zilongwang/ReadingBank huggingface dataset:
Warming Up: Rubrics are often thought of solely as scoring tools. However through the warm-up, participants should be able to identify opportunities to use the CAP Rubric at points other than the formative and summative assessment steps, in which ratings are determined. For example, the rubric performance descriptors should guide the candidate’s self-assessment, both in terms of helping him/her to establish a baseline of practice, as well as signaling what expected practice looks like. Push participants to be specific how they use the rubric to analyze evidence and inform the feedback they provide to candidates. Slide 4 7 minutes II. Learning (34 minutes) Learning: In this section, participants will learn about the purpose of the CAP Rubric, its architecture, and how it is used at each step of the 5-step cycle. Slide 5 Quick Transition Learning: Review the goals of CAP to ground the workshop. Note the responsibility of program supervisors and supervising practitioners to support candidates’ growth and development through feedback. Feedback should be informed by the CAP Rubric. Slide 6 1 minute Learning: Introduce the threefold purpose of the CAP Rubric. Notice the phrases “shared understanding” and “common terminology.”The CAP rubric promotes consistent implementation of CAP across all educator preparation programs because the elements of practice and associated descriptors at the core of CAP are the same statewide. Slide 7 1 minute Learning: Note that this slide focuses on the three points of the CAP process when the CAP Rubric is used to determine ratings. However, as discussed during the Warm Up and covered later on, the CAP Rubric is also used to analyze evidence and provide feedback. Slide 8 3 minutes
IB Math Studies Mr. Steponic Intro / Data Collection Rubric For your next installment of your project, you will email two files to me: 1) An Excel spreadsheet with all of your data appropriate column and/or row headings 2) A Word document with your page and an updated “Statement of the Task” section a new detailed “Data Collection Procedure” section an Appendix section with your survey form (if you are using one) an Appendix section containing all of your data with appropriate column and/or row headings Criterion A: Introduction In this context, the word “task” is defined as “what the student is to do”; the word “plan” is defined as “how the student is going to do it”. A statement of the task should appear at the beginning of each project. It is expected that each project has a clear title. Achievement Level Descriptor 0 The project does not contain a clear statement of the task. There is no evidence in the project of any statement of what the student is going to do or has done. 1 The project contains a clear statement of the task. For this level to be achieved, the task should be stated explicitly. 2 The project contains a title, a clear statement of the task and a description of the plan. The plan need not be highly detailed, but must describe how the task will be performed. If the project does not have a title, this achievement level cannot be awarded. 3 The project contains a title, a clear statement of the task and a detailed plan that is followed. The plan should specify what techniques are to be used at each stage and the purpose behind them, thus lending focus to the task. Criterion B: Information/measurement
Performance on practical exams and skill checks is enhanced from study guide material or the ability to have patient case scenarios prior to taking examinations in 50% of formal assessment situations Use mathematics and quantitative reasoning to solve problems Interprets and makes complex judgments in selecting and adjusting interventions based on combined tests and measures performed routinely along the continuum of care in a simulated case Requires <25% supervision or is capable of interpreting and making competent judgments in the clinical workplace in selecting and adjusting interventions based on combined tests and measures Interprets and makes competent judgments in selecting and adjusting interventions based on combined tests and measures performed along the continuum of care in a simulated case; Requires 50-90% supervision in to interpret and make competent judgments in the clinical workplace in selecting and adjusting interventions based on combined tests and measures Measures affected segments to interpret status and outcomes in a simulated case Makes basic or tentative judgments in adjusting interventions based on tests and measures in a simulated case Use quantitative data to select an intervention specific to the problem in a simulated case Define functional status in quantitative terms in a simulated case Integrate and reflect on experiences and learning from multiple and diverse contexts Thoroughly considers functioning, disability, and contextual factors (environmental and personal) included in the plan of care when planning, selecting, Adapts treatment planning approaches based on prior learning and case specific information ( functioning, disability, and contextual Begins to consider functioning, disability, and contextual factors (environmental and personal) included in the plan of care when Retrieves and applies discrete skills with some attention to integrating the individual patient experience in a case simulation
modifying, and adapting interventions Analyzes and interprets multiple sources (course, evidence, resources, peer/instructor/simulated patient feedback) in effectiveness. Self-assessment is consistent with expectations for practice and includes evidence of commitment to seeking mentorship lifelong learning factors (environmental and personal)) Connects some program content, evidence, resources, and peer/instructor/simulated patient feedback in of performance Self-assessment of performance is mostly consistent with published expectations for a case of moderate complexity planning, selecting, and modifying, interventions Attempts to include program content, resources, and peer/instructor/simulated patient feedback in of performance Self-assessment of performance is mostly consistent based on published expectations of or a case with minimal to moderate complexity Detects errors with prompting from peers and instructors Assesses own performance with minimal to moderate consistency based on published expectations in a minimally complex case
Climate Change, Communities, and Public Planning A Problem-Based Learning Activity Sample Assessment Rubrics Inadequate (1 point) Competent (2 points) Exemplary (3 points) Description of Community Incomplete description of community; students have not considered cultural, economic, and natural features Students identify most, but not all of the cultural, economic, and natural features of the community Students describe cultural, economic and natural features of community Identification of GCC Challenges Students unable to identify GCC challenges unique to community Students identify GCC challenges that are likely to impact community Students identify GCC challenges that are specific to the cultural, economic, and natural features of the community Identification of Response Options Responses identified by students are either unrelated to challenges faced by the community or are unlikely to have an impact Students identify a limited number of response options that have the potential to address challenges faced by the community Students identify several response options that address the unique challenges faced by the community; responses are likely to have a significant impact Collaboration Team work has been dominated by one or two members; little evidence that all members contributed to research process Each member has contributed to the research process and case study development Team has worked together to generate a complete case study; each team member has a clear understanding of the challenges and response options Presentation Team has difficulty explaining and/or defending their findings Team adequately explains and defends findings Team clearly explains their findings; the presentation is organized and complete Rubric 1: Team Case Study Presentation Rubric 2: Reflection
Inadequate (1 point) Competent (2 points) Exemplary (3 points) Score Identification of Trends Students ability to compare/contrast GCC risks among regions is limited Students able to compare/contrast GCC risks Students compare/contrast GCC risks, offer reasonable explanations and examples Assessment of Own Community Students offer limited assessment of local risks/response options; unable to recognize similarities between local community and case study communities Students correctly identify some of local risks/response options; use case studies (to a limited extent) to inform analysis of local community Students correctly identify several local risks and offer appropriate response options; effectively use case studies to inform analysis of local community Advice for U.S. Government Limited ability to offer broad advice regarding GCC-related decisions based upon local community challenges; limited ability to view larger scope of challenges Students able to offer some broad advice that has the ability to inform decision making that will affect local communities Students able to offer advice that has the ability to effectively inform decision-making processes; advice takes the diversity of local community challenges into consideration
Assessment Rubric for Unit 5 Criteria 0 1 (Poor) 2 (Acceptable) 3 (Good) Score Prediction of direction of groundwater flow and application to for soil samples (#1 and #3) None Direction of groundwater flow is correctly predicted but not explained well. Soil sample recommendations do not include groundwater flow in reasoning. Direction of groundwater flow is correctly predicted and justified based on water table levels. Groundwater flow is not included in the reasoning for soil sample recommendations. Direction of groundwater flow is correctly predicted and justified based on water table levels. Groundwater flow is included in the reasoning for soil sample recommendations. Soil permeability as a measure to predict potential for contamination None Students describe soil permeability but do not correctly apply it to predict the potential for groundwater contamination. Students explain the connection between soil permeability and the potential for groundwater contamination. They predict the potential for groundwater contamination in this case. Students explain the connection between soil permeability and the potential for groundwater contamination. Students predict the potential for groundwater contamination and also identify that the impermeable, clay level is below the water table in this case. Language None, Language errors are a major obstacle for comprehending the student’s writing OR language production is minimal Student is able to communicate with some errors and language gaps. Student is able to express ideas clearly and/or with detail using specialized vocabulary from the unit. Writing shows few errors.
Rubric for AP/ Honors Chemistry Lab Reports (30 points) Construct Measured Exemplary (4) Proficient (3) Needs Improvement (2) Deficient (1) Deficient (0) Purpose or Beginning question: What are you hoping to learn or discover by doing the lab? This section should be completed before the lab. The beginning question is clear and testable with the proposed procedure. The beginning question is present but lacks clarity or testability with the proposed procedure. There is no purpose or beginning question. Procedure: A brief description of the procedure to be followed is included. The procedure is written into the lab notebook before the lab. The procedure is a good summary of the procedure to be followed. The procedure is written into the lab notebook before the lab. The procedure is a rough description of the procedure to be followed The procedure is written into the lab notebook before the lab. The procedure is a poor description of the procedure to be followed The procedure is not written into the lab notebook before the lab but is completed afterward. Procedure is not in the final lab report. Safety: How will you stay safe? What are the precautions you will take? What are the dangerous parts of the lab? This section should be completed before the lab. Safety considerations are relevant and thorough. Some important safety considerations are overlooked. Safety considerations are absent from the lab. Data/Observations: A table for data should be completed before coming to lab. Observations about the chemicals and changes observed during the lab should be listed. What did you observe before, during, and after the reaction/ process? Data tables are relevant and completed before the lab. Observations are completed as the lab is being done and are thorough. Data tables are not complete or observations are not thorough. Data tables are not complete and observations are not thorough. Either data or observations are missing. Data and observations are not present in the lab report
Rubric for Research Project Name ___________________________ 4 – Mastery 3 – Competency 2 – Developing 1 - Initial ESS.1 Demonstrates understanding of terms pertinent to earth and space science Student’s word choice displays a high level of subject knowledge. Student’s word choice or explanation displays the expected level of subject knowledge Student’s word choice or explanation indicated some misconceptions or errors in subject knowledge. Student’s word choice and explanations display a low level of subject knowledge. ESS.3 Constructs explanations through conducting and using research Research is thorough, specific, has many examples. All ideas are clearly explained. More than five references are cited and/or referenced throughout the presentation. Conclusions are supported by the data. Explanation is made for how or why the hypothesis was supported or rejected. Research has two or three examples. Most ideas are explained. Four references are and/or referenced throughout the presentation. Conclusions are supported by the data. Explanation is made for how or why the hypothesis was supported or rejected. Research has one or two examples. Few ideas are explained or contains misconceptions. Only three references are cited and/or referenced throughout the presentation. Conclusions are not clearly supported by the data. Explanation is attempted but it is unclear how or why the hypothesis was supported or rejected. Research has little specifics and only one example. Two or less ideas are explained. Two or less references are cited and/or referenced throughout the presentation. Conclusions are not supported by data. No clear explanation is attempted for how or why the hypothesis was supported or rejected. ESS.7 Recognizes earth's changes and the effects of these changes Student presentation has directly stated or inferred at least three ways the events of geologic time or the adaptation of life forms is related to Earth’s changes over time. Student presentation has directly stated or inferred at least two ways the events of geologic time or the adaptation of life forms is related to Earth’s changes over time. Student presentation has directly stated or inferred at least one way the events of geologic time or the adaptation of life forms is related to Earth’s changes over time. The presentation makes no reference or inference to how this topic relates to Earth’s changes over time. Presentation is due Friday, March 23
Kan, V. (n.d.). RMS Lusitania: The fateful voyage. Retrieved from S. (n.d.). America at war: World War I. In Digital History. Retrieved from Propaganda. (n.d.). Retrieved from Oxford University Press website: Propaganda. (n.d.). Retrieved from RMS Lusitania. (n.d.). Retrieved from Shah, A. (2005, March 31). War, propaganda and the media. Retrieved from The Lusitania. (n.d.). Retrieved from R. A. (2002, March). Mobilizing public support for war: An analysis of American propaganda during World War I [Scholarly paper]. Retrieved from References – schmoop, awesome stories, classroom tools, powerpoint
Rubric for Map of Europe Elements Points Points Earned Legend/Key 20 Compass Rose 8 7 Countries-labeled and colored: Italy, United Kingdom, Germany, France, Spain, Ukraine, Russia 7 9 Physical :Rhine River, Danube River, Pyrenees Mtns., Ural Mtns., Mediterranean Sea, Atlantic Ocean, Iberian Peninsula, English Channel, the Alps 9 Atlantic Ocean, North Sea, Baltic Sea-labeled 3 Color 3 Total ________/50
Rubric for Final Voices of Resistance and Courage Unit Multigenre 4 Exemplary 3 Meets Standard 2 Approaching Standard 1 Below Standard Comments Annotated Bibliography Completion of Writing about Sources All or more anchor pieces and the required number of student-chosen pieces are included. All anchor pieces and the required number of student-chosen pieces are included. Most anchor pieces and the required number of student-chosen pieces are included. Lacking the required number of pieces. Anchor Pieces Responses effectively include and clarify meaning, analysis, and evaluation with support of text evidence. Responses includes analysis and evaluation of the reading supported effectively with text evidence Responses are either missing or are incomplete and lack evaluation or analysis although some are present and are at level 3. Responses are missing or are incomplete and lack analysis or evaluation. Student Chosen Sources Responses effectively include and clarify meaning, analysis, and evaluation with support of text evidence. Responses includes analysis and evaluation of the reading supported effectively with text evidence Responses are either missing or are incomplete and lack evaluation or analysis although some are present and are at level 3. Responses are missing or are incomplete and lack analysis or evaluation. Works Cited Each source is cited and credit where credit is due is given in MLA Format. Most sources are cited and credit where credit is due is given in MLA Format. Visual Responses to Text (TWO) Visual Responses to Text OVERALL Visual responses to text reflect creativity, analysis, and deep understanding of unit readings and themes. Visual responses to text reflect creativity, analysis, and deep understanding of unit readings and themes. Visual responses reflect understanding of the readings and themes though they lack in creativity. Visual responses either are missing or do not reflect understanding of the readings of themes. Creative Responses (TWO) Creative Writing and/or Audio Creative Writing or Audio responses to text reflect creativity, analysis, and deep understanding of unit readings and themes. Creative Writing or Audio responses to text reflect creativity, analysis, and understanding of unit readings and themes. Creative Writing or Audio responses reflect understanding of the readings and themes though they lack in creativity. Creative Writing or Audio responses either are missing or do not reflect understanding of the readings of themes.
Rubric for the Graphic Representation Literary Evaluation Select a character to examine and graphically represent ; provide textual evidence for support with page Writing is legible, and clear, and makes sense. 25 Visual Representation Present abstract character ideas that are expressed through visual symbols: lines, figures, and colors in either a flow chart (branching) for plot analysis or a mandala (contained) for character analysis, either way, the graphic illustration is contained, balanced, and makes sense. Convert abstract ideas into concrete lines and color (and words). Artistic representation is not smaller than 8.5 X 14 in pastel, marker, crayon, digital, etc. It is clean and clear. 30 Metaphoric Language Present exemplary conversion of visual symbols into metaphoric language. In other words, in at least one paragraph, explain abstract ideas into complete thoughts using precise comparative words to describe the character or plot. Write a qualitative statement that explains your representation of the character, show of colors, lines, figures, symbols, etc. Demonstrate reasoning for applying the colors or designs to the character or information of the text. Make an assertion to present a well-developed argument in support of your position by using appropriate examples from the reading, knowledge, or experience. Cite the text referred to in your statement to convey a clear explanation of your visual presentation (remember to post page number). Respond to your own design by summarizing it in your own words while being clear and direct, while appealing to the qualities of the character by the use of adjectives and adverbs that apply to your design. 30 Creativity Design a representation of the character. There are no cliches present in the symbols and in the writing- in other words, symbols are not just placed without purpose. The author has really used his/her imagination and artistic skill and expressed sensitivity toward the literature. 10 Timeliness Turned in on time 5 ==================================================================================== Project Grade Total 100 Due: March 28 (A) or March 29 (B)
Grading Rubric – PowerPoint 2010 Lab 1-2 Vitamin D Professor: Notes: Solution Filename: Lab 1-2 Vitamin D.pptx Description Pts Your Score Solstice document theme is applied 2 Title slide is created with the student’s name 2 Text on title slide is added and formatted based on Figure 1– 82 and Figure 1–83a 2 Slides 2, 3, and 4 are created with bulleted based on Figure 1– 82 and Figures 1–83b through 1–83d 4 Font color of title and headings text on Slides 2-4 is changed 2 Photographs and clips are added to all slides based on Figures 1–83a through 1–83d 4 Ripple transition is applied to all slides 2 Document properties are changed 1 File saved as “Lab 1–2 Vitamin D” 1 File is submitted in format specified by the instructor 2 TOTAL POSSIBLE POINTS: 22 0 YOUR SCORE: _______________
area (nearest m) from urban center to coast (nearest m) center or to coast? “very hilly near the coast, flat near urban center”) category >= 3 Galveston County, Texas (Urban area: Galveston) 2 m 5 m Large rise near coast (seawall), very flat and near urban center 19 37% 291,309 Hudson County, New Jersey (Urban area: Jersey City) 10-12 m 10-30 m urban center Very flat near the coast, large hill inland near urban center (Palisades) 1 100% 634,266 or 634,277 (revised higher) St. County, Florida (Urban area: St. Augustine) 2 m 2 m center Very flat and from the coast to the urban center 4 0% 190,039 Dimension Sensitivity Components Population Age Minority Populations Poverty Measures % Elderly Population (65+) % Child Population (U-18) % Black % Hispanic % in Poverty Galveston County 11.3% 25.4% 14.2% 22.6% 12.5% Hudson County (New Jersey) 10.5% 20.6% 13.0% 42.3% 16.5% St. Johns County (Florida) 15.8% 23% 5.2% 5.3% 13.9% Dimension Adaptive Capacity
1 point: Screenshot is incorrect in location and scale for one or more of the locations. Measurements are present but show little relationship to the scale shown in screenshot. Coordinates provided, but other items lack accuracy or are absent. 0 points: No screenshot. No measurements. No coordinates or other information. GeoMapApp: Students will use GeoMapApp to create elevation profiles of three locations in each city. Students will complete the chart, listing parameters for each city. Formative Assessment D. Rubric: Note: to include responses for all 4 locations: Guangzhou, Shenzhen, New Orleans and Mumbai Demonstrates ability to create elevation profiles in GeoMapApp. Chart completed with summary of characteristics of target cities. Reflection on population density, elevation and vulnerability relationships on observations from map and elevation data in GeoMapApp. 4 points Screenshots of all elevation profiles (at least 12 total; 3 for each city) provided thoroughly demonstrate the nature of the elevation in each of the target cities. Provides accurate data on all 7 parameters for all 4 target cities. Also includes additional observations and information from background reading, demonstrating deep interest. A detailed reflection on how elevation appears to influence population distribution and land use in the target cities based on data found and with several examples. 3 points: At least 2 elevation profiles are included for each city and demonstrate the general nature of the target cities. Provides accurate data on all 7 parameters for all 4 target cities. Additional observations, etc. are lacking or sketchy. Reflection describes relationship between elevation and population distribution with few details, no more than one example. 2 points: At least one screen shot of elevation profile is included for each city (total at least 4), and they help to give idea of elevation characteristics of target cities. Some data cells are empty on the chart. Few or no additional observations provided. Reflection is very brief but includes some data, but does not provide examples. 1 point: At least one city is represented by at least one screenshot of elevation profile, but data is incomplete. At least 50% of data cells are empty or inaccurate and no additional observations. Reflection lacks concrete data or examples.
Fun with the AP Rubric Redemption Projects Due Tuesday, 10/15 Directions: Complete the planner to brainstorm ideas for your rubric project. Once the planner is complete, you may begin working on your presentation! Google Slides Component Google Slides Content Title Slide: Theme In 2 to 3 sentences, describe the theme that your group will create an “AP Rubric” for. Describe the chosen theme (2 to 3 sentences): Slide 1: Score of 1 Identify what a Score of “1” will be for your chosen theme. What’s a score of 1?: Why? (1 sentence): Slide 2: Score of 2 Identify what a Score of “2” will be for your chosen theme. What’s a score of 2?: Why? (1 sentence): Slide 3: Score of 3 Identify what a Score of “3” will be for your chosen theme. What’s a score of 3?: Why? (1 sentence): Slide 4: Score of 4 Identify what a Score of “4” will be for your chosen theme. What’s a score of 4?: Why? (1 sentence): 5: Score of 5 Identify what a Score of “5” will be for your chosen theme. What’s a score of 5?: Why? (1 sentence): 6: Score of 6 Identify what a of “6” will be for your chosen theme. What’s a score of 6?: Why? (2 sentence): Slide 7: Score of 7 Identify what a Score of “7” will be for your chosen theme. What’s a score of 7?: Why? (1 sentence): Slide 8: Score of 8 What’s a score of 8?:
Identify what a Score of “8” will be for your chosen theme. Why? (1 sentence): Slide 9: Score of 9 Identify what a Score of “9” will be for your chosen theme. What’s a score of 9?: Why? (1 sentence):
Canvas Rubric Template & Grading Scheme Development Criteria Ratings Points Earned Select wording to match the levels Highest Level A Second Highest B Middle Level C Second Lowest D Lowest Level F Criteria 1: Description of identifiable performance characteristics reflecting the highest level of performance. Excellent: describe the level of quality. Points = x Above Average: describe the level of quality. Points = x Average: describe the level of quality. Points = x Below Average: describe the level of quality. Points = x Not acceptable: level of quality not present Points = 0 Total Points for this criteria = X Criteria 2: Description of identifiable performance characteristics reflecting the highest level of performance. Excellent: describe the level of quality. Points = x Average: describe the level of quality. Points = x Average: describe the level of quality. Points = x Below Average: describe the level of quality. Points = x Not acceptable: level of quality not present Points = 0 Total Points for this criteria = X Criteria 3: Description of identifiable performance characteristics reflecting the highest level of performance. Excellent: describe the level of quality. Points = x Above Average: describe the level of quality. Points = x Average: describe the level of quality. Points = x Below Average: describe the level of quality. Points = x Not acceptable: level of quality not present Points = 0 Total Points for this criteria = X Criteria 4: Description of identifiable performance characteristics reflecting the highest of performance. Excellent: describe the level of quality. Points = x Above Average: describe the level of quality. Points = x Average: describe the level of quality. Points = x Below Average: describe the level of quality. Points = x Not acceptable: level of quality not present Points = 0 Total Points for this criteria = X
Summative Assessment Grading Rubric – Unit 3 Irrigation Lab Grading Rubric Criteria Excellent Very Good Satisfactory Needs Work Data Tables Data tables are complete and free of errors Data tables are complete and free of errors Data tables are mostly complete and may have some errors Data tables incomplete and/or have errors Written responses and observations Answers are correct and clearly articulated. Students accurately relate the spatial patterns of irrigation and precipitation; differences in states’ use of groundwater and surface water is accurately observed. Answers are mostly correct and clearly articulated. Students relate the spatial patterns of irrigation and precipitation; differences in states’ use of groundwater and surface is observed. Answers are mostly correct but not always clearly stated. Students relate some spatial patterns of irrigation and precipitation; differences in states’ use of groundwater and surface water not observed accurately Many answers incorrect. Students do not accurately relate patterns of irrigation and precipitation; differences in states’ use of groundwater and surface water not observed accurately US Map The map is completed as requested with annotations for each of the states in the exercise The map is completed as requested with annotations for each of the states in the exercise The map is mostly complete with some annotations for each of the states in the exercise The map is incomplete. Reflection It is well written, free of errors, and demonstrates considerable thought by the student. It is clearly written, mostly free of errors, and demonstrates some thought by the student. It is not clearly written, mostly free of errors; it could use more thoughtful comments. It is not clearly written, contains multiple errors and does not demonstrate much reflection .
To understand current stream conditions and potentially help identify opportunities for restoration projects To evaluate whether best management practices (BMPs) are effective at improving water quality or stream conditions To ultimately get streams taken off of the MDEQ impaired water bodies list Objectives of preliminary data collection initiated in the fall of 2014: To engage interested volunteers, provide an initial training and start some data collection in order to produce some momentum with data collection. To collect basic flow and sediment data which could potentially be leveraged into more advanced sediment data collection efforts in subsequent seasons. This effort will ideally involve some collection of data on Ramshorn and California Creeks which have been identified by the RWC as focus streams for initial sediment management efforts. However, the effort will also be considered successful if sediment and/or flow data are generated on other waterbodies within the Ruby watershed to get the data collection rolling. Table 1. Project Team Responsibilities Person Role Contact Info Training Responsibilities Rebecca Ramsey CD Coordinator rubywatershed@gmail.com MWCC Training, RST Training -volunteer coordination -landowner communication -data compilation from volunteers Jennifer Konopacki Monitoring Volunteer jenniferk@sheridan.k12.mt.us Data collection Dave McAdoo Monitoring Volunteer dmcadoo@ranchresources.net MSUEWQ Training 9/19/2014 Data collection Adam Sigler and Kaylor Technical Assistance kkaylor@montana.edu Conduct trainings, assist with documentation, assist with data organization and presentation
Define recovery-oriented system of care (ROSC) as given by Substance Abuse and Mental Health Services Administration (SAMHSA) Page 2 of the following resource: File Name: Page No.: Describe the system elements of a recovery-oriented system of care (ROSC). as given by Substance Abuse and Mental Health Services Administration (SAMHSA) Page 4 of the following resource: File Name: Page No.: Core Competency 2. What is Serious Mental Illness (SMI) (2 hours) Recommended as In-person, face to face format What is Serious Mental Illness (SMI)? Define Serious Mental Illness (SMI) (as defined in 908 KAR 2:260 and KRS 210.005(2)(3)) (see below) 908 KAR 2:260 File Name: Page No.: KRS 210.005(2)(3) File Name: Page No.: Provide an overview of the following mental health disorders that make up SMI criteria includes common symptomology and treatment for all of the below: (see below) Schizophrenia spectrum and psychotic disorders File Name: Page No.: Bipolar and related disorders File Name: Page No.: Depressive disorders File Name: Page No.: Post-traumatic Stress Disorder File Name: Page No.: Provide evidence of a simulation exercise that demonstrates auditory hallucinations building empathy regarding symptoms of psychosis and allotting time for discussion. NOTE: Simulation exercise shall include accurate representation of auditory hallucinations which includes the use of headphones/earbuds – this must be included in the evidence provided above. For an example, please see the National Empowerment Center. File Name: Page No.: Core Competency 3. Evidence Based Practices (.5 hour) Recommended as In-person, face to face format Evidence Practices Describe the following evidence based practices for adults with Serious Mental Illness (SMI) including the availability of each service in the geographic area to be served and how targeted case management is involved: (see below) Assertive Community Treatment Describe _____ (for reviewer scoring only) Availability of each service _____ (for reviewer scoring only) How targeted case management is involved _____ (for reviewer scoring only) File Name: Page No.: Supported Employment Describe (for reviewer scoring only) Availability of each service _____ (for reviewer scoring only) File Name: Page No.:
Virtual classroom modules and tests could provide a basis for teacher candidates to understand their own beliefs: A student walks into class late. What do you do? Choose from one of the options below or choose Other. Why did you choose this option? Analytical programs can provide powerful tools of insight to teacher candidates about their initial assumptions and beliefs, and give an opportunity for supervising Faculty to get to know their students in-depth. These could start as simple questionnaires as existing technology allows, and develop into full virtually-reality simulations with intelligent interactions, (moving forward AI). Special experiential classes could be conducted by passionate education faculty members, using the entire cohort with interactive classes using 2.0 learning technology applications such as Learning Catalytics, or more traditional modes of presentations, team-teaching series, colloquiums, and special topics seminars. Teacher candidates can have a chance to teach a group of their peers by submitting proposals for Faculty approval, in order to call candidates to a Class. Another variant would see candidates have an opportunity to test their lesson designs in an online forum, or for experiential learning, on Design Days, where cohorts would take turns leading one another in experimental lessons. Instructional design can be adjudicated by the peer teams, or a ‘committee’ made of peers in a specialization (art, music, social studies) and appropriate experts on the subject (faculty, community members such as aboriginal elders, etc). The ‘online’ learning commons could also provide collaboration tools and a place to showcase preliminary instructional design, or existing best instructional design to learn from or critique. To this end I created a Social Studies Cohort Skydrive account for cohort collaboration and sharing, which has shown some surprising results. I invite you to check out these on my BEd ‘research’ page, .
Exemplary Proficient Emerging Incomplete Ideas The speech presents a significant and compelling thesis on a contemporary issue is clearly developed and supported presents a convincing argument and adeptly uses a variety of rhetorical appeals. The speech presents a clear thesis on a contemporary issue is sufficiently developed and supported presents a plausible argument and effectively uses rhetorical appeals. The speech presents a thesis is somewhat developed and weakly supported attempts to make an argument, but it is not plausible and uses rhetorical appeals ineffectively. The speech presents a position that is difficult to distinguish is insufficiently developed and supported does not make an argument that is plausible and lacks rhetorical appeals. The speech sequences ideas to aptly reinforce the argument presents an introduction that intrigues the audience establishing the topic concludes with a clear and convincing call to action. The speech sequences material to support the argument presents an introduction that establishes the topic concludes in a way that provides a finished feeling to the speech, possibly suggesting further action. The speech attempts to sequence material with a weak connection to the argument presents an introduction that weakly established the topic concludes abruptly or with a proposed action that is inappropriate. The speech organizes ideas in a manner that is difficult to follow, or jumps too rapidly between ideas does little to introduce the topic, possibly only stating the subject of the speech a conclusion or fails to propose action. Use of The speech deliberately and effectively uses rhetorical devices for the intended purpose uses varied syntax in a way that adds to the persuasive impact The speech clearly attempts to use rhetorical devices for the intended purpose varies syntax over the course of the speech demonstrates some use of inflection and gestures that create The speech attempts to use rhetorical devices, but the result is ineffective for the intended purpose attempts to vary syntax over the course of the speech with limited success demonstrates limited use of inflection and gestures, impairing the delivery style. The speech does not use rhetorical devices uses syntax that is largely repetitive and lacks variation demonstrates minimal use of inflection and gestures.
Oral Presentation Rubric : Speech Writing Teacher Name: Mrs. Morris Student Name: ________________________________________ CATEGORY 4 3 2 1 Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation. Speaks Clearly Speaks clearly and distinctly all the time, and mispronounces no words. Speaks clearly and distinctly all the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. mumbles or can not be understood OR mispronounces more than one word. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well.
Linda Education Seymour Papert Education/ Technology Lane Education Kelly McGraw Education Edward De Bono Psychology/ Business Petty Education Bianca and Lee Hewes Education Bull, G. Education Anstey, M Education Benjamin Bloom Education Bloom’s taxonomy and Mastery Learning Jean Piaget Psychology/ Education Melbourne Declaration on Educational Goals for Young Australians Education National for schooling Bianca Hewes https://biancahewes.wordpress.com/ Darcy Moore http://www.darcymoore.net/ John Goh https://mepsprincipal.edublogs.org/
Described the Resource Explained how TCM Can Assist in Access Page No.: Narcotics Anonymous Described the Resource Explained how TCM Can Assist in Access File Name: Page No.: Cocaine Anonymous Described the Resource Explained how TCM Can Assist in Access File Name: Page No.: Double Trouble Recovery Groups Described the Resource Explained how TCM Can Assist in Access File Name: Page No.: Define and describe parity in relationship to behavioral health insurance coverage using the below paragraph and use of the resource by SAMHSA. “The Mental Health Parity and Addiction Equity Act (MHPAEA) of 2008 requires health insurers and group health plans to provide the same level of benefits for mental and/or substance use treatment and services that they do for medical/surgical care. The Affordable Care Act further expands the MHPAEA’s requirements by ensuring that qualified plans offered on the Health Insurance Marketplace cover many behavioral health treatments and services.” File Name: Page No.: Provide evidence that the 12 steps to recovery from one of the following groups: Alcoholics Anonymous, Narcotics Anonymous, Cocaine Anonymous or Double Trouble Recovery Groups is provided to participants. File Name: Page No.: Provide evidence that the fact sheet is provided to training participants. File Name: Page No.: Core Competency 3. Meeting Facilitation (1/2 hour) Meeting Facilitation Provide evidence that meeting facilitation skills are demonstrated (include at least: setting an agenda, establishing ground rules and reframing and redirecting) (see below) Setting an Agenda File Name: Page No.: Establishing Ground Rules File Name: Page No.: Reframing File Name: Page No.: Redirecting File Name: Page No.:
Rudford Retreats ‘Allowing ourselves space for God’ On the 3rd Thursday of each month. 10am – 3pm. A rhythm of scripture, prayer and quietness in fellowship with others. Booking form : Name Email Postal address Contact phone number Dates of retreats to book Any special requirements : dietary / access etc Please complete and return to rudfordretreats@gmail.com
precursor to the establishment of a formal investigation. It is during the process of a preliminary investigation that the OTP determines if the Court has jurisdiction over a given situation. While the choice to focus on the decision to open a formal investigation makes much more sense than focusing on preliminary investigations, it presents formidable challenges in terms of research design. Among the most vexing is the size of the universe of cases—in this case 19 situations under review by the Court. Researchers who seek to explain general patterns of ICC behavior face a Goldilock’s problem—the universe of cases appears too small to rely solely on multivariate regression analysis, too large for an intensive qualitative analysis encompassing all cases. Moreover, qualitative analysis likely would rely largely on the statements of key individuals involved in the decision-making process. It is extremely unlikely that anyone in the OTP would acknowledge political considerations influencing their decisions. I attempt to bridge this gap by carefully employing elements of both. Two key independent variables figure prominently: gravity and P3 strategic interests. Because neither is concrete, I employ substantial qualitative analysis to operationalize each. To address the question of what factors shape the decision to begin a formal investigation (or not), I begin with a qualitative analysis of the relationship between gravity and outcomes regarding formal investigation, as well as the relationship between strategic interests and outcomes. Basic probability analysis is highly suggestive, but doesn’t allow for possible interaction with other potentially significant variables. Thus, I supplement the qualitative data with probit regression analysis. To address the second question—what factors shape the speed that the Court moves from preliminary to formal investigation—I use a similar mixed-methods approach. Survival analysis is supplemented with a qualitative examination of outcomes when different modes of referral are employed. For the quantitative analysis, I utilize an original dataset that includes both constant and time-varying
Vaubel, Roland. 2006. Principal-Agent Problems in International Organizations. Review of International Organizations 1 (2):125-138. Voeten, Erik. 2008. The Impartiality of International Judges: Evidence from the European Court of Human Rights. American Political Science Review 102 (4):417-432. Walter, Barbara F. and Jack Snyder, eds. 1999. Civil Wars. New York: Columbia University Wimmer, Andreas, ed. 2004. Facing Ethnic Conflicts: Toward a New Realism. Lanham, MD: Rowman & Littlefield.
Dec 2003-Jan 2005, page(s): 33-35. Yabin Liu; Shouqian Yu; Weihai Chen; Wei Li; “Wireless Communication Technology based on Bluetooth and its application to a manipulator”, Industrial Informatics, 2006 IEEE International conferences 16-18 aug 2006, page(s): 1251-1256 Sturtman , Charles F, “Bluetooth: connecting without cables”, 2006 Bluetooth SIG, “Bluetooth specifications version 1.1”, Available HTTP: http://www.bluetooth .com R. Shepherd , “Bluetooth wireless technology in the home”, Electronics and Communications Engineering Journal Vol.13, Issue 5, Oct. 2001, pp. 195-203 D Chomienne and M. Eftimakis. (2001). Bluetooth Tutorial.[Online]. Available:
Rubric: Writing Assignments Instructor: Dubin Student Name: ________________________________________ CATEGORY 4 Points 3 Points 2 Points 0 Points Content of Student’s paper fully discusses the topic or question(s) using material from this course. Student’s paper partially discusses the topic or question(s) using material from this course. Student’s paper relates to the topic or question(s) but does not reflect material from this course. No paper submitted. Quality of Paper Information is very neat and extremely organized. Format is easy to follow. There are no spelling or grammatical errors. Information is neat and somewhat organized. Format is readable. There are a few spelling and grammatical errors. Information is not well organized. Format is hard to follow. There are several spelling and grammatical errors. No paper submitted. Timing of Paper Student’s paper is completed within the time frame specified. Student’s paper is completed after the deadline. Overall Score Maximum = 10 pts Date Created: February 13, 2013, 7:00 pm Date Revised: May 12, 6:30 pm