zilongwang/ReadingBank huggingface dataset:
Required ILA Elements Reading (Middle and High School Content Classroom Teachers) Identify the assessment. Link the assessment title to the relevant syllabus for the course of which it is a part. Identify the course name and number where each element is assessed. Examples of POSSIBLE indicators to demonstrate competence. The bulleted items below may include but not limited to Standard 1: Foundational Knowledge – Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. MSUTeach UTCH 200 Syllabus UTCH 200 Clinical Interview I / novice – expert analysis UTCH 200 Clinical Interview II / assessment design and testing UTCH 350 PBI Discussion Leader Rubric UTCH 350 Project-based Instruction Final Project and Rubric Recognize major theories and research evidence of reading and writing processes and development in adolescence, including first and second literacy acquisition and the role of native language in learning to read and write in a second language. Identify and explain the specific reading and writing expectations of their content areas as described in national and state standards. Explain the research and theory of learning environments that support individual motivation to read and write. Value the scholarship of the reading profession and seek to understand the theoretical knowledge base in relation to their disciplinary areas. Understand the process of identifying and differentiating the range of literacy needs of adolescent readers. 1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. MSUTeach UTCH 200 Syllabus UTCH 200 Clinical Interview I / novice – expert analysis UTCH 200 Clinical Interview II / assessment design and testing UTCH 350 Project-based Instruction Final Project and Rubric Show fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals. Use multiple sources of information to guide instructional planning to improve reading achievement of all students.
UTCH 200 reading/quizzes UTCH 300 equity posters UTCH 350 Special Education Project-based Instruction unit UTCH 350 Project-based Instruction final project Advocate with various groups (e.g., administrators, school boards, and local, state, and federal policymaking bodies) for needed organizational and instructional changes to promote effective literacy instruction.
children’s understandings and experience of homelessness, with reference to findings from the perspectives of parents and workers. The review also explores the effects of homelessness based on quantitative and qualitative findings. Method: The scope of the literature is wide and includes studies that measure the effects of homelessness on children and identifies the needs of children and families at risk of or experiencing homelessness. A wide range of literature is drawn upon addressing particular themes rather than a systematic approach involving database analyses. While focusing on Australian research literature, Indigenous children are not included, neither are the effects of violence and trauma on children nor service models and practice The authors note the importance and relevance of research in these fields and that an understanding of the conceptions, experience and effects of homelessness on Indigenous children is a matter of great urgency. Findings: The review identified a number of shortfalls and gaps in the prevailing literature including: An absence of children’s perspectives and voices Narrow fields of interest, with studies of physical and mental health, emotional wellbeing, development, behaviour and educational achievement predominating. Gaps in knowledge in relation to children’s understandings of ‘home’ and ‘homelessness’, the experience of homelessness for children from Indigenous and CALD backgrounds, hunger and nutrition, the impact of gender on experience and effects, children’s experiences in homelessness services, and changes to relationships with (including separation from) fathers, friends, siblings, and extended family such as grandparents. For example, there is no research on the effect on relationships and individual wellbeing when siblings are separated or on children’s relationships with fathers who have perpetrated violence after reunification post refuge or emergency accommodation. A lack of evidence around good practice and few programs have been externally evaluated. The absence of studies that evaluate and compare the effectiveness of different housing and support approaches, for example, supported transitional accommodation compared to permanent housing with or without support for families with different needs. A focus on individual and family deficits rather than strengths both in terms of research questions and the interpretation of data. This has resulted in a tendency for studies to conclude psychopathology over short-term adaption to difficult circumstances.
Appendix 1 Summary of qualitative studies (n=8 in reverse chronological order) examining perceived barriers and facilitators for uptake of strategies to reduce and interrupt occupational sedentary exposure in office workers Authors Participants Study Methods Key Findings De Cocker et al 2015 34 workers and 21 executives from 3 companies; Belgium. Formative research using focus groups Barriers included productivity concerns, impracticality, awkwardness of standing in the office, and the habitual nature of sitting. Facilitators included raising awareness of the dangers of sitting, providing alternatives for standing, taking personal responsibility for change, and making some strategies obligatory. Bort-Roig et al 2014 12 academics and administrators from 4 universities; Spain Interviews conducted 3 times during a 5 month ‘sit less, move more’ intervention Screen-based office work was perceived to be the most important barrier to change. The most important facilitators were self-monitoring of sitting time and providing workers with a menu of strategy options. Chau et al 2014 42 workers from a health agency; Australia Focus groups following a 4 week trial of sit-stand desks Working in an open plan office and office design were barriers to sit-stand desk use. A supportive work environment and perceptions of benefits to health and productivity were facilitators. Cooley et al 2014 15 operational and police officers; Australia Interviews following a 13 week e-health intervention to reduce sitting through physical activity The requirement to interrupt important desk based work to be active was a major barrier. Tudor-Locke et al 2014 41 overweight/obese workers; US Interviews conducted during a 6 month treadmill desk intervention Treadmill desks were difficult to use because of work conflict, time demands and busy schedules.
Literacy Zone Performance Outcome Targets FY2017 – 2018 Literacy Zone Participant Outcome Category Please Note: These are mandatory categories for every Literacy Zone Examples of Participant Outcomes Please Note: These are only examples of possible participant outcomes, applicants should alter this column to include those outcomes expected at their Literacy Zone. Outcomes should align with and include partner agencies. Targets (2017-18) Number of Participants Enrolled in Adult Education Programs Receiving Literacy Zone Services Health Literacy Successfully applied for health insurance Referred to health clinic Referred to eye clinic Developed healthy meal menu for family Financial Literacy Opened bank account Completed family budget Applied for Earned Income Credit Accessed credit scores Functional Literacy (including digital literacy) Opened email account Navigate bus/subway system successfully Computer literacy skills attainment Family Literacy Parenting guides Read to children Head Start/Even Start Parent education classes Community Outcomes Participate in fund raisers Volunteer time Civic organizations School Relations Attend school meetings Access online school accounts for children’s classes Meet with teachers/school officials Helping children with homework Social Services Apply for food benefits Apply for housing assistance Food banks Workforce Readiness Career pathways Career planning Resume preparation Legal Services Rental agreement review Financial support Citizenship Register to vote Participate in political support plans Performance Target Worksheet
patients with and without granulocytopenia. Antimicrobial Agents and Chemotherapy 1984;870-5. 48 Raad II, Escalante C, Hachem R Y, Hanna H A, Husni R, Afif C, et al. Treatment of febrile neutropenic patients with cancer who require hospitalization: a prospective randomized study comparing imipenem and cefepime. Cancer 2003;1039-47. 49 Reed R L I, Ericsson C D, Wu A, Miller-Crotchett P, Fischer R P. The pharmacokinetics of prophylactic antibiotics in trauma. The Journal of Trauma 1992;21-7. 50 Santré C, Georges H, Jacquier J M, Leroy O, Beuscart C, Buguin D, et al. Amikacin levels in bronchial secretions of 10 pneumonia patients with respiratory support treated once daily versus twice daily. Antimicrobial Agents and Chemotherapy 1995;264-7. 51 Van der Auwera P. Pharmacokinetic evaluation of single daily dose amikacin. Journal of Antimicrobial Chemotherapy 1991;Supplement C 63-71. 52 Vanhaeverbeek M, Siska G, Douchamps J, Herchuelz A. Comparison of the efficacy and safety of amikacin once or twice-a-day in the treatment of severe gram-negative infections in the elderly. International Journal of Clinical Pharmacology, Therapy and Toxicology 1993;31(3):153-6. 53 Wiland P, Szechcinski J. Proximal tubule damage in patients treated with gentamicin or amikacin. Polish Journal of Pharmacology 2003;631-7. Figure S 2: Risk of bias summary: review authors' judgements about each risk of bias item for each included study.
For the oral presentation: Describe the strategy (4 marks) Demonstrate use of the strategy in class. The presentation must include use of an appropriate passage. (14 marks) Language Use and References (2 marks) Group Presentation Poor (0-1.5) Fair (2-3) Score (3.5-4) TOTAL Description of strategy Name of strategy is given, who developed strategy sated (if known), 2-3 purposes clearly outlined, type of text strategy is best used with, grade level strategy best suited for highlighted, Steps in using the strategy outlined. Demonstration of strategy Poor (0-6) Fair (7-10) Score (11-14) Appropriate passage selected (1 mark) Demonstration is in keeping with the steps of the strategy and is appropriated modelled/presented Language use and References (2 marks) TOTAL /20 FINAL SCORE /10 Assignment #3 (20%) – Incourse Test (individual) In-course test covering all units of the course The test will include multiple choice items and essay type question
Representation In literary texts, words, phrases or sentences that re-present (as opposed to ‘reflect’) reality. For example, we can refer to the representation of ‘women’ in a text; or the representation of ‘love’; or the representation of ‘pre-war Australia’. Resonances Aspects of texts that resound or echo for readers. Rhetorical devices Language techniques used in argument to persuade audiences (for example, rhetorical questions, repetition, propositions, figurative language). Standard Australian English The variety of spoken and written English language in Australia used in more formal settings, such as for official or public purposes, and recorded in dictionaries, style guides and grammars. While it is always dynamic and evolving, it is recognised as the ‘common language’ of Australians. Stylistic choices The selection of stylistic features to achieve a particular effect. Stylistic features The ways in which aspects of texts (such as words, sentences, images) are arranged and how they affect meaning. Style can distinguish the work of individual authors (for example, Jennings’ stories, Lawson’s poems), as well as the work of a particular period (for example, Elizabethan drama, nineteenth-century novels), or of a particular genre or type of text (for example, recipes, scientific articles, play-by-play commentary). Examples of stylistic features are narrative viewpoint, structure of stanzas, juxtaposition, nominalisation, alliteration, metaphor and lexical choice. Text structure The ways in which information is organised in different types of texts (for example, chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its meaning. Examples of text structures in literary texts include sonnets, monologues and hypertext. Transformation Changing the form or shape of a text, for example, by appropriation, adaptation, subversion or parody.
Why I chose this to illustrate because: Name: ___________________________ Period: _______________ Date: ___________________ Title of the book/story: ________________________________________________________________ Reading Assignment: Chapter(s) _____________ Page _______ to _______
Texas Higher Education Coordinating Board (2015). Academic course guide manual (2015 Ed.) Retrieved from http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/acgm.htm Tinto, V. A. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd Ed.). Chicago: University of Chicago Press. Ye, N., & Herron, S. S. (2010). A comparison of computer-based and traditional college algebra courses. Journal of Applied Global Research, 3(7), 40-49. Appendix L. Selected Learning Styles Characteristics and Strategies for Students (AMATYC, 2006) Learning Styles Learning Styles Characteristics Strategies for Students Active/ Tactile/ Concrete Retains and understands information as a result of doing something manual or involving the sense of touch. Use mathematics as a concrete demonstration to make sense of a problem situation. Draw a picture, make a table, or build a physical model of a problem. Have students act out a concept Active/ Social Retains and understands information as a result of discussing or explaining to others. Participate in study groups. Discuss concepts with the instructor and other students. Analytic Learns concepts and rules from experts. Listen to lectures. Watch a demonstration. Dynamic Learns by exploring and looking for other possibilities for solving problems. Create and complete mathematics projects. Use trial and error to find mathematics patterns. Global Learns in large jumps, absorbs material randomly, is able to solve complex problems quickly and in novel ways. Relate new mathematics topics to previous knowledge. Innovative Learns mathematics by personally relating mathematics to himself/herself using feelings. Discuss mathematics ideas with others. Look for personal meaning in mathematics. Intuitive Discovers possibilities and relationships, is comfortable with abstractions and mathematical formulations, dislikes memorization and routine calculations. Seek interpretations and theories that provide proofs for theorems or formulas. Reflective Thinks about information quietly first and prefers to work alone. Incorporate reflection time as a part of study time. Sensing/ Common Sense Learns facts by connecting concepts to real-world situations; prefers to see the usefulness and practical application of mathematics. Consult other sources for specific examples of mathematics concepts and procedures. Seek hands-on learning experiences.
Sequential Understands linear steps and follows logical paths to find solutions. Ask instructor to supply steps to solutions for problems. Verbal Prefers written and spoken explanations. Make summaries or outlines of course material. Listen to classmates’ explanations. Read written explanations aloud. Explain how to solve a problem. Visual Remembers pictures, diagrams, flowcharts, formulas, and procedures. Seek diagrams, schematics, course materials that can be viewed. Create concept maps. Color code notes and flashcards with highlighters.
between political, religious and economic refugees? What is the role of criminals smuggling refugees? Is there a European commitment? What is the role of religion? How to evaluate tension in our towns? Are refugees potential terrorists? The book is called ‘These are the names’ That is the way the book of liberation in the Bible, mostly called Exodus, is named in the Jewish version of the Bible (The book starts with the words: these are the names of the children of Israel… Then the names of the sons of Jacob follow. They live in Mizraim (in English Egypt). They are (economic) slaves. Mizraim is related to the Hebrew word anxiety. The sons of Israel live in the land of anxiety and death. Liberation starts when the name of the God of Israel is revealed to Moses (Ex. 3). The long journey through the desert starts in search of a promised land. Studying the biblical story in relation to the story of Wieringa offers a possibility to think about liberation today. Names are part of one’s identity. Being nameless means being no-one. Drawing a circle as a face gives the possibility of filling up the own identity. Pontus Beg decides to become a Jew. Who is a Jew? The book offers the possibility to explore Judaism. Divide the classroom into groups and give each an aspect of Judaism. After research a presentation of results is held. The metaphor of the desert is a metaphor of life. Is society a desert or a jungle? In the story the black man is killed, murdered. The refugees continue their journey taking the head of the black man with them. Is the head a taboo? The head of the black man seems to be a curse. In Michailopol it becomes a token of adoration and liberation. Individual research can look up the function of a taboo in a religion. Furthermore there is the scape goat (see Leviticus), being sent into the desert carrying the sins of the people. What is a scape goat in modern society? Explore the theory of René Gerard. Is the cross of Jesus a taboo? Is Jesus a scape goat in Christianity? Vienna , September 2016 Henk Pol
Zimmeck, M. (2010). Government and Volunteering: Towards a History of Policy and Practice. In C. Rochester, A. Ellis Paine, & S. Howlett (Eds.), Volunteering and Society in the 21st Century. Basingstoke: Palgrave MacMillan.
Acronyms and Abbreviations ABS Australian Bureau of Statistics ACT Australian Capital Territory CBT Cognitive Behavioural Therapy CODC Collaborative Outcome Data Committee CORE CUBIT Outreach CUBIT Custody-Based Intensive Treatment DAIP Domestic Abuse Intervention Project GLM Good Lives Model IVAWS International Violence Against Women Survey MBCP Men’s Behavioure Change Programs NCRVWC National Council to Reduce Violence against Women and their Children NSW New South Wales NT Northern Territory NTV No To Violence RNR Risk, need, responsivity SA South Australia SOP Sex Offender Program SOTP Sex Offender Treatment Program SOTU Sex Offender Treatment Unit WA Western Australia
Sydney Level 21, 321 Kent Street Sydney, NSW 2000 t +02 8233 9900 f +02 8233 9966 Brisbane Level 12, 120 Edward Street Brisbane, QLD 4000 t +07 3007 3800 f +07 3007 3811 Melbourne Level 12, 120 Collins Street Melbourne, VIC 3000 t +03 8663 4888 f +03 8663 4999 Perth Level 1, 55 St Georges Terrace Perth, WA 6000 t +08 9346 0500 f +08 9321 7790 Australia • Asia • Middle East e info@urbis.com.au
Article information Article 1 Article 2 Title: Author: Date: Authority: Method Used: Sample Size: Title: Author: Date: Authority: Method Used: Sample Size: Main Findings / arguments/ recommendations Similarities to other articles Differences to other articles Strengths Weaknesses Gaps in the literature
Teacher collects homework bookmarks from each student and records their participation grade. Whole group reviews the answers to the comprehension questions from the homework assignment. Teacher reviews specific big events that occurred in the last reading assignment… leading into inferences for the day’s reading. Routine Student Tasks (10 minutes) Students add to Character Development Poster based on homework reading assignment. Teacher takes time to direct students’ attention to this poster and observe how the characters are already changing. Teacher asks students to talk to a partner about what changes (if any) have they seen in the characters since the beginning of the novel? What has stayed the same? Students add to “Think Tank” based on homework reading assignment. Mini Lesson: Synonyms and Antonyms (10 minutes) Students in pairs will be presented with a bag full of words (either all meaning the same thing or pairs of antonyms). Students will be asked to try and figure out why all of the words are grouped together. What do they have in common? Once students give their ideas, the teacher will introduce the topic of the lesson today: synonyms and antonyms. The teacher will use two posters to present the information about synonyms and antonyms to students. Students will then be asked to give their own examples of both synonyms and antonyms. Teacher will remind students to be looking for words in the section of reading today that have both simple and complex synonyms and antonyms. During Reading [CHAPTER 16-19] (20 minutes) Students participate in partner reading, as well as teacher read aloud. Students fill out comprehension questions in Battle Books throughout reading with partner they are reading with. Teacher stops students intermittently to discuss different parts of the book/points of interest, as well as seeking to gauge if students are following the action in the novel. Teacher stops at the vocabulary words (strategy, kin, and truce) and leads students through the “Word Map” and “Visual Vocabulary” worksheets in partners.
quiet quieter quietest Other exceptions to this are words which end in the -y adjective derivational morpheme Base word -y suffix -y + -er suffix -y + -est suffix n/a happy happier happiest smell smelly smellier smelliest bump bumpy bumpier bumpiest From
Word/Semantic Relationships Teaching vocabulary is about how words relate to other words. The most effective way to teach vocabulary is to show how new words relate to words that students already know. It is important to explicitly teach the relationships between words. Here are the major types of semantic relationships: Semantic Relationship Explanation Examples Teaching Ideas Categories Words can be categorised into groups (fruits, emotions, buildings) Some categories belong to larger categories (e.g. fruit is a subcategory of food), and some category members can be their own categories (subtypes of apples are Granny Smith, Golden Delicious) Fruit —> Banana, Apple, Watermelon Emotions —> Sadness Joy Anger Anger —> furiousness angst Brainstorm members of categories (who can think of types of vehicles?) Categorise vocabulary as they are learnt (run skip glide prance are all ways of moving) Visualise how words belong to categories and how they can branch off into subcategories. For example: Antonyms A pair of words with opposite meanings Antonyms can be gradable (on a continuum, e.g. hot/cold), complementary (one or the other, e.g. alive/dead) or relational (e.g. doctor/patient, predator/prey) fast/slow big/small right/wrong sleep/wake wife/husband parent/child Teach antonyms in pairs, to provide a reciprocal understanding of a concept Encourage students to guess what the antonym of words are (e.g. go/come, do/undo, quietly/loudly) When adding words to personal dictionaries, encourage students to make note of any antonyms Synonyms Words that have the same or similar meaning to each other. Some words will have multiple meanings (homonyms) so they may have different sets of synonyms depending on the sense of the word fair/just/objective/ impartial/unbiased leap/spring/bound/hop/ bounce debate/discuss/confer about/talk over/talk Brainstorm synonyms to explore how words are related to others Replace repeated or overused words in writing. Ask students to identify overused words, and replace them with more interesting synonyms
All Kinds of Trees. Children are curious about trees because they are so big. You can be scientists as you collect some information about a tree. You can measure a tree by stretching your arms around it. “Can you reach all the way around?” Feel the bark of the tree and use words like smooth, soft, rough, bumpy, and hard. Look at the leaves of the tree. Notice the veins. Ask your child to describe the leaf’s shape. Compare the shape to something familiar. “It looks like your hand with fingers.” Compare the bark and leaves from different trees. First-Grader/Reader-Writer Ball Games. Children need practice playing team games. Sometimes you have to be flexible about the rules. Try an easy game of baseball with your child and some friends. Use a big plastic ball and a big plastic bat. Make sure that each child has a turn to hit the ball and run around the bases. Introduce words like teamwork and sportsmanship. If your child has experience with team sports use specific vocabulary like score, base hit, and homerun. Balancing Act. As children get more practice controlling their bodies, they can balance more easily. They also begin to understand the idea of balance in a scientific way. Encourage your child to notice and think about balance in many situations. “How can we move the children on the see-saw so they will balance?” If your child has other experiences with balance make a connection. “Remember when we weighed the tangerines at the market on a balance scale?” Who Lives in a Tree? The park is a good place to learn about how plants and animals help each other. Look with your child for evidence that animals live in the trees at the park. Maybe animals use the trees for food or shade. Look for birds flying near the trees. See if you can find any nests. Look for animals like squirrels or chipmunks. “Why do you think they like the trees?” Tell your child that it will be fun to learn more about trees. “We can look for a book about trees at the library or the bookstore.”
Lithosphere Test Study Guide Vocabulary to Know: Asthenosphere Lithosphere Crust Mantle Outer core Inner core Density Alfred Wegener Continental drift Plate tectonics Magma Convection currents Convergent boundary Divergent boundary Transform boundary Fault Focus Epicenter Magnitude Earthquakes Mountains Volcanoes Rift valley Hot spot Seismic waves Primary waves Secondary waves Surface waves Magnitude Topics to Know: What causes Earth to have four layers? How is oceanic crust different from continental crust? Why is the inner core solid? Describe Earth’s mantle. List the layers of Earth in order of least dense to most dense. What evidence did Alfred Wegener use to support his theory of continental drift? What layer of Earth is broken into tectonic plates? What causes the tectonic plates to move? Draw and label a tectonic plate boundary where subduction is occurring. Which type of tectonic plate boundary interaction forms a volcano? What is magma? Explain how volcanoes form from a hot spot. What geologic events occur at a divergent boundary? At a transform boundary? What happens at a oceanic-continental convergent boundary? How do mountains form? What is a fault? Why do earthquakes occur? Where do earthquakes occur most often? What is the focus of an earthquake? What is the epicenter of an earthquake? What gives earthquakes their energy? Which type of seismic wave causes the most damage? What gives an earthquake more or less magnitude? What causes the speed of seismic waves to change?
G6 Our school has systems in place to involve parents in the process of supporting their children. Evidence required: Schools may submit any of the following as appropriate: Flyers/letters to parents advertising a Parent support group; Letter inviting parents to attend update meetings; Information leaflets for parents, informing them of local support services; Parents’ information pages from the school website. Gold Award: Identification Description & Evidence Action Required By Whom Date Completed
List of Workmen & Employees Summary of Workmen and Employees (INR Crore) Type of Claimant Claims Received Claims Reviewed Claims Status No. of Claims Amount No. of Claims Amount Admitted Under Verification Rejected Workmen 83 1.15 83 1.15 0.96 0.05 0.14 Employee 1013 43.68 1012 43.68 31.46 3.16 9.06
SYLLABUS Literature & Medicine: Humanities at the Heart of Health Care The for Primary Care Innovation 2014 Facilitator: Suzanne J. Koven Hospital Liaison: Emma Jeffries (Email: , 617-643-9262) Locations: East Garden Room and Simches 3130 (March only) Day and Time: Tuesdays, 5:30 – 7:30 Books are on loan from the Massachusetts Foundation for the Humanities and will be used for future programs. Please treat them with care, refrain from writing in them, and return them to your liaison by the end of the seminar series. You will be charged the replacement cost of any book you fail to return, plus a service charge of $ 10.00 Starred(*) texts are available online. Session 1, January 14: When a Child is Ill Miah Arnold, “You Owe Me” (essay)* Alice Munro, “Night” (in Dear Life) (essay)* Cynthia Zarin, “An Enlarged Heart” (in An Enlarged Heart) (essay)* Session 2, February 4: From Atrocity to Healing Tracey Kidder, Strength in What Remains (nonfiction) Session 3, March 4: The Family Drama Arthur Miller, Death of A Salesman (play) David Sedaris, “Now We Are Five” (essay)* Session 4, April 1: Disability and Identity Nancy Mairs, “On Being A Cripple” (essay)* Andrew Solomon “Deaf” (book chapter in Far From the Tree)* (scanned in slightly out of order, pages 70-84 are at the end) Session 5, May 13: Healing the Healer Graham Greene, A Burnt Out Case (novel) Session 6, June 3: Madness and Genius Sylvia Nasar, A Beautiful Mind (biography) Sylvia Plath, “Lady Lazarus” (poem)* * pw: humanities@massgeneral
framework (psychological, developmental, feminist?) what voice? Relationship between theoretical and research perspective Relevant and representative literature (inclusive) used? If research, how well was it done (measurements, analysis, validity) “Popular readership”, language use, emotional, rhetorically toned, or reasoning Structure clear? Deconstruction possible? Cause-effect *Matrix 1 adapted by Linda A. Cannon Category Criterion 1 2 3 4 Coverage Justified criteria for inclusion and exclusion from review Did not discuss the criteria inclusion or exclusion Discussed the literature included and excluded Justified inclusion and exclusion of literature Synthesis Distinguished what has been done in the field what needs to be done Did not distinguish what has and has not been done Discussed what has and has not been done Critically examined the state of the field Placed the topic or problem in the broader scholarly literature Topic not placed in broader scholarly literature Some discussion of broader scholarly literature Topic clearly situated in broader scholarly literature Place the research in the historical context of the field History of topic not discussed Some mention of history of topic Critically examined history of topic Acquired and enhanced the subject vocabulary Key vocabulary not discussed Key vocabulary defined Discussed and resolved ambiguities in definition Articulated important variables and phenomena relevant to the topic Accepted literature at face value Some critiques of literature Offered new perspective Methodology Identified the main methodologies and Research methods not discussed Some discussion of research Critiqued research methods Introduced new
research techniques that have been used in the field, and their advantages and disadvantages methods used to produce claims methods to address problems with methods Related ideas and theories in the field to research methodologies Research methods not discussed Some discussion of appropriateness of research methods to warrant claims Critiqued appropriateness of research methods to warrant claims Significance Rationalized the practical significance of the research problem Practical significance of research not discussed Practical significance of research discussed Critiqued practical significance of research Rationalized the scholarly significance of the research problem Scholarly significance of research not discussed Scholarly significance of research discussed Critiqued scholarly significance of research Rhetoric Was written with a coherent, clear structure that supported the review Poorly conceptualized, haphazard Some coherent structure Well developed, coherent Boote, D. N. and Beile, P (2005). Scholars before researcher: On the centrality of the dissertation literature review in research preparation, Educational Researcher, 34(6), 3-15.
References ACT. (2010). What are ACT's college readiness benchmarks? Issues in college readiness. Iowa City, IA: ACT, Inc. Ahlqvist, S., London, B., & Rosenthal, L. (2013). Unstable identity compatibility: How gender rejection sensitivity undermines the success of women in science, technology, engineering, and mathematics fields. Psychological Science, 24(9), 1644-1652. Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529. Astin, A. W., & Oseguera, L. (2004). The declining "equity" of American higher education. Review of Higher Education, 27(3), 321-341. Astin, A. W., & Oseguera, L. (2012). Pre-college and institutional influences on degree attainment. In A. Seidman (Ed.), College student retention (2nd ed., pp. 119-145). Lanham, MD: Rowman & Littlefield. Baum, S., Ma, J., & Payea, K. (2010). Education pays, 2010: The benefits of higher education for individuals and society. New York, NY: The College Board. Bean, J. P. (1985). Interaction effects based on class level in an explanatory model of college student dropout syndrome. American Educational Research Journal, 22(1), 35-64.
If you have any questions regarding the LITSoN project or have queries on how to complete and submit the survey, you could either us, or dial in to one of the following Skype Q&A sessions: Date Time Skype information 15/02/2018 15:00-16:00 Trouble Joining? Join by phone +442030787637, access code: 6568049 (United Kingdom) 21/02/2018 10:00-11:00 Trouble Joining? Join by phone +442030787637, access code: 97005340 (United Kingdom) 23/02/2018 10:00-11:00 Trouble Joining? Join by phone +442030787637, access code: 3706816 (United Kingdom) 26/02/2018 15:00-16:00 Trouble Joining? Join by phone +442030787637, access code: 59214673 (United Kingdom) 1/03/2018 10:00-11:00 Trouble Joining? Join by phone +442030787637, access code: 98901784 (United Kingdom) 06/03/2018 16:00-17:00 Trouble Joining? Join by phone +442030787637, access code: 92658017 (United Kingdom) 08/03/2018 10:00-11:00 Trouble Joining? Join by phone +442030787637, access code: 6009584 (United Kingdom) 14/03/2018 12:00-13:00
Literary Studies Paper Rubric with Possible Points Excellent Good Satisfactory Needs Work Unacceptable Ideas and level of analysis Greatly exceeds expectations and develops ideas in a consistently excellent manner. Readers will learn something from this piece of writing. Exceeds expectations and develops in a good but perhaps predictable fashion. Ideas may be good but perhaps not as insightful or well developed. Meets expectations but does not go beyond them. May respond to the assignment in a satisfactory but predictable or superficial way. May have more plot summary than analysis. Limited ideas and cursory development; does not meet expectations or the terms of the assignment on one or more dimensions. Fails to meet expectations for ideas and analysis. May include too much plot summary or so many quotations that analysis is missing. 30 27-30 24-26 21-23 18-20 0-17 Organization Organizational plan is clear, as is the thesis and purpose of the piece. Thesis is original and interesting. Organization and thesis are logical but could be clearer. Thesis is solid but less innovative than in an exceptional paper. Some transitions may be missing. Exhibits a discernable organization but may not provide a clear connection to the thesis. Thesis may be obvious or too general. Paragraphs may not follow the most logical order. Focus may be unclear or the essay may lack an arguable thesis. Paragraph order may be confusing. May lack adequate organization or sufficient support for its argument. Focus many be diffuse or unclear. Sentences and paragraphs do not follow a logical order. 20 18-20 16-17 14-15 12-13 0-11 Development and support Develops its points effectively, logically, and in an original fashion. Assertions are supported by evidence. Paragraphs are unified, coherent, and complete. Includes a thesis idea that is generally supported by evidence and a logical order of paragraphs. Some unsupported generalizations may occur, or some paragraphs may lack unity or support. Development may consist of obvious generalizations that only tell readers what they already know with limited support from the text. Relies strongly on generalizations rather than support and may lack specific references to the text. Paragraphs may lack unity, coherence, and completeness. Paragraphs may be insufficiently developed. Thesis may be missing. Generalizations may be used in place of analysis. Insufficient development for the requirements of the assignment. 20 18-20 16-17 14-15 12-13 0-11
Style Sentences are fluent, graceful, and a pleasure to read. They are generally free from errors, although there may be a minor error in the piece. Demonstrates correct sentence construction for the most part, although some sentences may be awkward or unclear. Papers will generally have few (1-2) or no comma splices, fragments, fused sentences, tense and agreement errors, or other major grammatical problems. Minor errors in grammar may occur. May demonstrate little sentence variety. Note: Grammatical errors such as comma splices, fragments, agreement errors, vague or awkward phrasing may obscure the meaning of an otherwise good paper. Contains many errors in sentence construction, including comma splices, fragments, fused sentences, agreement problems, and awkward sentences. Some parts may be difficult to read and interpret. Serious errors such as comma splices, fragments, fused sentences, and agreement problems obscure meaning and make this paper inconsistent with college-level writing standards. A paper at this level may be difficult, frustrating, or confusing to read. 15% Mechanics Mechanics (spelling, usage, and punctuation such as commas, semicolons, and possessive apostrophes, quotation marks, and title punctuation). Papers will be almost entirely free from mechanical errors. One or two instances of an incorrect use of words, spelling errors, or punctuation errors such as missing possessive apostrophes may occur. May contain odd word choices, consistent errors in punctuation, or problems with usage. May demonstrate significant deficiencies in punctuation, word choice, and spelling. Contains numerous errors in grammar, spelling, and punctuation. 10% Audience Has a clear understanding of audience as demonstrated by the paper's use of tone and an appropriate level of diction. Clear sense of individual voice and awareness of audience expectations. Level of diction may occasionally be uneven or somewhat inappropriate for the assignment. Voice and diction may be significantly inconsistent with audience expectations or the requirements of the assignment. Paper may demonstrate a consistently insufficient awareness of audience. Serious problems with tone, diction, and sense of audience. Note: A paper will receive an "F" if it is plagiarized in whole or in part. 5% Total For explanations of terms, go to the "Key to Comments" page at . Comments:
Electric fences Always assume electric fences are live Avoid contact Warn volunteers not to touch fences. Ground conditions Wear strong boots with ankle support Avoid dangerous areas and choose the safest possible route over difficult ground. Seek medical attention for any serious cuts, bruises or strains. Instruct volunteers to wear suitable footwear. Hedges, fences, walls, ditches Take care climbing stiles particularly in wet weather Avoid climbing walls, ditches and fences Stay within the registered location. Water, marshes and bogs Avoid banks, especially if they appear unstable. Always work in pairs if close to water. Shower and change to warm dry clothing if immersed. Never allow children to work in these areas. Adults should be warned. Vehicles, bicycles, plant and machinery Avoid close proximity if possible. Stay off the highway. Be alert to the potential presence of agricultural machinery. Wear high visibility clothing if necessary. Do not work on the roadside if the speed limit is 40mph or over. Seek medical attention in the event of injury. Be aware of the vehicles around you during the litter pick. Keep a look out. People and lone working Beware of aggressive and difficult people. Withdraw rather than face conflict. Do not work out of sight of others in the group. No school age children to be working on the highway School age children working off highway to be fully supervised at all times. Leader to have mobile phone. Medical attention following any assault. Keep together and stay off private property. Refuse, litter Pick up only general litter. Do not collect medical waste (e.g. needles etc) Wear gloves and use a litter picker wherever practicable and available. Seek medical attention for any cuts. Keep anti−tetanus injections up to date. Volunteers must wear the safety clothing provided.
Any needles found should not be picked up and should be reported immediately to Serco on 0800 031 9091. At weekends, bank holidays, or any time that falls outside of weekday office hours (8:30am-6:00pm), any hazardous waste found should be reported immediately to CCC Emergency Standby on 01227 781879. Tools and equipment Team to be shown how to use equipment if appropriate. Allow sufficient working area for the correct and safe use of the tool. Use appropriate protection. First aid training. Have first aid kit available. Obtain medical attention in the event of injury. Volunteers must use the equipment provided and as instructed. Personal Protection Equipment All attendees to wear long sleeve hi-visibility tops (Class 3). Volunteers must wear the safety clothing provided. Trees and shrubs Be alert to the risks and keep a sharp look out for hazards. Wear safety helmet in hazardous conditions. Obtain medical attention in the event of injury. Be aware of low hanging branches and exposed tree/ shrub roots. Irritant and dangerous plants Beware of dangerous plants & possible adverse reactions. Wash thoroughly on completion of such operations. Seek medical attention for unusual or suspicious symptoms after contact with vegetation. Wear the gloves provided. Weather Adjust work programmes to avoid extremes. Seek shelter. In the event of extreme
SERVICE CERTIFICATE (To be completed by the owner of the Sire or Frozen Semen and counter signed by the owner of the Dam) I/WE Being the Sire’s Owner/s Being the Owner of the Frozen Semen (cross out which is not applicable) BEING FINANCIAL MEMBER/S OF: MEMBERSHIP NUMBER: ADDRESS: POSTCODE: CERTIFY THAT THE BITCH: BITCH REGISTRATION NUMBER: WAS SERVED BY (Insert Sire’s Name): SIRE REGISTRATION OR SEMEN REGISTRATION NUMBER: ON DATE OF MATING: SIGNATURE OF SIRE/SEMEN OWNER/S: All must sign unless prior arrangements have been made and lodged with the Owner’s Controlling Body SIGNATURE SIGNATURE OWNER/S OF DAM COUNTER SIGNATURE/S: SIGNATURE SIGNATURE NOTE: An application of registration may be lodged at any time within eighteen (18) calendar months of the date of whelping. An application received must accompany the current fees. Fees are available on the DogsNT website The owner/s of the sire or the owner of the frozen semen should complete all details of the Service Certificate and this must be countersigned by the owner/s of the bitch. Overseas registered sires or dams must be re-registered on the Australian Canine Computer (ANKC) system before the litter can be registered. Imported semen or semen from non-Australian resident sires must be re-registered on the Australian Canine Computer (ANKC) system before the litter can be registered. All dogs in the litter must be registered. Any dogs not included in this application may cease to be eligible for registration. ARTIFICIAL INSEMINATION: If the dogs to which this application relates have been subject to “AI” it is necessary for the Veterinary Surgeon who performed the AI to sign the following declaration: I__________________________________________________________________ (Veterinary Surgeon) Certify that I artificially inseminated the above mentioned bitch with semen taken from the above mentioned sire. SIGNATURE: DATE:
(1) A list of Producers participating in the Tobacco Litter Control Program; (2) The amount, by weight, of Tobacco Waste collected in the [ City / County ] by the Tobacco Litter Control Program; (3) A description of the collection system, including the location of each collection site; (4) The name and location of disposal facilities at which Tobacco Waste was disposed of and the weight of Tobacco Waste collected from Disposers disposed of at each facility; (5) Whether policies and procedures for collecting, transporting, and disposing of Tobacco Waste, as established in the Program, were followed during the reporting period, and a description of any noncompliance; (6) A description of public education and outreach activities implemented during the reporting period, [ including the methodology used to evaluate the outreach and education activities ]; and (7) The degree to which Collection Rate goals established in the Tobacco Litter Control Program were achieved and, if the Program did not attain those Collection Rates, the proposed actions for future achievement of the Collection Rate goals. Sec. [ ____ (*5) ]. IN-LIEU FEES. comment: This section describes the in-lieu fee compliance option. Note that a mandatory litter mitigation fee imposed through an ordinance adopted by a city council or county board of supervisors would likely violate the California Constitution, as amended by Proposition 26. Proposition 26 prohibits local government from adopting some types of regulatory fees through local ordinance, and instead requires that those fees be approved by the electorate. This Model Ordinance, however, does not require a mandatory fee. Instead, the in-lieu fee is optional and voluntary for Producers. Because this is still a developing area of law, you should consult with your city attorney or county counsel on Proposition 26. (a) The Department shall establish in-lieu fees annually to cover the reasonable costs of Tobacco Waste mitigation incurred by the [ City / County ] as provided in this Section. (1) The in-lieu fee shall take the following into account: (i) The total budgeted costs to be incurred by [ City / County ] in that year to mitigate Tobacco Waste attributable to Producers choosing to pay the fee;
In 2011, 66% of Little River and Rural area employees drove their car to work and less than 7% caught the train. Nearly 9% of Little River and Rural Area residents worked from home, compared to less than 3% of Wyndham residents. Education In 2011, 10% of Little River and Rural area residents over 15 years of age had obtained a bachelor or higher degree, compared to 19% of Wyndham residents. Need for assistance 4.5% of Little River/Rural West residents require assistance with core activities, compared to 3.9% of Wyndham residents. SEIFA Index of Relative Social Disadvantage (IRSD) Little River and Rural West have a SEIFA IRSD score of 1032, which is slightly higher than the Wyndham score of 1,013. This means it is a slightly less disadvantaged area compared to the municipality overall.