zilongwang/ReadingBank huggingface dataset:
“Cine y música en la poesía de Manuel Vázquez Montalbán.” University of Southern California-September 1998. “La retórica del discurso amoroso en Salinas y Aleixandre.” Pamplona, Universidad de Navarra, November 1996. “Escribiendo a la nación: las 'Aleluias de amor a Galicia' de Pura Vázquez.” Santiago, Universidad de Santiago de Compostela, November 1996. “The Ages of Lulu and Talk Dirty to Me: Pornography?” Schenectady, NY. Union College, November 1995. “Muñoz Molina y Beltenebros, Hitchcock y Rebecca. Albany, NY. SUNY at Albany, November 1995. Lectures presented “Santiago de Compostela: De la ciudad imaginada a la ciudad tomada.” Mid-America Conference on Hispanic Literatures, November 2016. “Estudios Ibéricos: Reconfigurar modelos representativos e interpretativos en la enseñanza y en la investigación.” UC Iberianists UC Merced May 2015. “Del hispanismo a los estudios ibéricos: reconfigurar modelos representativos e interpretativos.” Modern Language Association Convention, January 2015. “Let’s Talk About Madrid: Music and Migrant Newcomers.” American Comparative Literature Association, March 2014. Round-table “Migration and Exile in Spain, 1939– 2013.” Modern Language Association Convention, January 2014. “Responsabilidad social en Te doy mis ojos de Bollaín: miradas éticas a diez años de su estreno.” Asociación Internacional de Literatura y Cultura Femenina Hispánica (AILCFH), XXIII Congreso, October 2013. “The Poetry of Uncertainty, the Uncertainty of Poetry.” Modern Language Association Convention, January 2013. “Ni idas ni vueltas: ‘muchos no llegan’ y las propuestas éticas de Chambao.” Mid-America Conference on Hispanic Literature, October 2012. “Rocking the Boat: Immigration and the Rhetoric of Crisis in Contemporary Spanish Music.” The Santa Barbara Global Studies Conference “Crisis,” University of Barbara, February 2012. “As terceiras mullers en la poesía de María do Cebreiro y Yolanda Castaño. Modern Language Association Convention, January 2012.
Dr. Ryan Calsbeek (2002-2006) – Population ecology, evolution and conservation of vertebrates. Funding source: Center for Tropical Research (CTR). Dr. Zachary Cheviron (2008-2009) – Molecular genetic basis of adaptive traits in natural populations of birds. Funding source: Center for Tropical Research (CTR). Dr. Sonya Clegg (1999-2002) – Population structure of Neotropical migrants. Funding source: EPA. Dr. Thomas Dietsch (May 2005-2008) – Cacao growth and biodiversity conservation in Cameroon and Evaluating Disease Transmission Pathways; Host Reservoirs for H5N1 Avian Influenza in Domestic and Wild Bird Communities of Vietnam. Funding sources: UCLA International Institute, Global Impact Research Grant and Wildlife Conservation Society. Dr. Trevon Fuller (2009-2014) – Effectiveness of remote-sensed data for mapping the risk of low pathogenic avian influenza in the continental U.S. Funding source: NIH. Dr. Derek Girman (1996-1998) – Population structure of Neotropical migrant birds and their conservation (US, Mexico and S. America). Funding source: NIH. Dr. Catherine Graham (1999-2000) – Integrating remote sensing and genetic data to understand evolutionary processes of rainforests. Funding source: Central African Regional Program for the Environment (CARPE), USAID. Dr. Ryan Harrigan (2007-2013) – The role of host dynamics and anthropogenic stressors on the transmission of West Nile virus and the implications for human health and biodiversity. Funding source: EPA. Dr. Holder (1998-2001) – Phylogeography and speciation of West African birds. Funding source: NSF/NSERC postdoctoral fellowship. Dr. Darren Irwin (2003-2004) – Evolutionary ecology of migrant birds. Funding sources: EPA, CALFED. Dr. Salit Kark (1999-2000) – Fluctuating asymmetry and divergence across ecological gradients. Funding source: Rothschild Fellowship (Israel). Dr. Jordan Karubian (2001-2004) – Mechanisms of reproductive divergence and speciation in South American birds. Funding source: NSF, EPA.
MA Ph. D International Relations and Security Studies Graduate School of International Studies Stockholm University, Stockholm, Sweden Department of Economic History Stockholm University, Stockholm, Sweden Department of Security, Strategy and Leadership Swedish Defense University, Stockholm, Sweden Feb. M.A. International Relations: Specialization International Studies Leiden University The Netherlands, Leiden M.A. thesis: Domestic Actors in Chinese Foreign Exchange Policy 8.2) 2013 – 2014 B.A. Asian Studies Rheinische Friedrich- Wilhelms University Bonn, Germany B.A. thesis: Die Debatte um die Aufwertung des Renminbi (The debate on the appreciation of the Renminbi) (Grade 1.1) Graduated with distinction 2009- 2013 Exchange to Political Science Department National Taiwan University, Taiwan, Taipei 2011- 2012 Summer school “Chinese Language and Culture” National Taiwan University, Taiwan, Taipei 2011 Aug. Summer school “Intensive Chinese” National Chengchi University, Taiwan, Taipei 2010 Aug. & Associate Researcher Swedish Institute for International Affairs (UI) Sweden, Stockholm 2016 – today Feb. Lecturer Bachelor of International Studies Program Leiden University, The Netherlands, The Hague 2014- 2016 Aug. - January Intern Sino- German Cultural and Economic Association Taiwan, Taipei 2012 Apr.- June Research Assistant Department for Chinese language University of Bonn, Germany, Bonn 2010 - 2011 Apr. - June Secretary Department for Chinese language University of Bonn, Germany, Bonn 2011 Apr.-Sept
Personal Details Name Max Mustermann Address Musterstraße 12 D-12345 Musterstadt Phone 0123 456789 Mobile 1234 5678910 Email max.mustermann@bewerbung.com Date and Place of Birth 01.01.1975, Musterstadt Marital Status Married, three children Nationality German Professional Career 09/2009 – today Musterfirma GmbH, Musterstadt (business area, company size) “Sample Job A“ Reporting to: Director Department X Employees: Leadership responsibility for 4 members of staff Main duties and responsibilities: Activity / Focus Activity / Focus Activity / Focus 07/2004 – 08/2009 Musterfirma AG, Musterstadt (business area, company size) “Sample Job B“ 07/2000 – 06/2004 Musterfirma KG, Musterstadt (business area, company size) “Sample Job C“ Professional Education 09/1996 – 06/2000 Degree Course University, Musterstadt Academic Focus: Controlling, Finance
09/1994 – 06/1996 Vocational Apprenticeship as Job X Musterfirma GmbH, Musterstadt National Service 07/1993 – 08/1994 Military Service Regiment 4th Battalion Musterstadt School Education 09/1986 – 06/1993 University Entrance Qualifications High School Musterstadt Core courses: English, History Training and Qualifications 01/2011 – 04/2011 Sample qualification A 09/2009 – 11/2009 Sample qualification B Skills and Competences Languages German (native) English (fluent) French (basic proficiency) IT Skills MS-Office (Word, Excel, Power Point, Access, Outlook) Competent user of SAP R/2 and R/3, PAISY, PERSIS Other Information International Experience Several weeks spent at the Dutch and Libyan subsidiaries of Muster AG Projects / Memberships Managed the “ESS/MSS” project in cooperation with Musterstadt College Member of the “HR Controlling” committee of Mustergroup Musterstadt, 01.01.2015 Max Mustermann
WCMF 2013, University of California, Berkeley Meeting to honor the 70th birthday of G. Papanicolaou, Stanford University, Palo Alto Meeting on “Dynamic interactions and market equilibrium”, Crete, Greece Chinese University of Hong Kong, Hong Kong Fields Institute, Commodities, Energy and Environmental Finance, Toronto, Canada Meeting on “Stochastics and Finance” (plenary lecture), Angers, France Workshop in Mathematical Finance, Zurich, Switzerland 2012 “Probability, Control and Finance”, conference to I. Karatzas’s 60th birthday, Columbia University, New York, NY Course on “Asset allocation and utility theory”, Summer School on Stochastic Finance, University of Athens, Athens, Greece Summer School on Mathematical Finance, Lisbon, Portugal Workshop on “Finance and Partial Differential Equations”, Yerevan, Armenia Workshop on “Perspectives in Analysis and Probability”, (plenary lecture), ETH, Zurich 2011 University of Heidelberg, Heidelberg, Germany (public lecture and Math Colloquium) 6th Bachelier Colloquium, Metabief, France Princeton University, Princeton, NJ University of Cambridge, Cambridge, United Kingdom Workshop on SPDE and applications, Le Mans, France London School of Economics, London, United Kingdom Women in Applied Mathematics Workshop, Crete, Greece 4th Western Conference in Mathematical Finance, USC, CA International Conference on Mathematical Finance and Economics, Istanbul, Turkey Conference on Financial Mathematics, Al-Akhawayn, Morocco Stochastic Processes and their Applications, Oxaca, Mexico 2010 Workshop on “New directions in Mathematical Finance”, IPAM, Los Angeles Workshop on “Foundations of Mathematical Finance”, Fields Institute, Toronto, Canada 5th Bachelier Colloquium, Metabief, France Heriot-Watt University, Edinburgh, United Kingdom King’s College, London, United Kingdom University of Leipzig, Leipzig, Germany Stanford University, Palo Alto, CA Oxford-Columbia Workshop in Financial Mathematics, New York Conference on “Stochastic Processes and their applications”, Osaka, Japan 6th Oxford-Princeton Workshop on Financial Mathematics and Stochastic Analysis, Oxford, United Kingdom International Research Forum, Hong Kong Meeting on “Partial Differential Equations and Finance”, Rutgers University 2009 AMS National Meeting, Washington 5th Oxford-Princeton Workshop on Financial Mathematics and Stochastic Analysis, Princeton Meeting on “Advanced Mathematical Methods in Finance”, Alesund, Norway PDE and Mathematical Finance, Stockholm, Sweden 3rd WCMF, University of California, Santa Barbara, California
Refereed Articles: Joan Malczewski, “Interstitial Collaboration: Education Reform in the Jim Crow South,” Studies in American Political Development , forthcoming. Joan Malczewski, “Philanthropy and Progressive Era State Building through Agricultural Extension Work in the Jim Crow South.” History of Education Quarterly, 53, no. 4 (November, 2013). Joan Malczewski, “‘The Schools Lost Their Isolation’: Institutions and Agency in Educational Policy Development, 1909 – 1935.” Journal of Policy History, 23, no. 3 (June, 2011). Joan Malczewski, Debra Plafker-Gutt, and Robert Cohen, “Teaching about Starbucks and Consumer Literacy.” Social Education (June, 2011). Joan Malczewski,“Weak State, Stronger Schools: Northern Philanthropy and Organizational Change in the Jim Crow South,” Journal of Southern History, 75, no. 4 (November, 2009). Book Chapters: Joan Malczewski, with Ryan Mills and Ashley Merriman, “A creative and disciplinary approach to teaching about slavery in the middle school and high school classroom,” In Teaching U.S. History: Dialogues with Historians, ed., Robert Cohen, Diana Turk, Rachel Mattson and Terrie Epstein (New York: Routledge, 2009). Michael Stoll, Joan Malczewski, and David Montgomery, “Gender, Race and Reform in the Progressive Era,” In Teaching U.S. History: Dialogues with Historians, ed., Robert Cohen, Diana Turk, Rachel Mattson and Terrie Epstein (New York: Routledge, 2009). Awards: 2011 Spencer Foundation, “Building a New Educational State: Institutions and Agency in the Jim Crow South,” $40,000 2010 Steinhardt Challenge IDEA Award, “Building a New Educational State,” $5,000. Book Reviews: The Quest for Citizenship: African American and Native American Education in Kansas, 1880 – 1935, Kim Cary Warren, Journal of Southern History, 78, no. 1 (February, 2012). “Aint’ Gonna Let Nobody Turn Me Around,” a review of Higher Education and the Civil Rights Movement: White Supremacy, Black Southerners and College Campuses, ed. Peter Wallenstein, in Thought and Action, (v. 24, Fall 2008), 143 - 145. Employment History: Administrative 2003 – 2006 Assistant Dean for Faculty Affairs, The Steinhardt School of Education 2002 – 2003 Director of Faculty Affairs, The Steinhardt School of Education
Clinical Psychology Associates of North Central Florida 2121 NW 40th Terrace Suite B Gainesville FL, 32605 (352) 336-2888 Fax (352) 371-1730 CPANCF.COM Elom A. Amuzu, Ph.D. Present Position Clinical Psychology Associates of North Central Florida Psychology Resident under the supervision of Ernest J. Bordini, Ph.D. September 2018 – present Education Southern Illinois University, Carbondale, IL. PhD Counseling Psychology; August 2018 APA Accredited Dissertation Title: FastTailedGirls: A qualitative analysis of African American women’s early gender and sex-related socialization experiences Advisor: Dr. Kathleen Chwalisz University of Oregon, Eugene, OR. Doctoral Psychology Intern, Trauma Specialization APA Accredited Southern Illinois University, Carbondale, IL. Master of Arts, Counseling Psychology; May 2014 APA Accredited Thesis: Agency and power in the lives of African American women: The role of personal beliefs of justice in the discrimination – personal control link Advisors: Dr. Ann Fischer Southern Illinois University, Carbondale, IL. Bachelor of Arts, Psychology. Minor, Women, Gender, and Sexuality Studies; May 2012 Honors and Awards Association of Women in Psychology Travel Scholarship 2014 Ronald E. McNair Achievement Program 2011 - 2012
2007 J. Strauß Eine Nacht in Venedig Pappacoda H. Richter; Verde in Venedig (Inszinierung: R. Kollo) 2006 J. Offenbach Orphée aux enfers Pluton & A. Joho; Biel/Solothurn Aristeé 2006 L. Bernstein West Side Story Tony P. Tréfeil; Pontarlier (F) 2006 W. A. Mozart Die Zauberflöte Tamino A. Joho; Biel/Solothurn Juan Carlos Petruzziello +43 (0) 678 12 10 839 www.juancarlos-petruzziello.com ______________________________________________________________________________ 2006 C. Zeller Der Vogelhändler Süffle A. Joho; Biel/Solothurn 2005 G. Verdi La Traviata Gastone F. Trinca; Biel/Solothurn 2003 G. Gershwin Porgy and Bess Robbin & J. Alber; Festsp. Rheinsberg Peter 2001 F. Loewe My Fair Lady Freddy Beethovenhalle Bonn
Environment: Test Link, Bugzilla, Selenium, QTP, QC, Mozilla Firefox, Internet Explorer, Windows XP. Academic Profile : DST Seed InfoTech Pune (2010) (Diploma in Software Testing) B.Sc(CompSci) Nagpur University (2010) C from Y.Kanetkar Hobbies: 1) I am Passionate about Photography. 2) Playing flute in free time. 3) Playing Badminton. 4) Meeting friends. Personal Details: Date Of Birth 14th Dec 1987 Sex Male Languages Marathi, Hindi, English, Basic of German. Marital Status Single Contact Address 29,Gawande Layout, Snehanagar, Nagpur 440015 Contact Number 09766777412 (Mohit Ghatwai.)
2007 Wang, Michael. “Streaming Creatures: A New Generation of Queer Video Art” Modern Painters, June 2007, pp 100 -105 Dickson, Amy. “A New Team Under an Old Threat: Fictional Selves and Feminist Practice in the Collaborative Work of Wynne Greenwood and K8 Hardy” Art Lies, No. 56 Winter 2007, pp 64-65 Molesworth, Helen. “World’s Apart” Art May 2007, Vol. XLV, No. 9, pp 101-102 Cotter, Holland, New York Times, March 21, 2007, pE5 2006 Brooks, Amra. “Must See Art” LA Weekly, July 2006 Bryan-Wilson, Julia. “Repetition and Difference; On LTTR” Artforum, June 2006, Vol. XLIV, No. 10, pp. 109-110 Fowler, Brendan. “Top 10” Artforum, March 2006, Vol. XLIV, No. 7, p114 2005 Rimanelli, David. “On the Ground, New York” Artforum, December 2005, Vol. XLIV, No.4, pp 220 - 223 Armetta, Amoreen. NYFA Current, Aug. 24, 2005, Vol. 14, No. 16 (online) Burton, Johanna. “Girl, Interrupted” Artforum, Summer 2005, Vol. No. 10 pp. 107,110 Cotter, Holland. New York May 20, 2005, p E32 Ventur, Conrad. “K8 Hardy, Artist” Useless, Winter/Spring 2005, Vol.1, No.1, pp 24-25 2004 Kelsey, John. “On the ground, New York” Artforum, December 2004, pp 55-56, 65 Cotter, Holland. New York Times, August 6, 2004, p E35
John Graham, Jennifer L. Koski and Uri Loewenstein, 2006, “Information Flow and Liquidity Around Anticipated and Unanticipated Dividend Announcements,” Journal of Business 79, 2301-2336. Avraham Kamara and Jennifer L. Koski, 2001, “Volatility, Autocorrelations, and Trading Activity After Stock Splits,” Journal of Financial Markets 4, 163-184. Jennifer L. Koski and Roni Michaely, 2000, “Prices, Liquidity, and the Information Content of Trades,” Review of Financial Studies 13, 659-696. Jennifer L. and Jeffrey Pontiff, 1999, “How Are Derivatives Used? Evidence from the Mutual Fund Industry,” Journal of Finance 54, 791-816. Jennifer L. Koski and John Scruggs, 1998, “Who Trades Around the Ex-Dividend Day? Evidence from NYSE Audit File Data,” Financial Management 27, 58-72. Jennifer L. Koski, 1998, “Measurement Effects and the Variance of Returns After Stock Splits and Stock Dividends,” Review of Financial Studies 11, 143-162. Jennifer L. Koski, 1996, “A Microstructure Analysis of Ex-Dividend Stock Price Behavior Before and After the 1984 and 1986 Tax Reform Acts,” Journal of Business 69, 313-338. Allan W. Kleidon and Jennifer L. Koski, 1992, “Are Stock Prices Excessively Sensitive to Current Information? Comment,” Journal of Economic Behavior and Organization 18, 127-131. TEXTBOOKS Robert C. Higgins, Jennifer L. Koski, and Todd Mitton, 2019, Analysis for Financial Management, Twelfth Edition, McGraw Hill Education RESEARCH PAPERS Katharine Adame, Jennifer L. Koski, and Sarah McVay, “Free Cash Flow Disclosure in Earnings Announcements.” John, Hackney, Tyler Henry, and Jennifer Koski, “Arbitrage vs. Informed Short Selling: Evidence from Convertible Bond Issues.” Katharine Adame, Jennifer L. Koski, and Ingrid Werner, “Fighting for Survival: The Case of Low-Priced Stocks.” OTHER Associate Editor, Journal of Financial Research (2006-2011)
drugs with clients, do not go with more than one client at a time, Do not exchange bodily fluids with clients, Do not swallow, do not bareback for more money, do not have sex under the influence of drugs and alcohol, etc.). Empower sex workers to be partners in developing HIV programming at local, national and international levels. Refer sex workers living with HIV to medical and social services that provide quality and friendly services. Connect sex workers to health services that are friendly and effective in providing diagnosis, treatment, care and support for all types of health conditions. sex workers to vocation training or literacy classes to build their skills when they are interested. Empower sex workers to organize themselves as a group to advocate for themselves. Stand up against violence and abuse towards sex workers. Lobby for the recognition of sex worker’s rights and full legalization of sex work. Organize movie nights that show films about women, human rights, sex work and empowerment. For sex workers who do not identify as sex workers: Do local research to find out where they are located, how they operate. When you meet them do not refer to them as sex workers, ask them what they like to be called, perhaps by their name or alias. Establish rapport, trust, and credibility. Do not them to see their work as sex work. Use whatever language they use to describe what they do. Do not provide materials that talk about specific ‘sex work’ information. Instead, provide materials that are relevant to what they do without referring to sex work. Do not use sexual identity labels as they not fit into any identity boxes. Provide relevant and science-based HIV and STI education. Individual Experiential Exercise: Think about your current job or one you held in the past. Think about any stigma or prejudice associated with it. What do people say about the job that you do? Or did? How did it affect you? In what ways did it affect you? Now imagine your life as a sex worker and the stigma and discrimination you could or have experienced. Facilitate a discussion based on this exercise. Small Group: (Psycho-educational Group) Send participants to Small Group. Questions for Small Groups: (120 minutes) In their small groups of 4 to 6, people are asked to answer the following questions. Once participants are divided into these small groups they must stay in their small group
Improved Year 7 Numeracy progress Tutor time intervention for targeted Pupils using Numicon. Small group work Numicon is a proven intervention and has been used successfully by other schools nationally. HOD will oversee the interventions. Training will be undertaken by our Maths TA and also our PP Head of Christmas Total budgeted cost Other approaches Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Increased Self-esteem We want to increase the self-esteem of our achieving Pupils and help them build confidence, resilience and self-belief. At the same time giving them skills such as organising their day and time management which will also help them deal with day to day school life giving them more confidence. We have 3 workshops planned throughout the Academic Year and we are using an outside Company called Learning Performance. They have 25 years of experience in running workshops such as these and are also able to assess impact for us too. Our PP Co-ordinator will work closely with the MD of Learning Performance to ensure the workshops are exactly what we need for our Pupils. PP Co-ordinator Easter To improve attendance to be more in line with National figures Breakfast clubs? Pick ups? Extra curriaular offers? Rewards? Total budgeted cost Review of expenditure Previous Academic Year 2016/17 Quality of teaching for all Desired outcome Chosen action / approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost
Level of Understanding demonstrated 4- Advanced 3- Proficient 2- Basic 1- Below Basic Student court case Offers in-depth analysis and interpretation of the assigned case. Distinguishes between fact and opinion Offers accurate analysis of the case. Demonstrates only a minimal understanding of the court case Gives one or two facts from the court case, but does not include any analysis or interpretation of the case Student Editorial Editorial analyzes the federal and state judicial systems using specific examples to illustrate the differences between the two and includes only the information relevant to the comparing the two systems Student provides persuasive argument as to system is better in protecting judicial impartiality and provides practical suggestions for The analysis of the federal and state judicial systems uses only general information. The editorial includes only information relevant to the comparing of the two systems. Student provides persuasive argument as to which system is better in protecting judicial impartiality but does not The analysis of the federal and state judicial systems is incomplete, only providing information from one judicial system. May include information that is not relevant to the topic. Student provides opinions on how to fix the system in an informational manner only The editorial does not analyze but instead gives personal opinion. There is no supporting information or the information is incomplete or off topic. Student has not provided information relating to the topic. trial
Quality Criteria: Level of Understanding Demonstrated 4- Advanced 3- Proficient 2- Approaching Proficiency 1- Based on their written opinions, students demonstrate understanding of conflicts created by free speech rights and are able to formulate a rational opinion when presented with a realistic First Amendment conflict. Written opinion strongly demonstrates a thorough understanding of free speech conflicts and proposes a compromise or solution that applies first amendment principles thoughtfully. All requirements are followed. (See student packet). Written opinion demonstrates a understanding of free speech conflicts and proposes a compromise or solution that applies first amendment principles. All requirements are followed. (See student packet). Written opinion demonstrates some understanding of free speech conflicts and proposes a compromise or solution that applies first amendment principles. Most requirements are followed. (See student packet). Written opinion demonstrates a limited understanding of free speech conflicts and proposes a vague compromise or solution that applies first amendment principles. A majority of requirements are followed. (See student packet). Lesson Plan: Fayette v. Take Two Activity Steps:
CATEGORY 4 - Above Standards 3 – Meets Standards 2 – Approaching Standards 1 - Below Standards Score Persuasive Essay All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Evidence and examples are NOT relevant AND/OR are not explained. Journal Entries All pages of the journal contain an accurate summary, personal reflections, character's reflections, and a logical prediction. Almost all of the journal contain an accurate summary, personal reflections, character's reflections, and a logical prediction. Most pages in the journal contain an accurate summary, personal reflections, character's reflections, and a logical prediction. Most pages in the journal contain summary, personal reflections, character reflections, and a prediction.
Idea Development Takes a strong, well defined position; uses at least three supporting ideas with relevant evidence. a clear position; uses at least three supporting ideas with evidence. Position is not clearly stated; development is brief with little evidence to support. No position taken; undeveloped reasons and no evidence provided. Organization Demonstrates logical sequencing of ideas through well-developed paragraphs; transitions used; gripping introduction and strong conclusion. Well-developed paragraphs; introduction and conclusion developed. Organization to writing, but ideas not fully developed; introduction and conclusion present but not fully developed. No paragraph structure; no introduction or conclusion; illogical organization of ideas. Mechanics and Language Usage Few errors in spelling, punctuation, capitalization, and usage. Use of rich vocabulary and varied sentence structure. Few errors in spelling, punctuation, capitalization, and usage. Occasional use of rich vocabulary and sentence variety. Errors in spelling, punctuation, capitalization, and repetitious vocabulary; simple sentence structure. Multiple errors in spelling, punctuation, capitalization, and weak vocabulary; simple sentence structure. Presentation Typed and presented according to guidelines. Paper is legible, but may not be typed, and is presented according to formatting guidelines. Paper is legible but not typed and may not include appropriate formatting. Difficult to read and not written in appropriate format.
issues are correctly written and clearly explained in students own words on the poster. party, candidate or issues are not correctly written or clearly explained in students own words on the poster. candidate & issues are not clearly explained or in students own words or are missing. candidate & issues are not clearly explained in students own words on the poster or are missing. Graphics The poster has a title. All graphics relate to the topic and make it easier to understand. All borrowed graphics have a source citation. The poster is missing a title or all graphics relate to the topic and most make it easier to understand. All borrowed graphics have a source citation. The poster is missing a title or all graphics relate to the topic. Most borrowed graphics have a source citation. The poster is missing a title or graphics do not relate to the topic, or several borrowed graphics do not have a source citation. Mechanics Capitalization, spelling, and punctuation are correct throughout the poster. is one error in capitalization, spelling, or punctuation. There are two errors in capitalization, spelling, or punctuation. There are more than two errors in capitalization, spelling, or punctuation. Presentation The presentation clearly explains all the required elements of the poster. The presentation clearly explains most of the required elements of the poster. The presentation explains some of the required elements of the poster and/or is missing some of the required The presentation is had to understand and is missing some of the required elements of the poster.
4—Advanced 3--Proficient 2--Basic 1—Below Basic Translation of assigned section of the Declaration of Independence Section is translated accurately with a clear understanding of section contents Section is mostly accurate and the overall understanding of the section is obvious Section translation is missing some of the main ideas and understanding of topic is not clear. Section translation is inaccurate or incomplete. Storyboard depiction of the assigned section Storyboard includes drawings, captions, and speech bubbles that accurately depict the section of the Declaration that was translated. Storyboard is missing one of the following: drawings, captions, or speech bubbles, but still accurately depicts the section of the Declaration that was translated. Storyboard is missing two of the following: drawings, captions, or speech bubbles, but the storyboard accurately depicts the scene that was translated. Storyboard is missing two of the following: drawings, captions, or speech bubbles and the storyboard does not accurately depict the scene that was translated. Skit Skit is an accurate and authentic portrayal of the section of the Declaration of Independence. Props add to the understanding of the topic. Skit is a mostly accurate and authentic portrayal of the section of the Declaration of Independence. Props are used. Skit is a somewhat accurate and authentic portrayal of the section of the Declaration of Independence. Minimal props are used. Skit does not convey the meaning of the section of the Declaration of Independence. Few or no props are used.
Quality Criteria: GRASPS Assessment Rubric Criteria Advanced Proficient Basic Below Basic Information Organization Clearly explains the issues involved in the controversy, the interests involved and the water rights law to be applied to the facts of the case. Presents information to analyze controversy, identifies most interests involved and substantially identifies the water rights. Introduces the basic facts of the controversy, names the parties involved, and acknowledges the type of water rights involved. Does not identify the facts of the issue in controversy or the parties to the issue. Does not mention the type of water rights involved or their application to the controversy. Group Presentation All group members are present. Each group member is responsible for a portion of the presentation and carries out their responsibilities. Presentation is clear, informative and captures attention of class members. Presentation demonstrates strong understanding of the material. All group members are present. A majority of group members take part in the presentation. Presentation is clear and conveys the information required. Presentation demonstrates a clear understanding of the material. One group member is absent, one or two group members participate in the presentation. Presentation lacks complete focus and is not well organized or clear. Presentation shows a limited understanding of the material. One or more members is absent, one group member participates fully in the presentation. Presentation is poorly planned and shows a minimal understanding of the material. PowerPoint Presentation/ Clarity and technical quality PowerPoint is clear, concise and presents accurate information that is NOT directly taken from the explanation materials. PowerPoint is easily understood and informative. PowerPoint is clear and informative; most information is original and accurate. PowerPoint generally understood and helpful to student understanding. PowerPoint is somewhat correct and focused, mostly accurate and uses only some direct phrases from the explanation materials. Demonstrates limited understanding. PowerPoint is mainly a repetition of the explanation materials, is mainly read directly from the PowerPoint and is somewhat accurate and informative.
Student Handouts: Description of Source: What I see….. Evidence of….. Meaning: What the objects, etc., mean Message/Argument: The author is trying to tell me… Questions: I wonder…. My reaction to the source is…. Scenario
may simply list the reasons previously stated. 2 *May or may not clearly state their position for or against the ratification of the United States Constitution. *Supporting details do not appear to be logical *May or may not compare and contrast the Articles of Confederation with the Constitution through their position. *Student does not address the concerns of the opposing view. *States a position for the decision to ratify or oppose the Constitution. *Supports the position with weak arguments and evidence or details that may be irrelevant or inconclusive *Organization is loosely followed and may simply be a listing of items. *The opposing view’s concerns about ratification may be acknowledged *Writes a limited position paper that alludes to a to a position and includes some supporting ideas in a loose sequence *Generally supports the position with details and transitional expressions that may be and may not clearly link paragraphs together *Concluding paragraph may merely restate the position or summarize a previous idea *Contains several errors in the conventions of the English language (Grammar, punctuation, capitalization, spelling, and sentence structure.) *Errors may interfere with the reader’s understanding of the writing 1 *Position for or against the ratification of the United States Constitution is omitted. *Supporting details are weak or omitted *Is unable to include a comparison to the Articles of Confederation. *Student does not address the concerns of the opposing view. *Position may or may not be stated for the decision to ratify or oppose the Constitution. *Position may or may not be supported by any arguments, evidence, or details *Organization is lacking and may be a mere listing of items *The opposing view’s concerns ratification are not addressed *Writes a single paragraph position paper that may or may not address the topic and/or supporting details in no discernable order *Few details are provided and no transitional expressions are used to link paragraphs *May include an introduction but ends abruptly with no summary of the main ideas *Contains numerous errors in the conventions of the English language (grammar, punctuation, capitalization, spelling, and sentence structure.) *Errors interfere with the reader’s understanding of the writing
Lesson Plan: The Power of the Press Big Idea(s): The political process involves participation; understanding requires student engagement. (Integration and application of new learning in multiple learning modalities helps students deepen understanding). The strength of a democracy is equal to the strength of its citizens. (We must understand, participate in, and further develop our system of government to ensure democracy). E Pluribus Unum: out of many, one. (From a variety of sources and experiences, we have developed a successful government and legal system). Essential Questions/Issues: What does it mean to be an American citizen? Is citizenship a or a responsibility? Does social capital strengthen a republic? Higher Thinking Questions: Do you think the media influences court cases too much today? (Evaluation, Synthesis) Trial
Cartoon clearly identifies a specific defendant in either a positive or negative way with metaphorical images and creative labeling. Cartoon identifies a specific defendant in either a positive or negative way through labels and images. Cartoon identifies a specific defendant in either a positive or negative way through either a label or image. Defendant is missing or not identifiable. 4 Advanced 3 Proficient 2 Approaching 1 Naïve Caption Creative word choice is used to convey opinion of cartoonist in a clever summary. Sums up the opinion of the cartoonist in a way that communicates itself to the viewer. an opinion that may be hard to understand for some viewers. No caption exists or it is unclear. Design Objects within the cartoon use emphasis for effect. Line and texture are used in a variety of successful ways. Objects within the cartoon use emphasis for effect. Line and texture are used in a variety of successful ways. Objects within the cartoon use emphasis for effect. Line and texture are used in a variety of successful ways. Visual arts techniques are not used with purpose regarding line, texture, and/or emphasis. Oral Presentation Presents the cartoon with a clear focus on how the visual and written elements contribute to the meaning and Presents the cartoon with a clear focus on how the visual and written elements contribute to the meaning. Presents the cartoon but may lack a focus on how the visual or written elements Oral presentation is not easily understood or to define opinion related to the material.
Proficiency on their paper and performance, students demonstrate understanding. Strongly demonstrates a thorough understanding of their character and the constitution. Uses many creative formats to present information. Have very few factual errors. Project is well planned, organized, and all parts completed Demonstrates most of the understanding of their character and the constitution. Uses some creative formats to present information Have few factual errors. Project is planned, organized and almost complete (85%) Demonstrates some of the most important understandings of their character and the constitution. Uses few creative formats to present information Has some factual errors Project is planned, organized but completion. (70%) Demonstrates few of the most important understandings of character and the constitution. Does not use creative formats to present information Has many factual errors Project is not planned, incomplete, and unorganized. (69% and Lesson Plan: Constitution Hall of Fame Lesson Activity Steps: This lesson should be completed over a 2-week period per teacher discretion and student need.
60 minutes History Alive Simulations Constitution Hall of Fame 1- 2 class time Apply knowledge about the Bill of Rights to a shield that depicts a few illustrations of these rights Create a Hall of Fame that honors the constitution, the people and the events and ideas that were important to history. governmental actions. Some situations will require the students to place the power cards in a proper sequence that the government would act. Student teams will complete the shield and discuss as a team and then as a class for clear understanding. Students will: 1 page biography of constitutional writer 1 minute oral presentation of character highlights Come in Costume with props as needed and complete self reflection
Role You will take on the character of a witness, a juror or an attorney during the impeachment trial of Abraham Lincoln. Audience A jury of your peers who will evaluate the guilt or innocence of the defendant based on student witness performance. Situation Abraham Lincoln faced many obstacles during the Civil War and creatively handled them to the eventual success of the Union. Opponents of his policies have brought him to court to face charges for exceeding his presidential powers. Purpose To deepen student understanding of the important figures and events of the Civil War and help define the powers listed in the articles of the Constitution. Quality Criteria: Teacher/Peer Scoring Guide/Rubric Level of Understanding demonstrated 4 – Advanced 3 – Proficient 2 – Approaching Proficiency 1 – Basic Based on their paper and performance, students Strongly demonstrates a thorough understanding of the impeachment process and the Demonstrates an understanding of the impeachment process and the development of the Presidential Some understanding of the impeachment process and the development of the Presidential emergency Understanding of the impeachment process and the development of the Presidential emergency powers as applied to the
“This Love” – Maroon 5 “Don’t Speak” – No Doubt “Yesterday” – The Beatles “Ball and Chain” – Social Distortion “Grenade” – Bruno Mars “So What” – Pink “Rolling in the Deep” – Adele The Declaration of Independence, July 4, 1776 What Does it Say? What Does it Mean? 1) When in the Course of events it becomes necessary for one people to dissolve the political bands which have connected them with another
Advanced Proficient Basic Below Basic Idea Development Takes a strong, well defined position; uses at least four appropriate reasons with at least three supporting details for each reason Clear position taken and defined; some reasons and some details present but not fully developed Position is not clearly stated; development is brief; unrelated, unsupported general statements, reasons, and details; minimal facts used No clear position taken; undeveloped reasons; no facts used Organization Writer demonstrates logical, subtle sequencing of ideas through paragraphs; transitions are used to enhance organization; a gripping introduction and a strong conclusion evident Paragraph development present but not perfected Logical organizations; organization of not fully developed; introduction and conclusion present but not fully developed No evidence of paragraph structure; no introduction or conclusion; illogical organization of Management of Time Submitted on time; utilizes class time appropriately; seeks help in research and writing; evidence of homework each night; action plan Utilizes class time; deadline met; submitted on time Deadlines met with supervision; home preparation minimal Consistently unprepared; late; unfinished; no evidence of homework Mechanics and Language Usage Error-free paper, accurate spelling and punctuation, capitalization, and usage; Few errors present in spelling, punctuation, capitalization, and usage; some attempt at sentence variety; Incorrect sentence structure; spelling, punctuation, capitalization, errors present; repetitious Multiple errors present in sentence structure, spelling, punctuation, and capitalization; weak vocabulary and
Process: Based on the content of their illustration, student demonstrates understanding about the role of youth in the judicial system and how educating others on this issue is pertinent to the integrity of our democracy. The illustration should show where judges, laws and citizens, mainly youth, “fit” in the judicial system. Strongly demonstrates a clear vision of understanding the judicial system. Student creates an accurate and interesting illustration that adequately addresses the issue of their role in the judicial system, managing time wisely and communicating efforts with teacher. Demonstrates a clear vision of understanding the judicial system. Student creates a somewhat accurate and illustration that adequately address the issue of their role in the judicial system, managing time wisely and communicating efforts with teacher. Demonstrates a somewhat clear vision of understanding the judicial system. Student creates an illustration that addresses the issue of their role in the judicial system, managing time wisely and communicating efforts with teacher. Completes illustration. Some organization apparent. The issue is somewhat clear, little time management apparent, little to no communication with teacher. Hook: review 5 minutes Elicit class review from our reading material and list of community involvements. With partner, take a minute to see what each remembers. As a class, volunteers share thoughts and key terms from yesterday. Show Movie: Our Community 5 minutes Movie Maker (see references for downloading) film of community members in action. (Teacher made) I went around my specific View film and follow up with comments.
was not clearly addressed. You will be assessed on your Final Courtroom Presentation by the following criteria. Advanced 4 Proficient 3 Basic 2 Far Below Basic 1 Elements of Theater The performance included all required elements of theater assigned. (Character, Dialogue) The performance included all required elements of theater assigned. (Character, Dialogue). But did not sustain throughout the performance. The performance missed more than one of the required elements of theater. The performance fail to demonstrate any of the elements of theater. Notes and Writing The had detailed written notes and completely filled out the argument worksheet. This worksheet was composed by the legal secretary based on group collaboration led by the paralegals. The group had detailed written notes and had at least three arguments filled out on the argument worksheet. This worksheet was composed by the legal secretary based on group collaboration led by the paralegals. The group had some written notes and had at least two arguments filled out on the argument worksheet. This worksheet was composed by the legal secretary based on group collaboration led by the paralegals. The group had little to no written notes and had less than two arguments filled out on the argument worksheet. This worksheet was composed by a member of the group. Presentation skills The lead and associate lawyers The lead and associate lawyers The lead and associate lawyers No arguments were given and
Teacher will review the basic elements of theater that the students have already learned earlier in the year. (Character, Dialogue, Plot and Theme.) Teacher will divide the class into six equal groups and then pass out one of six general guidelines of whether speech is protected or not. Teacher will also pass out the elements of theater reminder cards. Teacher will give each group five to ten minutes to prepare their vignette which will should clearly illustrate the protected speech guidelines assigned to them. The vignette should be between one and two minutes in length. clearly demonstrate the speech guidelines assigned to their group. Students will include in vignette the basic elements of theater that they learned earlier in the year. 25 minutes Beyond Teacher will display 2 to 3 Supreme Court cases dealing with the issues of protected speech. The class using polleverywhere.com will predict what the supreme court decision was. The teacher will use Case 2 Burning a selective service registration certificate. The teacher will have the students text their answers into the website. Once a majority opinion has been reached teacher will ask students to answer why they voted the way they did. The teacher will make sure the students use one of the guidelines when answering their opinion. The teacher will reveal the actual Supreme Court ruling and discuss the decisions made by the Supreme Court. Students will read and listen to each case study and try and predict whether the speech in the individual case was protected or not. The students will reflect on the general guidelines that were presented earlier in the classroom the six group vignettes.