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A teacher can interview a student, or students can interview classmates. Set aside time at the end of a learning sequencea lesson, a unit, a school day, or a school yearto question each other about what has been learned. Guide students to look for ways they can apply their learnings to future settings. Interviews also provide teachers and students with opportunities to model and practice a variety of habits: listening with understanding and empathy, thinking and communicating with clarity and precision, and questioning and posing problems. Well designed questionssupported by a classroom atmosphere grounded in trustwill invite students to reveal their insights, understandings, and applications of their learnings and the Habits of Mind. Here are possible questions to pose with each student: As you reflect on this semester's work, which of the Habits of Mind were you most aware of in your own learnings?What metacognitive strategies did you use to monitor your performance of the Habits of Mind?Which Habit of Mind will you focus on as you begin our next project?What insights have you gained as a result of employing these Habits of Mind?As you think about your future, how might these Habits of Mind be used as a guide in your life?Logs and journals are another tool for student reflection. Periodically ask students to reread their journals, comparing what they knew at the beginning of a learning sequence with what they know now. Ask them to select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors. Students need to encounter reflective role models. Many teachers find such models in novels in which the characters take a reflective stance as they consider their actions. A variety of novels and films use the design element of reflection as the way to tell a story.

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You will have no further reassessment in the 15 failed credits that you carry. Trailing is exceptionally being offered this September under the no detriment approach. Its important that you understand the implications of progressing to the next year of your course when you have not yet met the progression requirements for your current year. You will have to complete all of the next year of your studies and assessment as well as taking reassessment in your failed modules from the previous year. It might be a better route for you to choose another reassessment option, such as repeating the year. You can only fail up to a maximum of 30 credits worth of non core modules across your whole degree, so you if you choose a combination of trailing and carrying 45 failed credits and do not pass them, you will not be eligible for an honours degree. If you dont pass the modules you are trailing in January, the next opportunity for reassessment in these modules will be September 2021. If you are proceeding to your final year in October 2020, this means that, if you dont pass the module in January, then you will not be able to graduate in July 2021 if you have not met the eligibility criteria for an honours degree. Any decisions involving trailing failed modules should not be taken lightly and you are strongly advised to discuss this with your Department or SU Advice before making your decision. You are responsible for checking with your department as to whether the syllabus or assessment for the modules youll be reassessed for are due to change next year. If there are any changes, your department will be able to confirm whether youll be reassessed on the old or new syllabus.

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Regarding the introduction step, the numerous examples of infections originating as zoonoses 7,8 suggest that the zoonotic pool introductions of infections from other species is an important and potentially rich source of emerging diseases; periodic discoveries of new zoonoses suggest that the zoonotic pool appears by no means exhausted. Once introduced, an infection might then be disseminated through other factors, although rapid course and high mortality combined with low transmissibility are often limiting. However, even if a zoonotic agent is not able to spread readily from person to person and establish itself, other factors e. g. , nosocomial infection might transmit the infection. Additionally, if the reservoir host or vector becomes more widely disseminated, the microbe can appear in new places. Bubonic plague transmitted by rodent fleas and ratborne hantavirus infections are examples. Ecological interactions can be complex, with several factors often working together or in sequence. For example, population movement from rural areas to cities can spread a once localized infection. The strain on infrastructure in the overcrowded and rapidly growing cities may disrupt or slow public health measures, perhaps allowing establishment of the newly introduced infection. Finally, the city may also provide a gateway for further dissemination of the infection.

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