zilongwang/ReadingBank huggingface dataset:
Marcia Hall, “Michelangelo’s Last Judgment: Resurrection of the Body and Predestination,” in Art Bulletin 58 (1976): 85-92 Leo Steinberg, “Who's Who in Michelangelo's Creation of Adam: A Chronology of the Picture's Reluctant Self-Revelation,” Art Bulletin, 74, 1992, pp. 552-66 Marcia Hall, Michelangelo’s Last Judgment, Cambridge, 2005 Leo Steinberg, “Michelangelo’s Last Judgment as Merciful Heresy,” in Art in America 63 (1975): 49-65. Leo Steinberg, “A Corner of the Last Judgment,” in Daedalus 109 (1980): 207-73. Bernardine Barnes, “The Last Judgment and the Critics,” in Michelangelo's Last Judgment: The Renaissance Response, Berkeley, 1998, 71-101 Stanza della Segnatura Heinrich Wölfflin, “IV: Raphael: The Camera della Segnatura,” in Classic Art: An Introduction to the Italian Renaissance (London, 1994), pp. 87-100 Ernst Gombrich, “Raphael’s Stanza della Segnatura and the Nature of its Symbolism,” in Symbolic Images (London: Phaidon, 1972), pp. 95-101. David Rosand, “ ‘Divinità di cosa dipinta’: Pictorial Structure and the Legibility of the Altarpiece,” in Peter Humfrey and Martin Kemp, eds., The Altarpiece in the Renaissance, Cambridge, 1990, pp. 143-64 Jonathan Unglaub, “Bernardo Accolti, Raphael’s Parnassus and a New Portrait by Andrea Del Sarto,” Burlington Magazine, 149, 2007, pp. 14-22 Arnold Nesselrath, “Lorenzo Lotto in the Stanza della Segnatura,” in Burlington Magazine, 142, 2000, pp. 4-12 Ingrid Rowland, Ingrid, “The Intellectual Background of the School of Athens: Tracking Divine Wisdom in the Rome of Julius II,” in Marcia Hall, ed., Raphael’s School of Athens (Cambridge: Cambridge University Press, 1997), 131-70. Glen Most, “Reading Raphael: The School of Athens and its Pre-Text,” Critical Inquiry, 23, 1996, pp. 145-82
Jacob Hess, “La biblioteca Vaticana: storia della costruzione,” Kunstgeschichtliche Studien zu Renaissance und Barock, Rome, 1967, pp. 143-52. Pierre Petitmengin, “Recherches sur l’organisation de la Bibliothèque Vaticane: l’époque des Ranaldi (1547-1645),” Mélanges, LXXV.2, 1963, pp. 561-628. Toby Yuen, “The ‘Bibliotheca Graeca’: Castagno, Alberti, and Ancient Sources,” Burlington Magazine, CXII, 1970, 812, pp. 725-736. Angela Böck, Das Dekorationsprogramm des Lesesaals der Vatikanischen Bibliothek, Ph.D. thesis: Schriften aus dem Institut für Kunstgeschichte der Universität München, Munich, 1988. Leonard Boyle, O.P. “Sixtus IV and the Vatican Library,” Rome: Tradition, Innovation and Renewal (conference Rome 1984), Victoria, B.C., 1991, pp. 65-73. Nicholas Clark, Melozzo da Forlì: Pictor Papalis, London, 1990 Marcia Hall, “Sixtus V: A Program for the Decorum of Images,” Arte Cristiana, LXXXVI, 1998, pp. 41-48
CRITERIA CRITERIA WITHIN THE REALM OF SCIENCE OUTSIDE THE REALM OF SCIENCE CONSISTENT Experimental results and observations are the same. Experimental results and observations are NOT the same OBSERVABLE The phenomenon or evidence for the event can be observed by the human senses or by extensions of those senses. The phenomenon (event) or evidence for the event can NOT be observed by the human senses or by extensions of those senses. NATURAL A natural cause or naturally occurring mechanism is used to explain how or why an event happens. A natural or naturally occurring mechanism CANNOT be, or IS NOT used to explain how or why an event. happens. PREDICTABLE Accurate predictions and conclusions are based on natural causes NOT on presupposed or assumed information. Accurate predictions and conclusions are NOT on natural causes but usually on presupposed or assumed information. TESTABLE Controlled experiments can be designed to test the natural cause of the event (phenomenon). Controlled experiments CANNOT be designed to test the natural cause of the event (phenomenon). TENTATIVE Explanations (laws, theories, hypotheses) of the (mechanism) for the event are subject to change as evidence shows the need. Explanations of the cause of the event in question are NOT subject to change.
unlock the abilities listed below by acquiring stat points. Stat points are rewarded for defeating enemies. Players can allocate these points into one of the following categories: Intelligence, Stamina, and Strength. The following tables include information about each ability. Strength Name Icon Requirement Description Grenade Throw 5 STR Throw a grenade to damage enemies within the area of effect. Flamethrower 10 STR Equip a Flamethrower for 8 seconds. Use with left mouse button. SMG 15 STR Replace basic attack with a faster firing SMG. R.I.P. Rounds 20 STR Equip higher impact rounds to your gun to double your strength. (Passive ability) Intelligence Name Icon Requirement Description Medkit 5 INT Heals the user for a small amount of HP. Revive 10 INT Revive a downed teammate or heal an alive teammate. Sniper Rifle 15 INT Replace basic attack with a long-range, high damage sniper rifle. BioGrenade 20 INT Deploy a healing shield to regenerate health to all teammates within the circle. Stamina Name Icon Requirement Description Zap 5 STM Attack a single target with a powerful lightning strike. Stuns the enemy. Shield Booster 10 STM Increase the defense stat of teammates for a short time. Shotgun 15 STM Replace basic attack with a short-range shotgun blast that affects multiple targets. 20 STM Attack with a lightning strike that chains between several enemy targets. Strength/Intelligence Name Icon Requirement Description Leech Dart 5 STR / 5 INT Attack a single enemy target and the user heals for half
Get up to date information on our Social Media Sites Please follow us on Twitter: Kentwood Football Boosters (@KdubBoosterClub) Get the official Twitter app at ------------------------------------------------------------------- Please join us on Instagram: KW Football Booster Club @kdubfootballboosterclub. Install the app to follow us Check out our Website: Email: Support our Kentwood Football Booster Club through Amazon Smiles Use the link below to get started It’s the easiest way to find and support us. Please shop at Amazon Smiles so we can continue to help support our football program May 12th Covington Food Drive Community Service opportunity Players can earn volunteer hours for participating Time: 2 to 7pm @ Covington Post Office Lots happening in the upcoming months: Spring Ball – Begins May 30th Youth Camp - June 7th-8th Sports Physicals – June 2nd Summer Camp – June 23rd-26th @ Evergreen ~ More details for the upcoming activities will be coming soon ~
Cell phone: Email address: * phone do you prefer to be contacted at? □ Home □ Work □ Cell * Which method do you prefer to by contacted by? □ Mail □ Phone □ Email Consumer/Employer language: Which language do you speak, read and write? Primary language: _____________________ Secondary language: __________________________ Individual Provider Services: I prefer my worker is a : Female Male No Gender Preference □ I am looking for an individual provider who is able to provide: (check one only) (If your circumstances change and you need a different type of service, call your registry coordinator) Routine Care (hire a worker for a regularly scheduled basis) Emergency/Back-up (hire someone to fill in when your routine worker doesn’t come) Relief (hire someone on a pre-arranged basis to relieve the routine worker I am looking for a live-in provider. □ Yes □ No I need a provider who has completed DSHS Delegation training. □ Yes □ No Living Conditions: Do you smoke? □ Yes □ No Do you mind if the worker smokes? □ Yes □ No Do you need a special diet? □ Yes □ No Are you sensitive to perfumes and fragrances? □ Yes □ No Allergies:_____________________ Do you have: Dogs □ Yes □ No Cats □ Yes □ No Birds □ Yes □ No Other Pets/Animals: __________________________________________________________ Personal Care Do you need assistance with: Yes Dressing and Undressing? Toileting? Bladder and Bowel Care?
Similar to P/B ratios, experts uncertainty ranges for Q/B were variable with individual expert assessments ranging from 0—100 for all scenarios (Figure D2). The PB combination (7.5, 15.15, 27.02) for silver carp given silver carp only invasion was characterized by a higher median value, but narrower uncertainty range than the EQ combination (0.534, 9.048, 59.81) (Figure D2a). The PB combination for the bighead given bighead only invasion Q/B ratio were identical to that of the silver carp given silver carp only scenario, and the EQ combination was only slightly different than the silver carp EQ combination (Figure D2b). Q/B estimates for silver or bighead were essentially unchanged under the scenario where both species invade (Figure D2c,d). To estimate Q/B ratios, most experts again referred to the published literature. All panels of Figure D2 include vertical colored lines that refer to the published values of Q/B that some experts used to estimate their responses. Some experts based responses on combinations of Q/B values estimated for other Lake Erie species such as gizzard shad. Two experts used their estimated P/B ratios (given in the previous section) to derive Q/B ratios, and one expert his estimates on the published literature and adjusted those values based on personally conducted experimental observations and published measurements of Lake Erie productivity. Three experts estimated identical Q/B ratios for silver and bighead carp, however 8 of 11 experts estimated that Q/B estimates for silver carp will be higher than bighead carp because of differing feeding strategies (e.g., detrivory by silver carp) and food assimilation efficiencies. Discussion of P/B and Q/B Ratios While expert estimates of fish biomass may quantify the magnitude of impact of Asian carp populations in Lake Erie, understanding the ecological mechanisms behind the establishment of an invasive species may provide further insight to the potential impacts on trophic structure and ecosystem functioning. An
Health care providers, churches, and others are being forced to participate in abortion or provide coverage for it in their health care plans, in violation of federal conscience laws. In the next week, Congress will decide whether to improve enforcement of these laws by enacting the Conscience Protection Act. Voice your support TODAY at humanlifeaction.org!
Rating Figures Hours Used kWh Used per year Cost per year ($0.15 per kWh) Air Conditioner 3,750 1,000 3,750.0 $375.00 Fan, Window 200 850 170.0 $17.00 Blender 386 39 15.1 $1.51 Coffee Maker 894 119 106.4 $10.64 Deep Fryer 1,448 57 82.5 $8.25 Dishwasher 1,201 302 362.7 $36.27 Microwave Oven 1,450 131 190.0 $19.00 Mixer 127 102 13.0 $1.30 Range with Oven 12,200 96 1,171.2 $117.12 Toaster 1,146 34 39.0 $3.90 Waffle Iron 1,116 20 22.3 $2.23 14 cu ft 326 3,488 1,137.1 $113.71 14 cu ft frostless 615 2,974 1,829.0 $182.90 Curling Iron 40 50 2.0 $0.20 Hair Dryer 750 51 38.3 $3.83 Shaver 14 129 1.8 $0.18 Toothbrush 7 71 0.5 $0.05 DVD Player -- 1hr/day -- -- Radio 71 1,211 86.0 $8.60 Television (color) -- 4hr/day -- -- Television -- 4hr/day -- -- Video Games -- 1hr/day -- -- Clock 2 8,760 17.5 $1.75 Garage Door Opener 350 30 10.5 $1.05 Vacuum Cleaner 630 73 46.0 $4.60 Clothes Dryer 4,856 205 995.5 $99.55 Washing machine (automatic) 512 208 106.5 $10.65 Water Heater 4,474 1,075 4,809.6 $480.96 ***Number of hours used varies widely. WORKSHEET #1-1: Appliance Survey 1 = Essential (You can’t live without it) 2 = Convenient (It life easier) 3 = Unnecessary (You can really live without it!)
R: Lord, give us your Cantor: those who govern us, and help them to work for the good of all. R: Lord, give us your Cantor: Make us generous in sharing our gifts with other people. R: Lord, give us your peace. Cantor: Teach us to do your will and to grow in service to others. R: Lord, give us your peace. Prayer of Consecration The Celebrant recites the prayer of Consecration. Celebrant: The Blessed Mother shines forth in the community of believers as the perfect example, icon, and model of what it means to live by faith. In imploring our Lady’s help we welcome with enthusiasm the joys of discipleship in the work of the New Evangelization as we commend the Roman Catholic Diocese of Calgary to the Immaculate Heart of the Blessed Virgin Mary. Blessed Mary, Mother of God and Mother of the Church, when the Christian believers came to these shores, they planted a Cross made of the fresh timber of the New World as a sign of their faith in your Son and the power of his Resurrection. Furthermore, they placed their lives under your maternal protection
Required Conjugation Forms in Sentence Patterns Pre-Masu - Form Plain – Form (plain present ve) Te - Form Ta – Form (plain past ve) Nai(de) Form (plain present ve) Potential - Form Volitional – Form / Noun
History and Social Science Standard USII.4 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. USII.4 The student will apply social science skills to understand how life changed after the Civil War by Rating a) examining the reasons for westward expansion, including its impact on American Indians; Adequate b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion; Adequate c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South; Adequate d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in response to industrialization; and Adequate e) evaluating and explaining the impact of the Progressive Movement on labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement. Adequate
History and Social Science Standard USII.8 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. USII.8 The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world between the end of World War II and the present by Rating a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States and the Soviet Union as superpowers, and the establishment of the United Nations; Adequate b) describing the conversion from a wartime to a peacetime economy; Adequate c) examining the role of the United States in defending freedom during the Cold War, including the wars in and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges; Adequate d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities; and Adequate e) evaluating and explaining the impact of international trade and globalization on American life. Adequate
History and Social Science Standard USI.3 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. USI.3 The student will apply social science skills to understand how early cultures developed in North America by Rating a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia; Adequate b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); and Adequate c) describing how the American Indians used the resources in their environment. Adequate
History and Social Science Standard USI.9 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. USI.9 The student will apply social science skills to understand the causes, major events, and effects of the Civil War by Rating a) describing the cultural, economic, and constitutional issues that divided the nation; Adequate b) explaining how the issues of states’ rights and slavery increased sectional tensions; Adequate c) locating on a map the states that seceded from the Union and those that remained in the Union; Adequate d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war; Adequate e) describing critical developments in the war, including the location of major battles; and Adequate f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans. Adequate
History and Social Science Standard GOVT.10 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.10 The student will apply social science skills to understand the federal judiciary by Rating a) describing the organization, jurisdiction, and proceedings of federal courts; Adequate b) evaluating how the Marshall Court established the Supreme Court as an independent branch of government through its opinion in Marbury v. Madison; Adequate c) describing how the Supreme Court decides cases; Adequate d) comparing the philosophies of judicial activism and judicial restraint; and Adequate e) investigating and evaluating how the judiciary influences public policy by delineating the power of government and safeguarding the rights of the individual. Adequate
History and Social Science Standard CE.7 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. CE.7 The student will apply social science skills to understand the American constitutional government at the state level by Rating a) describing the structure and powers of the state government; Adequate b) explaining the relationship of state governments to the national government in the federal system; Adequate c) explaining and/or simulating the lawmaking process; and Adequate d) describing the roles and powers of the executive branch and regulatory boards. Adequate
History and Social Science Standard K.8 History and Social Science Standard K.8 Rating K.8 The student will match simple descriptions of work that people do with the names of those jobs. Limited Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence.
History and Social Science Standard USII.4 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. USII.4 The student will apply social science skills to understand how life changed after the Civil War by Rating a) examining the reasons for westward expansion, including its impact on American Indians; Adequate b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion; Adequate c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South; Adequate d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in response to industrialization; and Adequate e) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement. Adequate
History and Social Science Standard GOVT.2 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.2 The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by Rating a) describing the development of Athenian democracy and the republic to differentiate between a democracy and a republic; Adequate b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights; Adequate c) evaluating the writings of Hobbes, Locke, and Montesquieu; Adequate d) explaining the guarantee of the “rights of Englishmen” set forth in the charters of the Virginia Company of London; Adequate e) analyzing the natural rights philosophies expressed in the Declaration of Independence; and Adequate f) evaluating and explaining George Mason’s Virginia Declaration of Rights, Thomas Jefferson’s Virginia Statute for Religious Freedom, and James Madison’s leadership role in securing adoption of the Bill of Rights by the First Congress. Adequate
History and Social Science Standard GOVT.14 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.14 The student will apply social science skills to understand economic systems by Rating a) identifying the basic economic questions encountered by all economic systems; Adequate b) comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl Marx; and Adequate c) evaluating the impact of the government’s role in the economy on individual economic freedoms. Adequate
History and Social Science Standard VUS.7 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. VUS.7 The student will apply social science skills to understand the Civil War and Reconstruction eras and their significance as major turning points in American history by Rating a) describing major events and the roles of key leaders of the Civil War era, with emphasis on Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass; Adequate b) evaluating and explaining the significance and development of Abraham Lincoln’s leadership and political statements, including the significance of the Emancipation Proclamation and the principles outlined in the Gettysburg Address; Adequate c) evaluating and explaining the impact of the war on Americans, with emphasis on Virginians, African Americans, the common soldier, and the home front; Adequate d) evaluating postwar Reconstruction plans presented by key leaders of the Civil War; and Adequate e) evaluating and explaining the political and economic impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States. Adequate
History and Social Science Standard VUS.9 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. VUS.9 The student will apply social science skills to understand the emerging role of the United States in world affairs during the end of the nineteenth and early twentieth centuries by Rating a) explaining changes in foreign policy of the United States toward Latin America and Asia and the growing influence of the United States, with emphasis on the impact of the Spanish-American War; Adequate b) evaluating the United States’ involvement in World War I, including Wilson’s Fourteen Points; and Adequate c) evaluating and explaining the terms of the Treaty of Versailles, with emphasis on the national debate in response to the League of Nations. Adequate
History and Social Science Standard WG.3 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. WG.3 The student will apply the concept of a region by Rating a) explaining how characteristics of regions have led to regional labels; Adequate b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; Adequate c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; Adequate d) explaining how different cultures use maps and place names to reflect their regional perspectives; and Adequate e) developing and refining mental maps of world regions. Adequate
History and Social Science Standard WG.4 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by Rating a) comparing the distribution of major natural resources throughout world regions; Adequate b) showing the influence of resources on patterns of economic activity and land use; and Adequate c) evaluating perspectives regarding the use of resources. Adequate
History and Social Science Standard WG.5 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. WG.5 The student will analyze the characteristics of the regions of the United States and Canada by Rating a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; Adequate b) describing major physical and environmental features; Adequate c) explaining important economic characteristics; and Adequate d) recognizing cultural influences and landscapes. Adequate
History and Social Science Standard WG.6 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. WG.6 The student will analyze the characteristics of the Latin American and Caribbean regions by Rating a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; Adequate b) describing major physical and environmental features; Adequate c) explaining important economic characteristics; and Adequate d) recognizing cultural influences and landscapes. Adequate
History and Social Science Standard WG.10 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. WG.10 The student will analyze the characteristics of the North African and Southwest Asian regions by Rating a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; Adequate b) describing major physical and environmental features; Adequate c) explaining important economic characteristics; and Adequate d) recognizing cultural influences and landscapes. Adequate
Section II. Additional Criteria: Instructional Planning and Support. Please mark the following correlations as Adequate, Limited, or No Evidence. Section II. Additional Criteria: Instructional Planning and Support Rating 1. Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students. Adequate 2. Materials are organized appropriately within and among units of study. Adequate 3. Format design includes titles, subheadings, and appropriate cross-referencing for ease of use. Adequate 4. Writing style, length of sentences, and vocabulary are appropriate. Adequate 5. Graphics and illustrations are appropriate. Adequate 6. Sufficient instructional strategies are provided to promote depth of understanding. Adequate 7. Materials present content in an accurate and unbiased manner. Adequate
Attachment A Cover Page History and Social Science Textbook and Instructional Materials Committee Member Correlation to the 2015 United States History to 1865 Standards of Learning and Curriculum Framework: American Stories Virginia Department of Education, 2017 Text/Instructional Material Title: American Stories Publisher: National Geographic Committee Member: Consensus Date: October 10, 2017 Section I. History and Social Science Standard and Rating Chart. Directions: Please mark the following standard correlations as Adequate, Limited or No Evidence. Section I. History and Social Science Standard Rating USI.1 No Rating USI.2 Adequate USI.3 Adequate USI.4 Adequate USI.5 Adequate USI.6 Adequate USI.7 Adequate USI.8 Adequate USI.9 Adequate Section II. Additional Criteria: Instructional Planning and Support. Please mark the following correlations as Adequate, Limited, or No Evidence. Section II. Additional Criteria: Instructional Planning and Support Rating 1. Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students. Adequate 2. Materials are organized appropriately within and among units of study. Adequate 3. Format design includes titles, subheadings, and appropriate cross-referencing for ease of use. Adequate 4. Writing style, length of sentences, and vocabulary are appropriate. Adequate 5. Graphics and illustrations are appropriate. Adequate 6. Sufficient instructional strategies are provided to promote depth of understanding. Adequate 7. Materials present content in an accurate and unbiased manner. Adequate
History and Social Science Standard GOVT.9 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.9 The student will social science skills to understand the process by which public policy is made by Rating a) defining public policy and determining how to differentiate public and private action; Adequate b) examining different perspectives on the role of government; Adequate c) describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965; Adequate d) describing how the state and local governments influence the public agenda and shape public policy; Adequate e) investigating and evaluating the process by policy is implemented by the bureaucracy at each level; Adequate f) analyzing how the incentives of individuals, interest groups, and the influence public policy; and Adequate g) devising a course of action to address local and/or state issues. Adequate
History and Social Science Standard GOVT.12 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.12 The student will apply social science skills to understand the role of the United States in a changing world by Rating a) describing the responsibilities of the national government for foreign policy and national security; No Evidence b) assessing the role of national interest in shaping foreign policy and promoting world peace; and Adequate c) examining the relationship of Virginia and the United States to the global economy, including trends in international trade. Adequate Comments: No evidence of the Standards, as the text does not present or describe- GOVT.12c: the relationship of Virginia and the United States to the global economy, including trends in international trade.
History and Social Science Standard GOVT.13 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.13 The student will apply social science skills to understand how world governments and economies compare and contrast with the government and the economy in the United States by Rating a) describing the distribution of governmental power; Adequate b) explaining the relationship between the legislative and executive branches; Adequate c) comparing and contrasting the extent of participation in the political process; and Adequate d) comparing and contrasting economic systems. Adequate
History and Social Science Standard WHI.5 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. student will apply social science skills to understand ancient Greece in terms of its impact on Western civilization by Rating a) locating Greek civilizations in time and place and describing their major geographic features; Adequate b) describing the social and religious structure of ancient Greece; Adequate c) describing the cultural development of Athens and Sparta, with emphasis on the significance of citizenship and the development of democracy; Adequate d) evaluating the political and economic development of Greece, with emphasis on the Persian and Peloponnesian wars; Adequate e) evaluating the significance of the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great; and Adequate f) citing and explaining contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle. Adequate
d) describing colonial life in America from the perspectives of landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and Adequate e) explaining the political and economic relationships between the colonies and Great Britain. Adequate
History and Social Science Standard GOVT.9 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.9 The student will apply social science skills to understand the process by which public policy is made by Rating a) defining public policy and determining how to differentiate public and private action; Adequate b) examining different perspectives on the role of government; Adequate c) describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965; Adequate d) describing how the state and local governments influence the public agenda and shape public policy; Adequate e) investigating and evaluating the process by policy is implemented by the bureaucracy at each level; Adequate f) analyzing how the incentives of individuals, interest groups, and the media influence public policy; and Adequate g) devising a course of action to address and/or state issues. Adequate
History and Social Science Standard GOVT.13 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.13 The student will apply social science skills to understand how world governments and economies compare and contrast with the government and the economy in the United States by Rating a) describing the distribution of governmental power; Adequate b) explaining the relationship between the legislative and executive branches; Adequate c) comparing and contrasting the extent of participation in the political process; and Adequate d) comparing and contrasting economic systems. Adequate
History and Social Science Standard GOVT.14 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. GOVT.14 The student will apply social science skills to understand economic systems by Rating a) identifying the basic economic questions encountered by all economic systems; Adequate b) comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl Marx; and Adequate c) evaluating the impact of the government’s role in the economy on individual economic freedoms. Adequate
Section II. Additional Criteria: Instructional Planning and Support. Please mark the following correlations as Adequate, Limited, or No Evidence. Section II. Additional Criteria: Instructional Planning and Support Rating 1. Materials are presented in an organized, logical manner and are appropriate for the age, grade, and maturity of the students. Adequate 2. Materials are organized appropriately within and among units of study. Adequate 3. Format design includes titles, subheadings, and appropriate cross-referencing for ease of use. Adequate 4. Writing style, length of sentences, and vocabulary are appropriate. Adequate 5. Graphics and illustrations are appropriate. Adequate 6. Sufficient instructional strategies are provided to promote depth of understanding. Adequate 7. Materials present content in an accurate and unbiased manner. Adequate
History and Social Science Standard VUS.4 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. VUS.4 The student will apply social science skills to understand the issues and events leading to and during the Revolutionary Period by Rating describing the results of the French and Indian War; Adequate evaluating how political ideas of the Enlightenment helped shape American politics; Adequate explaining how conflicting loyalties created political differences among the colonists concerning separation from Great Britain; Adequate analyzing the competing factors that led to colonial victory in the Revolutionary War; and Adequate e) evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American political philosophy. Adequate
History and Social Science Standard VUS.11 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. VUS.11 The student will social science skills to understand World War II by Rating a) analyzing the causes and events that led to American involvement in the war, including the Japanese attack on Pearl Harbor and the American response; Adequate b) describing and locating the major battles and key leaders of the European theater; Adequate c) describing and locating the major battles and key leaders of the Pacific theater; Adequate d) evaluating and explaining how the United States mobilized its economic and military resources, including the role of all-minority military units (the Tuskegee Airmen and Nisei regiments) and the contributions of media, minorities, and women to the war effort; Adequate e) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and the postwar trials of war criminals; and Adequate f) evaluating and explaining the treatment of prisoners of war and civilians by the Allied and Axis powers. Adequate
History and Social Science Standard WHII.5 Please indicate the rating for each standard by selecting Adequate, Limited or No Evidence. WHII.5 The student will social science skills to understand the political, cultural, geographic, and economic conditions in Europe and Russia from about 1500 A.D. (C.E) to about 1800 A.D. (C.E) by Rating a) locating European nations and their empires in time and place and identifying major geographic features of Europe; Adequate b) describing the development of social and cultural patterns in the Hapsburg empire, with emphasis on Charles V; Adequate c) describing the development of social and cultural patterns in France, with emphasis on the Age of Absolutism, Louis XIV, and the Enlightenment period; Adequate d) describing the development of social and cultural patterns in Great Britain, with emphasis on the English Civil War and the Glorious Revolution and their impacts on democracy; Adequate e) explaining the causes and effects of the American and French Revolutions; Adequate f) describing the development of social and cultural patterns in the German states; Adequate g) describing the development of social and cultural patterns in the Italian states; and Adequate h) describing the development of social and cultural patterns in Russia, with emphasis on Peter the Great. Adequate
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CONSENT FOR RELEASE OF INFORMATION DHS Policy #504 Double-click on the boxes below to indicate your consent. Consent must be granted for each entry. Yes I hereby give my consent for a criminal history Yes I understand that this is a preliminary check for employment purposes and that all prior arrest information will be reported by the Georgia Crime Information Center (GCIC) to the Office of Human Resource Management and Development in the Department of Human Services (DHS). Yes I understand that information received from the criminal history record check may be used as a basis for removing me from consideration for employment or separation from employment. Yes I understand that if I am offered employment with DHS, my fingerprints will be taken and a more extensive background check will be completed. Yes I understand that failure to disclose any prior convictions will be grounds for disqualification from further consideration or termination of employment with DHS. Yes I understand that this consent is voluntary; however, I acknowledge that refusal to give this consent will remove me from further consideration for the position for I applied. Yes In addition to the Criminal History Background check, I give consent to the completion of a comprehensive background check including but not limited to education verification, Integrated Data System (IDS) and reference checks. Yes I also acknowledge that providing false information or failure to disclose any information pertaining to my identity or criminal history may be a violation of O.C.G.A §16-10-20 (False statements and writings, concealment of facts, and fraudulent documents in matters within jurisdiction of state or political subdivisions). Applicant’s Last, First, Middle Name Street Address or PO Box City, State, Zip Code Social Security Number Date of Birth City & State of Birth Gender Height Weight Eye Color College/University City & State Major Degree Graduation Date Full Name on Degree Signature of Applicant Date Name of DHS Organizational Unit Contact Person Number Email Address FOR USE ONLY: No criminal history found through GCIC system check. Criminal history found that prohibits hiring (See attached). Criminal history that does not prohibit hiring (See attached).
Therefore, any use of this data requires a basis to apply and that the processing also satisfies a further condition Practical Advice It will be contrary to national church advice to use the electoral roll for letting people know about services or other events/fundraising that is going on in the church 4 The parish sends an anniversary card to baptism families, can we still do this without consent Y Information should be set out in the PN as to how this information will be used Y Legal Advice Personal Data: The names and addresses of the baptism families constitute personal data .It is assumed that the baptism family is limited to the parents. You must have a valid lawful basis in order to process personal data Processing; The legal basis for the sending of anniversary cards is "legitimate interest". Special Category Data: It is likely that this personal data is special category data as it constitutes information about religious beliefs. Therefore, a further condition must be satisfied The relevant condition for the sending of anniversary cards is Art 9(2)(d) see p3. Practical Advice Sending anniversary cards does not require consent. If a parent requests that they no longer receive a card then they should not, if a parent ceases “regular contact” with the church then they should not continue to be sent a card 5 We send an invitation to a family that has had a funeral to attend a Y Information should be set out in the PN as to Y Analysis Personal Data:
The Nominated Person/parish safeguarding rep should keep a record of these stored securely locally, and as /when the individual concerned moves on, they should pass any records to the diocese for confidential shredding. There will always be clear central records stored. Nominated People/clergy should not email personal email addresses regarding meetings or information about an offender. These should only be managed through PCCemail addresses and with the diocesan central @glosdioc.org.uk addresses. The Safeguarding Team are currently considering alternative confidential communication mechanisms. 20 Can we still publish wedding banns Information should be set out in the PN as to how this information will be used Y Legal Analysis Personal data: Wedding banns constitute personal data. You must have a valid lawful basis in order to process personal data Processing: The legal basis for publishing wedding banns is "legal obligation" Special Category Data The personal data in the wedding banns does not constitute special category data and therefore no additional condition needs to be satisfied Practical Advice Wedding banns must be published as a matter of law 21 Can we still keep wedding records as they are official registers Y Information should be set out in the PN as to how this information will be used Y Legal Analysis Personal data: The wedding records constitute personal data. You must have a valid lawful basis in order to process personal data Processing: The basis for keeping the wedding records is "legal obligation" Special Category Data
CONSENT I have read or have had explained to me the above information and received a copy of the Vaccine Information Statement and understand Spokane Regional Health District’s (SRHD) Privacy Policy. I have had a chance to ask questions, which were answered to my satisfaction. I consent to inclusion of this data in the Washington State Immunization Information (IIS) Registry. I believe I understand the benefits and risks of the vaccines checked below and request that the vaccine be given to me or the person named above for whom I am authorized to make this request. Also, by signing this consent, I am allowing myself to be filmed or photographed during the immunization clinic today. DTAP (6 AND YOUNGER) DTAP/IPV (4-6 YEARS ONLY) HEP A HEP B HIB HPV9 MCV4 MMR MMR/V (12 AND YOUNGER) PCV-13 POLIO TDAP (7 AND OLDER) CHICKENPOX (VARICELLA) VIS DISTRIBUTED ADULTS HEP A/B HEP B MMR PCV-13 TDAP SHINGLES VIS DISTRIBUTED _________ SIGNATURE OF □ PATIENT □ PARENT □ CAREGIVER (Check one) DATE CLINIC USE ONLY VACCINE ADMINISTRATION RECORD VACCINE VIS MANUFACTURER /LOT # / EXP DATE INJECTION SITE Route DTAP 5/17/07 □ LA □ RA □ IM DTAP/IPV 5/17/07 7/20/16 □ LA □ RA □ IM HEP A 7/20/16 □ LA □ RA □ IM HEP B 7/20/16 □ LA □ RA □ IM HEP A/B 7/20/16 □ LA □ RA □ IM HPV9 12/2/16 □ LA □ RA □ IM MCV4 3/31/16 □ LA □ RA □ IM MMR 4/20/12 □ LA □ RA □ SC MMR/V 5/21/10 □ LA □ RA □ SC PCV-13 11/5/15 □ LA □ RA □ IM 7/20/16 □ LA □ RA □ IM PPSV23 4/24/15 □ LA □ RA □ IM SHINGLES 10/6/09 □ LA □ RA □ SC TDAP 2/24/15 □ LA □ RA □ IM