James Grant, British East Florida, and the Impending Imperial Crisis, 1764-1771

When newly appointed governor James Grant arrived in St. Augustine on August 29, 1764, the tiny population greeted him with all the pomp and circumstance they could muster.1 A few weeks later, attended with all due Solemnity by the members of the Governor\u27s Council, civil and military officials, and many other Gentlemen of Distinction, Grant took his oaths of office.2 As Grant thanked his subjects for their deferential welcome, he was unaware that he had entered into the beginnings of a political morassan imperial crisis that would culminate in the separation of the American mainland colonies from Great Britain. In contrast to the kind wishes,of Grant\u27s constituents, colonists elsewhere on the continent were beginning to protest new Parliamentary taxation measures. Within a few months, many of those neighboring colonists would rise up against their royal governors and other British officials. James Grant\u27s term as governor of East Florida coincided with the enactment of the Stamp Act in March 1765 and the implementation of the Townshend Duties in June 1767, both of which were crucial moments on the path to Revolution.3 This path to independence, however, was no foregone conclusion. In the colony\u27s first years, its infant status necessitated a heavy reliance on the neighboring colonies of Georgia and South Carolina, colonies which did side with the patriot cause. Such reliance put East Florida at risk of being drawn into the imbroglio between Great Britain and the American colonies.4 As Grant\u27s tenure progressed and East Florida matured, the colony pulled more firmly away from the patriot leanings of their nearest neighbors. This twisted path between loyalty and revolt, long ignored by historians, underlines the importance of proximity, contingency, and individual action in the history of the British colonies and the imperial crisis

AN EXAMINATION OF THE ELIGIBILITY PROCESS OF THIRD, FOURTH, AND FIFTH GRADERS IDENTIFIED UNDER THE SPECIAL EDUCATION CATEGORY OF SPECIFIC LEARNING DISABILITIES

The category of Specific Learning Disabilities (SLD) accounts for almost 50% of the students identified for special education services in America (U.S. Department of Education, Office of Special Education, 2010). The purpose of this study was to examine the extent to which the participating school system's (PSS) Special Education Procedural Guide was utilized by the Case Study Committee (CSC) to determine eligibility under category D-Learning Impaired-Specific Learning Disability (D-LI-SLD). The design of the study was descriptive utilizing structured record reviews. Eligibility Reports were extracted from the electronic special education database EXCENT ONLINETM for 69 students identified as D-LI-SLD within the PSS. The students were receiving special education services during the school year 2009-2010 though they were not necessarily determined eligible during the 2009-2010 school year. The Eligibility Reports were examined according to the criteria of academic achievement and processing deficit. According to the PSS, the academic achievement criterion in math, reading, or language arts had to be found near or below the 10th percentile. The identified processing deficit criterion was a disorder in (a) processing; (b) production of language; and/or (c) production of information. Both criteria were examined separately and in tandem to determine consistency. Evidence was also gathered for the inclusion of information from other sources (e.g., parents/guardians, the student, therapists) and the identified area of adverse impact. Results indicated variability and vagueness among the Eligibility Reports. Though slightly more than half of the Eligibility Reports (57.97%) contained information that identified D-LI-SLD within the appropriate criteria, the remaining Eligibility Reports only contained one criterion or neither criteria for the determination of eligibility. Recommendations were made to make the eligibility process more comprehensive and consistent

‘What About the Dog?’: Tobit’s Mysterious Canine Revisited.

Readers have long wondered what is the meaning of the dog that briefly appears in the Jewish fairy tale known as the Book of Tobit. This article considers common answers such as influence from Ahikar, the Odyssey, influence of Persian culture and influence of folktale and goes into depth of the dog's significance in human culture, especially in connection with healing and defeating dragons and evil spirits and raises questions about the dog's possible connection to the archangel Raphael

Pre-Service Portfolios: A Base for Professional Growth

We studied first-year teachers who had developed professional portfolios in their pre- service program. Data came from two interviews with 11 graduates. Participants valued the portfolio process, most continuing to maintain their professional portfolios and to use aspects of the process with their students. Two frameworks, “The Portfolio Organizer” and “retell, relate, reflect,” supported portfolio use. Factors affecting continued portfolio implementation included first-year teaching pressures, the influence of other teachers, and external expectations. The first-year teachers experienced a positive change in attitude and acquired confidence as they refined their use of portfolios. L’étude porte sur l’utilisation des portfolios professionnels par des enseignants en formation des maîtres. Les données proviennent de deux entrevues menées auprès de 11 étudiants diplômés. Les participants apprécient la méthode du portfolio ; la plupart les tiennent à jour et en utilisent certains éléments avec leurs élèves. Deux systèmes, « The Portfolio Organizer » et « retell, relate, reflect », favorisent l’utilisation des porfolios. Parmi les facteurs ayant une incidence sur le recours aux portfolios, les auteures mentionnent les pressions inhérentes à l’enseignement lors de la première année, l’influence des autres enseignants et les attentes externes. Au cours de leur première année, les enseignants deviennent plus sûrs d’eux-mêmes à mesure qu’ils raffinent leur utilisation des portfolios.

Patient Understanding of Benefits, Risks, and Alternatives to Screening Colonoscopy

While several tests and strategies are recommended for colorectal cancer (CRC) screening, studies suggest that primary care providers often recommend colonoscopy without providing information about its risks or alternatives. These observations raise concerns about the quality of informed consent for screening colonoscopy