----8nSoUdH4;ffTxgg Your subscription to our list has been confirmed. Thank you for subscribing! +14695833335 "Hello,
Thanks for your email! We aim to respond to emails within one business day.
In the meantime, here's a reference number: 324512435
If your issue can't wait, please call our Support Team on 13 22 58 or our Sales Team on 13 19 17 and we'll be happy to help.
Kind regards
Craig Levy
Select a category to get started:
Internet
" ----XZfFl7I9;XEJluW VERIFY YOUR EMAIL ACCOUNT
Welcome to fYEFZ. To activate your kStHL account you must first verify your email address by clicking this link.
HAVING TROUBLE?
If the link above did not work, you can copy and paste the full URL from your mail client into your web browser. The URL should be a single line, if your mail client splits it into multiple lines, copy and paste each line separately.
ADDITIONAL ASSISTANCE
Thank you for choosing JuKvv. You may reach Customer Support by visiting our Submit A Ticket page.
----gnGM1g7m;BlapLp Hi Kennedy,
Thank you for reaching out. Before we can get a quote to you, there are a couple of questions we need to understand.
Can you please tell me the language you are interested in and the use case?
I hope to hear back from you soon.
Thank you,
,???AuxOx???, Software
----t5WcQIAi;foLQED 403 ERROR The request could not be satisfied. The Amazon CloudFront distribution is configured to block access from your country. We can't connect to the server for this app or website at this time. There might be too much traffic or a configuration error. Try again later, or contact the app or website owner.
Generated by cloudfront (CloudFront) Request ID: aHl94ZEl8vwL49MNoAXaXgf_Zds6FyMb0u7q8OkFoDYY2iKU3G2Y7w== ----Cc7BuvMD;cFDlix Hello,
If you didn't register with ????fgxmH????? My Account please call us on 2622697100 to let us know.
----dcTRpien;JNodHV Dear Student,
----AQho6iI2;NmduPX
----tqYzuUnu;VKsECD If you have difficulty understanding English, you may, free of charge, request language assistance services for this Department information by calling 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877- 8339), or email us at: Ed.Language.Assistance@ed.gov. Dear Colleague: The purpose of this guidance is to inform you that the Department of Justice and the Department of Education are withdrawing the statements of policy and guidance reflected in: • Letter to Emily Prince from James A. Ferg-Cadima, Acting Deputy Assistant Secretary for Policy, Office for Civil Rights at the Department of Education dated January 7, 2015; and • Dear Colleague Letter on Transgender Students jointly issued by the Civil Rights Division of the Department of Justice and the Department of Education dated May 13, 2016. These guidance documents take the position that the prohibitions on discrimination "on the basis of sex" in Title IX of the Education Amendments of 1972 (Title IX), 20 U.S.C. § 1681 et seq., and its implementing regulations, see, e.g., 34 C.F.R. § 106.33, require access to sex-segregated facilities based on gender identity. These guidance documents do not, however, contain extensive legal analysis or explain how the position is consistent with the express language of Title IX, nor did they undergo any formal public process. This interpretation has given rise to significant litigation regarding school restrooms and locker rooms. The U.S. Court of Appeals for the Fourth Circuit concluded that the term "sex" in the regulations is ambiguous and deferred to what the court characterized as the "novel" interpretation advanced in the guidance. By contrast, a federal district court in Texas held that the term "sex" unambiguously refers to biological sex and that, in any event, the guidance was "legislative and substantive" and thus formal rulemaking should have occurred prior to the adoption of any such policy. In August of 2016, the Texas court preliminarily enjoined enforcement of the interpretation, and that nationwide injunction has not been overturned. In addition, the Departments believe that, in this context, there must be due regard for the primary role of the States and local school districts in establishing educational policy. In these circumstances, the Department of Education and the Department of Justice have decided to withdraw and rescind the above-referenced guidance documents in order to further and more completely consider the legal issues involved. The Departments thus will not rely on the views expressed within them. ----a2lWI2nS;mvhEOI Publication Date: April 20, 2011 DCL ID: GEN-11-11 Subject: State authorization under the Program Integrity Regulations Summary: This letter provides guidance on State authorization in the context of distance learning under the Program Integrity regulations. Dear Colleague: On October 29, 2010, the Department published in the Federal Register final regulations on program integrity issues (75 FR 66832) (Program Integrity Regulations). These final regulations are available at http://www.ifap.ed.gov/eannouncements/110110PubFinalRulesforTitlveIVStudentAidPrgms.html . More recently, we released a Dear Colleague Letter (DCL GEN-11-05) that provided guidance on three areas of those final regulations: State authorization, incentive compensation, and misrepresentation. That guidance was provided to help institutions understand the changes to the October 2010 regulations and does not make any changes to the regulations. One of the specific issues addressed in DCL GEN-11-05 was State authorization in the context of distance education, including correspondence study and online learning. Under the State authorization regulations, a student that is enrolled in an educational program offered by an institution cannot use Title IV, HEA program funds for that program if the institution the student is attending does not have State authorization in the State in which the student resides. This is true for all educational programs, including distance education. As explained within the preamble to the October 2010 regulations, if a State fails to timely comply with the State authorization requirements at 34 C.F.R. §§ 600.9(a), and (b), for programs other than distance education, an institution may obtain extensions until July 1, 2013, to secure compliance with these State authorization requirements. However, since publishing the DCL GEN-11-05, we have heard complaints from some institutions, or their representatives, that they are encountering challenges in seeking and obtaining State authorization for distance education programs. We are also aware that some States are considering steps to modify or update authorization requirements for the IFAP - Dear Colleague Letters http://www.ifap.ed.gov/dpcletters/GEN1111.html[4/21/2011 1:25:19 PM] provision of distance education training. In some cases, the changes may be a part of a broader effort to coordinate such authorizations with other States and streamline the authorization processes. In addition, we have been told that some higher education associations and institutions are preparing information on States' requirements in an effort to help institutions with compliance efforts. We believe these efforts are valuable and wish to work with the higher education community and States to encourage and support their development. In the meantime, some institutions have suggested that time and expense could be expended to comply with requirements that may soon change, and some institutions have further claimed that States may not be prepared to manage a large number of applications for authorization. We are committed to supporting State efforts that help institutions ensure that distance education programs are authorized. ----v5JpvFjV;PZnzcY Welcome to ???//??\MTEHO//??\????! We're excited to have you on board. My name is ugmyEmBF, and I'll be your onboarding assistant throughout your trial process. I'd love to learn more about your business, and in turn implement a strategy using our software to increase your sales and overall efficiency. Please reach out if you have any questions and I look forward to helping your eCommerce business grow using our software!
Thanks again and we're excited to have you on board!
Best Regards,
----XGJ4vXQd;OvffcI
----tj;rglp;bpi Dear cytsAxgM; Registered Company Name: Trading Name: Registration Number: Registration Date: Business Type: (Pty) Ltd CC (Close Corporation) T/A (Sole Proprietor) Partnership Other Specify: VAT Registration Number: Physical Address: Code: Postal Address: Code: Telephone No: ( ) Facsimile No: ( ) Mobile No: Email Address: Approximate M onthly Purchase Amount: Finance Contact: Contact Number: ( ) Email Address: Banking Details: Name of Bank: Branch Code: Account Number: Trade References: Company Telephone Contact Credit Limit 1. ( ) R 2. ( ) R 3. ( ) R ----7MJQVoY4;SLSkEK ivvaYYeCmN.edu oeDSATWLKP.edu YGWPBsBvjI.edu BUsKtfQOWJ.edu VERIFY YOUR EMAIL ACCOUNT
Welcome to Eglsyz. To activate your jxavarvd account you must first verify your email address by clicking this link.
HAVING TROUBLE?
If the link above did not work, you can copy and paste the full URL from your mail client into your web browser. The URL should be a single line, if your mail client splits it into multiple lines, copy and paste each line separately.
ADDITIONAL ASSISTANCE
----bX;mdhq;fdk I will be out of the office from Tuesday, February 18 through Friday, February 21. I will have access to email and will reply if necessary. All other emails will be returned on Monday, February 24. Thank you!
Services Manager
Recreation
573-874-7202
----qzW6lS3j;tGxIMw
Dear Prospective Ed.D., Higher Education Strand Applicant:
----mJoCpGvr;OMMnhG - Hello, everyone. I think there is confusion over the near-homonyms "apologize" (American spelling), "apologise" (British spelling), and "apologies" (universal spelling). It is informal, but grammatically correct to say "Apologies for the delay in responding." This is a truncation of the more formal "Please accept my apologies for the delay in responding." "Apology" (and its plural, "apologies") is a noun, whereas "apologise" or "apologize" (e.g., "I apologize for the delay in responding") is the verb form of the word. Homonyms are, of course, the most confounding part of the English language, and the words apologies/apologize are frequently confused in writing even by native speakers =) ----c7N70Zzt;CwbhYq onOprWGhfr.edu YPYOiCKxWT.edu ntRcnzSQcQ.edu RBIwCPHHOH.edu vJqfLyPzTK.edu TtIQBPXdub.edu QXFvbJSWHW.edu uxiKFdxmfK.edu QMEWoRerOV.edu XiaqODSsGp.edu kzjnkQhnII.edu iwjtWORBBg.edu GSqzfJRJfO.edu mqncweLZMD.edu VMxgFwPVvt.edu CvtjOIAVDX.edu LNStcTdYRa.edu EHyAYqtftY.edu hnJBZIkrZZ.edu lPLzLXCRhr.edu YIMuvZqcaP.edu AsuXGqlonU.edu xsLIsTFDvj.edu bjtZiFpCmq.edu iNsBTdeqcR.edu sNNWCYVlaP.edu pXcXpzDBqu.edu gtzooAYzKm.edu XoAMoNZaEu.edu GdIsOfFzID.edu hJSSGCgtqi.edu zfJMdUiiTi.edu bjHyOyTDUq.edu oZdHNKofwn.edu wCuMdBuxwz.edu GiPtiyzdyN.edu aNTKXsShxg.edu qkAlyQjFqq.edu WAYtGQvEaJ.edu ezdmTeuAfp.edu JbnvBqYsEg.edu BGUoRoJpsT.edu wUlwYrzTNW.edu gUxftBlZiP.edu ZAPOBLXivx.edu PAtSwFuZqb.edu BWLFJuLjER.edu guUBlHhGEG.edu BtYetUWmjc.edu sQlzewoEkI.edu jkfqLQfkox.edu fEFrNhsBVM.edu rAULUsLSPq.edu mQVAYZUDZr.edu tvDcIkjlLx.edu nctiOGmNTV.edu sildIEnjxF.edu paCAfmATMl.edu LVZdjSHRXp.edu aZmrOItPkt.edu yEePQPzKbD.edu QwvmaBrdru.edu cnEPkZDbfr.edu wMkECCtztD.edu jaaHMBUTYq.edu shlhPMlfjt.edu qnHAaTwCwu.edu HXgBIbuDEC.edu YPKkpOUKUm.edu yvnHUYOdoT.edu frHyJafiMe.edu tzUPyeJqjf.edu CAQsHIVNus.edu IXPFzKnOkJ.edu tVQPWnVoKf.edu QuMMcSqDgV.edu HqlMFDYfhu.edu ImZNHHUuuB.edu rxiWDQpymH.edu zdeDENrpSJ.edu ----UfvZIJYA;hoLxEZ U.S. Department of Justice U.S. Department of Education Civil Rights Division Office for Civil Rights Office of Special Education and Rehabilitative Services November 12, 2014 Dear Colleague: Students with disabilities, like all students, must be provided the opportunity to fully participate in our public schools. A critical aspect of participation is communication with others. We have enclosed a document, entitled "Frequently Asked Questions on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools" (FAQs), which explains the responsibility of public schools to ensure that communication with students with hearing, vision, or speech disabilities is as effective as communication with all other students. Three Federal laws – the Individuals with Disabilities Education Act (IDEA), Title II of the Americans with Disabilities Act of 1990 (Title II), and Section 504 of the Rehabilitation Act of 1973 (Section 504) – address the obligations of all public schools to meet the communication needs of students with disabilities, but do so in different ways. In particular, the IDEA requires that schools make available a free appropriate public education (FAPE), consisting of special education and related services, to all eligible children with disabilities (including those with disabilities that result in communication needs). Title II requires schools to ensure that students with disabilities receive communication that is as effective as communication with others through the provision of appropriate auxiliary aids and services.1 Public schools must apply both the IDEA analysis and the Title II effective communication analysis in determining how to meet the communication needs of an IDEA‐eligible student with a hearing, vision, or speech disability. In many circumstances, an individualized education program under the IDEA will also meet the requirements of Title II. However, as a recent Federal court decision highlighted, the Title II effective communication requirement differs 1 Because compliance with the IDEA can satisfy Section 504's requirement to provide FAPE to a student with a disability for the vast majority of students covered by the FAQs, and because, in general, a violation of Section 504 is a violation of Title II, the focus of the FAQs is on the IDEA and the specific Title II regulatory requirements for effective communication. Page 2 – Dear Colleague Letter: Effective Communication from the requirements in the IDEA.2 In some instances, in order to comply with Title II, a school may have to provide the student with auxiliary aids or services that are not required under the IDEA. In other instances, the communication services provided under the IDEA will meet the requirements of both laws for an individual student. The FAQs address the interplay of these IDEA and Title II requirements. Our hope is that the FAQs are helpful to schools, parents, and others in explaining students' rights and schools' obligations to address the communication needs of students with hearing, vision, or speech disabilities. Thank you for your continued efforts to ensure that all students, including students with disabilities, have access to equal opportunities at school. Sincerely, /s/ /s/ /s/ Vanita Gupta Michael K. Yudin Catherine E. Lhamon Acting Assistant Attorney General Acting Assistant Secretary Assistant Secretary Civil Rights Division Office of Special Education and Office for Civil Rights U.S. Department of Justice Rehabilitative Services U.S. Department U.S. Department of Education of Education Attachment as stated 2 The United States Court of Appeals for the Ninth Circuit addressed the IDEA and Title II effective communication obligations in K.M. v. Tustin Unified School District, 725 F.3d 1088 (9th Cir. 2013), cert. denied, 134 S. Ct. 1493 (2014), available at http://cdn.ca9.uscourts.gov/datastore/opinions/2013/08/07/11‐ 56259%20web%20revised.pdf. The United States government filed an amicus (friend of the court) brief in this case when it was before the Ninth Circuit; that brief can be found at http://www.justice.gov/crt/about/app/briefs/kmtustinbr.pdf.
Tidak ada komentar:
Posting Komentar