text:
(from Ch. 122, par. 14-10.01)
Sec. 14-10.01.
(Source: Repealed by P.A. 88-228, eff. 7-1-94.)
(from Ch. 122, par. 14-11.01)
Sec. 14-11.01.
Educational materials coordinating
The State Board
of Education shall maintain or contract for an educational materials
unit for children with disabilities to provide:
(1) Staff and resources for the coordination,
cataloging, standardizing, production, procurement, storage, and distribution of educational materials needed by children with visual disabilities and adults with disabilities.
(2) Staff and resources of an instructional materials
center to include library, audio-visual, programmed, and other types of instructional materials peculiarly adapted to the instruction of pupils with disabilities.
The educational materials coordinating unit shall have as its major purpose
the improvement of instructional programs for children with
disabilities and the
in-service training of all professional personnel associated with programs
of special education and to these ends is authorized to operate under rules
and regulations of the State Board of Education with the advice of the Advisory
(Source: P.A. 99-143, eff. 7-27-15.)
(from Ch. 122, par. 14-11.02)
Sec. 14-11.02.
Notwithstanding any other Sections of this Article, the
State Board of Education shall develop and operate or contract for the
operation of a service center for persons who are deaf-blind. For the
purpose of this Section, persons with deaf-blindness are persons who have
both auditory and visual impairments, the combination of which causes such
severe communication and other developmental, educational, vocational and
rehabilitation problems that such persons cannot be properly accommodated
in special education or vocational rehabilitation programs solely for
persons with both hearing and visual disabilities.
To be eligible for deaf-blind services, a person must have (i) a visual
impairment and an auditory impairment, or (ii) a condition in which there
is a progressive loss of hearing or vision or both that results in
concomitant vision and hearing impairments and that adversely affects
educational performance as determined by the multidisciplinary conference.
For purposes of this paragraph and Section:
(A) A visual impairment is defined to mean one or
more of the following: (i) corrected visual acuity poorer than 20/70 in the better eye; (ii) restricted visual field of 20 degrees or less in the better eye; (iii) cortical blindness; (iv) does not appear to respond to visual stimulation, which adversely affects educational performance as determined by the multidisciplinary conference.
(B) An auditory impairment is defined to mean one or
more of the following: (i) a sensorineural or ongoing or chronic conductive hearing loss with aided sensitivity of 30dB HL or poorer; (ii) functional auditory behavior that is significantly discrepant from the person's present cognitive and/or developmental levels, which adversely affects educational performance as determined by the multidisciplinary conference.
The State Board of Education is empowered to establish, maintain
and operate or contract for the operation of a permanent state-wide
service center known as the Philip J. Rock Center and School. The School
serves eligible children between the ages of 3 and 21; the Center serves
eligible persons of all ages. Services provided by the Center
include, but are not limited to:
(1) Identifying and case management of persons who
are auditorily and visually impaired;
(2) Providing families with appropriate counseling;
(3) Referring persons who are deaf-blind to
appropriate agencies for medical and diagnostic services;
(4) Referring persons who are deaf-blind to
appropriate agencies for educational, training and care services;
(5) Developing and expanding services throughout the
State to persons who are deaf-blind. This will include ancillary services, such as transportation so that the individuals can take advantage of the expanded services;
(6) Maintaining a residential-educational training
facility in the Chicago metropolitan area located in an area accessible to public transportation;
(7) Receiving, dispensing, and monitoring State and
Federal funds to the School and Center designated for services to persons who are deaf-blind;
(8) Coordinating services to persons who are
deaf-blind through all appropriate agencies, including the Department of Children and Family Services and the Department of Human Services;
(9) Entering into contracts with other agencies to
provide services to persons who are deaf-blind;
(10) Operating on a no-reject basis. Any individual
referred to the Center for service and diagnosed as deaf-blind, as defined in this Act, shall qualify for available services;
(11) Serving as the referral clearinghouse for all
persons who are deaf-blind, age 21 and older; and
(12) Providing transition services for students of
Philip J. Rock School who are deaf-blind and between the ages of 14 1/2 and 21.
The Advisory Board for Services for Persons who are Deaf-Blind shall
provide advice to the State Superintendent of Education, the Governor, and
the General Assembly on all matters pertaining to policy concerning persons
who are deaf-blind, including the implementation of legislation enacted on
their behalf.
Regarding the maintenance, operation and education functions of the
Philip J. Rock Center and School, the Advisory Board shall also make
recommendations pertaining to but not limited to the following matters:
(1) Existing and proposed programs of all State
agencies that provide services for persons who are deaf-blind;
(2) The State program and financial plan for
deaf-blind services and the system of priorities to be developed by the State Board of Education;
(3) Standards for services in facilities serving
persons who are deaf-blind;
(4) Standards and rates for State payments for any
services purchased for persons who are deaf-blind;
(5) Services and research activities in the field of
deaf-blindness, including evaluation of services; and
(6) Planning for personnel/preparation, both
preservice and inservice.
The Advisory Board shall consist of 3 persons appointed by the Governor; 2
persons appointed by the State Superintendent of Education; 4 persons
appointed by the Secretary of Human Services; and 2 persons appointed by the Director of Children
and Family Services. The 3 appointments of the Governor shall consist
of a senior citizen 60 years of age or older, a consumer who is deaf-blind,
and a parent of a person who is deaf-blind; provided that if any
gubernatorial appointee serving on the Advisory Board on the effective date
of this amendatory Act of 1991 is not either a senior citizen 60 years of
age or older or a consumer who is deaf-blind or a parent of a person who is
deaf-blind, then whenever that appointee's term of office expires or a
vacancy in that appointee's office sooner occurs, the Governor shall make
the appointment to fill that office or vacancy in a manner that will
result, at the earliest possible time, in the Governor's appointments to
the Advisory Board being comprised of one senior citizen 60 years of age or
older, one consumer who is deaf-blind, and one parent of a person who is
deaf-blind. One person designated by each agency other than the Department
of Human Services may be an employee of that agency. Two persons
appointed by the Secretary of Human Services may be employees of the Department
of Human Services. The appointments
of each appointing authority other than the
Governor shall include at least one parent of an individual who is
deaf-blind or a person who is deaf-blind.
Vacancies in terms shall be filled by the original appointing authority.
After the original terms, all terms shall be for 3 years.
Except for those members of the Advisory Board who are compensated
for State service on a full-time basis, members shall be reimbursed for
all actual expenses incurred in the performance of their duties. Each
member who is not compensated for State service on a full-time basis
shall be compensated at a rate of $50 per day which he spends on Advisory
Board duties. The Advisory Board shall meet at least 4 times per year and
not more than 12 times per year.
The Advisory Board shall provide for its own organization.
Six members of the Advisory Board shall constitute a quorum. The
affirmative vote of a majority of all members of the Advisory Board
shall be necessary for any action taken by the Advisory Board.
(Source: P.A. 88-670, eff. 12-2-94; 89-397, eff. 8-20-95; 89-507, eff.
(from Ch. 122, par. 14-11.03)
Sec. 14-11.03.
Illinois Service Resource Center.
The State Board of
Education shall maintain, subject to appropriations for
such purpose,
the Service
Resource Center for children and adolescents through the age of 21 who are
deaf or hard-of-hearing and have an emotional or behavioral
disorder. For the purpose of this Section,
"children and adolescents who are deaf or hard-of-hearing and have an
emotional or behavioral disorder"
have an auditory impairment that is serious enough to warrant an array of
special services and special education programs in order to assist both
educationally and socially and the behavior is seriously disruptive and
unacceptable to peers, educational staff, and persons in the community, or
presents a danger to self or others.
The State Board shall operate or contract for
operation of the Illinois Service Resource Center for
children and adolescents through the age of 21 who are deaf or hard-of-hearing
and have an emotional or behavioral
disorder. The Illinois Service Resource Center shall function as the initial point of contact for students,
parents, and professionals. All existing and future services shall be
coordinated through the Center.
The Illinois Service Resource Center shall:
(a) Develop and maintain a directory of public and private resources,
including crisis intervention.
(b) Establish and maintain a Statewide identification and tracking system.
(c) Develop, obtain, and assure the consistency of screening instruments.
(d) Perform case coordination, referral, and consultation services.
(e) Provide technical assistance and training for existing programs and
(f) Track the allocation and expenditure of State and federal funds.
(g) Monitor, evaluate, and assess Statewide resources, identification of
services gaps, and the development and delivery of services.
(h) Identify by geographical areas the need for establishing evaluation and
crisis intervention services and establish a pilot in downstate Illinois. The
Service Resource Center shall provide for the coordination of services for
children who are deaf or hard-of-hearing and have an emotional or behavioral
disorder throughout the
and shall pilot a service delivery model to identify the capacity and need for
comprehensive evaluation, crisis management, stabilization, referral,
transition, family intervention, and follow-up services.
(i) Integrate the recommendations of the Interagency Board for Children who are Deaf or Hard-of-Hearing and
have an Emotional or Behavioral Disorder regarding policies affecting
children who are
deaf or hard-of-hearing and have an emotional or behavioral
(j) Provide limited direct services as required.
The Center, if established, shall operate on a no-reject basis. Any child or
adolescent diagnosed as
deaf or hard-of-hearing and having an emotional or behavioral
disorder under this Act
who is referred to the Center for services shall qualify for services of the
Center. The requirement of the no-reject basis shall be paramount in
negotiating contracts and in supporting other agency services.
(Source: P.A. 88-663, eff. 9-16-94; 89-680, eff. 1-1-97.)
(from Ch. 122, par. 14-12.01)
Sec. 14-12.01.
Account of expenditures - Cost report - Reimbursement.
Each school board shall keep an accurate, detailed and separate account
of all monies paid out by it for the maintenance of each of the types of
facilities, classes and schools authorized by this Article for the
instruction and care of pupils attending them and for the cost of their
transportation, and shall annually report thereon indicating the cost of
each such elementary or high school pupil for the school year ending
June 30.
Applications for preapproval for reimbursement for costs of special
education must be first submitted through the office of the regional
superintendent of schools to the State Superintendent of Education on or
before 30 days after a special class or service is started.
Applications shall set forth a plan for special education established
and maintained in accordance with this Article. Such applications shall
be limited to the cost of construction and maintenance of special
education facilities designed and utilized to house instructional
programs, diagnostic services, other special education services for children with disabilities and reimbursement as provided in
Section 14-13.01.
Such application shall not include the cost of construction or
maintenance of any administrative facility separated from special
education facilities designed and utilized to house instructional
programs, diagnostic services, and other special education services for
children with disabilities. Reimbursement claims for
special education shall
be made as follows:
Each district shall file its claim computed in accordance with rules
prescribed by the State Board of Education
approval on forms prescribed by the State Superintendent of Education.
Data used as a basis of reimbursement claims shall be for the school
year ended on June 30 preceding. Each school district shall transmit to the State Superintendent of
Education its claims on or before
August 15. The State Superintendent of Education before approving any
such claims shall determine their accuracy and whether they are based
upon services and facilities provided under approved programs. Upon
approval, vouchers for the amounts due the respective districts shall be prepared
and submitted during each fiscal year as follows: the first 3 vouchers
shall be prepared by the State Superintendent of Education and transmitted
to the Comptroller on the 30th day of September, December and March,
respectively, and the final voucher, no later than June 20. If, after
preparation and transmittal of the September 30 vouchers, any claim has
been redetermined by the State Superintendent of Education, subsequent
vouchers shall be adjusted in amount to compensate for any overpayment
or underpayment previously made. If the money appropriated by the General
Assembly for such purpose for any year is insufficient, it shall be
apportioned on the basis of the claims approved.
Claims received at the State Board of Education after August 15 shall
not be honored.
(Source: P.A. 94-1100, eff. 2-2-07.)
Sec. 14-12.02.
(Source: P.A. 85-1150. Repealed by P.A. 94-1105, eff. 6-1-07.)
(from Ch. 122, par. 14-13.01)
Sec. 14-13.01.
Reimbursement payable by State; amounts for personnel and transportation.
(a) For staff working on behalf of children who have not been identified as eligible for special
education and for eligible children with physical
disabilities, including all
eligible children whose placement has been determined under Section 14-8.02 in
hospital or home instruction, 1/2 of the teacher's salary but not more than
$1,000 annually per child or $9,000 per teacher, whichever is less. A child qualifies for home or hospital instruction if it is anticipated that, due to a medical condition, the child will be unable to attend school, and instead must be instructed at home or in the hospital, for a period of 2 or more consecutive weeks or on an ongoing intermittent basis. For purposes of this Section, "ongoing intermittent basis" means that the child's medical condition is of such a nature or severity that it is anticipated that the child will be absent from school due to the medical condition for periods of at least 2 days at a time multiple times during the school year totaling at least 10 days or more of absences. There shall be no requirement that a child be absent from school a minimum number of days before the child qualifies for home or hospital instruction. In order to establish eligibility for home or hospital services, a student's parent or guardian must submit to the child's school district of residence a written statement from a physician licensed to practice medicine in all of its branches stating the existence of such medical condition, the impact on the child's ability to participate in education, and the anticipated duration or nature of the child's absence from school. Home or hospital instruction may commence upon receipt of a written physician's statement in accordance with this Section, but instruction shall commence not later than 5 school days after the school district receives the physician's statement. Special education and related services required by the child's IEP or services and accommodations required by the child's federal Section 504 plan must be implemented as part of the child's home or hospital instruction, unless the IEP team or federal Section 504 plan team determines that modifications are necessary during the home or hospital instruction due to the child's condition. Eligible children
to be included in any reimbursement under this paragraph must regularly
receive a minimum of one hour of instruction each school day, or in lieu
thereof of a minimum of 5 hours of instruction in each school week in
order to qualify for full reimbursement under this Section. If the
attending physician for such a child has certified that the child should
not receive as many as 5 hours of instruction in a school week, however,
reimbursement under this paragraph on account of that child shall be
computed proportionate to the actual hours of instruction per week for
that child divided by 5. The State Board of Education shall establish rules governing the required qualifications of staff providing home or hospital instruction.
(b) For children described in Section 14-1.02, 80% of the cost of
transportation approved as a related service in the Individualized Education Program for each student
in order to take advantage of special educational facilities.
Transportation costs shall be determined in the same fashion as provided
in Section 29-5. For purposes of this subsection (b), the dates for
processing claims specified in Section 29-5 shall apply.
(c) For each qualified worker, the annual sum of
(d) For one full time qualified director of the special education
program of each school district which maintains a fully approved program
of special education the annual sum of $9,000. Districts participating in a joint agreement special
education program shall not receive such reimbursement if reimbursement is made
for a director of the joint agreement program.
(e) (Blank).
(f) (Blank).
(g) For readers, working with blind or partially seeing children 1/2
of their salary but not more than $400 annually per child. Readers may
be employed to assist such children and shall not be required to be
certified but prior to employment shall meet standards set up by the
State Board of Education.
(h) For non-certified employees, as defined by rules promulgated by the State Board of Education, who deliver services to students with IEPs, 1/2 of the salary paid or
$3,500 per employee, whichever is less.
The State Board of Education shall set standards and prescribe rules
for determining the allocation of reimbursement under this section on
less than a full time basis and for less than a school year.
When any school district eligible for reimbursement under this
Section operates a school or program approved by the State
Superintendent of Education for a number of days in excess of the
adopted school calendar but not to exceed 235 school days, such
reimbursement shall be increased by 1/180 of the amount or rate paid
hereunder for each day such school is operated in excess of 180 days per
calendar year.
Notwithstanding any other provision of law, any school district receiving
a payment under this Section or under Section 14-7.02, 14-7.02b, or
29-5 of this Code may classify all or a portion of the funds that it receives
in a particular fiscal year or from general State aid pursuant to Section
18-8.05 of this Code as
funds received in connection with any funding program for which it is
entitled to receive funds from the State in that fiscal year (including,
without limitation, any funding program referenced in this Section),
regardless of the source or timing of the receipt. The district may not
classify more funds as funds received in connection with the funding
program than the district is entitled to receive in that fiscal year for that
program. Any
classification by a district must be made by a resolution of its board of
education. The resolution must identify the amount of any payments or
general State aid to be classified under this paragraph and must specify
the funding program to which the funds are to be treated as received in
connection therewith. This resolution is controlling as to the
classification of funds referenced therein. A certified copy of the
resolution must be sent to the State Superintendent of Education.
The resolution shall still take effect even though a copy of the resolution has
not been sent to the State
Superintendent of Education in a timely manner.
classification under this paragraph by a district shall affect the total amount
or timing of money the district is entitled to receive under this Code.
No classification under this paragraph by a district shall
in any way relieve the district from or affect any
requirements that otherwise would apply with respect to
that funding program, including any
accounting of funds by source, reporting expenditures by
original source and purpose,
reporting requirements,
or requirements of providing services.
(Source: P.A. 96-257, eff. 8-11-09; 97-123, eff. 7-14-11.)
(from Ch. 122, par. 14-14.01)
Sec. 14-14.01.
Warrants for reimbursement.
The State Comptroller shall draw his warrants on the State Treasurer on
or before September 30 of each year for the respective sums for
reimbursement for special education reported to him on presentation of
vouchers approved by the State Superintendent of Education.
(Source: P.A. 83-729
(from Ch. 122, par. 14-15.01)
Sec. 14-15.01.
Community and Residential Services Authority.
(a) (1) The Community and Residential Services Authority is
hereby created and shall consist of the following members:
A representative of the State Board of Education;
Four representatives of the Department of Human Services appointed by the Secretary of Human Services,
with one member from the Division of Community Health and
Prevention, one member from the Division of Developmental Disabilities, one member
from the Division of Mental Health, and one member from the Division of
Rehabilitation Services;
A representative of the Department of Children and Family Services;
A representative of the Department of Juvenile Justice;
A representative of the Department of Healthcare and Family Services;
A representative of the Attorney General's Disability Rights Advocacy
The Chairperson and Minority Spokesperson of the House and Senate
Committees on Elementary and Secondary Education or their designees; and
Six persons appointed by the Governor. Five of such
appointees shall be experienced or knowledgeable relative to
provision of services for individuals with a behavior
or a severe emotional disturbance
and shall include representatives of
both the private and public sectors, except that no more than 2 of those 5
appointees may be from the public sector and at least 2 must be or have been
directly involved in provision of services to such individuals. The remaining
member appointed by the Governor shall be or shall have been a parent of an
individual with a
behavior disorder or a severe emotional disturbance, and
that appointee may be from either the private or the public sector.
(2) Members appointed by the Governor shall be appointed for terms
of 4 years and shall continue to serve until their respective successors are
appointed; provided that the terms of the original
appointees shall expire on August 1, 1990. Any vacancy in the office of a
member appointed by the Governor shall be filled by appointment of the
Governor for the remainder of the term.
A vacancy in the office of a member appointed by the Governor exists when
one or more of the following events occur:
(i) An appointee dies;
(ii) An appointee files a written resignation with
the Governor;
(iii) An appointee ceases to be a legal resident of
the State of Illinois; or
(iv) An appointee fails to attend a majority of
regularly scheduled Authority meetings in a fiscal year.
Members who are representatives of an agency shall serve at the will
of the agency head. Membership on the Authority shall cease immediately
upon cessation of their affiliation with the agency. If such a vacancy
occurs, the appropriate agency head shall appoint another person to represent
the agency.
If a legislative member of the Authority ceases to be Chairperson or
Minority Spokesperson of the designated Committees, they shall
automatically be replaced on the Authority by the person who assumes the
position of Chairperson or Minority Spokesperson.
(b) The Community and Residential Services Authority shall have the
following powers and duties:
(1) To conduct surveys to determine the extent of
need, the degree to which documented need is currently being met and feasible alternatives for matching need with resources.
(2) To develop policy statements for interagency
cooperation to cover all aspects of service delivery, including laws, regulations and procedures, and clear guidelines for determining responsibility at all times.
(3) To recommend policy statements and provide
information regarding effective programs for delivery of services to all individuals under 22 years of age with a behavior disorder or a severe emotional disturbance in public or private situations.
(4) To review the criteria for service eligibility,
provision and availability established by the governmental agencies represented on this Authority, and to recommend changes, additions or deletions to such criteria.
(5) To develop and submit to the Governor, the
General Assembly, the Directors of the agencies represented on the Authority, and the State Board of Education a master plan for individuals under 22 years of age with a behavior disorder or a severe emotional disturbance, including detailed plans of service ranging from the least to the most restrictive options; and to assist local communities, upon request, in developing or strengthening collaborative interagency networks.
(6) To develop a process for making determinations in
situations where there is a dispute relative to a plan of service for individuals or funding for a plan of service.
(7) To provide technical assistance to parents,
service consumers, providers, and member agency personnel regarding statutory responsibilities of human service and educational agencies, and to provide such assistance as deemed necessary to appropriately access needed services.
(c) (1) The members of the Authority shall receive no compensation for
their services but shall be entitled to reimbursement of reasonable
expenses incurred while performing their duties.
(2) The Authority may appoint special study groups to operate under
the direction of the Authority and persons appointed to such groups shall
receive only reimbursement of reasonable expenses incurred in the
performance of their duties.
(3) The Authority shall elect from its membership a chairperson,
vice-chairperson and secretary.
(4) The Authority may employ and fix the compensation of
such employees and technical assistants as it deems necessary to carry out
its powers and duties under this Act. Staff assistance for the Authority
shall be provided by the State Board of Education.
(5) Funds for the ordinary and contingent expenses of the Authority
shall be appropriated to the State Board of Education in a separate line item.
(d) (1) The Authority shall have power to promulgate rules and
regulations to carry out its powers and duties under this Act.
(2) The Authority may accept monetary gifts or grants from the federal
government or any agency thereof, from any charitable foundation or
professional association or from any other reputable source for
implementation of any program necessary or desirable to the carrying out of
the general purposes of the Authority. Such gifts and grants may be
held in trust by the Authority and expended in the exercise of its powers
and performance of its duties as prescribed by law.
(3) The Authority shall submit an annual report of its activities and
expenditures to the Governor, the General Assembly, the
directors of agencies represented on the Authority, and the State
Superintendent of Education.
(Source: P.A. 95-331, eff. 8-21-07; 95-793, eff. 1-1-09.)
Sec. 14-16.
Participation in graduation ceremony.
(a) This Section may be referred to as Brittany's Law. The General Assembly finds the following:
(1) Each year, school districts across this State
celebrate their students' accomplishments through graduation ceremonies at which high school diplomas are bestowed upon students who have completed their high school requirements.
(2) There are children with disabilities in this
State who have finished 4 years of high school, but whose individualized education programs prescribe the continuation of special education, transition planning, transition services, or related services beyond the completion of 4 years of high school.
(3) It is well-established that the awarding of a
high school diploma to and the high school graduation of a child with a disability is tantamount to the termination of eligibility for special education and related services for the student under applicable federal law.
(4) Many children with disabilities who will
continue their public education in accordance with their individualized education programs after finishing 4 years of high school wish to celebrate their accomplishments by participating in a graduation ceremony with their classmates.
(5) The opportunity for classmates with disabilities
and those without disabilities to celebrate their accomplishments together only occurs once, and the opportunity to celebrate the receipt of a diploma several years after one's classmates have graduated diminishes the experience for students whose age peers have left high school several years earlier.
(b) Beginning March 1, 2005, each school district that operates a high school must have a policy and procedures that allow a child with a disability who will have completed 4 years of high school at the end of a school year to participate in the graduation ceremony of the student's high school graduating class and receive a certificate of completion if the student's individualized education program prescribes special education, transition planning, transition services, or related services beyond the student's 4 years of high school. The policy and procedures must require timely and meaningful written notice to children with disabilities and their parents or guardians about the school district's policy and procedures adopted in accordance with this Section.
(c) The State Board of Education shall monitor and enforce compliance with the provisions of this Section and is authorized to adopt rules for that purpose.
(Source: P.A. 93-1079, eff. 1-21-05.)
(105 ILCS 5/Art. 14A heading)
(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05.)
Sec. 14A-5.
This Article applies beginning with the 2006-2007 school year.
Sec. 14A-10.
Legislative findings.
The General Assembly finds the following:
(1) that gifted and talented children (i) exhibit
high performance capabilities in intellectual, creative, and artistic areas, (ii) possess an exceptional leadership potential, (iii) excel in specific academic fields, and (iv) have the potential to be influential in business, government, health care, the arts, and other critical sectors of our economic and cultural environment;
(2) that gifted and talented children require
services and activities that are not ordinarily provided by schools; and
(3) that outstanding talents are present in children
and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.
Sec. 14A-15.
The purpose of this Article is to provide encouragement, assistance, and guidance to school districts in the development and improvement of educational programs for gifted and talented children as defined in Section 14A-20 of this Code. School districts shall continue to have the authority and flexibility to design education programs for gifted and talented children in response to community needs, but these programs must comply with the requirements established in Section 14A-30 of this Code by no later than September 1, 2006 in order to merit approval by the State Board of Education in order to qualify for State funding for the education of gifted and talented children, should such funding become available.
Sec. 14A-20.
Gifted and talented children.
For purposes of this Article, "gifted and talented children" means
children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with other children and youth of their age, experience, and environment. A child shall be considered gifted and talented in any area of aptitude, and, specifically, in language arts and mathematics, by scoring in the top 5% locally in that area of aptitude.
Sec. 14A-25.
Eligibility for participation in programs established pursuant to this Article shall be determined solely through identification of a child as gifted or talented. No program shall condition participation upon race, religion, sex, disability, or any factor other than the identification of the child as gifted or talented.
Sec. 14A-30.
Funding of local gifted education programs.
A local program for the education of gifted and talented children may be approved for funding by the State Board of Education, pursuant to a request for proposals process, if funds for that purpose are available and, beginning with the beginning of the 2010-2011 academic year, if the local program submits an application for funds that includes a comprehensive plan (i) showing that the applicant is capable of meeting a portion of the following requirements, (ii) showing the program elements currently in place and a timeline for implementation of other elements, and (iii) demonstrating to the satisfaction of the State Board of Education that the applicant is capable of implementing a program of gifted education consistent with this Article:
(1) The use of assessment instruments, such as
nonverbal ability tests and tests in students' native languages, and a selection process that is equitable to and inclusive of underrepresented groups, including low-income students, minority students, students with disabilities, twice-exceptional students, and English learners.
(2) A priority emphasis on language arts and
(3) The use of multiple valid assessments that assess
both demonstrated achievement and potential for achievement, including cognitive ability tests and general or subject specific achievement tests, applied universally to all students, and appropriate for the content focus of the gifted services that will be provided. School districts and schools may add other local, valid assessments, such as portfolios. Assessments and selection processes must ensure multiple pathways into the program.
(4) The use of score ranges on assessments that are
appropriate for the school or district population, including the use of local norms for achievement to identify high potential students.
(5) A process of identification of gifted and
talented children that is of equal rigor in each area of aptitude addressed by the program.
(6) The use of identification procedures that
appropriately correspond with the planned programs, curricula, and services.
(7) A fair and equitable decision-making process.
(8) The availability of a fair and impartial appeal
process within the school, school district, or cooperative of school districts operating a program for parents or guardians whose children are aggrieved by a decision of the school, school district, or cooperative of school districts regarding eligibility for participation in a program.
(9) Procedures for annually informing the community
at-large, including parents, about the program and the methods used for the identification of gifted and talented children.
(10) Procedures for notifying parents or guardians of
a child of a decision affecting that child's participation in a program.
(11) A description of how gifted and talented
children will be grouped and instructed in order to maximize the educational benefits the children derive from participation in the program, including curriculum modifications and options that accelerate and add depth and complexity to the curriculum content.
(12) An explanation of how the program emphasizes
higher-level skills attainment, including problem-solving, critical thinking, creative thinking, and research skills, as embedded within relevant content areas.
(13) A methodology for measuring academic growth for
gifted and talented children and a procedure for communicating a child's progress to his or her parents or guardian, including, but not limited to, a report card.
(14) The collection of data on growth in learning for
children in a program for gifted and talented children and the reporting of the data to the State Board of Education.
(15) The designation of a supervisor responsible for
overseeing the educational program for gifted and talented children.
(16) A showing that the certified teachers who are
assigned to teach gifted and talented children understand the characteristics and educational needs of children and are able to differentiate the curriculum and apply instructional methods to meet the needs of the children.
(17) Plans for the continuation of professional
development for staff assigned to the program serving gifted and talented children.
(Source: P.A. 99-706, eff. 7-29-16.)
Sec. 14A-35.
Administrative functions of the State Board of Education.
(a) The State Board of Education must designate a staff person who shall be in charge of educational programs for gifted and talented children. This staff person shall, at a minimum, (i) be responsible for developing an approval process for educational programs for gifted and talented children by no later than September 1, 2006, (ii) receive and maintain the written descriptions of all programs for gifted and talented children in the State, (iii) collect and maintain the annual growth in learning data submitted by a school, school district, or cooperative of school districts, (iv) identify potential funding sources for the education of gifted and talented children, and (v) serve as the main contact person at the State Board of Education for program supervisors and other school officials, parents, and other stakeholders regarding the education of gifted and talented children.
(b) Subject to the availability of funds for these purposes, the State Board of Education may perform a variety of additional administrative functions with respect to the education of gifted and talented children, including, but not limited to, supervision, quality assurance, compliance monitoring, and oversight of local programs, analysis of performance outcome data submitted by local educational agencies, the establishment of personnel standards, and a program of personnel development for teachers and administrative personnel in the education of gifted and talented children.
Sec. 14A-40.
Advisory Council.
There is hereby created an Advisory Council on the Education of Gifted and Talented Children to consist of 7 members appointed by the State Superintendent of Education. Upon initial appointment, 4 members of the Advisory Council shall serve terms through January 1, 2007 and 3 members shall serve terms through January 1, 2009. Thereafter, members shall serve 4-year terms. Upon the expiration of the term of a member, that member shall continue to serve until a replacement is appointed. The Council shall meet at least 3 times each year. The Council shall organize with a chairperson selected by the State Superintendent of Education. Members of the Council shall serve without compensation, but shall be reimbursed for their travel to and from meetings and other reasonable expenses in connection with meetings if approved by the State Board of Education.
The State Board of Education shall consider recommendations for membership on the Council from organizations of educators and parents of gifted and talented children and other groups with an interest in the education of gifted and talented children. The members appointed shall be residents of the State and be selected on the basis of their knowledge of, or experience in, programs and problems of the education of gifted and talented children.
The State Superintendent of Education shall seek the advice of the Council regarding all rules and policies to be adopted by the State Board relating to the education of gifted and talented children. The staff person designated pursuant to subsection (a) of Section 14A-35 of this Code shall serve as the State Board of Education's liaison to the Council. The State Board of Education shall provide necessary clerical support and assistance in order to facilitate meetings of the Council.
Sec. 14A-45.
Grants for services and materials.
Subject to the availability of categorical grant funding or other funding appropriated for such purposes, the State Board of Education shall make grants available to fund educational programs for gifted and talented children. A request-for-proposal process shall be used in awarding grants for services and materials, with carry over to the next fiscal year, under this Section. A proposal may be submitted to the State Board of Education by a school district, 2 or more
cooperating school districts, a county, 2 or more cooperating counties, an established professional organization in gifted education, or a regional office of education. The proposals shall include a statement of the qualifications and duties of the personnel required in the field of diagnostic, counseling, and consultative services and the educational materials necessary. Upon receipt, the State Board of Education shall evaluate the proposals in accordance with criteria developed by the State Board of Education that is consistent with this Article and shall award grants to the extent funding is available. Educational programs for gifted and talented children may be offered during the regular school term and may include optional summer programs. As a condition for State funding, a grantee must comply with the requirements of this Article.
(Source: P.A. 96-1152, eff. 7-21-10.)
Sec. 14A-50.
Contracts for experimental projects and institutes.
Subject to the availability of funds, the State Board of Education shall have the authority to enter into and monitor contracts with school districts, regional offices of education, colleges, universities, and professional organizations for the conduct of experimental projects and institutes, including summer institutes, in the field of education of gifted and talented children as defined in Section 14A-20 of this Code. These projects and institutes shall be established in accordance with rules adopted by the State Board of Education.
Prior to entering into a contract, the State Board of Education shall evaluate the proposal as to the soundness of the design of the project or institute, the probability of obtaining productive outcomes, the adequacy of resources to conduct the proposed project or institute, and the relationship of the project or institute to other projects and institutes already completed or in progress. The contents of these projects and institutes must be designed based on standards adopted by professional organizations for gifted and talented children.
Sec. 14A-55.
The State Board of Education shall have the authority to adopt all rules necessary to implement and regulate the provisions of this Article.
(Source: P.A. 94-151, eff. 7-8-05; 94-410, eff. 8-2-05; 95-331, eff. 8-21-07.)
(105 ILCS 5/Art. 14B heading)
(Source: Repealed by P.A. 96-734, eff. 8-25-09.)
(105 ILCS 5/Art. 14C heading)
(from Ch. 122, par. 14C-1)
Sec. 14C-1.
The General Assembly finds that there are large numbers of children in
this State who come from environments where the primary language is other
than English. Experience has shown that public school classes in which
instruction is given only in English are often inadequate for the education
of children whose native tongue is another language. The General Assembly
believes that a program of transitional bilingual education can meet the
needs of these children and facilitate their integration into the regular
public school curriculum. Therefore, pursuant to the policy of this State
to ensure equal educational opportunity to every child, and in recognition
of the educational needs of English learners, it is the purpose of this Act to provide for the establishment of
transitional bilingual education programs in the public schools, to
provide supplemental financial assistance to help local school districts
meet the extra costs of such programs, and to allow this State to directly or indirectly provide technical assistance and professional development to support transitional bilingual education programs statewide.
(Source: P.A. 99-30, eff. 7-10-15.)
(from Ch. 122, par. 14C-2)
Sec. 14C-2.
Unless the context indicates otherwise, the terms used in this
Article have the following meanings:
(a) "State Board" means the State Board of Education.
(b) "Certification Board" means the State Teacher Certification
(c) "School District" means any school district established under
this Code.
(d) "English learners" means (1)
all children in grades pre-K through 12 who were not born in the United States, whose native tongue is a
language other than English, and who are incapable of performing ordinary
classwork in English; and (2) all children in grades pre-K through 12 who were born in the United
States of parents possessing no or limited English-speaking ability and
who are incapable of performing ordinary classwork in English.
(e) "Teacher of transitional bilingual education" means a teacher
with a speaking and reading ability in a language other than English in
which transitional bilingual education is offered and with communicative
skills in English.
(f) "Program in transitional bilingual education" means a full-time
program of instruction (1) in all those courses or subjects which a
child is required by law to receive and which are required by the
child's school district, which shall be given in the native language of
English learners who are enrolled in the
program and also in English, (2) in the reading and writing of the
native language of English learners who
are enrolled in the program and in the oral language (listening and speaking),
reading, and writing of English, and (3) in the history and culture of
the country, territory, or geographic area which is the native land of
the parents of English learners who are
enrolled in the program and in the history and culture of the United
States; or a part-time program of instruction based on the educational
needs of those English learners who do not
need a full-time program of instruction.
(Source: P.A. 98-972, eff. 8-15-14; 99-30, eff. 7-10-15.)
Sec. 14C-2.1.
(Source: P.A. 78-727. Repealed by P.A. 94-1105, eff. 6-1-07.)
(from Ch. 122, par. 14C-3)
Sec. 14C-3.
Language classification of children; establishment of
program; period of participation; examination.
Each school district shall ascertain, not later than the first day of
March, under regulations prescribed by the State Board, the
number of English learners within the school
district, and shall classify them according to the language of which
they possess a primary speaking ability, and their grade level, age or
achievement level.
When, at the beginning of any school year, there is within an
attendance center of a school district, not including children who are
enrolled in existing private school systems, 20 or more English learners in any such language classification,
the school district shall establish, for each classification, a program
in transitional bilingual education for the children therein. A school
district may establish a program in transitional
bilingual education with respect to any classification with less than 20
children therein, but should a school district decide not to establish
such a program, the school district shall provide a locally determined
transitional program of instruction which, based upon an
individual student language assessment, provides content area instruction
in a language other than English to the extent
necessary to ensure that each student can benefit from educational
instruction and achieve an early and effective transition into the regular
school curriculum.
Every school-age English learner not
enrolled in existing private school systems shall be enrolled and
participate in the program in transitional bilingual education
established for the classification to which he belongs by the school
district in which he resides for a period of 3 years or until such time
as he achieves a level of English language skills which will enable him
to perform successfully in classes in which instruction is given only in
English, whichever shall first occur.
An English learner enrolled in a program in
transitional bilingual education may, in the discretion of the school
district and subject to the approval of the child's parent or legal
guardian, continue in that program for a period longer than 3 years.
An examination in the oral language (listening and speaking), reading, and
writing of English, as prescribed by the State Board, shall
be administered annually to all English learners enrolled and participating in a program in transitional
bilingual education. No school district shall transfer an English learner out of a program in transitional
bilingual education prior to his third year of enrollment therein unless
the parents of the child approve the transfer in writing, and unless the
child has received a score on said examination which, in the
determination of the State Board, reflects a level of
English language skills appropriate to his or her grade level.
If later evidence suggests that a child so transferred is still
disabled by an inadequate command of English, he may be
in the program for a length of time equal to that which remained at the
time he was transferred.
(from Ch. 122, par. 14C-4)
Sec. 14C-4.
Notice of enrollment; content; rights of parents.
No later than 30 days after the beginning of the school year or
14 days after the enrollment of any child in a
program in
transitional bilingual education during the middle of a school year, the
school district in which the child
resides shall notify by mail the parents or legal guardian of the child of
the fact that their child has been enrolled in a program in transitional
bilingual education. The notice shall contain all of the following
information in simple, nontechnical language:
(1) The reasons why the child has been placed in and
needs the services of the program.
(2) The child's level of English proficiency, how
this level was assessed, and the child's current level of academic achievement.
(3) The method of instruction used in the program and
in other available offerings of the district, including how the program differs from those other offerings in content, instructional goals, and the use of English and native language instruction.
(4) How the program will meet the educational
strengths and needs of the child.
(5) How the program will specifically help the child
to learn English and to meet academic achievement standards for grade promotion and graduation.
(6) The specific exit requirements for the program,
the expected rate of transition from the program into the regular curriculum, and the expected graduation rate for children in the program if the program is offered at the secondary level.
(7) How the program meets the objectives of the
child's individual educational program (IEP), if applicable.
(8) The right of the parents to decline to enroll the
child in the program or to choose another program or method of instruction, if available.
(9) The right of the parents to have the child
immediately removed from the program upon request.
(10) The right of the parents to visit transitional
bilingual education classes in which their child is enrolled and to come to the school for a conference to explain the nature of transitional bilingual education.
The notice shall be in writing in English and in the language of which
the child of the parents so notified possesses a primary speaking ability.
Any parent whose child has been enrolled in a program in transitional
bilingual education shall have the absolute right to immediately withdraw his
child from said program by
providing written
notice of such desire to the school authorities of the school in which his
child is enrolled or to the school district in which his child resides.
(Source: P.A. 92-604, eff. 7-1-02.)
(from Ch. 122, par. 14C-5)
Sec. 14C-5.
Nonresident children; enrollment and tuition; joint programs.
A school district may allow a nonresident English learner to enroll in or attend its program in transitional
bilingual education, and the tuition for such a child shall be paid by the
district in which he resides.
Any school district may join with any other school district or districts
to provide the programs in transitional bilingual education required or
permitted by this Article.


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|Barbour's 'Daily Wisdom for Women' tops best-seller list
|Written by Eric Tiansay
|Thursday, 24 January 2013 12:00 AM EST
Daily Wisdom for Women: 2013 Devotional Collection (Barbour Publishing) reached No. 1 on the General best-sellers from the Evangelical Christian Publishers Association (ECPA), tracking sales for the week ending Jan. 12, according to Pubtrack Christian data.
The rest of the Top 20 General best-sellers were: 2. Torn, Jud Wilhite (Multnomah Books); 3. Throw It Down, Jud Wilhite (Zondervan); 4. Jesus Calling, Sarah Young, hardcover (Thomas Nelson); 5. The 15 Invaluable Laws of Growth, John C. Maxwell (FaithWords); 6. Jesus Calling, Young, large print deluxe (Thomas Nelson); 7. Jesus Today, Young, hardcover (Thomas Nelson); 8. Heaven Is for Real, Todd Burpo (Thomas Nelson); 9. Praying God's Word, Beth Moore (B&H Books); 10. Not a Fan, Kyle Idleman (Zondervan); 11. The Harbinger, Jonathan Cahn (FrontLine/Charisma House Book Group); 12. The 5 Love Languages, Gary Chapman (Northfield Publishing); 13. Every Body Matters, Gary Thomas (Zondervan); 14. Jesus Calling, Young, deluxe (Thomas Nelson); 15. Made to Crave, Lysa TerKeurst (Zondervan); 16. Grace, Max Lucado (Thomas Nelson); 17. I Declare, Joel Osteen (FaithWords); 18. One Thousand Gifts, Ann Voskamp (Zondervan); 19. Crazy Love, Francis Chan (David C Cook); and 20. Multiply, Francis Chan, Mark Beuving (David C Cook).
The Top 10 Fiction best-sellers were: 1. The Harbinger; 2. Cross Roads, William P. Young (FaithWords); 3. The Tutor's Daughter, Julie Klassen (Bethany House/Baker Publishing Group); 4. The Lesson, "Stoney Ridge Seasons" No. 3, Suzanne Woods Fisher (Revell/Baker Publishing Group); 5. Full Disclosure, Dee Henderson (Bethany House/Baker Publishing Group); 6. The Shack, Young (Windblown Media/Hachette Book Group); 7. The Haven, "Stoney Ridge Seasons" No. 2, Fisher (Bethany House/Baker Publishing Group); 8. Bridesmaid, "Home to Hickory Hollow" No. 2, Beverly Lewis (Bethany House/Baker Publishing Group); 9. The Bridge, Karen Kingsbury (Howard Books); and 10. Redeeming Love, Francine Rivers (Multnomah Books).
The top five Bibles were: 1. The Story, NIV, deluxe, hardcover, New International Version (Zondervan); 2. NLT God Sightings, softcover, New Living Translation (Tyndale); 3. KJV Personal Size Giant Print Reference Bible, imitation leather, black, King James Version (Zondervan); 4. NIV One Year Chronological Bible, softcover (Tyndale); and 5. NKJV Start! Study Bible, red, New King James Version (Thomas Nelson).
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Good food and atmosphere was amazing , even the prices up but worth it for the food and place . I had pizza and 2 cocktail . Delicious
1 - 10 of 209 reviews
Good food and atmosphere was amazing , even the prices up but worth it for the food and place . I had pizza and 2 cocktail . Delicious
We had our last meal in Bali here, they were accommodating of a large group. There was a good vibe and it was a great spot to watch the sunset. The meals were good and they catered for a couple of our group members who...More
The location is beautiful, especially at sunset. Althought the tourist mass blocks the beautiful scenery. We ate nacho plate and salami pizza. The pizza base was raw and it seemed like it was a frozen pizza straight from the shop. The nachos didn't taste anything...More
Every time we come to Bali we pop in here for mocktails. Service is exceptional, food is great and a view to die for over looking the ocean.
I found it on the Net just before i went to Bali. I had no doubt to try the beach club. I went there for dinner. The food is good and of course the restaurant provides spirits. The view is very good in the afternoon...More
Picture perfect location Awesome DJ Good selection of food and drinks at reasonable prices. Nice way to spend an evening, listen to the waves crash in the ocean, pool, good tunes and a few drinks
Had a recent lunch here and greatly enjoyed the food and service. Would recommend watching out for the really hot peppers in some of the salads though. Staff know their food and great recommendations which didn't disappoint.
We chose this restaurant from among many which was located just in front of Centro's Discovery Shopping Mall facing the beach. It had different types of sitting arrangements for smokers and non-smokers, for people wanting to eat while soaking their feet in the water or...More
A great place overlooking the ocean with open outdoor seating. A large array of food to choose from as well as drinks and a good kids menu. Fast and friendly service. Also have tables and chairs in the pool that is only about 20cm deep...More
Located strategically by the beach and enjoy the beautiful sunset at Kuta. The food was fresh and reasonably priced for a strategic location. Service was good and staff very friendly. They invited us to even learn salsa dance.....but unfortunately we are not the dance sort....good...More
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A Tale of Two Towns
Young scholars gain and apply knowledge of life in their own community and compare specific aspects of it to life in other communities. They work in small groups to fill out a questionnaire about life in their community, and email it to e-pals in other communities.
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End of Unit 2 Assessment: Working with Two Texts - Reading, Listening, Summarizing, and Synthesizing
As a summative assessment for this unit on colonial trade, fourth graders listen to and read informational texts in order to demonstrate their ability to take notes, write summaries, and draw connections. Young scholars first listen as...
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Lesson 2: The Constitution: Our Guiding Document
Explore the structure and content of the US Constitution in the second lesson of this five-part social studies series. A collection of activities, games, and videos complement a class reading of a document summarizing the US...
3rd - 6th Social Studies & History CCSS: Adaptable
The Geography of Folk Tales
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3rd - 5th English Language Arts CCSS: Adaptable
Folk Tales and Fables
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3rd - 6th Social Studies & History CCSS: Adaptable
The Magical World of Russian Fairy Tales
Students read several fairy tales of Russian origin. They brainstorm common elements of a fairy tale and identify those elements in several examples. They retell a favorite fairy tale through a skit, oral storytelling, a sketch, or a...
3rd - 5th English Language Arts
Born on a Mountaintop? Davy Crockett, Tall Tales, and History
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Zeke Thomas Says 'I'm Living My Truth' and Details How He Survived His Sexual Assaults | Sports | BET
The son of NBA legend Isiah Thomas is using music as a "celebration of getting over it."
The son of NBA legend Isiah Thomas is using music as a "celebration of getting over it."
Black Lives Matter co-founder Alicia Garza will be a guest of Rep. Barbara Lee at President Obama's final State of the Union address Tuesday.
Billionaire credits wide receiver for choosing to be represented by rapper and Roc Nation Sports.
George Zimmerman's latest painting shows Florida State Attorney Angela Corey, who charged him with second-degree murder in the killing of Trayvon Martin.
Police investigating a "possible domestic battery" incident.
George Zimmerman's wife, Shellie, said she stood by her man "through everything" but once he was acquitted of murder charges in the 2012 shooting of teenager Trayvon Martin, he left her with "a bunch of pieces of broken glass."
African-Americans must mobilize to bring about change, but a charismatic leader like Martin Luther King Jr. could keep such a movement moving forward.
George Zimmerman was pulled over by Texas police Sunday for speeding and had a gun in his car.
Robert Zimmerman says that a civil rights case brought against his brother, George Zimmerman, would bring on a deeper battle between his family and Trayvon Martin's loved ones.


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''IF you lived before our time, who would you be?''
That provocative question was posed last season by the History Channel when it telecast the first six hours of Simon Schama's monumental documentary ''A History of Britain.'' Given that the initial installment of the series opened during the Neolithic period of the Stone Age and closed in Elizabethan times, viewers were offered a wealth of choices - from King Alfred to Henry VIII, Queen Boudicca to Queen Bess.
If that richness of choice seemed a bit overwhelming in those early episodes, it grows positively dizzying during the second installment of ''A History of Britain,'' whose five episodes will be shown this week, beginning Monday night at 9. Who, indeed, would you be, when your options now extend to the players in these episodes.?
THE BODY OF THE QUEEN (1558-1603), in which Mary Queen of Scots and Queen Elizabeth I dance an emotionally delicate - and politically ruthless - pas de deux for the throne, with William Cecil, Robert Dudley and Philip II of Spain meddling like mad in the power struggle.
THE BRITISH WARS (1603-1649), in which the country is thrown into civil war and almost a million lives are lost in the battle between crown and Parliament. On one side: Charles I, the Stuart king who lost his head. On the other: Oliver Cromwell, militant Puritan. Cast of thousands.
REVOLUTIONS (1649-1689), in which Cromwell's republic bites the dust and the Stuarts are restored to the throne, only to be swept up in the Great Plague of 1665. Disaster reporting by Pepys, political philosophy courtesy of Thomas Hobbes.Continue reading the main story
BRITANNIA INCORPORATED (1690-1750), in which the towering figure of Robert Walpole turns Britain's mind to business. With the Scottish rebels subdued, London becomes a money pit its fiscal enius celebrated by Adam Smith, its alluring depravities captured by Hogarth.
THE WRONG EMPIRE (1750-1800), in which the empire built by swash-buckling adventurers and freebooting traders flourishes in India and the American colonies - prizes lost forever when the locals throw off their shackles. Bad guys: Clive of India, George III. Good guys: none.
So many heroes. So many villains. How to choose?
Simon Schama, the London-born historian who wrote this epic series and serves as its idiosyncratic host and narrator, gave the matter some serious thought during a boat trip to the Isle of Wight to film a segment for the show's third, and final, installment, planned for next year. ''Who would I be? I would have loved to have been Queen Elizabeth,'' he said, with a laugh that crackled over his cell phone. ''It is virtually impossible not to fall in love with her.''
He confessed that he agonized over ''The Body of the Queen,'' the hghly charged episode that chronicles Elizabeth's monarchy, striving to find the imagery, the language and the dramatic tone that would do her justice. ''It doesn't do to be too starry-eyed about the Virgin Queen,'' he warns us in the documentary. ''She was vain, arrogant, spiteful, bloody-minded, frequetly un-just and, even more frequently, maddeningly indecisive. But she was also brave, intelligent, startlingly articulate, an eyeful to behold and, on occasions, genuinely wise.''
To hear him catalog her virtues and voices in the snappish tone that viewers have come to relish in his prickly and opinionated narratives, who could resist this queen - or, for that matter Simon Schama?
''Actually, probably would have ended up a bad aspirant novelist on Grubb Street, wallowing in all the outrageous hucksterism of 18th-century London,'' he went on, warming to the notion of picking and choosng an alternative identity. ''And despite all the social horrors of the great city in the 1700's, it would have been absolutely fantastic to be one of Gbbon's first readers. Can you imagine getting a copy of 'The History of the Decline and Fall of the roman Empire' hot off the press?''
To Charlie Maday, the History Channel's senior vice president for programming, this unabashed delight in the world of the past made Mr. Schama the ideal narrator for the ''very big, very expensive project'' his network undertook to produce with the BBC. ''Simon talks as if he knows these people,'' Mr. Maday said. ''He gets inside their heads; he understands their psychology, how they think.''
Along with that feeling of intimacy, even of kin-ship, with peopl ewho have made history, Mr. Schama also conveys a sense of drama that the network executives found capitvating. ''You don't want a meek, mild, retiring person to tell this story,'' Mr. Maday said. ''It's a big story with bigger-than-life people, full of legends and conflict. Simon is great because he takes a storyteller's approach.''
Although it hadn't occurred to Mr. Schama, had he indeed lives in an earlier lifetime, he might very well have been a storyteller - someone, perhaps, like the medieval monk known as the Venerable Bede. ''The first consummate English storyteller, an artful retailer of wonders,'' Mr. Schama called him, ''capable of conjuring up the firelight and roasting meat of the timbered halls of the Saxon kings.'' The comparison doesn't displease him.
''History starts with that very personal approach,'' he said, ''with the very campfire, drawing the stories of his ancestors and sending them down to his children.'' It was no stretch for him, he said, to apply that personal approach to ''The History of Britain.'' ''The pieces I'm fondest of are very, very simple - when I just sit on a hillside or lean against a door and think of myself talking to a wide-eyed group of very intelligent children and their grandpas.''
That's not all there is to it, of course. For a story to pass into the collective consciousness, the storyteller must find the key - the phrase, the image, the homely little detail - that opens up the locked mind. ''I am very moved by the eloquence of objects,'' Mr. Schama said, thinking of the ones that passed through his hands during the making of this series: the little silver branding iron that burned into the skin of slaves in Barbados; the gold coronation ring that had to be filed from Elizabeth I's swollen finger as she lay dying; the tokens of love that mothers left with their abandoned infants at the London Foundling Hospital. ''Whenever we came across things like that,'' he remembers, ''I would throw away the script and just look and touch these objects, feel the electricity they give off.''
And tell their mute story.Continue reading the main story


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NAMED as the most romantic film of all time, Brief Encounter has captured the imagination of audiences for 70 years.
It starred Celia Johnson as Laura, a married woman with children, whose conventional life becomes increasingly complicated because of a chance meeting at a railway station with a stranger, Alec, played by Trevor Howard.
It was partially shot at Carnforth Station - renamed Milford Junction in the film - and the iconic refreshment room has been faithfully restored to its 1940s period glory.
And that is the end point of this 5.6 mile walk.
It is one of a series of 12 which has been put together by Stuart Ballard, on behalf of the Leeds-Morecambe Community Rail Partnership (CRP) and the Lancaster and Skipton Rail User Group (LASRUG).
It starts at Bare Lane Station, on the Lancaster to Morecambe line. It, too, has enjoyed a moment of fame - the old station building, now a private dwelling, was featured on the BBC property programme Homes Under the Hammer.
The route also takes in the Lancaster Canal and the village of Hest Bank, which borders the salt flats of Morecambe Bay.
Its history stretches back centuries. Its oldest building is the Hest Bank Hotel, formerly known as the Sands Inn, which served as a coaching inn long ago for vehicles which navigated the treacherous sands of Morecambe Bay.
It once had a railway station. Unfortunately in 1965, a sleeper train derailed at high speed, damaging the station buildings. No-one was seriously hurt, but the platform was subsequently closed.
For more railway walks, visit communityraillancashire.co.uk/walks/self-guided-walks
Step by step
Exit Bare Lane Station next to level crossing and turn right along road. Pass entrance to Bare Lane Station Park & Ride (R), red pillar-box (L), Queens Drive (R) and Hest Bank Road (R).
Just before a bus shelter and Bare Lane Village Hall turn right onto public footpath signed 'Hest Bank' and go down enclosed path alongside the village hall (L). Pass narrow paddock and row of bungalows (L). Go straight across a road. At second road bear left and follow footpath sign 'Hest Bank'. At T-junction of paths, follow 'Hest Bank' sign right, keep to hedge and iron railings (L) with open area to right, then turn left at bottom and follow path with iron railings (L).
Pass Happy Mount Park (L) adventure playground (behind railings), and Morecambe Golf Course (L). Continue uphill through a tunnel of trees with paling fence to left, and leave golf course. Follow path around to right and descend to a wide wooden footbridge over a ditch.
Cross this bridge and follow path around to the left when it runs adjacent to the Morecambe-Carnforth rail line (R). Cross wooden footbridge over beck and go up incline to cross the single railway line. (Watch out for trains.) Descend path from railway line and pass under the West Coast Main Line railway bridge. Turn left along lane, which runs adjacent to the railway line before turning right and eventually rising to a canal bridge.
Just before reaching the canal bridge fork right onto the towpath of the Lancaster Canal and turn left immediately to pass under the bridge (No 116). This towpath passes through Carnforth. Arrive at Hest Bank boat moorings. Pass under bridge No117. There are good views across Morecambe Bay (L). Pass under bridges Nos 118 and 119. Enjoy view (L). Pass swing bridge No 120 and pass under bridge No 121. Pass picnic area (just out of view) (L) then immediately pass under bridge No 122, and then pass under bridges Nos 123 to 127. Pass along the low aqueduct.
Arrive Carnforth moorings. Pass the Canal Turn pub (L) and leave towpath here by forking left through pub car park. Turn right along main road pavement. Cross over road to other pavement at pedestrian crossing as if going to superstore, and turn right up gradient towards fork in road ahead. At Haws Hill junction bear left down one-way street signed railway station. Pass police station (L) and continue down this street to Carnforth Station on left at bottom of hill.


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what is this? =P
This is a discussion on Free Wii points/ Nexon cash/ iTunes within the Entertainment board part of the General category; For everyone tired of sites like gaminglagoon, here is a new site that requires NO personal information. All that is ...
For everyone tired of sites like gaminglagoon, here is a new site that requires NO personal information. All that is needed is an email account (a junk one due to tons of spam you will recieve).
The site runs like most sites of its kind. It is like a gaminglagoon, however when "completing" the offers to get points you just fill in phony information, and you points are credited to you. It's as simple as that. Then when you accumulate enough points to cash them out on the item of your choice (the cards like stated in the title, that the codes on them can be emailed to you, otherwise you must give them your address for the other items.) you will recieve your item in under a week and off you are. Personally I have already gotten 3 nexon cards, which i sold on ebay for quick cash, and 4 wii points cards. All for free. Please check it out and i will get your referral points
what is this? =P
It's hard to explain, just go to the site and check it out, follow the guidllines i said in my earlier post.
i understand nothing in your post #1 xD
Ok the site is a site where you complete offers to get points. Then you use the points to get stuff. However some sites have a catch, this one doesnt.
1. follow my link, register using email account you dont usually use, because you will be getting spam.
2. complete the offers, but dont give your personal information, fill in fake info, otherwise you will get spammed.
3. You then recieve points.
4. Once you get enough points, you use them to "buy" free stuff.
5. I suggest only cashing out on the cards that have codes on the back of them, that way the code can be emailed to you and you dont have to give them your address.
what are the stuffs?
The stuff as in rewards?
Wii points cards, xbox live cards, xbox points, nexon cards, iTunes cards,
-all stuff that they email you the code, and the safest way
then they can ship you, wii games, 360 games, ps3 games, ds games, psp games, etc. but you need to give out your personal information, like your address for that stuff.
hmmm k, so ntohing interesting for me ^_^
it reffers him.. cheap


text:
find a sales location
The Xerox Color 550/560 digital color printer offers an array of features allowing you to print like a graphic design professional without wasting your money.
Feed your digital color printer the right paper and wow your customers with specialty media you never knew your printer could produce.
Xerox multifunction printers have state of the art document encryption capabilities to keep your business' information under lock and key.
Let your left brain and right brain live happily ever after!


text:
What Can You Benefit from a Moving and Storage Company?
If you are moving to another city and a new home, you might feel so much excitement, especially as you look forward to new experiences and opportunities. If you are moving to a new place, however, you might also know that it is not something which can be easily accomplished, as there is so much to do and think of before you can finally move. One will be pleased to know, then, that he or she does not have to do everything without aid, as a company which provides people with ease while moving can be hired. For example, you can hire the services of a company that offers moving and storage, and when you take this step, you can be sure that through it, you can achieve benefits and advantages which you will no doubt feel are worthwhile.
When … Read More


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Thuemmler, C. (2017). Accroitre-lefficacite-de-la-prestation-des-soins. http://paperjam.lu/news/accroitre-lefficacite-de-la-prestation-des-soins
Interview on socio-economic background of digital agenda in health.
Egan, C., Benyon, D. & Thompson, R. (in press). Permaculture as a foundation for sustainable interaction design and UX. In Proceedings of British HCI 2017ISBN tbc
The main objective of this work is to gain an understanding of the relationships between UX and permaculture. This will deliver insights as to how digital media development ca...
Neubeck, L., Orchard, J., Lowres, N. & Freedman, B. (in press). To screen or not to screen? Examining the arguments against screening for atrial fibrillation. Heart, Lung and Circulation. ISSN 1443-9506
Atrial fibrillation (AF) is the most common cardiac arrhythmia, with a lifetime risk of 1 in 4 of developing AF over the age of 40 years. Around 40% of patients are asymptomat...
Chief Scientists Office
We have identified the human cathelicidn LL-37 as having potent direct antiviral activity against human rhinovirus (HRV), together with the capacity to alter death pathways in HRV-infected cells, as a...
National Institute for Health Research
The impact of parental drug misuse on children and families is a major public health problem [4]. Parental drug misuse is closely associated with poor parenting, poor child development and increased r...
Economic and Social Research Council
Integration of health and social care services is happening across the United Kingdom. Integrating services is important as it puts more focus on supporting the lives – not just the health – of indivi...
04 September 2017
23 August 2017
In an interview with Inspired Edinburgh in The Victorian Townhouse, Professor Bill Buchanan outlined his career and his university, along with his love of his home city, crypt...
15 August 2017
15 August 2017
The Workplace Team, Health Promotion, Fife Health & Social Care Partnership and Fife Health & Wellbeing Alliance commissioned the Employment Research Institute, Edinburgh Napi...
Associate Professor
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Associate Professor in Festival and Event Management
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Senior Lecturer
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Senior Lecturer
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Associate Professor of Immunology & Infection / Director of Research, School of Applied Sciences
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Lecturer in Human Geography
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Benyon, D. & Egan, C. (in press). Sustainable HCI: Blending permaculture and user-experience. In Proceedings of the DIS 2017 conferenceISBN tbc
For approximately 10 years the SIGCHI Sustainable HCI (sHCI) and Sustainable Interaction Design (SID) communities have debated the contribution that HCI can make to sustainabi...
Baudel, M., Rae, M., Fraser, J. & Poole, A. (2017). The expression of the chloride co-transporters NKCC1 and KCC2 is reversed in the penumbra following. In Brain and Neuroscience: BNA 2017 Festival of Neuroscience: Abstract BookISBN n/a
Stroke is one of the major causes of death and disability worldwide. The harm caused by the interruption of blood flow to the brain
unfolds in the subsequent hours and days, s...
Rowat, A., St George, B. & Pollock, A. (2017). Top ten research priorities relating to stroke nursing
No abstract available for this item.
Robertson, P. (2017). Career Guidance, Health and Well-being. Not applicable
This is a brief article for practitioners in the Career Development Institute's magazine: Career Matters. It explores the links between work, health and well-being, and cons...
Mahoney, C. & Veitch, L. (in press). Effective and acceptable? An integrative literature review evaluation interventions for maintaining naso-gastric feeding after stroke. Journal of Clinical Nursing. ISSN 0962-1067
Grigoriadis, N., Bakirtzis, C., Politis, C., Danas, K. & Thuemmler, C. (2016). Health 4.0: The Case of Multiple Sclerosis. In 2016 IEEE 18th International Conference on e-Health Networking, Applications and Services (Healthcom), 100-104. doi:10.1109/HealthCom.2016.7749437. ISBN 978-1-5090-3370-6
Multiple sclerosis is a chronic and variable disease in matters of symptoms, clinical course and outcome. The ultimate goal of currently used drugs and therapeutic strategies ...
Zeb, K., Saleem, K., Al Muhtadi, J. & Thuemmler, C. (2016). U-Prove Based Security Framework for Mobile Device Authentication in eHealth Networks. In 2016 IEEE 18th International Conference on e-Health Networking, Applications and Services (Healthcom), 562-567. doi:10.1109/HealthCom.2016.7749518. ISBN 978-1-5090-3370-6
Cybersecurity in the health care domain is one of the most important and critical issues of this era. In fact, it was reported in 2014 that on the black market medical records...
Dancer, S. J. (2016). Antibiotic prescribing: the consequences of getting it wrong. The Journal. 10(2), 62-71
Antibiotics were one of the most important discoveries last century. As with all drugs, however, they are associated with adverse effects. This article reviews how inappropria...
Kerlaff, P. (2016). Now I Sit Me Down by Witold Rybczynski, Review Paul Kerlaff. Interiors. doi:10.1080/20419112.2016.1242267. ISSN 2041-9112
A simple but profound point opens Now I Sit Me Down: that chairs illustrate a kind of democratic manifestation of our relationship to things. Unlike architecture, and to a les...
O'Connor, S. (2016). Design think your life: how rethinking problems can help address integrated care for people with diabetes
Blog: Design thinking was the hot topic of the integrated care pathways workshop at the European Health Forum Gastein conference today. The interactive 90-minute workshop was...
O'Connor, S. & Andrews, T. (2016). Using Co-Design with Nursing Students to Create Educational Apps for Clinical Training. In Sermeus, W. (Ed.). Nursing Informatics 2016, 334-338. doi:10.3233/978-1-61499-658-3-334
Mobile technology is being trialed in nursing education to support students in clinical practice, as it can provide instant access to high quality educational material at the ...
Orchard, J., Lowres, N., Freedman, S. B., Li, J. & Neubeck, L. (2016). Feasibility of screening for atrial fibrillation in primary care: Just a heartbeat away?. European Journal of Preventive Cardiology. 23(16), 1783-1784. doi:10.1177/2047487316663547. ISSN 2047-4873
Feasibility of screening for atrial fibrillation in primary care: Just a heartbeat away?
Crohn's in Childhood Research Association
An investigation of commonly used IBD drugs on autophagy pathway activity and potential therapeutic benefit for treatment of paediatric IBD
Nuffield Foundation
The Mental Health Tribunal for Scotland became operational in 2005. It plays an integral role in guaranteeing the rights of patients with mental disorder as originally identified in the Millan Princip...
Scottish Institute for Policing Research
This project will entail a systematic literature review of police methods in visible policing to establish the current evidence base in relation to how these affect public confidence. This review will...
Digital Health Institute
This project aims to extend the existing work with the e-Frail project, and integrate a range of NHS-sourced assessors with care giver and open source gathered assessors, in order to define a weighted...
Carnegie Trust for the Universities of Scotland
Derek Hoy was a Scottish nurse based predominantly in Glasgow who died in 2012. He worked for many years in the National Health Service (NHS) in a variety of clinical roles, where he began to experime...
Scottish Funding Council
This project takes a new approach to teaching Mindful-breathing techniques to children aged 4-9.
Diagnosis of anxiety, stress, depression and ADHD in children has seen a significant increase over the...
V. Kann Rasmussen Foundation
The challenge that climate change poses to humanity and the natural environment is critical and well documented. Faced with such an unprecedented challenge, three responses are needed: drastic cuts in...
Medical Research Council
Risks of developing many adult illnesses are set down as we develop in the womb, hence the environment we experience during fetal life needs to be 'just right'. Understanding how the fetal environmen...
Health Foundation
Our website evaluated extremely positively among patients, family members and clinicians in NHS Lothian and our model is unquestionably of utility Scotland-wide.The underpinning research and iterative...
PThe impact of psychological trauma on physical and mental health is well known, although current models of care are failing to meet clients' needs. A new model of care, supported and financed by the ...
Society of Applied Microbiology
sfam Student into work grant
MinION sequencing of bacterial isolates
NHS Health Scotland
The project will take the form of a systematic review of relevant literature to provide an update on the evidence base on the health needs of people with learning disabilities in Scotland since 2004, ...
The crisis in the numbers of donated organs has featu...
The aim of this PhD thesis is to explore the challenges in and prospects for achieving sustainable leaders...
Master's Degree
This research will investigate the nature of interactions between people and experience-oriented technologies such as new-media artw...
Developing middle managers in the Hong Kong public sector: a critique o...
This thesis explores participation in adult learning and focuses upon three key areas of interest: reasons for participation, the challenges of par...
Other Qualification
Niche tourism refers to how a specific tourism product can be tailored to meet the needs of a particular audience/market segment. Locations...
29 March 2016
The Transport Minister Derek Mackay has commissioned an independent review of the current system of managing the timing and quality of works in the road carried out by utility...
13 December 2016
Professor Hazel Hall served as a judge at the Edinburgh heat of FameLab 2017, held on Thursday 8th December 2016 at Heriot Watt University.
FameLab is a science c...
31 May 2017
Prof Bill Buchanan, who leads The Cyber Academy at Edinburgh Napier University, has been invited as a witness at the Health and Sport Committee within the Scottish Parliament ...
20 June 2017
Professor Bill Buchanan was invited to present evidence to the Health and Social Care Committee on Cyber Security risks within Health Care in Scotland. He gave evidence on 20 ...
18 May 2016
18 May 2016
Organised an international conference with speakers from Belgium and Finland, plus clinicians, researchers from the locality and from Edinburgh Napier University.
It wa...
20 April 2017
21 April 2017
The Biological Visualisation Community's 3rd Annual Meeting takes place at Craiglockhart Campus in Edinburgh on 20th-21st April 2017.
This two day meeting compri...
21 June 2017
21 June 2017
The prevalence of dementia in the UK is increasing with over 800,000 people currently affected. Of this number in excess of 40,000 are aged under 65 years suggesting that a si...
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text: A festive work of art suitable for display in your dining room, this Bon Appetit - Blachon jigsaw puzzle is sure to stimulate your taste buds. It shows a grand kitchen full of chefs cooking up a meal, and the fine details and colours of this piece will amaze and astound you. Youll see something new almost every time you look at it. This puzzle will be a formidable challenge for all but the most experienced of puzzle solvers, but with the help of your family and friends you can most certainly get the job done. Once youre done, youll want to preserve it for all time by having it framed and displayed in your dining room for all to see. This is the gift for any of your family or friends who loves cooking or art that is busy in nature. Order it today and add it to your own puzzle collection. Dimensions: 58 x 82 cm Number of Pieces: 1500Check stock and price