{"success":true,"data":[{"ID":1104,"Class":"Conversation","Created":1666279672,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"A \"Schoolpunk\" Future","Handle":"a-schoolpunk-future","ShortDescription":"","Description":"\"Schoolpunk\" envisions how the future of schools might look if humanity succeeds in solving the major contemporary challenges we face with an emphasis on sustainability, relevance, wellness, and justice.  It is an idea for a movement  (similar to \"solarpunk\") that seeks to answer and embody the question \u201cwhat is an aspirational future for schools (and \/ or schooling), and how do we get there?\u201d","Link":["https:\/\/bigquestions.institute"],"Audience":["All School Levels"],"Practice":"This conversation will focus on some (but maybe not all) of the following:\r\n\t* what a movement for \u201cSchoolpunk\u201d might look like and how to grow a community around it\r\n\t* how to \u201cimagine harder\u201d with others to create new artifacts and narratives to help lead others to create a more desirable future. \r\n\t* how we can use the concept of \u201cDesign Fiction\u201d to create tangible aspects of the futures we desire for schools\r\n\t* how to feel more optimistic about our potential paths forward","Presenter":["Will Richardson"],"PresenterAffiliation":["Big Questions Institute"],"PresenterEmail":["will@bigquestions.institute"],"ScheduleSlotID":142,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1117,"Class":"Conversation","Created":1667236706,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"PBL Design Think Tank: Creating Community Based PBL Experiences for HS students","Handle":"pbl_design_think_tank--creating_community_based_pbl_experiences_for_hs_students","ShortDescription":"As  Community College faculty members with backgrounds in K12 public education, we are looking to create opportunities for students to engage in meaningful Project Based Learning experiences in an internship setting, and we\u2019d love you to help us design and dream.","Description":"We have all heard the saying, \u201cThe smartest person in the room is the room.\u201d We are entering this project with that in mind. As we begin to formulate ideas about what this PBL experience could be, we realize that the more ideas we have the better the final product. We also suspect that many of you have lived through experiences from which we can learn.  We envision this session as a philosophical and structural design sandbox where we get to build an idea from the ground up.","Link":["http:\/\/www.flcc.edu","http:\/\/www.nicholasfargnoliconsulting.com"],"Audience":["High School"],"Practice":"We will spend the first 10 minutes introducing ourselves and our idea. Then, we will spend the entirety of our session brainstorming ideas and collaboratively refining an approach to a PBL internship experience that will combine High Schools and Community College faculty and students.","Presenter":["Jaqueline Tiermini","Nicholas Fargnoli"],"PresenterAffiliation":["Finger Lakes Community College"],"PresenterEmail":["Jacqueline.Tiermini@flcc.edu","nicholas.fargnoli@flcc.edu"],"ScheduleSlotID":142,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1105,"Class":"Conversation","Created":1666560733,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Preparing our students for the careers of their future","Handle":"preparing_our_students_for_the_careers_of_their_future","ShortDescription":"What is a good job? Are we preparing ALL our students for access?  We know that there are multiple pathways to high-demand careers - how do we discuss this with students and families?  Let\u2019s put our biases on the table and think through how we\u2019re preparing all our graduates for the careers of their future.","Description":"This workshop explores the implications of several broad and interconnected trends facing our schools. As educators, how are we responding and adapting?\r\n\r\n- While the majority of young workers once had a good job by their late 20s, most young adults today do not reach this milestone until age 30.\r\n- Daunting inequity persists in both education and labor markets with long term financial consequences and challenges to close the racial wealth gap. \r\n- College enrollment continues to decrease, especially in Community Colleges. Persistence and completion rates are not rising either.  \r\n- Families are searching for multiple pathways to meaningful work.\r\n- Employers are beginning to tear \u2018the paper ceiling\u2019 and follow skill-based hiring practices.\r\n-Unlocking mobility and equity relies on a set of durable skills and technical abilities necessary to succeed in the workplace.","Link":["https:\/\/www.sharedlane.co\/"],"Audience":["High School"],"Practice":"Do some of these ideas resonate?  Join the conversation with your peers to brainstorm, look at some data and models, and leave with ideas and next steps for your practice.","Presenter":["Julian Cohen"],"PresenterAffiliation":["Shared Lane Services"],"PresenterEmail":["julian@sharedlane.co"],"ScheduleSlotID":142,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":"I am not sure how long the workshops are - I can adapt the plan to 60 or 90 minutes.\r\nI will not be available on Sunday Feb 5","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1131,"Class":"Conversation","Created":1667316642,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Re-identifying levels for Special Education Students","Handle":"re-identifying_levels_for_special_education_students","ShortDescription":"The current method of identifying reading and math levels by grade association is archaic as compared to the levels used in ESOL. The WIDA scale identifies by ability and skill instead of grade level","Description":"Special education identifies students as having a 2nd or 3rd grade reading level or a 4th grade math level. In the last 10 years the curriculums of lower grades have changed such that 1st graders now are learning past 3rd grade skills. By defining a reading\/math identifier like the WIDA scale teachers would have more on the spot information of special education students. Additionally, in SIS a teacher can scroll over an ELL students red flag to know their WIDA level. Imagine if that were the case for special education students?","Link":[],"Audience":["All School Levels"],"Practice":"Conversational protocols will be used to discuss this idea\r\nPros\/Cons\r\nEducational practice","Presenter":["Frank Pinzarrone"],"PresenterAffiliation":["Kensington Health Science Academy"],"PresenterEmail":["fpinzarrone@philasd.org"],"ScheduleSlotID":142,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"Special Education Level Identification System (SELIS) would be based on the 7 levels of comprehension in ELA and the set skills and applications in Math","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1106,"Class":"Conversation","Created":1666633989,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Self-Paced Learning For All Students","Handle":"self-paced_learning_for_all_students","ShortDescription":"Join a conversation about the benefits and challenges of a self-paced learning environment. We will begin with a case study,, identify the benefits and challenges inherent to this kind of teaching and learning, and brainstorm ways you can create and implement a self-paced unit of study in your own classroom.","Description":"Are you interested in self-paced learning but unsure of where to begin? Have you dipped a toe into a self-paced environment and long to share experiences and ideas with others? Are you a guru in your self-paced classroom and interested in inspiring fellow educators to embrace student-centered teaching? If you answered yes to any of these questions, join the conversation about the benefits and challenges of self-paced learning. We\u2019ll begin with a case study examining how self-paced learning has been rolled out in a 5th grade math class this year. We will identify benefits and challenges inherent to this kind of teaching, including student engagement, classroom management, access to resources, and meeting the needs of all learners. You will also have the opportunity to brainstorm ways you can create and implement a self-paced unit of study in your own classroom, and in so doing will reflect on some very  important questions. What do your students need to learn? Why is it important? How will they be using their new knowledge and skills? How will they receive help? What are their capabilities and limitations? Where can they find out what they need to know, and how will they know they were successful? With a spirit of collaboration and inquiry, we will deep dive into the possibilities that exist for students in a self-paced classroom to exercise agency, develop executive functioning skills, and increase their capacity for independent learning. Teachers of all age groups are welcome to participate and contribute their expertise.","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"This is my first foray into facilitating a conversation, but I am excited about the opportunity. My goal is to use personal narrative and student artifacts to showcase a self-paced unit of study in my own math classroom. Using this as an introduction, my hope is to group together like-minded educators (perhaps those who teach within the same discipline, but also those who want to think further about particular issues related to self-paced learning) who can then use the time to generate shared (or individual) learning maps they can use in their own classrooms for a particular unit of interest. It would be helpful if I could reach out to conversation participants in advance, though not necessary, so I could get a sense of why they are participating , what questions they have, and what they hope to get out of the conversation. If this is not realistic, then I will begin the session by asking those questions and try to tailor the conversation to respond in real time. I will make sure that there are resources available for research purposes, as well as a rubric participants can use as they design their learning maps. I do like the idea of creating a wiki that can be accessed after our conversation, when we head home, to continue the work of establishing self-paced learning practices.","Presenter":["Jessica Solomon"],"PresenterAffiliation":[],"PresenterEmail":["jsolomon@rashi.org"],"ScheduleSlotID":142,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":"This is an excellent opportunity for me to continue growing as an educator, especially as it pertains to my current interests in coaching and mentoring. I would really love the chance to learn and grow from this experience, not only as an attendee, but as a facilitator!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1139,"Class":"Conversation","Created":1667346360,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Student Engagement and the Creation of Student-Centered Space","Handle":"student_engagement_and_the_creation_of_student-centered_space","ShortDescription":"How do we make learning environments more engaging for students? Answer: Put students first.\r\n\r\nWe will explore seven proven engagement strategies that position students to contribute in profound and impactful ways throughout the design process. Together, we will identify tangible, real-world solutions that directly leverage student perspectives, experiences, and insight.","Description":"Overview\r\nOregon City School District recognized that gaining an authentic, first-hand understanding of how students viewed their middle school experience would be the key to reimagining traditional middle school education. District leaders partnered with the design team to convene a Design Committee that included 12 middle school students. This significant committee representation empowered students to contribute fully to design discussions and share their perspectives, experiences, and insights.\r\n\r\nOur proposed conversation will explore the seven proven student engagement strategies we developed to position students to contribute in profound and impactful ways throughout the design process. We will illustrate how design teams ultimately leveraged student contributions to create tangible solutions throughout the two new middle schools.\r\n\r\n\r\nOutcomes\r\nThrough the exploration of seven student engagement strategies, participants will understand the importance of the following key ideas:\r\n\u2022\tStudent-centered schools inherently look and feel different;\r\n\u2022\tSpaces that support deeper learning, exploration, and celebration of student accomplishment empower students to take ownership of their learning;\r\n\u2022\tFlexible, dynamic spaces stimulate engagement and respond to diverse needs;\r\n\u2022\tEnvironments that support individual needs can simultaneously foster a sense of community among learners;\r\n\u2022\tDaily access to trusted adults is an invaluable component of building equitable student-teacher relationships\r\n\r\nObjectives\r\n1: Describe strategies to successfully engage students in the design of educational facilities\r\n\r\n2: Identify examples of architectural solutions that resulted directly from student engagement and input\r\n\r\n3: Evaluate engagement strategies and resulting outcomes in relation to stated goals\r\n\r\n4: Identify lessons learned and opportunities for meaningful engagement moving forward","Link":["https:\/\/www.bric-arch.com\/","https:\/\/twitter.com\/bric_arch","https:\/\/www.instagram.com\/bric_arch\/","https:\/\/linkedin.com\/company\/bric-arch","https:\/\/twitter.com\/ruizpdx (Karina Ruiz \u2013 Twitter)"],"Audience":["All School Levels"],"Practice":"Student engagement is typically approached as a formality or smaller component of a larger engagement strategy. We will engage attendees in an interactive, multimedia conversation to explore what happens when sustained, meaningful student engagement is made to be a central pillar of the school design process. As a result, we will leverage the \u201ctransformational\u201d adult learning principle to illustrate how a shift in perspective can yield invaluable and unexpected insight to transform learning environments.","Presenter":["Karina Ruiz"],"PresenterAffiliation":["Karina Ruiz (BRIC Architecture) AIA","NOMA","LEED AP"],"PresenterEmail":["karina.ruiz@bric-arch.com"],"ScheduleSlotID":142,"ScheduleLocationID":29,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1095,"Class":"Conversation","Created":1664728899,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Case for Dreaming in Public","Handle":"the_case_for_dreaming_in_public","ShortDescription":"The process of igniting, sharing, and documenting public dreaming can lead to durable change and an increased sense of community. Hear about how this happened at SLA-MS and try it out for yourself.","Description":"Back in 2020-2021 Science Leadership Academy Middle School began to plot a significant physical redesign of our informal and classroom spaces. Faculty and kids met for a series of  interviews and design charrettes to dream about how we might want our spaces to be different, and what we could do to achieve those differences. The process led to significant new opportunities and more importantly, significant buy-in from students and staff. \r\n\r\nThis conversation seeks to wildly condense that experience so participants can begin to understand public dreaming as tool of community building and change management.\r\n\r\nSchool groups strongly encouraged.","Link":[],"Audience":["All School Levels"],"Practice":"After opening with sharing the last, best, dream folks had, presenter(s) will briefly describe a change process at SLA-MS.\r\n\r\nParticipants will then form ad hoc groups to sketch, write, vision board, what-have-you,  a dream for their school\r\n\r\nGroups will share the elevator pitch (seconds not minutes) version of their dream. The majority of the debrief will be on how the process of public dreaming about a change invited a diversity of perspectives, what conditions made collaboration easier or more difficult, what fodder for dreaming you might want to do this \"back home\", and consideration of the ways in which capturing and sharing thoughts would could be more inclusive","Presenter":["Timothy M. Boyle","David Jakes"],"PresenterAffiliation":["SLA-MS","Jakes Consulting"],"PresenterEmail":["tmboyle@philasd.org"],"ScheduleSlotID":142,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1132,"Class":"Conversation","Created":1667318035,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Formula For Equity in Advanced Mathematics","Handle":"the_formula_for_equity_in_advanced_mathematics","ShortDescription":"What does true equity look like in advanced math courses?  This conversation addresses two essential questions. How do we help every student achieve readiness for college-level math, regardless of their background?  How do we use an inquiry approach and standards-based grading to support students once they are in these courses?","Description":"Many students are effectively shut out of math courses beyond Algebra 2 because of groups they were placed in before high school.  Exposure to too much content too fast can be just as damaging as not having the opportunity to learn the content at all.  Participants will hear about a pilot program at NeoCity Academy in Florida called \u201cJourney 2 Calculus\u201d which is meeting students where they are as rising 9th graders.  Through various engagement and intervention strategies, this program is growing a calculus program at the school with a goal of 100% participation in calculus studies before graduation. \r\n\r\nEven for students who have gained access to courses at a precalculus level and beyond, our quest for equity is not over.  We must continue to support these students by creating learning environments in which curiosity is rewarded and failures are appreciated as opportunities for growth.  Participants will share ideas for adapting advanced math lessons to be more inquiry-based and systems for implementing standards-based grading within a skills-rich curriculum.","Link":[],"Audience":["High School","Middle School"],"Practice":"Journey 2 Calculus narrative:\r\n\u2022\tinteractive app (mentimeter.com) to utilize audience input. \r\n\u2022\tinspirational goal-setting\/action plan exercise for programs back home\r\n\r\nInquiry\/Standards-based grading Roundtable Problem Solving:\r\n\u2022\tParticipants will create & select \u201cburning question\u201d\/problem to pose to their group\r\n\u2022\tParticipants will record 1 idea\/resource\/contact to help with others\u2019 \u201cburning questions\u201d  \r\n\u2022\tMost participants will receive many ideas, and all will be invited to join an online community for ongoing discussion.","Presenter":["Kelli Bateman"],"PresenterAffiliation":["NeoCity Academy"],"PresenterEmail":["kelli.bateman@osceolaschools.net"],"ScheduleSlotID":142,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"Kelli is an Instructional Mentor and teaches Calculus Honors & AP Calculus at NeoCity Academy in Kissimmee, FL.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1100,"Class":"Conversation","Created":1666059050,"CreatorID":736,"RevisionID":null,"Status":"Accepted","Title":"Transparent & Dehydrated: Innovating with a Minimum Viable Curriculum","Handle":"transparent-dehydrated--innovating_with_a_minimum_viable_curriculum","ShortDescription":"Join the co-authors of a high-school inNOVAtion Lab for Self-Determined Learning as they open their minimum viable curriculum up for observations, questions, and, hopefully, a bit of water (insights) from the audience.","Description":"Sharing and transparency is central in this conversation.  The curriculum document for a HS inNOVAtion Lab will be a central text for study and discussion as the authors seek to offer insights and get help in revising the curriculum.  Student projects, both past and in process, will serve as mentor texts in looking at issues central to this type of open-source learning such as:   project management, assessment methods, grading, real-world connections. \r\n\r\nIntroduction to Unrulr.com,  a microdocumentation platform for assessment and community building will also be featured.\r\n\r\nA successful program of 4 years, (see pvhsnovalab.com), NOVA Lab's authors are seeking to both showcase the work and gain valuable feedback and insights from attendees.","Link":["https:\/\/pvhsnovalab.com"],"Audience":["High School"],"Practice":"We will provide a brief genesis of the class and the 1st draft of our class's curriculum a text for others to learn from.  We also recognize the document as a work in progress and seek the input of others through open dialogue and interaction with the authors (adults and students) to help improve the curriculum.  Mindmaps, sketchnotes, and diagrams will serve to make the curriculum more visible and pliable.   \r\n\r\nWe will introduce and ask you to use Perusall.com and Unrulr.com to engage in social annotation and microdocumentation (respectively) to engage with documents as well as capture learning as it occurs.\r\n\r\nCode for perusall.com class for this session is:   HEIDT-72AAM \r\n\r\nHere is a copy of the curriculum document.  (https:\/\/tinyurl.com\/57zc96tr ) Reading through it ahead of time would be helpful for the work we will do in the session.\r\n\r\nHere is a link to a \"one pager\" about the class itself: https:\/\/tinyurl.com\/43a9ebpk","Presenter":["Garreth Heidt and Students"],"PresenterAffiliation":["Perkiomen Valley High School"],"PresenterEmail":["gheidt@pvsd.org"],"ScheduleSlotID":142,"ScheduleLocationID":35,"SubmitterID":736,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1096,"Class":"Conversation","Created":1664820050,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Using inquiry-driven practices to identify the intersectionalities of Social-Emotional and Academic Development","Handle":"using_inquiry-driven_practices_to_identify_the_intersectionalities_of_social-emotional_and_academic_development","ShortDescription":"The nation\u2019s largest school system has implemented a system-wide SEL Screener, that provides powerful data to all 1,700 schools. Central to this work, schools are expected to engage in inquiry-driven routines to reflect on how their practices support the ongoing development of students\u2019 social, emotional, and academic needs.","Description":"Helping students move from being passive recipients of content to active learners is a proven way to strengthen their academic and social-emotional skills. This happens when all members of a school community engage in inquiry-driven practices that help develop shared understandings of child and adolescent development via mutually supportive practices that help students develop socially, emotionally, and academically. Weaving Social-Emotional Learning (SEL) into instruction, and coupling this learning with social justice goals of culturally responsive education supports the teaching of valued skills and mindsets, and helps them take root. \r\n\r\nNYC Public Schools has undertaken the nation\u2019s largest administration of a system-wide Social Emotional Screener. This screener provides schools, for the first time, with comprehensive data on students\u2019 SEL competencies. However, most importantly, it provides them with opportunities to reflect on the systems, structures, and practices they have to strengthen those competencies via the instructional core: curriculum, pedagogy, and assessment \r\n\r\nWhile access to academic data has long been available, data identifying students\u2019 SEL competencies is relatively new and schools are, via inquiry-based systems, engaging in learning conversations about the intersectionality of SEL and academics, and how research-based instructional strategies can strengthen those competencies. The work occurring in NYC is to deepen schools\u2019 understanding that all learning is social-emotional learning and that effective inquiry-based systems allow schools to reflect on student outcomes, classroom practices, and schoolwide systems. Thus, we aim to develop the sense of collective efficacy necessary to actualize measurable improvements in student performance, and continually enhance schools\u2019 practices.","Link":[],"Audience":["All School Levels"],"Practice":"Attendees with replicate the type of participative decision-making processes that are at the heart of the work being undertaken in New York City. The overarching theory that all learning is social emotional learning, will drive the conversations and allow participants to engage in the adaptive task of unpacking the 8 competencies measured via the SEL Screener and identify the instructional intersections that most naturally align within and across those competencies. Ultimately, participants will be provided with the opportunity to look at sample SEL Screener data and engage in an inquiry-based conversation about the types of Tier 1, Tier 2, or Tier 3 approaches that can and should be considered as a result of their data analysis.","Presenter":["Andrew Gallagher","Julie Mchedlishvili"],"PresenterAffiliation":["NYC Department of Education"],"PresenterEmail":["agallagher@schools.nyc.gov","JMchedlishvili@schools.nyc.gov"],"ScheduleSlotID":142,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":"We ask that participants bring a laptop to this session.\r\n\r\nWe would very much welcome the opportunity to share (and learn from others) how inquiry-driven practices are shaping the work of using the resulting data from the nation's first (and largest) large-scale SEL screener implementations.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1122,"Class":"Conversation","Created":1667249374,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"You Could Write a Book. Sharing Your Ideals with the World.","Handle":"you_could_write_a_book._sharing_your_ideals_with_the_world.","ShortDescription":"You\u2019ve got ideas and classroom expertise. Why not share it with others? This session will help you think about publishing a book, including planning, platforms, and publishing strategies.","Description":"The focus of this conversation is both practical and philosophical. Educators invested in project-based learning often wonder how to bring these ideas to larger audiences. Writing a book is a way to do this. It\u2019s also useful for building a professional brand and establishing yourself as an expert.\r\n\r\nPart 1 of this conversation will be an overview of how books get written and published today. Both e-books and physical books have evolved in recent years and the process has gotten easier and more accessible. Authors can choose to work with a publisher, or self-publish, and we will discuss the pros and cons of these choices.\r\n\r\nPart 2 will be about the process and logistics of writing a book, including tools and platforms, understanding the editing process, layout, and more.\r\n\r\nPart 3 will offer participants a chance to share their ideas for writing a book and get feedback from the audience.","Link":["https:\/\/sylviamartinez.com"],"Audience":["All School Levels"],"Practice":"Participants will share their ideas that might make a good book. We will workshop the ideas in groups and get feedback from the audience. Is it a good idea? Can it be better?","Presenter":["Sylvia Martinez"],"PresenterAffiliation":[],"PresenterEmail":["sylvia@inventtolearn.com"],"ScheduleSlotID":142,"ScheduleLocationID":27,"SubmitterID":79,"AdditionalComments":"Hi - I'm open to massaging this - it could be a panel with educators who have written books talking about how they did it. I should have thought of this earlier with enough time to ask people. But if you think that would be a good idea, let me know.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10}],"conditions":{"Status":"Accepted","ConferenceID":10,"ScheduleSlotID":142},"total":11,"limit":false,"offset":false}