their parents

February 8, 2012 Process Journal, Process Journal excerpts, and the FINAL DRAFT of the Project Report submitted for supervisor review

February 15, 2012 Final submission of Process Journal, Process Journal excerpts, and Project Report

March 2012 Personal Project Celebration Day


Personal Project Assessment Criteria

Criterion A: Use the process journal Maximum: 4 Students should:

demonstrate organizational skills showing time- and self-management communicate and collaborate with the supervisor demonstrate information literacy, thinking and reflection.


Criterion B: Define the goal Maximum: 4 Students should:

identify and explain a topic based on personal interest justify one focus area of interaction as a context for the project outline a clear, achievable, challenging goal create specifications that will be used to evaluate the project’s outcome/product.


Criterion C: Select sources Maximum: 4 Students should:

select varied, relevant sources to achieve the goal evaluate sources.


Criterion D: Apply information Maximum: 4 Students should:

transfer and apply information to make decision, create solutions and develop understandings in connection with the project's goal.


Criterion E: Achieve the goal Maximum: 4 Students should:

evaluate the outcome/product against their own specifications for success. The final level awarded is decided in collaboration with the supervisor. Where a student does not complete the outcome/product because of factors outside of his or her control, criterion E applies to the stage that the project reached.


Criterion F: Reflect on learning Maximum: 4 Students should:

reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction

reflect on how they have developed as a learner by completing the project.


Criterion G: Report the project Maximum: 4 Students should:

organize the project report according to the required structure communicate clearly, coherently and concisely, within required limits acknowledge sources according to recognized conventions.


Personal Project Topic Notification Form I hereby declare…

My product/outcome will be: The Area of Interaction which will best guide my Personal Project will be: Approaches to Learning Environments Community & Service Human Ingenuity Health & Social Education This AOI applies to my product/outcome in these ways: The goal of my Personal Project is: The reasons I have chosen this goal include: I feel this goal is challenging for me because: The types of sources available to me to support this goal include: Name: ___________________ Signature: __________________ Date: __________

S u b m i t t h i s F o r m b y M a r c h 1 5 t h , 2 0 1 1


Evaluating sources For those sources that play a key role in your project, complete the following table

Reference Information

Record all details necessary for successful referencing

Credibility of the author

What is the author’s level of expertise? Are they respected in their field?

Currency

How current is the source? Is it out-dated or is it cutting edge?

Accuracy

In what ways can accuracy be tested? By comparison? By acceptance?

Relevance

To what extent does the information connect to your project?

Intended audience

What group, category, age or other is targeted by the author?

Objectivity

Are there clues that author is influenced by his or her agenda?

Remember that you are expected to evaluate your sources in your project report.


Referencing sources The ISM Research Guide clearly states the need to be ―committed to academic honesty.‖ Below is a summary from the Guide of how to successfully reference sources within the body of your writing by using in-text citations and a Bibliography. The Harvard system of referencing is described here:

Harvard System

When citing published works, the Harvard system should be used. In this system, the author's name and the year of publication should be given in the text in one of the following forms:

Smith (2005) or Smith and Jones (2005) or Smith et al. (2005) if many authors or (Smith, 2005) if this fits the sentence better

If you are citing an article without a personal author, use the journal name (see example of "News item with no by-line", below) or corporate author and the year of publication e.g.

Economist (2003) AOL Time Warner (2004) British Broadcasting Corporation (2004)

Where quotations are given in the text, they must be enclosed in quotation marks. The citation to the reference from which the quotation is taken should also indicate the page number on which the text of the quotation appears:

Jones (2004:29)

In the bibliography, the references are arranged in alphabetical order of author's name and within this in chronological order. The year follows the author's or authors' names.

See how in-text citations are used to reference the same source, but in different (and still correct) ways:

VanderMeulen (2011:14) states this clearly when he argues that, ―by 2025 international conflicts will be over water, not oil.‖

Rather convincingly, warning has been delivered that, ―by 2025 international conflicts will be over water, not oil.‖ (VanderMeulen, 2011:14)

One viewpoint offered by VanderMeulen (2011) is that water, as opposed to oil, will be the basis upon which countries engage in war within the next fifteen years.

Standard Bibliographic Reference Formats

Books Ford, N.J. (1998). Developing Intelligent Web Sites with JavaScript. New York: Wiley.

Books: Edited Martin, Y.C. & Willett, P. (eds.) (1998). Designing Bioactive Molecules: Three-Dimensional Techniques and Applications. Washington: American Chemical Society.

Encyclopedias with Author given Ford, Gerald. 2006. ―government‖ Brittanica Student Encyclopedia. London: Encyclopedia Brittanica Ltd.


Encyclopedias and Dictionaries with no Author given Brittanica Student Encyclopedia. 2006. ―government‖ London: Encyclopedia Brittanica Ltd.

Journal Articles Bath, P.A., Clark, D. & Wright, M. (2004). ―The International Observatory on End of Life Care (IOELC): an information resource for palliative care‖. Health Informatics Journal, 10(3), 221-236.

Printed News Item with Author (‘by-line’) given Perkin, J. (2000). "Switched on PCs will mind your manners". Financial Times, Information Technology Survey, 6 September, i, iii.

Printed News Item with no Author (‘by-line’) given The Herald. (2000). "Nuclear submarines recalled due to fault". The Herald, 21 October, 3.

Citing Electronic Resources using the Harvard System

The author's name and the year of publication should be given in the text following the same guidelines as are used for printed sources (see above). An author may be a corporate author (e.g. an organisation or committee) or a personal author. Some examples of standard reference formats for electronic resources are given below. The basic format is the same as for printed works, with the addition of information about the medium and the date on which you last checked that the resource was available.

Individual works with Author given Blakeman, K. (2006). Search Strategies for the internet [Online]. Caversham: RBA. http://www.rba.co.uk/search/index.shtml [Accessed 6 August 2006]

White, M. (2005). Communities of Practice: sources of information [Online]. Horsham: Intranet Focus Ltd. http://www.intranetfocus.com/information/communities.pdf [Accessed 6 August 2006]

Individual works with no person named as Author AOL Time Warner (2001). 2000 Annual Report [Online]. New York: AOL Time Warner. http://www.aoltimewarner.com/investors/financials/annualreports/2000ar.pdf [Accessed 6 September 2001]

Electronic journal and news articles Baldazo, R. (2001). "Internet Explorer 6: CNET review." cnet [Online] 27 August. http://www.cnet.com [Accessed 6 September 2001]

Craven, T.C. (1998) "Human creation of abstracts with selected computer assistance tools". Information research [Online], 3 (4). http://informationr.net/ir/3-4/paper47.html [Accessed 6 August 2006]

Journal articles or news stories on an online service that aggregates articles or stories Brister, K. (2000). "America Online, Time Warner deal may shape broadband internet access policy". Knight-Ridder Tribune Business News [Online], 15 November. Dialog Information Service, File 20 World Reporter. [Accessed 15 November 2000].

Articles with no personal Author given Economist. (2001). "Japan rolls out 3G phones." Economist [Online]. 3 September. http://www.economist.co.uk/ [Accessed 6 September 2001]

Statesman (India). (2000). "The future of internet ventures in India". Statesman (India) [Online], 8 October. Dialog Information Service, File 20 World Reporter. [Accessed 15 November 2000].


Bibliography International Baccalaureate. (2011) Personal Project Guide. Cardiff: International Baccalaureate Organization. International School Moshi. (2011) Academic Honesty Policy. [Online] Moshi: International School Moshi. http://www.ismoshi.org/Download.htm [Accessed 29 March 2011] International School Moshi. (2009) ISM Research Guide. Moshi: International School Moshi.

Guide to the MYP Personal Project at ISMAC

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