Geometry.Net - Basic_D: District Of Columbia Education General

District Of Columbia, State Education Agency, Adult Education
general Information. See Testing Guidelines to find out if you are eligibleto take the GED Exam in the district of columbia.
http://www.dcadultliteracy.org/ged_geninfo.asp

Extractions: The GED Exam covers core five subject areas required in a traditional high school curriculum. The following table provides the number of questions and time limits on the GED Exam. TEST ITEMS TIME LIMIT Language Arts, WritingPart I 50 questions 75 minutes Language Arts, WritingPart I Essay 45 minutes Social Studies 50 questions 70 minutes Science 50 questions 80 minutes Language Arts, Reading 40 questions 65 minutes Mathematics, Part I 25 questions with optional use of a calculator 45 minutes Mathematics, Part I 25 questions without a calculator 45 minutes The GED Exam takes seven and a half hours to complete, not including time set aside for breaks and instructions. See Testing Guidelines to find out if you are eligible to take the GED Exam in the District of Columbia. SEA Home GED Home General Information Testing Guidelines ... UDC Home Walk-In Hours
Find General Surgeon In District Of Columbia - Physician Finder
WebMD Find-a-Physician allows you to search a national database of over 500 000 physicians in any one of 57 specialties for the purpose of finding a doctor who meets your needs. When you find a physician you may also look up his medical education
http://redirect-west.inktomi.com/click?u=http://ads.247wsr.com/6103-6114944-1-8-
An Analysis Of The District Of Columbia Education Tax Credit Initiative
An Analysis of The district of columbia. education Tax Credit Initiative Secondary. 350. general Private. 5 032. Department of Human Services (Special education)
http://www.cato.org/pubs/pas/pa00des.html

Extractions: Education Tax Credit Initiative by E. G. West E. G. West is a professor of economics at Carleton University in Ottawa, Canada and the author of numerous works on the economics of education. Among his books are Non-Public School Aid: The Law, Economics and Politics of American Education; The Political Economy of American Public School Legislation; Education and the State: A Study in Political Economy; and The Economics of Education Tax Credits. Executive Summary On October 13, 1981, the District of Columbia Court of Appeals ordered the city's elections board to place an educational tax credit initiative on the November 3rd ballot. This action cleared the way for a referendum that could establish the first such program in any American city. For the first time in the twentieth century all families would be given the effective freedom to choose schools for their children. This is a privilege that has been enjoyed before only by those families that can afford to "pay twice" for schooling, once through their conventional tax payments, and once through the direct tuition charge at a private school. One out of every seven students currently going to District schools goes to a private establishment. A tax credit would result in a larger proportion, and its benefits would reach all income and ethnic groups. Of course, some individuals the lowest income groups are already in private schools, especially in those that are religiously affiliated. Table 1 shows the number of students enrolled in nonpublic schools in the District of Columbia in 1981.
$7.8 Million In Special Education General Supervision Enhancement Grants Awarded
Connecticut, Connecticut Department of education George Dowaliby, 860807-2024, $374,106.district of columbia (University of Kentucky), University of Kentucky
http://www.ed.gov/PressReleases/10-2001/10052001j.html

Extractions: October 5, 2001 Contact: Jim Bradshaw $7.8 Million in Special Education General Supervision Enhancement Grants Awarded to 24 States, Territories and Outlying Areas More than $7.8 million in grants have been awarded by the U.S. Department of Education to 24 states, territories and outlying areas for special education improvement efforts as part of a competitive process to help reform and improve services for children with disabilities. A total of 42 states, Puerto Rico and outlying territories competed for the awards, known as General Supervision Enhancement Grants. The grants are intended to complement and support the accountability system developed by the departments Office of Special Education Programs by assisting states and lead agencies to develop and improve their infrastructure for holding states, districts and schools accountable for improving student achievement. "Accountability for improved performance rests at the heart of our efforts to improve American education," said U.S. Secretary of Education Rod Paige. "These awards will help move us toward assuring that our special education programs are offering quality educational services to all students with disabilities so that no child is left behind." Activities supported by the grants include: developing data-driven, evidence-based state monitoring systems that focus on areas that have the greatest impact on better outcomes for children with disabilities;
USNEI-Structure Of U.S. General Information
Regular (including upper) secondary education is called High School, beginning ingrade 8 states, and at age 18 in 11 states plus the district of columbia.
http://www.ed.gov/NLE/USNEI/us/struc-geninfo.html

Extractions: Select a topic... US Degree Equivalency/Recognition US Degree Equivalency/Recognition National Council Financial Aid - USA Links to Institutions World Institution Links Professional Licensure Accreditation Links to Accreditors Quality Assurance Programs of Study U.S. Primary Education U.S. Secondary Education Undergraduate Education Graduate Study Professional Education U.S. Assistance overseas Studying in the USA Teaching in the USA Foreign Education Services Going Abroad: Basic Information Teaching Abroad Coming to the USA: Basic Info Structure: General Information The structure of U.S. education includes 12 years of regular schooling, preceded by a year or two of pre-school education, and followed by a four-stage higher education degree system (associate, bachelor's, master's, doctorate) plus various non-degree certificates and diplomas. In addition, there are special education services, adult basic and continuing education, leisure learning programs, and continuing professional education and training programs. Completion of each level or stage is a prerequisite for access to the next, and a variety of assessment and evaluation tools are used to determine learning needs, academic achievement standards, and eligibility to proceed to higher levels of education. See a Chart of the U.S. Education System
District Of Columbia Public Schools: Grants And Opportunities
district of columbia Public Schools Contact general Mills Box Tops for education,PO Box 8998; Young America, MN 555518998; or www.boxtops4education.com.
http://www.k12.dc.us/dcps/opportunities2/grantinfo.html

Extractions: Campbell's Labels for Education has been providing free educational resources to schools across the United States. Simply by saving and redeeming labels from the many participating Campbell brands families use everyday, you can obtain free merchandise. Whether you're a Labels For Education veteran or you're initiating a drive at your school for the first time, getting started is easy. To begin, register your school on line and help your school earn 100 bonus labels instantly. Your Campbell's Labels for Education Starter Kit will include complete details on how to start and run your label collection drive, ordering and shipping instructions for labels, proofs of purchase and other pertinent program information.
District Of Columbia Public Schools - Office Of Special Education
district of columbia Public Schools Like all special education services, relatedservices should support the student's access to the general curriculum.
http://www.k12.dc.us/dcps/specialed/serelservice.html

Extractions: Audiology - works with students, teachers, and families regarding hearing loss, monitors hearing aid function, assesses the classroom environment and individual auditory skills and makes recommendations for assistive listening devices. Counseling - services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel. Orientation and Mobility - provided to blind and visually impaired students to enable them to safely move within their school, home, and community. Physical and Occupational Therapy - observes and evaluates students to determine the impact of motor and sensory problems on the students' ability to benefit from special education; works with the student and other school staff to help the student move about the school, develop motor skills, and increase general strength and endurance needed in school; gives direct assistance to the student in improving the use of his or her hands, self-care abilities, appropriate sensory processing and eye-hand coordination. Psychological Services - interpret assessment results, consult with school staff in creating positive behavioral interventions.
NAAG.org: Multistate Actions: 52 Attorneys General And The District Of Columbia
Rico, and the US Virgin Islands, and the district of columbia Corporation Counsel settlement,Ford will fund a $30 million consumer education campaign on
http://www.naag.org/issues/20021223-multi-ford.php

Extractions: Antitrust Bankruptcy Civil Rights Consumer Protection ... Tobacco Settlement Documents Attorneys General from all 50 states, Puerto Rico, and the U.S. Virgin Islands, and the District of Columbia Corporation Counsel reached a settlement with Ford Motor Company, resolving allegations that the company misled consumers about the safety of its sport utility vehicles. As part of the settlement, Ford will fund a $30 million consumer education campaign on SUV risks and safety tips. The Attorneys General asserted that Ford failed to warn drivers of the risk of tire failure on some Ford SUVs and used deceptive advertising to sell SUVs and tires. The states contend that Ford continued to equip its SUVs with Firestone ATX and Wilderness AT tires, even after the company knew that the tires had an unacceptably high failure rate and often caused roll-over accidents. Ford also was accused of running ads that exaggerate the safe loading capacity and maneuverability of its SUVs and the quality of aftermarket tires sold by its "Around the Wheel" program. Ford denied the allegations. The states will use $30 million from Ford to mount a nationwide public service consumer education campaign on SUV safety. The remainder will go to the states for their costs of investigation and for litigation and consumer education. The settlement does not include consumer restitution because Ford already has spent $2 billion to replace tires in the 53 jurisdictions.
The Lightspan Network - General Advisory Board
McKenzie is a former Superintendent of the district of columbia Public Schools anda former Deputy Assistant Secretary in the US Department of education.
http://www.lightspan.com/portal/corporate/advisory_boards/genadboard.asp

Extractions: Lightspan, Inc.'s General Advisory Board is composed of educational leaders, academicians, and business executives who help Lightspan identify and understand educational trends and issues and how these may impact the company's continued growth and direction. Gordon L. Berry, Ed.D. David L. Brittain Nelson B. Heller, Ph.D. Desktop EdNET Paul Houston, Ed.D. Robert Hughes John C. Ittelson, Ph.D. Bobbi L. Kamil, Ph.D. William Kirby, Ph.D. Maria M. Klawe, Ph.D. William D. Lynch Claude A. Mayberry Jr. Science Weekly, Inc. , a children's science periodical for K 8 students and President of the National Citizens Commission for African American Education. In 1991, Mayberry received the Purdue University School of Science Distinguished Alumni Award. He is a member of the Board of Trustees at Columbia University Teachers College. Floretta Dukes McKenzie, Ed.D. Seymour Papert, Ph.D. Mind Storms and The Children's Machine . Also, he has written numerous articles on education, epistemology, psychology, and mathematics. Dorothy Rich, Ed.D.
Titles Of The District Of Columbia Municipal Regulations
Damages and Attorney's Fees; Chapter 3 district of columbia Commission on Bylawsof the Board of education; general Personnel Policies; Promotion Standards
http://www.abfa.com/dcdocs/dcmrlist.htm

Extractions: TITLE 1 MAYOR AND EXECUTIVE AGENCIES (March 1986) TITLE 3 ELECTIONS AND ETHICS (June 1994 w/1996 Supplement) Amendments? Chapter 1 Organization of the Board of Elections and Ethics Chapter 2 Political and Ethical Conduct of Board Members and Employees Chapter 3 Advisory Opinions of the Board Chapter 4 Hearings Chapter 5 Voter Registration Chapter 6 Eligibility of Candidates Chapter 7 Election Procedures Chapter 8 Tabulation and Certification of Election Results Chapter 9 Filling Vacancies Chapter 10 Initiative and Referendum Chapter 11 Recall of Elected Officials Chapter 12 [Deleted] 38 DCR 7027, 7031 (November 22, 1991)
SEEP: Special Education Expenditure Project: An Invitation To States
from every state and the district of columbia. director of special education in thedistrict. an approximate total of 4,644 general education classroom teachers
http://www.seep.org/stsamp_t.html

Extractions: SEEP: Special Education Expenditure Project: Sample Selection Plan The nationally representative study sample will collect information about the implementation of special education programs in all of the states and in school districts and schools within those states. The Common Core of Data (CCD) Surveys will serve as the sampling frame for the selection of LEAs (school districts) and schools. This frame will be updated with information provided by contractors working on ongoing U.S. Department of Education sponsored research efforts. This additional information will include lists of state schools for special education students (e.g., schools serving students with severe hearing and visual impairments) and lists of agencies that serve primarily or exclusively special education students (e.g., county offices of education, intermediate educational units, and other regional cooperative agencies). A tabular form of the Sample Selection Plan can be found in Appendix 1. State. For each of the 50 states and the District of Columbia, existing documents and materials will be collected on the use of state and federal special education funds (IDEA) at the state level and suballocations of state and federal special education funds to school districts and other agencies. District Sample. A sample of 250 LEAs (school districts) will be selected randomly, with a school district's probability of selection proportional to the number of students enrolled in the district. Fifty of these 250 LEAs will be selected from a stratum of agencies that serve special education students primarily or exclusively (including cooperatives and intermediate educational units [IEUs]); the remaining 200 LEAs will be "regular" LEAs. The district sample will be nationally representative of all school districts and will be stratified to insure the inclusion of LEAs from every state and the District of Columbia.
General Information
representing PAs in all 50 states, the district of columbia, Guam, and the these goalsthrough government relations and public education programs, research
http://www.aapa.org/geninfo1.html

Extractions: Click for Advanced Search Information about PAs and the PA Profession General Information PA Education Scope of Practice Physicians and PAs ... PA Organizations General Information Q. What is a Physician Assistant (PA)? A. Physician assistants are health care professionals licensed to practice medicine with physician supervision. PAs employed by the federal government are credentialed to practice. As part of their comprehensive responsibilities, PAs conduct physical exams, diagnose and treat illnesses, order and interpret tests, counsel on preventive health care, assist in surgery, and in most states can write prescriptions. PAs are trained in intensive education programs accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Because of the close working relationship the PAs have with physicians, PAs are educated in the medical model designed to complement physician training. Upon graduation, physician assistants take a national certification examination developed by the National Commission on Certification of PAs in conjunction with the National Board of Medical Examiners. To maintain their national certification, PAs must log 100 hours of continuing medical education every two years and sit for a recertification every six years. Graduation from an accredited physician assistant program and passage of the national certifying exam are required for state licensure.
Public Schools Main Page
Council Committee on Special education, January 2001; Inspector general, Audit ofthe district of columbia Public Schools Special education Program, November 22
http://www.dcwatch.com/schools/default.htm

Extractions: Last updated April 03, 2003 Home Bibliography Calendar Columns ... themail archives The DC Public School System has its own web site, listed on the DCWatch Links page. Public meetings of the Board of Trustees and the School Board are listed on the Calendar page Materials by or on the school system: Russell Smith appointed executive director of the Board of Education, February 26, 2003 Charles R. Lawrence, III, statement resigning from the Board of Education, February 12, 2003 Peggy Cooper Carfritz, statement on resignation of Charles Lawrence and Roger Wilkins from Board of Education, February 12, 2003 DC School Choice bill, H.R. 684, introduced by Rep. Jeff Flake (R-AZ), February 11, 2003 Roger Wilkins, letter resigning from the Board of Education, February 5, 2003 Installation ceremony for reelected Board of Education Members, January 7, 2003 Peggy Cooper Cafritz, The Real Deal Campaign for Children, inaugural address, January 7, 2003
Unclaimed Prize Money
Delaware, Idaho, Rhode Island and the district of columbia reported that unclaimedlottery prize money is allocated to the general fund. education Five states
http://www.naspl.org/unclaimd.html

Extractions: The following will summarize the results of a survey on lottery unclaimed prize money developed by NCLGS. The survey was distributed to members of the North American Association of State and Provincial Lotteries (NASPL) on April 30 by its Executive Director, Mr. David Gale, whose cooperation and facilitation contributed to a credible response. Summary As of December 14, 1998, all U.S. members of NASPL, consisting of 37 states and the District of Columbia, have responded to the survey. The survey focused on whether state laws required that unclaimed lottery prize money revert to the prize pool or into other state resource pools. The survey also attempted to measure the effect of the return of the unclaimed prize money to the prize pool on lottery sales in states which required such return. Where the Money Goes
MBV LAW LLP
Assistant general Counsel, Real Property Services Corp., 19921997 GRETCHEN CREWSDETRE. Admitted to bar, 1994, California and district of columbia. education
http://www.mbvlaw.com/resume.html

Extractions: PETER W. COLBY. Admitted to bar, 1981, California. 1989 New York; 1992, District of Columbia. Education: University of Virginia (B.A. Economics, with high distinction, 1978); University of California at Berkeley (J.D., 1981). Senior Note and Comment Editor, California Law Review, 1980-1981. Trial Attorney and Senior Attorney, United States Department of Justice, Environmental Defense Section, 1987-1991.
UD Legislative Fellows Assist Delaware General Assembly
to the House Minority Caucus and is interested in studying education policies and atthe National Organization for Women in the district of columbia and the
http://www.udel.edu/PR/UDaily/2003/legfellows012703.html
Major General Warren L. Freeman
education ASSIGNMENTS 1. Jul 69 Sep 69, Platoon Leader, Company C, 171 stMilitary Police Battalion, district of columbia 2. Sep 69 - Jan 72
http://www.ngb.army.mil/ngbgomo/library/bio/freeman_wl.html

Extractions: Retired effective Dec 31, 2002 Commanding General, District of Columbia National Guard Major General Freeman assumed the duty of Commanding General, District of Columbia National Guard on December 18, 1995. He is responsible for operational readiness, command and control of the D.C. Army and Air National Guard, with an authorized strength of 3,200 soldiers and airmen. The general began his military career in 1966. He was commissioned an military police officer following Officer Candidate School in 1969. Prior to this assignment, Major General Freeman served as the Deputy Brigade Commander, 260 th MP Brigade, DCARNG and most recently as the Chief of Staff, D.C. Army National Guard 1990 US Army War College
NGB - The Chief - Bio
district of columbia. He was appointed vice chief of the National Guard Bureau inDecember 1995. education 1963 Bachelor of arts degree in general education,
http://www.ngb.army.mil/chief/bio.asp
404 - Requested Page Has Moved
State, 19251928 10 Secretary of State, 1925-1928 Secretary of the Treasury 11Sumas, employees Zone 20, district of columbia. Index to general Files, 1898
http://www.ins.usdoj.gov/graphics/aboutins/history/chinese.htm
Microsoft's Response To Court Of Appeals Technology Education Session (Oct. 25,
FOR THE district OF columbia. into the case for the first time during the districtcourts content of his presentation, as opposed to a general outline of
http://www.microsoft.com/presspass/trial/appeals/10-25education.asp

Extractions: IN THE United States Court of Appeals FOR THE DISTRICT OF COLUMBIA CIRCUIT Nos. 00-5212, 5213 MICROSOFT CORPORATION, v. UNITED STATES OF AMERICA and STATE OF NEW YORK, et al Plaintiffs-Appellees ON APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA RESPONSE OF MICROSOFT CORPORATION TO THE COURTs OCtober 18, 2000 NOTICE Pursuant to the Courts October 18, 2000 Notice, appellant Microsoft Corporation ("Microsoft") hereby responds to the Courts proposal that Michael H. Hites, Ph.D., Chief Technology Officer of the Illinois Institute of Technology, conduct a review session on November 14, 2000 concerning the "fundamentals of automation." 2. It is not apparent from Dr. Hites resume what knowledge or experience he has with personal computer operating systems, as opposed to (i) mainframe operating systems like IBMs MVS or (ii) server operating systems like IBMs AIX variant of UNIX. Dr. Hites responsibilities at the Illinois Institute of Technology include "Unix administration," so he presumably is familiar with one or more UNIX variants. It also appears from his resume that Dr. Hites has some familiarity with Microsofts Windows NT and Windows 2000 operating systems. Unfortunately, the design and internal operations of the two Microsoft operating systems addressed at trial

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