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- HHS may also consider other relevant factors. Under section of the Public Health Service Act, HHS may issue a declaration of a public health emergency based upon a determination that a: disease or disorder presents a public health emergency; or...
- The declarations are made on different public health determinations, and have different legal effects. A PREP Act Declaration may be made in advance of a public health emergency and may provide liability immunity for activities both before and after...
- Immunity from liability under the PREP Act is not available for death or serious physical injury caused by willful misconduct. Willful misconduct is misconduct that is greater than any form of recklessness or negligence. It is defined in the PREP Act as an act or failure to act that is taken: intentionally to achieve a wrongful purpose; knowingly without legal or factual justification; and in disregard of a known or obvious risk that is so great as to make it highly probable that the harm will outweigh the benefit. All three of these conditions must be proven with clear and convincing evidence. Willful misconduct cannot be found against: A manufacturer or distributor for actions regulated by HHS under the Public Health Service Act or the Federal Food, Drug and Cosmetic Act, if HHS chooses not to take an enforcement action against the manufacturer or distributor, or if HHS terminates or settles an enforcement action without imposing a criminal, civil, or administrative penalty; or A program planner or qualified person who acts in accordance with applicable directions, guidelines, or recommendations issued by the HHS regarding administration and use of a countermeasure as long as HHS or the State or local health authority is notified about the serious injury or death within seven days of its discovery.
- In addition, immunity is not available for claims based on activities that fall outside the scope of the applicable Declaration. As described below 5. Immunity is not available for claims that fall outside these conditions. Immunity is not available for claims of loss unrelated to the design, development, testing, manufacture, distribution, formulation, labeling, packaging, marketing, promotion, sale, purchase, donation, dispensing, prescribing, administration, licensing or use of a countermeasure recommended in a Declaration. Immunity from liability also is not available for foreign claims where the U. Immunity may be available for administration or use of a countermeasure outside the United States if the claim is based on events that take place in U.
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The Rights of the Child are as follows: A child in Nigeria: Should have the same rights as an adult, irrespective of sex, religion, custom, rural or urban background, nationality, tribe, race, marital status of parents or opinion. The right to grow up in a peaceful, caring and secure environment, and to have the basic necessities of life, including food, health care, clothing and shelter. The right to a name and a nationality. Where a child has no family or is unable to live with them, he or she should have the right to be given the best substitute care available.- The right to have his or her best interests given priority in any decisions made concerning the child. The right to express an opinion and to be listened to, and, to be consulted in accordance with his or her understanding in decisions which affect his or her well-being. When ill, a child should have a right to receive proper medical care. A child with disability should have the right to be treated with the same dignity as other children and to be given special care, education and training where necessary so as to develop his or her potential and self-reliance. The right to be treated fairly and humanely within the legal system. The right to be protected from all forms of abuse and exploitation. The right to basic education. The right to leisure which is not morally harmful, to play and to participate in sports and positive cultural and artistic activities. The right not to be employed or engaged in activities that harm his or her health, education, mental, physical or moral development.
- A child, if a victim of armed conflict, a refugee, or in a situation of danger or extreme vulnerability, should have the right to be among the first to receive help and protection. Keywords: gender; role play; stereotyping; single-sex groups; questionnaire; local experts Learning Outcomes By the end of this section, you will have: explored attitudes to gender through single-sex group work; used reverse role play to highlight gender stereotyping; used local experts and drama presentations to share ideas on gender issues. Introduction There are certain behaviours in society that are often seen to be appropriate for either boys or girls, not for everyone. Researchers note that girls are often shy of speaking up in class and sometimes fail to give answers even when they know them. The activities in this section will help you to explore gender stereotyping with your class and to see gender roles, both male and female, in more positive ways.
- Resource 1: Gender issues provides background to some of the issues about gender. Using group work to explore gender differences Gender stereotyping, although a wider social issue, starts in the home. Without realising it, many adults treat the boys and the girls in their family in different ways — it has always been like that and they see no reason to change. Boys also accept the situation because it tends to benefit them. You can explore these differences with your pupils by working in single-sex groups to help your pupils talk about their own behaviour and beliefs. In an earlier case study Module 2, Section 2, Case Study 2 , one teacher asked her pupils to bring family rules to class. At the time, the class saw that there were different rules for boys and girls. She decided to plan some lessons on gender, later in the term. Case Study 1 shows what happened in one of these lessons. Case Study 1: Using drama to explore gender issues The teacher found the list of family rules from a previous lesson.
- She thought about how to explore the issues around the different treatment of boys and girls in the family and decided that drama would be a good method. One group was only four people, one group was She asked the groups to make up a play about a family to show how boys and girls are treated. She gave them the whole lesson to do this and went around each group to help and support them. Over the next few lessons, each group in turn performed their play and afterwards the whole class discussed what they had seen.
- After watching all the plays and discussing them, they realised that girls had less freedom to choose than boys. They had a vote to decide whether this was fair, and the class agreed that boys and girls should be given equal opportunities and not be denied access to activities and work because of their gender. Activity 1: Single-sex group work To help your pupils explore and explain their feelings concerning gender roles, this activity uses single-sex groups. Hand out the questionnaire in Resource 2: Gender — what do you think? Give them ten minutes to complete the questionnaire. Each pupil shows their answers to their neighbour and they discuss. Organise the class into single-sex groups of between five and seven pupils. Each group prepares a list of all the different activities they do: on schooldays; at weekends; during holidays. Groups present their list of activities — which you write on the board — making a list for girls and one for boys.
- Discuss the lists with the class. Ask about fairness. Ask why they think the activities are different. Younger children can draw pictures of activities they do and compare them with each other. Using role play to explore gender differences Role playing can be a very powerful teaching and learning method — especially when dealing with sensitive topics in life skills or citizenship lessons. It is particularly useful when exploring issues of gender with your pupils. It can help pupils to speak more freely because they are talking about the behaviour of other people rather than their own behaviour. It is important to explore where gender stereotypes come from. Pupils need to recognise when stereotypical behaviour is reinforced. Much of this happens in the family, but you may want to look at your own behaviour.
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Do you reinforce gender stereotypes in your classroom? Were gender stereotypes reinforced in your own family? Case Study 2 shows how one teacher used his own experience to explore gender with his class. Case Study 2: Using childhood experience to discuss gender Mr Dauda wanted to work with his class on gender issues. He spent some time thinking about what to do. He decided to use these examples to introduce his lesson. He asked the boys to say what it means to act like a man.- When the boys ran out of ideas, he asked the girls. He did the same for the girls, asking what words or expectations they had of someone who is ladylike. He wrote all their ideas on the sheets. He drew boxes around certain words on the lists and explained that behaving in this way can stop pupils wanting to succeed. Some girls may wish to work with machines etc. In small groups, the pupils discussed when they had felt under pressure to act in certain ways and did not want to. They discussed what they could do to be accepted as they were and perhaps do things differently to their parents or carers. This may help you to think about different situations where you can swap the traditional roles played by men and women.
- Explain to your class about the activities and their purpose and about not laughing at people, but to think about the issues raised as they watch. After each role play, ask pupils to discuss, in mixed-gender groups, the following questions: What do you think about this situation? How did you feel when you were watching the role play, and why? What do our feelings show about how we see the roles of men and women in society? If the role play were the other way around, would you have felt differently? If you have younger pupils, you will need to make your role plays quite simple.
- Also, you may feel you need to guide their discussion afterwards, rather than asking them to discuss the questions in groups. Raising awareness of gender issues There are many forms of abusive behaviour and it is girls and women who are more often the victims. This does not mean that boys cannot also be abused; just that girls and women have tended to have had a more passive role in society, while males have been more dominant. If you are going to explore this area with your class, you will need to prepare very carefully and be able to support your pupils as some ideas may be very uncomfortable and challenging for them.
- You may also find that you uncover some incidences of abuse, and you must be prepared to support your pupils, sensitively and discreetly. You may not feel equipped to deal with this sensitive subject alone — so you could follow the lead of Mrs Umoru in Case Study 3, who asked someone from a local NGO to come and assist with her class discussion on abuse. It had been a difficult time for Mrs Umoru because the boys felt that they liked the status quo and did not see that it needed to be changed. She decided to get in some expert help and contacted a local NGO who were working in rural development projects in their town. She had met a lady called Amina who was their gender specialist. Amina came to the school and talked to the class about abuse. They identified that abuse can be mental as well as physical and sexual.
- Amina told the class of some stories of young people who had been abused by their parents, by other family members and even by people from their religious group. She also talked of ways in which these pupils had been helped and what organisations there are to help people. It made some of the pupils very upset that people can behave that way. During the talk, Mrs Umoru noticed that two girls started crying. After the visit from Amina, Mrs Umoru asked the two girls if they would like to go and talk to Amina and she made appointments for them. In the next lesson, Mrs Umoru asked her pupils to write about abuse and explain their feelings about it. From this, she was able to see how much each pupil had understood and was able to see how they had reacted to the stories Amina told. Key Activity: Organising a school event about gender issues Having explored some issues about gender with your class, suggest to them that they share what they have found out with the rest of the school.
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Ask them how they could do this. Could they: produce a play? You could use more than one of these options if you have a large class. Pupils could choose which group they join. Once they have decided what they want to do, ask them to plan what to say and the best way to say it. Remind them to be sensitive to their audience and careful how they present their ideas. Give them time to draft or practise what they are doing.- The ACT is scored on a scaled score of 1 to The national average ACT score is However, every school has a different score requirement. What is in the ACT test? The ACT test is composed of four sections. These sections include English, Math, Reading, and Science. The ACT test also includes an optional essay section. Is a 30 good on the ACT? The ACT is scored on a scaled score ranging from 1 to Anything over a 21 is considered as a good score. Is the ACT that hard? For some test-takers, taking the ACT exam can be stressful because it is timed.
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Just make sure that you are properly prepared. What ACT score is needed for Yale? To be accepted into Yale, you will need a composite score of Applicants who successfully become accepted into Yale have ACT scores ranging in the top 3 percent. One test is not more difficult than the other. While each test have some differences when it comes to the content of the exam and the time allotted, both the ACT and SAT are equal in difficulty. Many schools will accept scores from either test. What matters more is how highly you score on the exam rather than which exam you took.- What is a good score on the ACT for a 10th grader? The average score for a 10th grader that takes the ACT exam is How many questions are on the ACT? There are questions on the ACT exam. There is also an optional essay for the writing section. How the ACT is graded? The ACT has four subject areas on the exam. Each subject area is scored on a scaled score between 1 and Those scores are then calculated into a composition score which also ranges from 1 to What does your ACT score have to be to get into Harvard? If you want to be accepted into Harvard, you will need to have an average composite score on the ACT of Is there any calculus on the ACT? While the ACT does test different areas in math, you will not be tested on calculus. However, with Ivy League schools, your score will need to be much higher than the national average score, which is What math is in the ACT? You will be given questions over pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, plan geometry, and trigonometry.
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What kind of math problems are in the ACT? There are 60 total questions in the ACT math section. The questions come from six different math areas that have been covered in class by the end of your 11th grade year. One of the most effective ways to do this is by taking ACT practice tests to evaluate your progress. Practice tests are useful because they show exactly where you need to improve.- Every time you take an ACT online practice test, pay special attention to these three groups of questions: The ACT questions you got wrong The ones you had to guess on, even if you guessed right The ones you found difficult or slow to work through This will show you exactly what your weak areas are, and where you need to devote more study time. Ask yourself why each of these questions gave you trouble. Do you need more repetitions on this type of question to build speed and confidence? Dig into those questions and figure out how you can strengthen your weak areas as you go back to review the material. Additionally, many ACT practice tests have a section explaining the answer choices. It can be tempting to read the explanation and think that you now have a good understanding of the concept.
- As you go along, keep in mind that the ACT practice test is just that: practice. Memorizing these questions and answers will not be very helpful on the actual test because it is unlikely to have any of the same exact questions. If you take a test on your first day of study, you may be overwhelmed by the amount of material covered and how much you need to learn. Work up to it gradually. But like training for a marathon, start slowly and work your way up. Take any other practice tests as if it were test day. Set a timer and put away your study materials. Sit at a table or desk in a quiet room, imagine yourself at the testing center, and answer questions as quickly and accurately as possible.
- Course Description Welcome to ED , the next season of your educational journey! Teaching is an eternal principle with application in our homes, our church, our classrooms, and ourselves. To succeed as a teacher, you will need to develop firm educational roots through broadened perspectives and enlightened discernment. Throughout the secondary education program, you will be encouraged to grow roots, increase in wisdom, and to follow the Savior as you strive to become a master teacher.
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In this course, we will use the parable of a journey. As we travel along this journey, we will explore principles such as acting versus being acted upon, and establish important patterns within our learning, thinking, and teaching. In this course, you will develop a firm educational foundation the roots upon which you can build a life of learning and teaching. You are invited to continue building a foundation system of roots upon which you can construct a productive personal ministry. This course does not cover a list of teaching tools you will memorize, rather it is designed to help you become capable of forging your own tools 1 Nephi You will focus on questions such as, "What do I teach?- Answering these questions will lead to your understanding the principles and doctrines that drive our practice. Our aim, then, is to identify true doctrine that applies to teaching, principles that align themselves with those doctrines, and tools that will result in understanding. Once again, we will not be satisfied if you leave this institution with a bag of tools. Just as the brother of Jared was asked to propose a method for the Lord to light his barges, you must strive to understand the "doctrine" and "principles" of teaching well enough to produce tools and methods to help the unique students and situations you will encounter as a teacher Ether For example, consider the gospel application of family home evening FHE.
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Each week, families meet in family rooms for a session of planning, teaching, singing, and treats. FHE is a tool, an application. To what principles might FHE align? Teach one another? Why would the tool of FHE be valuable? To what doctrine does it ultimately align? The eternal nature of families? You are invited to recognize and thoughtfully apply this pattern to build a structure for continued learning and becoming. Consider how each of these principles is rooted in pure doctrine and look for them as you go throughout the course. Understand that true teaching is done by and with the Holy Ghost. Lay hold upon the word of God-as found in the Holy Scriptures and in the words of the prophets-in all disciplines. Act for themselves and accept responsibility for learning and teaching.The Definitive Guide To GRE Quantitative Reasoning () UPDATED : GRE Quantitative Section
Love, serve and teach one another. They are the most important understanding you should gain. The following questions are called "essential" questions. They will give direction to our thinking and serve as the foundation or "big picture" of the course. In this course we will explore educational ideas from multiple perspectives and develop philosophies to guide our practice-these questions will help us take meaning from other perspectives and focus our personal philosophies. Who am I and what motivates me? How do I view those I teach? What is my work as a learner and teacher? What is worth teaching? Upon what foundation are US public schools built? What is the role of school in society?Module 3: Community Issues And Citizenship: View As Single Page
Your Course Take-aways To accomplish these goals, you will create these major assignments that will continue with you in future courses and throughout the secondary education program: Concept map In the course, you will chronicle your learning journey using a concept map. You will use a program called CMAP to create your concept map. In your concept map, you will fill in the course's seven essential questions and connect your thoughts, concepts, questions, ideas, impressions, etc. You will modify your map throughout the semester. Metaphor Develop a construct that will allow you to align connect, synthesize the doctrines, principles, and tools pattern of learning and teaching.Virginia Society Of Tax & Accounting Professionals - IRS Tax News
For example, members of the secondary education program have chosen a tree to represent their understanding of learning and teaching. The tree itself has meaning as well as a place to organize doctrine roots , principle trunk and branches , and tools leaves and twigs. Clarify your personal metaphor; explain its significance to you and to the work of learning and teaching. Annotate your example with course authors.
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