Extractions: A: Typically two groups, often working together. One group is generally composed of community members and parents. These are people who want to provide a better school for typically disadvantaged children. This group often contracts with one of several for-profit or nonprofit companies for guidance in the actual administration of the school. Edison Schools in New York is the most famous company, but there are others.
Extractions: Back to Top All students at Georgia State University are responsible for learning and observing all regulations and procedures required by the university and by the college and program or status in which they are enrolled. In no case will a regulation be waived or an exception granted because a student pleads ignorance of the regulation or asserts that he or she was not informed of a specific requirement by an adviser or other university authority.
GSU CofE Academic Rules And Regulations Academic Rules and regulations. adviser and by the dean of the College of education. of27 semester hours required in residence at georgia State University. http://education.gsu.edu/aae/policy.html
Extractions: Program Requirements **Don't neglect to read our Transfer of credit from another institution into a master's or specialist degree program must be approved by the student's adviser and by the dean of the College of Education. Such transfer is not possible unless the program exceeds the minimum of 27 semester hours required in residence at Georgia State University. No course work completed prior to admission can be applied toward the course requirements for the Specialist in Education degree Students should request to use transfer credit for courses taken at other institutions at the time of initial advisement. Graduate courses in which the student's grade is lower than "B" (3.00) cannot be used as transfer credits and cannot be applied toward fulfilling degree requirements. Transferred credit must have been completed within six years of the time of graduation. Transfer credit to be applied toward fulfilling degree requirements cannot be taken during the term in which the student graduates.
Resources For Special Education The IDEA regulations have finally been approved click on or special health care needwho reside in georgia. SERI Special education Resources on the Internet is http://www.glrs.org/resources.htm
Extractions: www.ideapractices.org The IDEA Regulations have finally been approved click on any of these sites to download copies. www.nasdse.org www.ideapolicy.org Georgia CEC Georgia Federation Council for Exceptional Children CEC Council for Exceptional Children NICHCY National Information Center for Children and Youth with Disabilities www.hom.net/~doc sample lessons and materials for meeting student needs in the inclusive classrooms Parent to Parent of Georgia ...provides support and information to parents who have a child with a disability or special health care need who reside in Georgia. Information on resources is also available for people of all ages who experience a developmental disability. SERI Special Education Resources on the Internet is a collection of Internet accessible information resources of interest to those involved in the fields related to Special Education. This collection exists in order to make on-line Special Education resources more easily and readily available in one location. IDEA 97 ...To view a copy of the IDEA Amendments of 97. C ure A utism ... ow ...Users can now get updates on research studies, grant proposals and hyperlink to autism related sites.
Extractions: SUMMARY AUTHORITIES CITED COMMENTARY Levittown , and the state had not violated Title VI implementing regulations. The Court of Appeals reversed and held that the non-school district plaintiffs had a valid cause of action under the Education Article and under the implementing regulations of Title VI. Whether a challenge to the New York State's public school financing system gives rise to a cause of action under (1) the Education Article of the State Constitution, (2) the equal protection clauses of the State and Federal Constitutions, or (3) Title VI of the Civil Rights Act of 1964 and its implementing regulations? A split court concluded that non-school board plaintiffs plead a sustainable claim under the Education Article of the State Constitution, and a unanimous court found a valid claim under Title VI's implementing regulations. All other complaints were dismissed. Key Levittown Union Free Sch. Dist. v. Nyquist, 57 N.Y.2d 27 (N.Y. 1982).
Office Of Environmental Affairs georgia Higher education Network for Environmental Health Safety (GHENEHS); EmergencyPreparedness Bioterrorism Resources; Food Service Rules regulations; http://www.usg.edu/ehs/
Hot Topics Hot Topics. Lab Safety; georgia Higher education Network for Environmental Health Safety (GHENEHS); Food Service Rules regulations; Emergency Preparedness and http://www.usg.edu/ehs/hot/
Special Education At Gainesville College Sometimes these regulations can become overwhelming for parents and teachers. Laws.US Department of education. georgia Department of education. Visitor. http://www.gc.peachnet.edu/socsci/specialed/
Extractions: Special Education Thirteen Categories Mission Statement Most public school decisions are made at the state level; however, when it comes to Special Education, which deals with the rights of students with disabilities, guidelines are outlined in the Individuals with Disabilities Education Act (IDEA). The U.S. Department of Education regulations for this federal law drive much of what educators do to accommodate these students. Sometimes these regulations can become overwhelming for parents and teachers. Our purpose for providing this website is to assist the public with researching information that will hopefully answer some of the questions that may be raised. Gainesville College also offers an introductory course to Special Education (EDU 2100). Although the course is designed for students who are majoring in education, anyone can sign up and take the course. For additional information contact TDWaters@GC.Peachnet.com
Extractions: dhr.state.ga.us Mission The mission of the Women Infants and Children (WIC) Food/Nutrition Section is to provide policy direction and technical assistance to ensure continuity in program administration and operation, and compliance with Georgia's Special Supplemental Food/Nutrition program regulations. WIC was created by Congress in 1972 to meet special nutritional needs of low income pregnant, post-partum and breast-feeding women, infants and children up to age five. Georgia's WIC Program is comprised of 21 local agencies, 279 local clinics and more than 1,583 retail grocery vendors. WIC services are available in every county in Georgia. The WIC program addresses the services that improve pregnancy outcome, reduce infant mortality and give children a healthy start through nutritious food supplement and nutrition education. Program Objectives Interpret federal regulations and develop policies and procedures for program implementation, operation and monitoring.
STRUCTURE OF EDUCATION SYSTEM IN GEORGIA Foreign students are those who are not citizens of georgia. Foreign students areadmitted to higher education institutions without Entry regulations Visas. http://www.euroeducation.net/prof/goergco.htm
Extractions: Types of higher education institutions: University Academy Institute School leaving and higher education credentials: Sashualo Skolis Atestati Prophesiul-Teknikuri Sastsavleblis Diplomi Sashualo Specialuri Sastsavleblis Diplomi Bakalavris Diplomi Specialistis Diplomi Magistris Diplomi Metsnierebata Kandidatis Diplomi (PhD) Metsnierebata Doktori Diplomi STRUCTURE OF EDUCATION SYSTEM Pre-higher education: Duration of compulsory education: Age of entry: Age of exit: Structure of school system: Elementary Type of school providing this education: Elementary School Length of program in years: Age level from: to: Basic Type of school providing this education: Basic School Length of program in years: Age level from: to: Certificate/diploma awarded: Arasruli Sashualo Ganatlebis Motsmoba Technical Elementary Type of school providing this education: Elementary Technical and Vocational School Length of program in years: Age level from: to: Secondary Type of school providing this education: Secondary School Length of program in years: Age level from: to: Certificate/diploma awarded: Sashualo Skolis Atestasi Technical Secondary Type of school providing this education:
Extractions: **************************************************************** * Document from the CPSR Privacy/Information Archive * * FTP/Gopher/WAIS: cpsr.org email: firstname.lastname@example.org "help" * * * * For more information contact: email@example.com * * 415-322-3778 * **************************************************************** (as of 4/93) 20 USC S. 1232g S. 1232g. Family educational and privacy rights (a) Conditions for availability of funds to educational agencies or institutions; inspection and review of education records; specific information to be made available; procedure for access to education records; reasonableness of time for such access; hearings; written explanations by parents; definitions.
Extractions: Health education curricula or programs X School education about the dangers of tobacco use is mandated by national legislations and/or regulations. Public information initiatives X Public information initiatives about the dangers of tobacco use are mandated by national legislation and/or regulations. Educational facilities B Smoking is prohibited in educational facilities according to national legislation and/or regulations; facilities with a designated smoking area are included in this category if non-smoking areas must always remain uncontaminated by smoke. Other public places X Provision included in legislation and/or regulations.
Extractions: ECS StateNotes Service-Learning Policy Scan Education Commission of the States 700 Broadway, Suite 1200 Denver, CO 80203-3460 303.299.3600 fax 303.296.8332 www.ecs.org Institutionalized Service-Learning in the 50 States March 2001 Service-learning is a teaching method that combines service to the community with classroom curriculum . Service-learning is more than merely community service. It is a hands-on approach to mastering subject material while fostering civic responsibility. On a programmatic level, service-learning in America is thriving. Through funds from the Corporation for National Service, almost every state has resources and some level of a service-learning program. Although practitioners and other service-learning advocates have long regarded service-learning as a way to increase student achievement and student civic engagement and decrease a host of problems, such as drop-out rates and school crime and violence, there is now a growing interest from policymakers. They are beginning to wonder what service-learning policy looks like and what other states are doing with service-learning policy. This 50-state policy scan is a snapshot look at where states are with the institutionalization of service-learning. The scan used a narrow approach to service-learning, excluding language like community service, community restitution and other more broadly defined terms. The focus is on
Extractions: Graduate Course Descriptions THE SEMESTER SYSTEM The academic year is divided into two semesters (terms) of 15 weeks each and a summer term. New courses are begun each semester; hence, it is possible for students to enter the University at the beginning of any term. SEMESTER HOURS OF CREDIT Credit in courses is expressed in semester hours. Normally, a semester hour of credit represents one class hour of work per week for one semester, or an equivalent amount of work in other forms of instruction such as laboratory, studio, or field work. Most of the courses offered by the University meet three times per week for one semester and therefore carry three semester hours of credit. NUMBERING OF COURSES Each academic course is designated by numerals. Courses are numbered according to the following plan: Freshman and Sophomore Junior and Senior Graduate Courses numbered 0001 to 0999 are institutional credit courses.
Extractions: I am writing to express the concerns of the American Speech-Language Hearing Association (ASHA) regarding state's misinterpretation of federal Medicaid provider qualification regulations. ASHA is the national scientific and professional association representing more than 96,000 speech-language pathologists, audiologists, and speech/language/hearing scientists. Federal Medicaid regulations define provider qualifications for participation in the Medicaid program. Currently, these regulations stipulate the qualifications of speech-language pathologists and audiologists. The regulations state that certain services (Footnote 1) "may only be provided by or under the direction of a speech pathologist or audiologist, for which a patient is referred by a physician or other licensed practitioner of the healing arts within the scope of his or her practice under state law." 42 C.F.R. § 440.110(c) (1998). These regulations further define a "speech pathologist" or "audiologist" as an individual who: (i) has a certificate of clinical competence from the American Speech and Hearing Association;
UNIVERSITY-WIDE DEGREE REQUIREMENTS These regulations shall not prohibit institutions from increasing exceptions to thephysical education requirement for degrees from the University of georgia. http://www.bulletin.uga.edu/bulletin/prg/uga_req.html
Extractions: Resident Requirement The Core Curriculum was established within the University System of Georgia as a means of facilitating the transfer of credit for students at the lower division level as they work toward baccalaureate degrees within University System colleges and universities. The various institutions within the University System, in establishing their core curricula, provide for (1) 60 semester credit hours of which a minimum of 42 are in general education and 18 in major-related courses; (2) assurances that all courses satisfactorily completed in the core curriculum of any unit of the University System will be acceptable and transferable to other units of the University System; and (3) the preservation of the maximum possible amount of institutional autonomy. Briefly, the Core Curriculum includes:
Extractions: Hunting gives resource managers a valuable tool to control populations of some species that might otherwise exceed the carrying capacity of their habitat and threaten the well-being of other wildlife species, and in some instances, that of human health and safety. Each state has primary responsibility and authority over the hunting of wildlife that resides within state boundaries The State fish and wildlife agencies that sell hunting licenses are the best source of information regarding hunting seasons, areas open/closed to hunting, etc. Go to State of Georgia Hunting and Fishing Opportunities Hunting of migratory birds such as ducks and geese is managed cooperatively by State fish and wildlife agencies and the US Fish and Wildlife Service. Migratory waterfowl hunters must possess both a State hunting license and a Federal Migratory Bird Hunting and Conservation Stamp (Duck Stamp). Blackbeard Island NWR
Extractions: These rules are adopted and published pursuant to the Official Code of Georgia Annotated (O.C.G.A.) Sec. 49-5-1 et seq. These rules shall be known as the Rules and Regulations for Group Day Care Homes. The purpose of these rules is to provide for the inspection, licensing and commissioning of group day care homes within Georgia. In these rules, unless the context otherwise requires, the symbols, words and phrases set forth herein shall mean the following: (a) * This rule must be complied with prior to the issuance of an initial license or commission and the acceptance of any children for care by the applicant for a license or commission. (b) An after-school group day care home must meet in lieu of compliance with all of the rules, in order to obtain a restricted group day care home license to serve only school-age children. (c) "Administrator" or "Director" or "Executive Officer" means the licensee or commission holder, or a person designated in writing by the licensee or commission holder, who is responsible for the daily on-premises supervision, operation and maintenance of the group day care home. (d)"Adult" means any competent individual eighteen(18)years of age or older.