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External sources (not reviewed)

A placement test before the start of the course determines your previous language level, and you will then be put into the appropriate course level.

[...] [...] children remain in school longer and to [...]

If you're in Australia for more than a semester, chances are that you'll have to visit a doctor for some reason.

[...] rights as a separate academic discipline (24 hours).

In the Republic of Moldova vocational training of specialists with an medium level of qualification is being carried out, which is implemented by 49 colleges, where at the beginning of the school year 2007–2008 there were 31,300 pupils, 96.7% thereof studying full-time, 84.6% – in the state language, 14.1% – in Russian, and 1.3% – in other languages (Gagauz-Russian, Ukrainian, Bulgarian-Russian).

This IWC Portuguese Sidérale Scafusia would have been the appropriate timepiece for my introduction in astronomy during a recent trip to Monte Carlo.

With regard to data concerning basic education content and curriculum time allocation (timetables), the systematization of data will be completed so as to allow for an analysis of certain trends on key questions, such as the annual number of teaching hours, the subjects taught and their relative importance in the curriculum, and also any changes observed in their organization in recent decades.

(c) Access guidance on how to ensure time-series consistency when applying new or revised methodologies introduced by the 2006 IPCC Guidelines, particularly in situations when the Party may not have activity data to estimate emissions using these methodologies for earlier years of the inventory time series.

The school has a first right to settle any outstanding fees or amounts owing to the school, either during [...] [...]

[...] [...] academic hours allocated to studying the Georgian language was reduced for the 2008-2009 school year.

[...] [...] the child’s learning skills, self-esteem [...] [...]

[...] offer CPE/CPD credits for Dbriefs AP at the moment.

[...] not always true) when one member was [...]

Besides the concerns mentioned above as to the quality and content of the intervention, it should be noted that a good coverage of life-skills education in schools may not mean a good coverage of children and youth in general in Member States where the rate of children in schools is not high or with regard to at-risk groups who are more frequently out of school.

[...] the SOL at the time you begin your [...]

[...] extending the school day at schools for pupils with limited [...] [...]

[...] [...] at Hebron University when I was a student at the Polytechnic [...]

Conceived 10 years ago by Greg, while attending the Goldsmith College of Art in London, and developed by Max, since leaving the USC Film School in Los Angeles (both brothers were linguists who attended French Lycees), they are determined to break the control allowed to a limited number of people over artistic lives.

I/We understand that during the time my child attends the Bright Futures preschool program: a. S/He will be able to use the toilet with minimal assistance; b. I/We will inform my child’s teacher when any of my child’s information changes; c. I/We will keep my child’s information accurate so that I can be contacted in the event my child becomes ill or injured while attending preschool; d. I/We will [...] [...]

If necessary, school owners provide school transport, support using of public transport, etc.

Participants will also acquire the ability to set up common types of fabric structures themselves on the machine.

[...] Kandhkot, a temporary learning centre (TLC) [...]

In the case of vocational training, a whole spectrum of priorities could be mentioned, among which are: (i) to guarantee a basic training that is sufficiently broad, and to avoid specialization too early on; (ii) to guarantee a practical training that provides continuity between developing fundamental skills and becoming open to conceptualisation and innovation; (iii) to link specific skills to contents; (iv) to provide opportunities for “learning to do”, and also learning to start up projects; and (v) to facilitate contact with trainers who have significant professional experience.

During this session, the SHS and SC Commissions examined the resolution proposed in document 35 C/COM SC/DR.1 (submitted by: Austria, Belgium, Plurinational State of Bolivia, [...] [...]

Two of the 4 general temporary assistance positions, 1 P-4 and 1 P-3 Training Officers, and 1 P-4 continuing post, currently funded from the support account, design, deliver, upgrade, harmonize and evaluate three ongoing cross-cutting leadership programmes: the senior mission leaders’ programme, a two-week course, conducted twice annually at a host Member State, for 26 candidates from Member States, the Secretariat, the United Nations agencies, programmes and funds); the senior leaders’ programme, a compulsory orientation course for all mission personnel at the D-2 level and above, conducted twice annually in New York; and SMART, an intensive year-long programme involving distance learning and three week-long [...]

At present, the Student Financial Assistance [...] [...]