zilongwang/ReadingBank huggingface dataset:
Sample assessment outline Visual Arts – General Year 12 Unit 3 and Unit 4 Practical Assessment type Assessment task weighting Due date Assessment task Content Production 65% 10% Semester 1 Week 8 Task 1 – Part A: Inspirations Production process – review of body of work and supporting documentation of inquiry/thinking and working practices for production Art making Inquiry Visual language Visual influence Art forms, media and techniques 22.5% Semester 1 Week 15 Task 1 – Part B: Inspirations Production – resolved artwork and reflection Art making Visual language Visual influence Art forms, media and techniques Art practice Presentation Reflection 10% Semester 2 Week 8 Task 4 – Part A: Investigations Production process – review of body of work and supporting documentation of inquiry/thinking and working practices for production Art making Inquiry Visual language Visual influence Art forms, media and techniques 22.5% Semester 2 Week 15 Task 4 – Part B: Investigations Production – resolved artwork and reflection Art making Visual language Visual influence Art forms, media and techniques Art practice Presentation Reflection Total 65%
Students may change and/or alter their original character designs to suit the 3D media; for example, they may only want to make the head and torso instead of the whole animal. This will be challenging as students consider the differences between 2D and 3D, clay and recycled materials, to create the animal character artwork. Students can consider if they like to paint their sculpture or leave it to see the original recycled objects. Consider collage or papier mache as a way to sculpt over the top of the recycled objects to create further details and effects in the sculpture. Task 11 due end of Week 12 13–16 Art practice Task 12: Prepare artwork for gallery exhibition; for example, frame artwork, arrange set up display, hung on wall, pinned, consider use of light. Display artwork with bio and story students have created about their animal characters. Students respect own and others’ artworks, acknowledging work and skill. Have students say something to each other about what they did well in the semester. As a group, they discuss and arrange gallery display of finished artworks. Photograph students in front of their displayed artwork. Task 12 due end of Week 16 Art responses Task 14: Reflect on individual and/or group achievements throughout the semester, what they enjoyed, what artwork is their favourite, do they understand the ideas explored and the importance of the Australian fauna and our environment, do they have personal stories linked to the artworks and characters they have made? Create notes or recordings of students’ reflections to be used as artist statements to accompany the artwork on display. Task 14 due end of Week 8 and Week 16 Art responses reflect on individual and/or group evaluation of artworks adopt processes associated with specific art forms Art forms, media, techniques and influences adopt processes associated with specific art forms Art practice display finished artworks processes and techniques used to create artworks safe work practices
Sample assessment outline Visual Arts – Preliminary Unit 4 Assessment task Notional due date Unit outcome: develop art ideas to create artworks Unit outcome: manipulate art and techniques to present personal ideas in artworks Unit outcome: respond to artworks Unit outcome: reflect on their art experiences Unit outcome: present artworks Task 8: Large collage portrait Use small artworks to create one large abstract artwork Week 3 Task 9: Large Picasso-inspired portrait Use painting techniques learnt to make Picasso-inspired portrait Week 6 Task 10: 2D and 3D artwork Create 3D elements added on to your large Picasso-inspired portrait Week 9 Task 11: Gallery set up Students prepare selected work for display Week 11 Task 12: Art responses Students respond to Jackson Pollock and Pablo Picasso artworks Week 16 Task 13: Reflection Respond to individual and group artworks Week 3 Week 7
Organize your response: Lesson # Identify what the students will be doing related to creating, presenting, or responding to visual art. Identify what learning component is addressed: interpreting art, developing works of art/design, or relating art to context. Explain how this into the next lesson or builds on the previous lesson. 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students) a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do. Organize your response:
Students Related content already learned Related skills students already have What the students are learning to do related to the learning segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners b. Personal/cultural/community assets related to the central do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Organize your response: Students Students’ everyday experiences related to the learning segment Students’ cultural/language backgrounds related to the learning segment Students’ practices related to the learning segment Students’ interests related to the learning segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners Notes: Stay positive – discuss your students’ assets
Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or for individual learners relative to their abilities to create, present, or respond to visual art. evidence being analyzed should incorporate learning about at least one of the following components: interpreting art developing of art/design relating art to context Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge). Organize your answer: Pattern of student learning observed (What are they doing well or what are they struggling with?) Is the pattern relative to students’ interpreting art, developing works of art/design, or relating art to context? Students showing this pattern Evidence from whole class summary Evidence from student work samples
Whole class Focus student 1 Focus student 2 Focus student 3 Individuals with specific needs Groups with specific Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory. Next step for instruction What learning need is this in response to? Why did you choose this as your next step for instruction? What research supports this instructional choice? How does this research support this instructional choice?
VISUAL DISCOVERY ACTIVITY Name __________________________________________ Period _____ List what you see: Interpret what is happening: What emotion/ message does this convey? What possible action/reaction could happen? What is actually going on? 1 2 3 4 5 6 7 8 9 10 11 12
Prep/1 At (2, 2) Me (2, 2) Can (3, 3) The (3, 2) Like (4, 3) Play (4, 3) Went (4, 4) Then (4, 3) School (6, 4) Stand (5, 5) 1/2 has (3, 3) she (3, 2) mine (4, 3) tree (4, 3) want (4, 4) when (4, 3) treat (5, 4) spend (5, 5) start (5, 4) stream (6, 5) 2/3 was (3, 3) more (4, 2) same (4, 3) tray (4, 3) plant (5, 4) chair (5, 2) think (5, 4) fright (6, 4) scrape (6, 5) throw (5, 3) 3/4 said (4, 3) share (5, 2) light (4, 3) grew (4, 3) twins (5, 4) caught (6, 3) shift (5, 4) thought (7, 3) screech (7, 5) sprayed (7, 4) 5/6 hurt (4, 3) though (6, 2) flight (6, 4) train (5, 4) swing (5, 4) coughed (7, 4) swift (5, 5) throat (6, 4) straight (8, 4) screamed (8, 6) Staff queen (5, 4) box (3, 4) freight (7, 4) brain (5, 4) switch (6, 4) laughed (7, 4) drift (5, 5) thrill (6, 4) streets (7, 6) screamed (8, 6)
Connections to Other Components Daily huddle: Daily huddle takes place at the wall display. Checklist observation: of surgical safety checklist observation can be an element of the display. Escalation: You can track escalation events so you don’t forget to close the loop. Problem solving: You can record problems so they are not lost to followup. Integration: Senior leaders have the opportunity to ask questions based on the display. Learn More Visual Management Boards Berlanga GA, Husby BC. Lean daily management boards. In: Daily Management for Healthcare Field Book. New York: Productivity Press; 2016:chapter 3. Rona Consulting Group. 5S for Healthcare. New York: Productivity Press; 2009. Young FYF. The use of 5S in healthcare services: A literature review. Int J Business Soc Sci. 2014 Sept 5(10)(1):240-248.
datasets were still partially incomplete. To combat this, we utilized another free tool called Hydrator. This tool allowed us to collect more complete data about a tweet based solely on the tweet ID1. With these tools, we were able to create accurate and complete datasets. With regards to the Dunbar HS shooting, our team has decided that not enough tweet data exists for this particular shooting. We believe that creating visuals for it would not accurately portray the general public’s emotional and statistical response from the shooting. Therefore, there are no visuals pertaining to the Dunbar shooting dealing with tweets in our Supplemental Material included with this report. There are several pertaining to URLs from websites referring to the shooting. FUTURE WORK The creation of a host of visuals was our main goal for this project and since we’ve been able to achieve that, there are no set goals for future work. It is possible that our client may wish to expand the set of visuals to include other kinds of visuals that portray other kinds of information. If that is the case, the data provided in the Supplemental Materials section of this report, as well as the Developer’s Manual, will aid in the creation of more visuals. In the future, in place of the Dunbar HS shooting, our client may choose to analyze the response from a different school shooting. If that is the case, data on the new subject could be collected and analyzed as we have done with the other nine cases. ACKNOWLEDGEMENTS Dr. Donald Shoemaker, client Jason Callahan, project liaison Ziqian Song, GETAR liaison Liquing Li, GETAR liaison The Data Visualization Studio in Newman Library, Virginia Tech Dr. Fox, CS4624 Capstone Professor NSF for funding GETAR through grant IIS-1619028 REFERENCES Summers, Ed., Hydrator, (2017) GitHub repository, , accessed March 15, 2018 Steven Bird, Ewan Klein, and Edward Loper (2009). Natural Language Processing with Python. O’Reilly Media Inc. , accessed March 17, 2018 Jefferson-Henrique, (2018), GitHub repository, , accessed March 20, 2018 (2016), , Virginia Tech, accessed April 2018 Tableau, , Tableau Software, INC., accessed March 2018 Jason Davies, , accessed March 18, 2018
portfolio tasks and score/s aligned to standards, and related to content knowledge. [Assessment title] Assessment 7 (Optional) Additional assessment that addresses Kansas content standards. Examples of assessments include evaluations of experiences, case studies, portfolio tasks, and follow-up studies. Provide assessment information as outlined in the directions for Section IV. (No more than 2 pages) [enter text here] Attachments Assessment #7 Scoring Guides/Criteria/ Rubric Data Table [Additional assessment that addresses Kansas content standards] * Optional [Assessment title] the box if submitted to Document Warehouse. Click the box if submitted to Document Warehouse. Assessment 8 (Optional) Additional assessment that addresses Kansas content standards. Examples of assessments include evaluations of experiences, case studies, portfolio tasks, and follow-up studies. Provide assessment information as outlined in the directions for Section IV. (No more than 2 [enter text here] Attachments
P9: identifies the frames as the basis of exploring different orientations to critical and historical investigations of art P10: explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed BOSTES PRELIMINARY ASSESSMENT INFORMATION Component Weighting A Artmaking 50 B Art criticism and art history 50 100 EVIDENCE OF LEARNING (Assessment) Task No. Targeted Outcomes Learning Context Task Date Due Weighting Marks A B 1 P 1 – 6 P 7 - 10 The Natural Environment Mid Course Examination - Art Making - Written Term 1 Week 10 15% 15% 30% 2 P 1 – 6 The Natural Environment Case Study Related Art work Term 2 Wks 5 / 8 15% 15% 3 P 7 – 10 Street Art and Arti Art Case study – Critical and historical component Term 2 Week 5 15% 15% 4 P 1 – 6 P 7 – 10 The female body End of Course Examination - Art Making - Written Term 3 Wks 9-10 20% 20% 40% TOTAL 50% 50% REPORTING PERFORMANCE AND ACHIEVEMENT IN PRELIMINARY COURSES The Common Grade Scale shown below is used to report student achievement and performance in the Preliminary Stage 6 year in all NSW schools. The Common Grade Scale describes performance and achievement at each of five grade levels. A The student demonstrates extensive knowledge of content and understanding of course concepts, and applies highly developed skills and processes in a wide variety of contexts. In addition the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information. B The student demonstrates thorough knowledge of content and understanding of course concepts, and applies well-developed skills and processes in a variety of contexts. In addition the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.
Informal: Formative Self/peer/teacher assessment Process towards final art work list (just to be ticked off) Formal: Summative Teacher Final art work Rubric DISTRIBUTION OF COGNITIVE LEVELS REMEMBER AND UNDERSTAND APPLY AND ANALYSE EVALUATE AND CREATE Visual Arts elements and principles: line, shape and secondary and related colour and contrast and proportion. Application of elements and principles in 2D art work. Continuous critical reflection and application to improve the art work during class time. Creating and presenting of the 2D art work. (According to the Adapted Blooms’ Taxonomy, 1990)
Proportion: The proportion of the different (body) parts is in correct relation to each other. Attempted, but there is an absence of proportion. Able to apply proportion, but needs more guidance. Has met the criteria to apply proportion appropriately. Proportion has been applied correctly and enhances the sculpture. The shape / form of the artwork adheres to the criteria of the activity. Attempted, but not able to use shape / form successfully. Able to use shape / form but inconsistent. Needs more practice. Has met the criteria to incorporate shape / form. Shape / form has been applied successfully. The sculpture should be able to stand on its own without support. Sculpture cannot support itself. Able to stand with minimal support. Sculpture can stand without support but is unevenly balanced. The sculpture can stand perfectly on its own. The learner succeeded in sculpting a figurine showing different (body) parts portrayed Unable to portray different (body) (figure). Attempted to portray different (body) (figure) but needs more practice. Has met the criteria to portray different (body) parts (figure). Exceeds expectations and criteria to portray different (body) parts. Subtotals: TOTAL /40 Considering inclusivity: Learners with visual impairment: you do the same activity using touch to determine the shape and form of the animal. For learners who experience cognitive barriers, break the activity down into smaller, more manageable steps. Ensure that all learners have an opportunity to complete all the steps at their own pace. INTEGRATED LEARNING AND ASSESSMENT STRATEGY The learning and assessment processes are integrated. Assessment is continuous and formative as the teacher will observe the progress of the learner towards the final art work. The final art work is assessed formally by the teacher by means of a rubric. Activity: 3D model of things that can fly. Assessment Form Assessment Method Assessment Technique Assessment Instrument Informal: Formative Self/peer/teacher assessment Process towards final model Class list (just to be ticked off) Formal: Summative Teacher Final model Rubric DISTRIBUTION OF COGNITIVE LEVELS REMEMBER AND UNDERSTAND APPLY AND ANALYSE EVALUATE AND CREATE
Visual Arts elements and principles: texture, shape/form, proportion and spatial awareness. Application of elements and principles in 3D art work. Continuous critical reflection and application to improve the art work during class time. Creating and presenting of the 3D art work. (According to the Adapted Blooms’ Taxonomy, 1990)
4.4.4 Visual Arts (one of two art forms) Each art form will carry a 50% weighting Suggested programme of assessment: Grade 7 Visual Arts TERM 1 TERM 2 TERM 3 TERM 4 TOTAL MARKS Practical: Create in 3D earthenware figures (or any other medium – the focus is on a 3D experience) 10 Practical: Create in 2D: drawing. 10 marks Written test: Investigation of crafter 10 Practical: Create in 2D: collage of building as heritage 10 marks Practical Examination: Create in 2D: life drawing and painting 40 marks Written Examination: Reflection , art elements and design principals 20 marks 10 marks 20 10 marks 60 marks 100 marks Suggested programme of assessment: Grade 8 Visual Arts TERM 1 TERM 2 TERM 3 TERM 4 TOTAL MARKS Practical: Create in 3D: mythological container 10 Practical: Create in 2D: drawing: personal comment on societal issue 10 marks Written test: Visual Literacy: Careers in the arts 10 marks Practical: Create in 2D: a mandala of mythological symbols- choose a culture or combinations 10 marks Practical Examination: Create in 2D: scraperboard 40 marks Written Examination: Give example(s) of scraperboard and ask questions to lead learners to reflect by using art elements and design principles 20 marks 10 marks 20 marks 10 marks 60 marks 100 marks Suggested programme of assessment: Grade 9 Visual Arts TERM 1 TERM 2 TERM 3 TERM 4 TOTAL MARKS Practical: Create in 3D: Marquette for SA public space 10 marks Practical: Create in 2D: drawing: 10 marks Written test: The role of the artist in global society 10 marks Practical: Create in 2D: personal example of popular culture 10 marks Practical Examination: Life drawing 40 Written Examination: Give example(s) of drawings with different styles and compare them, using art elements and design principles- terminology 20 marks 10 marks 20 marks 10 marks 60 marks 100 marks 4.4.4 Visuele Kunste (een van twee kunsvorms)
Teacher-generated rubrics Journals Interviews Warm-up and exit tasks Question-and-answer group, small group, or partner) Portfolios Exhibitions animation architecture artifact background complex pattern cone cube cylinder diagonal expression foreground form horizon horizontal landscape monotype orange organic portrait proportion public art pyramid score secondary color shadow slip sphere still life subject matter technique vertical violet wash weld
1. Are these works of art copies? 2. How do you make a work of art your own when it is inspired by an existing work? 3. How is the story different in each work of art? 4. What do these works of art tell you about the artists? 5. How do you think the time and place of the creation of these works of art affected the artists’ choices? 6. work of art do you think is more valuable? Why? Teachers should select assessment methods to measure student progress in relation to the curriculum objectives. Suggested assessment tools include the following: Pre- and post-assessment assessment, using verbal and/or written rubrics Student self-assessment rubrics, either written (e.g., checklist) or spoken (to teacher or other students) Teacher-generated rubrics Journals Interviews Warm-up and exit tasks Question-and-answer (large group, small group, or partner) Portfolios Exhibitions abstract actual texture aesthetics artisan coiling contextual information contour drawing painting edition expressive imagery hand-built hue illusion of depth imaginative imagery implied texture intensity nonrepresentational overlapping placement popular culture printmaking representational shade shading size variation tint value variety visual properties
narrative nontraditional media origami outline overlapping placement plagiarism postsecondary printmaking series serigraph sequence silk screen sketching slip social context stabile style subtractive method temporal art traditional value scale wet-into-wet wet-on-dry
Portfolios Exhibitions artistic vision artistic voice balance bas-relief caricature CMYK color model color theory convex diptych encaustic facial planes file type (e.g., GIF, JPEG, PDF, PNG) fixative gesso glaze graphic design grog impasto logo marbleize masking fluid morphing motifs multimedia presentation pixel polymer porcelain raku resist resolution RGB color model stoneware tapestry theme triptych underglaze watermark
Warm-up and exit tasks Question-and-answer group, small group, or partner) Portfolios Exhibitions art critic artist statement avant-garde canvas classical exhibition folk art gallery gouache integrity manuscript mirror image montage palette patina personification primitive sizing stretcher studio synthesis visual culture visual literacy
Stage 4 Visual Arts - YEAR 7 Learning Contexts / Units of Work “The Elements of Design”, “Mapping”, “Cubist Portraits”, “Appropriated Collage” Types of Tasks: Formal Tasks for Evidence of Learning: Ongoing throughout the term… Stage 4 - Visual Arts - YEAR 8 Learning Contexts / Units of Work: “The Built Environment”, “Pop Art” Types of Tasks: Formal Tasks for Evidence of Learning: Ongoing throughout the term…
Digital Strategy Provide timely and up-to-date information to OPP employees. Reach employees who are both distributed around campus, as well as those who do not or cannot regularly access email. Support OPP’s mission of providing quality facility services and safety programs through content. SWOT Analysis Strengths Weaknesses Ability to have visual content, not just text Allows us to reach employees dispersed around campus through various monitor locations Uses program that is user-friendly for managing content Way to provide timely and up-to-date information to employees regardless of whether they’re staff or techs, desk-bound or on the move Cost? Short term and long term Installation – how much time will it take to install, how much will it cost? Maintenance – How often will they need routine maintenance? Who will be in charge of maintenance? Cost of maintenance? Inability/challenge to monitor effect - How will we solicit feedback from employees on whether or not the signage is useful?
and Governance Role Definition Responsibilities Content Owners Content owners generally work in the field of Communications/Marketing. Content owners are well versed in: Brand, value, communication strategy, communications calendar and communications goals. Design & standards Consistency Overall messaging Content mix Approvals Deployment Content Contributors Individuals from a particular work unit who share or suggest content deemed appropriate for signage. Content includes new information or updates to existing information. They do not affect the design, but can approve or deny content suggestions to be sent to Content Owners. Information Some approvals Updates
Communication Categories Communication Category Description Current & New Communication Examples Need to Know Communications related to safety, human resources, training, etc. HR emails – You@PSU, WorkLion updates, benefits selection Safety – Classes, events, tips, etc. Training – Classes, registration deadlines, etc. Alerts Communications covering traffic, construction, weather, etc. Construction – road closures, sidewalk closures, detours, building construction, etc. Police & Public Safety notifications Emergency alerts (texts) Weather - Skyguard Events Communications related to OPP-specific events and University events. OPP Events – Spring Celebration, Tailgate,
Lesson Visual Literacy Focus Reading Strategy Teaching and Learning Experiences Reg Resources Three Four Framing Colour Lines Body language Mood Focal Point Making Predictions Finding word meaning in Context Making Inferences and drawing conclusions Comparing and Contrasting Page 9 Oral Response Why is this page not framed? What is in the top left hand corner and why is this used? Page 9-11 Oral Response How has the colour changed? Why might it have changed? Page 13 Oral Response There are three different types of texts in this novel. There are blue boxes, white bubbles and white clouds. What is the difference between them? Why would they be used? Written response – Write some information about what is happening in the classroom using the boxes, bubbles and clouds. Page 15 Oral Response In the lower right frame there is movement? Is it one person or many? Why has this been done? Page 19 – Facial Expressions Oral Response Examine the use of facial expressions to show emotion, personality and create a mood. Discuss the different expressions and what they might be expressing. Written response What personality does the ninja’s face show? Page 20 Oral Response Discuss the action words on this page. Written response Make a list of action (verbs) throughout the graphic novel and explain why they are used, Book - Ninja Colour pencils Workbook
Visual Literacy Assignment: II Visual Argument - Monsters Among Us: Rubric Part of your 1st Semester Final: to accompany your Persuasive Speech Name: Create a visual argument exposing a “societal monster” that you feel preys on people in our society. Create an image in Photoshop, Word, PowerPoint, Publisher (any of the numerous free online software) in which you use multiple images but make them your own image/statement Create/capture and take a digital image Draw or physically craft an image and scan it A B C D F Score 5% Fills the screen. The PSA should be full and complete. Not pixilated or skewed. 5 4 3 3 2 10% Submitted electronically and on time. 10 0 20% Creative! Original Idea with Value. Your project is NOT simply someone else’s image as the 50% or more of your project. 20/18 16 14 12 10 30% Incorporate use of topography, color, graphics, layout, design as discussed in class. 30 25 22 18 12 35% Your project should clearly demonstrate rhetorical appeals (pathos ethos logos). I should not have to ask what your subject is, who your audience is, what your purpose is, or what your tone is. These elements should be abundantly clear. 35/32 28 25 22 15 Comments Score: :
Conflict Resolution and Mediation (undergraduate and graduate; crosslisted with Peace and Conflict Studies) Racial, Ethnic, and Gender Inequality (undergraduate) Sociology of Community (undergraduate and graduate; crosslisted with and Conflict Studies, Liberal Studies) Community and the Built Environment (online) and Community (team taught) History of Social Thought (undergraduate and graduate) Introduction to Sociological Theory Social Theory (undergraduate and graduate) Sociology of Marx (team taught; undergraduate and graduate) Sociology of Work and Occupations (undergraduate and graduate; crosslisted with Peace and Conflict Studies, Liberal Studies) Women and Work (crosslisted with Women’s Studies, Peace and Conflict Studies) Social Relations at Work (in the Union Leadership Program of the Division of Labor Studies) Labor Research Methods (team taught; in the Labor Studies program) Industrial Sociology (undergraduate and graduate) Technology and Society (graduate, in the Master of Liberal Studies program) Internship in Sociology (undergraduate) Social Problems Introduction to Social Psychology (team taught) Independent Readings/Research (undergraduate and graduate; 20+ times) Freshman Seminar: The Individual, Culture, and Society (in a first-year learning community) The Architecture of Democracy (team taught; free Continuing Studies course for the local community) References Available upon request.
Alpert, J. L. (1976). Mental health consultation. Professional Psychology, 7, (4), 619-625. (Reproduced in M.J. Curtis & J. E. Zins, Eds., (1981). The theory and practice of school consultation. I.L.: Thomas. Alpert, J. L. (1976). The school psychologist as a consultant to the schools. In B. B. Wolman (Ed.), International Encyclopedia of Neurology, Psychiatry, Psychoanalysis and Psychology. Van Nostrand Reinhold Company. Alpert, J. L. (1976). The school psychologist’s impact on sexism in schools. In B. B. Wolman (Ed.), International Encyclopedia of Neurology, Psychiatry, Psychoanalysis and Psychology. Van Nostrand Reinhold Company. Alpert, J. L. & Hummel-Rossi, B. (1976). Differences in teacher behavior with boys and girls in third grade classrooms. Educational Research Quarterly, I, (3), 29-39. Richardson, M. S. & Alpert, J. L. (1976). Role perceptions of educated adult women. Educational Gerontology: An International Quarterly, 1, 171-185. (Reprinted in B. Perlmut, M. Straus & J. Touliatos (Eds.), Handbook of family measurement. C.A.: Sage. Alpert, J. L. (1975). Abbreviated scoring manual for the Rorschach. JSAS Catalog of Selected Documents in Psychology, 5, 239. Alpert, J. L. (1975). Do teachers adapt methods and materials to ability groups in reading? California Journal of Educational Research, 26, (3), 120-123. Alpert, J. L. (1975). Teacher behavior and pupil performance: A reconsideration of mediation of the pygmalion effects. Journal of Educational Research, 69, (2), 53-57. Alpert, J. L. (1974). Teacher behavior across ability groups: A consideration of the mediation of Pygmalion effects. Journal of Educational Psychology, 66, 348-353.
Cost of Quality in Quality Management Program. Law Enforcement Management Institute, A&M University. Mid-Management Program, University of Houston. Shell Management Program, University of Houston. Cost Absorption and Decision - Making, Public Continuing Professional Education Program, University of Houston. Activity - Based Costing in Service Organizations, Public Continuing Professional Education Program, University of Houston. Implementing Activity - Based Costing Systems, Public Continuing Professional Education Program, University of Houston. Strategic Analysis and the Value Chain, Public Continuing Professional Education Program, University of Houston. Strategic Cost Analysis and Cost System Design, Public Continuing Professional Education Program, University of Houston. New Ways of Thinking Old Ideas--Cost Behavior and Contribution Analysis, Public Continuing Professional Education Program, University of Houston. Introduction to Activity - Based Costing, Public Continuing Professional Education Program, University of Houston. Accounting Techniques for Just - In - Time Systems, Public Continuing Professional Education Program, University of Houston. Financial Accounting for Non-Financial Executives, Rice University. Managerial Accounting for Non-Financial Executives, Rice University. The Management Program, Accounting Module, Rice University. Advanced Management Institute, Financial Accounting Module, Rice University: FASB Update, Texas A&M University.
Southwest Michigan Innovation Center: Board of Directors Better Bags, Inc.: Advisory Hydrocarbon Processing: Advisory Board PROFESSIONAL ASSOCIATIONS American Accounting Association American Institute of Certified Public Accountants Rotary International PROFESSIONAL SOCIETY ACTIVITIES Research Committee, Auditing Section, American Accounting Association. Member, 1999-2001 Wildman Award Committee, American Accounting Association. Member, 1997-1998. Wildman Award Committee, American Accounting Association. Member, 1996-1997. Auditing Section Mid-Year Meeting Planning Committee, American Accounting Association. Member, 1994-1995. Trueblood Committee, American Accounting Association. Chairman, 1986-1987; Member, 1985-1986. Wildman Committee, American Accounting Association. Member, 1987-1988. Membership Committee, American Accounting Association. Member, 1989-1990. Auditing Task Auditing Section, American Accounting Association. Member, 1987-1988. April, 2016
2013 - 2018 Principal Investigator, “Implementing iBESTT in Schools: Increasing the Fidelity of Behavior Plans Using Tablet Technology”, Department of Education ($2,500,000 over 5 years) 2011 - 2016 Principal Investigator, “Project BUILD: Building Upon Instructional Leaders Discussions”, Department of Education, ($1,500,000 over 5 years) 2010 - 2014 Principal Investigator, “Implementing Academic and Behavioral Interventions within School Contexts”, Department of Education, ($1,200,000 over 4 years) 2007 - 2011 Principal Investigator, “Standing on the Shoulders of Giants: Renewing the UW Special Education Program to Ensure High Quality Special Education Teachers”, Department of Education, ($800,000 across 4 years) 2006 - 2010 Principal Investigator, “Scaling the Pyramid: Tertiary Intervention Model for Serving Students with Challenging Behavior”, Department of Education, ($1,600,000 over 4 years) 2006 - 2010 Principal Investigator, “Creating Instructional Leaders for Students with Disabilities”, Department of Education, ($800,000 over 4 years) 2005 - 2010 Principal Investigator, “Developing and Implementing a Model Demonstration Project for Elementary Aged Students with Autism”, Department of Education. ($1,200,000 over 5 years) 1993 – 1997 Principal Investigator, “Expanding Behavioral Momentum: Linking High Probability Requests and Peer Interactions to Promote Skill Acquisition and Generalization in Young Children with Severe Disabilities”, Department of Education, ($850,000 over 4 years) 1991 – 1992 Principal Investigator, “The Effects of High-Probability Requests on the Acquisition and Generalization of Social Interactions of Young Children with Severe Handicaps”, United States Department of Education, ($118,000) GRANTS: Co-Principal Investigator/Investigator 1997 - 2000 Co-Principal Investigator, “Multi-State Outreach: Technical Assessment Teams to Address Challenging Behavior”, Department of Education. ($420,000 over 3 years) 1997 - 1998 Co-Principal Investigator, “Trainer of Trainer on Behavior Issues”, Minnesota Department of Children, Families, & Learning. ($38,700) 1996 - 2000 Co-Principal Investigator, “Persistence Plus: Using Check and Connect Procedures for Students with Serious Emotional Disturbance”. Department of Education, ($704,395 over 4 years)
Kim Im Soon () Alfredo Bengzon () K. V. Subbanna () Princess Maha Chakri Sirindhorn () Shih () Press Foundation of Volume 11, The Magsaysay Awards, 2000 Chamlong Srimuang () Angel C. Alcala () Shoaib Sultan Khan () Ravi Shankar () Sycip () Vo-tong Xuan () Banoo Coyaji () Bienvenido Lumbera () Noboru Iwamura () Abdurahman Wahid () Volume 12, The Ramon Magsaysay Awards, 2003 Jorge Anzorena, SJ ( and ) Mechai Viravaidya, () Fei Xiaotong () Pramoedya Ananta Toer () Abdul Samad Ismail ( and ) Ho Ming-teh (), co-author Volume 16, The Ramon Magsaysay Awards, 2010 Seiei Toyama () AWARD CITATIONS: 113 Magsaysay Awardees, 1987-2008. BOOK REVIEWS in Journal of , Pacific Affairs, Journal of Southeast Asia Studies, Indonesia Reports, Association of Australia Review, Suvannabhumi, Antara Kita, Journal of Economic History, American Historical Review, Indonesia (Cornell). OTHER
Misty Duke (completed, Fall 2011). The effect of the reciprocity norm and guided imagery on the development of implanted memories in children. Masters thesis. University of Texas at El Paso. Clinton Prall (proposal approved by committee). Development of a Wiggins-Type Scale to Detect Socially Desirable Response Bias on the Schedule for Nonadaptive and Adaptive Personality-2. Masters thesis. University of Texas at El Paso. Member of M.A. Thesis Committee Holly Cappello (completed, 1994). The effect of television advertising on body image satisfaction. Masters thesis. University of Texas at El Paso. Paula Van Pul-Smith (completed, 1995). Cross cultural validation of the Minnesota Multiphasic Personality Inventory for Adolescents. Masters thesis. University of Texas at El Paso. Arturo Oaxaca (completed, 1995). Acculturation and academic aspiration among Hispanic college students. Masters thesis. University of Texas at El Paso. Claudia Cochran (completed, 1995). An investigation of a combined method for reducing public speaking anxiety. Masters thesis. University of Texas at El Paso. (completed, 1997). Effects of emotional disinhibition on response to stress. Masters thesis. University of Texas at El Paso. Dawn McQuiston (completed, 1999). Influence of lineup instructions, criterion levels, and structural bias on mock witnesses viewing a sequential lineup. Masters thesis. University of Texas at El Paso. Marla Paige Whipple (completed, 2003). Rehabilitation from stroke: The effect of depression on functional improvement. Masters thesis. University of Texas at El Paso. Member of M. A. Thesis Committee (continued) Virginia Longoria (completed, 2003). The development and validation of a bilingual measure of HIV and AIDS-related knowledge in people living with HIV. Masters thesis. University of at El Paso. Oscar Esparza (completed, Fall, 2004). A factor-analytic study of fatalism and its relationship with health behaviors. Masters thesis. University of Texas at El Paso. Rodolfo Acuña (completed, Summer, 2005). Closeness to one's father and a sense of loneliness among Hispanic and Caucasian adult males. Masters thesis. Department of Educational
allegations have been denied by the same councillors who he claims granted him permission. [34] As with the case with the eighth respondent, in to avoid repetition, I think it would suffice to say the alleged permission granted to the ninth respondent would be invalid for the same reason as in the case of the eighth respondent. The applicant is accordingly entitled to an eviction order against the ninth respondent. [35] Regarding the tenth respondent, the applicant alleges that the tenth respondent arrived at the village around 2007 due to drought, and that he needed grazing for his animals. He was granted a grazing right for a period of one year; and after the expiry of that period he was requested to leave, but he did not leave. He then moved to a nearby village where he settled without permission. Despite numerous requests to leave, he refused to leave. The tenth respondent alleges that he was granted permission by members of the community of Omao village and by the traditional authority of Otjikaoko, and that the piece of land where he settled was indicated to him by a certain Tjazapi Kututa, who is a senior Traditional Councillor of Otjikaoko Traditional Authority. He admits that his initial settlement at that village was temporary due to the drought, but that thereafter he obtained permission to settle during 2009. Finally, the respondent stressed that he settled at that said village with permission from both the Otjikaoko Traditional Authority as well as the Vita Royal House, the applicant. Similar to the third and sixth respondents, at the end of his affidavit this respondent likewise admits that he did not know that he had to apply to the Traditional Authority for a customary land right. He prays for the court to condone his ignorance of the law and to recognise that his settlement in the area was in terms of customary law. Alternatively that the court grants him leave to apply for a customary land right in accordance with section 22 of the Communal Land Reform Act No 5 of 2002 within three months of the order.
Volunteer Income Tax Assistance (VITA) at Free Tax Help! Free Electronic Filing! Contact Information: 678-466-4527, Clayton State University, 2000 Clayton State Blvd, Morrow GA 30260 “VITA for Clayton State" Dates and Times 9:00 a.m. – 1:00 p.m. First come, first serve. 2014 February 1 February 8 February 15 February 22 March 1 March 22 March 29 Location: College of Business What to Bring with You Must bring photo identification Must bring Social Security Cards for you, your spouse and dependents Birth Dates for primary, secondary and dependents on the tax return Current year’s tax package if you received one Wage and earning statement(s) Form W-2, W-2G, 1099-R, from all employers Interest and dividend statements from banks (Forms 1099) A copy of last year’s Federal and State returns if available Bank Routing Numbers and Account Numbers for Direct Deposit Other relevant information about income and expenses Total Paid for Day Care Day Care providers Identifying number To file taxes electronically on a married filing joint tax return, both spouses must be present to sign the required forms. Who is eligible for free help? Taxpayers with: Forms 1040EZ, 1040A, and simple 1040s NO schedule C, D, or E. 2013 returns Income of $51,000 or less. Federal and State returns for Georgia ONLY News and Updates ? For additional VITA sites, contact the United Way.
Audi Lecturer, Colgate University, October 2010 (& departmental colloquium) US Naval Academy, November 2010 Princeton Values Forum, December 2010 Syracuse University (2 lectures), February 2011 University of California, Berkeley, February 2011 Boston University, February 2011 University of Warwick School of Law, March 2011 University of Szczecin, Poland, public lecture, May 2011 Center for Ethics in Society, Stanford University, Ethics of War series, May 2011 Political Theory Workshop, Stanford, May 2011 Aarhus University, Denmark, August 2011 New England Consequentialism Workshop, Harvard, September 2011 University of Alabama (public lecture and departmental colloquium), September 2011 Clemson University, September 2011 Brown University, Political Philosophy Workshop, October 2011 2012 Steven Humphrey Distinguished Visitor, Department of Philosophy, University of California, Santa Barbara, January 2012 (one week, four lectures) Selzer Visiting Philosopher, Beloit College, February 2012 US Military Academy, West Point, two lectures, March 2012 Goethe University, Frankfurt, Germany, May 2012 New School for Social Research, September 2012 US Military Academy, West Point, November 2012. Nancy K. Rhoden Memorial Lecture in Ethics, Oberlin College, November 2012 University of Alberta, January 2013 University of Victoria, Vancouver, January 2013 University of British Columbia, January 2013 Ethics Center, UBC, Vancouver, January 2013 Institute for Ethics, Law, and Armed Conflict, University of Oxford February 2013 Faculty of Philosophy, University of Oxford, debate with John Broome, February 2013 Faculty of Law, University of Oxford, February 2013 Astor Keynote lecture, University of Oxford, February 2013 Future of Humanity Institute, University of Oxford, February 2013 Colgate University, February 2013 Planned Richard B. Lillich Memorial Lecture in International Law, Florida University College of Law, April 2013 Law, Ethics, and Philosophy Lecture, jointly sponsored by the University Pompeu Fabra, the University of Barcelona, and the University of Girona, Barcelona, Spain, May 2013 Wittgenstein Lectures, University of Bayreuth (5 lectures), June 2013 University of Virginia, September 2013 National Institutes of Health, October 2013 Heather Koller Lecture, Pacific Lutheran University, fall 2013 Queen’s University, Ontario Speaker, Moral and Political Philosophy Workshop, Harvard, April 2014 Passmore Lecture, Australian National University, 2014
“The New Economic Development Role of the Community College: Origins, and Impacts.” Presentation to the American Education Research Association, April 1999. “The Uneven Distribution of Contract Training.” Presentation to the Annual Meeting of the American Association of Community Colleges, April 1999. “The Community College and Workforce and Economic Development: Origins, Variations, and Impacts.” Invited presentation to the Workshop on Community Colleges, Program on , Social Science Research Council, February 11, 1999. “The Community College's Role in Workforce Preparation and Economic Development.” Presentation to the Association for the Study of , November 1998. “The New Economic Role of the Community College: Origins and Prospects.” Presentation to the American Sociological Association, August 1998. “The Community College as an Area of Research.” Keynote address, meeting of the Wisconsin and Illinois Sociological Associations, Rockford, Illinois, October 1997. “The Future of the Community College.” Invited address, Highland Community College, Freeport, Illinois. October 1997. “The New Economic Development Role of the Community College.” Presentation to the Hechinger Institute on Education and the Mass Media, Teachers College, Columbia University, October 1997. “The Community College: Perils and Possibilities.” Invited address, City University of New York community college conference, "The Power of Community Colleges: Organizing for Change," March 1997 Table presider/discussant, sociology of education roundtable, annual meeting of the American Sociological Association, New York, August 1996. “School Decentralization and Systemic Reform: How Good Is The Fit?” Presentation to annual meeting of the American Sociological Association, August 1995. “Decentralization to Whom? The Political Origins of School-Based Management” (with Evelyn Arroyo). Presentation to the American Sociological Association, August 1995. “The Contradictory College.” Invited address, 1995 annual meeting of the American Association of Community Colleges, April 1995. “The Road (Largely) Not Taken: Two-Year University Centers vs. Community Colleges.” Presentation to annual meeting of the American Educational Research Association, April 1995. “The States and Science: The Origins of High Tech Industrial Policy at the State Level.” Presentation to annual meeting of the Association of American Geographers, March 1995. “Excellence and Politics: The of the Educational Excellence Movement.” Invited
Hay, Carter, Amber Cleverly, Michelle Evans, Katie Evermann-Druffel, and Jessica Throop. “Has Roe v. Wade Reduced U.S. Crime Rates? Examining the Longitudinal Effects of Unwanted Childbearing on Parenting and Criminal Behavior,” presented at the 2002 meetings of the American Society of Criminology. Hay, Carter, Edward Fortson, Dusten Hollist, and Lonnie Schaible. “The Community, the Family, and the Explanation of Juvenile Delinquency,” presented at the 2002 meetings of the American Sociological Association. Hay, Carter. “Toward an Elaborated (and More Powerful) Control Theory of Delinquency,” presented at the 2001 meetings of the American Society of Criminology. Hay, Carter. “Family Strain, Gender, and Delinquency: A Test of Agnew’s General Strain Theory,” presented at the 2000 meetings of the American Society of Criminology. Hay, Carter. “A Test of an Integrated Theory: Braithwaite’s Reintegrative Shaming Theory,” presented at the 1999 meetings of the American Society of Criminology. Hay, Carter. “Using General Strain Theory and Exposure to Harsh Parental Authority to Explain the Race-Crime Relationship,” presented at the 1998 meetings of the American Society of Criminology. Hay, Carter, and Nick Mcree. “The Implications for Delinquency of the Maturity Gap, Early Physical Development, and Parental Control,” presented at the 1998 meetings of the American Society of Criminology. Hay, Carter. “Delinquency as One Dimension of Strain: Antagonism Toward External Controls,” presented at the 1997 meetings of the American Society of Criminology. Hay, Carter. “Toward Conceptual Clarification of Braithwaite’s Theory of Reintegrative Shaming,” presented at the 1996 meetings of the American Society of Criminology. Hay, Carter. “Differential Association, Perceptions of Wrongfulness, and the Age Distribution of Delinquency,” presented at the 1996 meetings of the Southwestern Social Science Association. Teaching Interests Criminological theory Criminology and juvenile delinquency Forms of crime and delinquency Professional development for graduate students in Criminology Courses Taught Criminology