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00_43965 | Languages of Africa | Akkadian is one of the great cultural languages of world history. Akkadian (or Babylonian-Assyrian) is the collective name for the spoken languages of the culture in the three millennia BCE in Mesopotamia, the area between the rivers Euphrates and Tigris, approx. covering modern Irak. | [
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00_44367 | Languages of Africa | The language spoken in Egypt. The New Egyptian language is also known as the "Demotic" language since it is the colloquial Egyptian spoken by the people. The gradual replacement of Hieroglyphic by Demotic is similar to the replacement of Latin by English French, Italian, etc. Coptic is the common colloquial Egyptian. | [
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00_44820 | Languages of Africa | They are most numerous in Upper Senegal and in the countries under French sway immediately south of Senegambia, notably Futa Jallon. Farther east they rule, subject to the control of the French, Segu and Massena, countries on both banks of the upper Niger, to the south-west of Timhuktu. | [
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00_45228 | Languages of Africa | Languages of Africa.
.
.
.
Afrikaans. Similar to Flemish, which is 40% Dutch, 40% German and 20% everything possible. Spoken in South Africa. Afrikaans, Ndebele, Northern Sotho, Sesotho (the Sesotho name for Southern Sotho), Setswana (the Setswana name for Tswana), Swazi (also known as Siswati), Tsonga (also known ... | [
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00_45887 | Languages of Africa | Gujarati is one of the widely spoken languages of India. It is mainly spoken in the western state of Gujarat in India. Gujarati speaking people have immigrated to many countries worldwide. Some of them are: US, UK, Kenya, South Africa, Fiji New Zealand etc.
Hausa. | [
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00_46310 | Languages of Africa | This language are also used as "lingua franca" in West Africa. The language spoken in Iraq. The language spoken in Lebanon. Levantine Arabic is a general designation used for a continuum of dialects spoken in Syria, Lebanon, Jordan, Palestine, and Israel. | [
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00_46712 | Languages of Africa | The National Language of Ethiopia.
Arabic. Arabic is spoken by almost 200 million people in more than twenty two countries, from Morrocco to Iraq, and as far south as Somalia and the Sudan. As the language of Quran, the Holy book of Islam, it is thought as a first language in Muslim states throughout the world. | [
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00_47171 | Languages of Africa | UBS (1982) notes an exaggerated figure of 8.4 million speakers, the same figure that Grimes (1996) cites as including second language speakers. World Almanac (1998) estimates 8 million total speakers. Heine (1970), citing Roberts (1962), gives 1.2 million. The language of Uganda. | [
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00_47596 | Languages of Africa | Arabic language originated in Saudi Arabia in pre-Islamic times, and spread rapidly across the Middle East.
Bambara. The language of Bambara or Bamana is spoken in Guinea, Mali and Burkina Faso. This language are also used as "lingua franca" in West Africa.
Berber. Group of languages, from Morocco to Egypt. | [
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00_48079 | Languages of Africa | This is right in the heart of Africa, astride the equator, and at the source of the great river Nile. The people of Buganda are referred to as Baganda (the singular form is Muganda), their language is referred to as Luganda, and they refer to their customs as Kiganda customs. | [
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00_48476 | Languages of Africa | Children mold clay figures of cows out of clay, ash, wood or any other available material. Young boys have a favorite ox who they give a name and treat as if it was a puppy.
Oromo. The Oromo language is the third largest language of Africa in the number of native speakers. | [
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00_48904 | Languages of Africa | There are several regional Shona dialects. Written Shona is constantly evolving. Unfortunately the language is deteriorating because of the tendency to assimilate foreign languages. The Somali language, one of the major languages in Africa, is spoken in Somalia /Somaliland, Kenya, Ethiopia and the Republic of Djibouti. | [
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00_49377 | Languages of Africa | There are also communities of Somali speakers in most countries in East Africa, the Middle East, Western Europe, and North America.
Sotho (Northern) Amongst the immense diversity of the languages of Africa one finds the Bantu languages which number close to a thousand including dialects. | [
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00_49806 | Languages of Africa | Tone plays an important role in distinguishing the lexical meaning of words, but is also used to determine the grammatical character of words.
Sotho (Southern) Sesotho, or Southern Sotho, is spoken in Lesotho, the Free State, the northern part of the Eastern Cape Province and the south of the Gauteng province of South... | [
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00_50274 | Languages of Africa | Xhosa, Zulu, Swazi, and Ndebele are languages in the Nguni group of Bantu (Guthrie S40). Xhosa is spoken in the Transkei coastal region of South Africa; Zulu, south of Swaziland inland and along the coast; Swazi, in Swaziland; all three are spoken in South Africa.
Tsonga. | [
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00_50687 | Languages of Africa | Afrikaans, Ndebele, Northern Sotho, Sesotho (the Sesotho name for Southern Sotho), Setswana (the Setswana name for Tswana), Swazi (also known as Siswati), Tsonga (also known as Xitsonga), Venda (also isiVenda), Xhosa (also isiXhosa) and Zulu (also isiZulu) are 10 of the official languages of South Africa (the last and ... | [
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00_51142 | Translator or Translation Rates, Charges, Prices and Fees. This page was written because many applying translators
asked us for advice on what is a good translation rate and price to charge. If
you are a customer and would like to know our rates as a translation company,
please contactus directly, or check out our
tran... | [
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00_51612 | Then again, some customers only require an “informative”
translation and the lower rates suit them. For a particular language combinationyou may look at what
other translators are charging according to how they filled in our translator
application form (we have more than 12,000 translators in our database). | [
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00_52054 | You are
welcome to add your own rate, but your details will not be added to our
translator database. Note that rates charged to direct customers are
generally higher than fees charged to translation companies. The % is a wild
card, so chin% would yield both "chinese mandarin" and "chinese traditional". | [
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00_52498 | showing an average of 0.08 USD/word charged by translators
living in the Czech Republic. On a local level though, I know it is very
difficult to get more than 250 Kc per target page, which works out to about 0.06
USD per source word. Local companies rarely pay more than this, and often less. | [
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00_52926 | Searching for “translation” on google will yield
approximately 140 million results, making the translation industry very
competitive indeed. Almost anyone can put a webpage together, and with roughly
85% of the world population speaking at least two languages, you’ve got
something to contend with. | [
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00_53360 | So, with the internet opening up markets, increasing competition in some language combinations while increased trade with other countries is increasing demand for their languages, prices have become dynamic indeed. Possible Strategies When Deciding on What Translation Prices to Charge. | [
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00_53767 | pretend you are a potential customer, approach several
translation companies and ask them what they would charge for a particular
document. Companies will generally charge between 0.01 and 0.06 Euro/USD per
word, possibly more, in addition to what the translator charges. | [
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00_54162 | before filling out many application forms you might want
to phone around to a few translation companies and ask them what rate they
generally offer their translators. when setting your price make a note somewhere that you
can be flexible with your fee, depending on the project particulars. | [
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00_54576 | when offering a price to a direct customer, consider what
companies charge and offer something slightly less, but more than what the
companies generally offer their translators. when bidding on tenders, scatter your prices and
experiment. | [
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00_54938 | before submitting a price on a particular project, make
sure that you understand the conditions (due date etc.) and take a good look at
the text. Try to translate some parts, at least in your head. If it is very
difficult for you and will take you longer to translate, you should raise your
price accordingly. | [
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00_55384 | Once you’ve established a reputation for yourself and
picked up a few steady customers you can start increasing your prices, but when
beginning your translation career it can be difficult to choose a rate to
charge. Below you will find various suggestions how to develop a pricing
strategy for your translation services. | [
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00_55833 | Again, it is good to be vague with your pricing. You
can try a higher price, but if you need the work, you can mention words like
“flexible” and “I would liketo
charge”. if you are receiving repeat and regular work from a
satisfied customer, you might consider asking them for a price increase. | [
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00_56284 | But
always be polite, as an offended customer is easily a lost customer, and winning
customers in the first place can be a lengthy and time-consuming process. if you are getting more work than you can handle and from
different sources, this is the perfect time to increase your translation fee to
new customers. | [
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00_56720 | To convince potential new customers of your high quality
services, beef up your CV and website with testimonies from your existing
customers, and translation samples from your more difficult projects. Follow-up: What to Do After Submitting Your Translation Price, Rate or Fee. | [
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00_57119 | If you have not done so already now is a good time to check out the
company’s
payment reputation. If the company has a good reputation. If the company has a good reputation it is quite possible it could lead to
lots of future work, in which case it is worthwhile to do the necessary prep
work. | [
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00_57554 | If you did not fill in their application form correctly, or you
left mistakes in your translation sample, they will think you will be lenient
and that there could be many problems if they did decide to send you some work. For this you might like to read up on our translation project bidding
suggestions [.. | [
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00_57985 | If youare just starting
out you may consider charging on the lower end, to help you get your foot in the
door. After managing a translation company for 20 years and receiving lots of
tender applications, it wasn’t difficult to find quality translators in the
following price ranges: . Work
at Home Translation Jobs. | [
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00_58444 | Get tested and prove your abilities. If you provided good quality to
other customers in the past, try to get a reference from them. If you
accomplished some difficult translations and you are not dishonouring a
non-disclosure agreement, consider posting to your online profile some samples
of your previous work. | [
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00_58893 | You are not only competing in price, so make sure you
look good to your potential client. It’s a competitive industry, but there’s also a lot of work
to be had, since the industry generally grows by 20% each year (relating to a
globalizing world and increased trade between countries). | [
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00_59312 | If you have any suggestions or commentswe’d love to hear
back from you! [Jul 3, 2016] Wow what a through explanation,
I was waiting for this article as I was very much confused about my translation rates to be asked from a client. | [
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00_59670 | If you have more time for the
translation, you can take on other work and use the big project as a filler, in
which case you can offer more of a discount. Always turns out a bit of a dance
and play with the customer when trying to set a final price. | [
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00_60047 | Companies have been battling this question since time immemorial and for
this reason corporate spying and espionage exist. It is always a great temptation to learn
what the other translators on a particular tender are charging, and we try to offer this
information to our translators if they ask. | [
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00_60471 | Hence the bidding "war" includes non-native speakers in lower cost countries. Other times the customer may demand a very high quality translation, to include a
proofread by a quality translator, the subject matter can be very technical and require an
expert, and the customer may be willing to pay for this quality. | [
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00_60915 | Such a translator is in an
excellent position, and can afford to charge a higher price to new clients. Heck, such a
translator can even begin to farm out projects to other quality translators, control their
work, charge their own markup rate, increase their volume, and eventually begin to operate
like an agency. | [
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00_61357 | If you establish a good name with direct
clients, there is no reason why you couldn't charge as much or more than the agency if you
are really good or are knowledged in a special area, which your customer needs. When submitting your price to a new client, you can also be vague and try
something on the higher end. | [
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00_61799 | You
obviously want as much as possible, but you do not want to scare away your new potential
client either, so if you are quoting high, do not make it seem like your price is firm and
set in stone - unless of course you are so well established you do not need to look for
other customers. | [
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00_62202 | After a debate on ProZ, I modified the below data and aspire to achieve some "wiki consensus". I will break up the prices according to the following. For those who are only just considering to start a career in translations, an average seasoned translator can translate between 2500 and 5000 words a day. | [
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00_62647 | It should also reflect the local prices for those countries, quite possibly on the higher end. It could be a good price suggestion for someone who would like to work on the global web translation market. 3) ProZ's and Translator Café's Posted Rates. | [
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00_63040 | Translation
Tips- to help you do a good job translating, which will bring you repeated
translation work and increase your chances of getting paid. Translation Resources- links to various translator resources to help
you with your work. Translation
Jobs- many forums and resources to help you find translation work. | [
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00_63497 | LA's Totally Awesome Products - FAQs | At this time, Awesome Products does not offer our merchandise for sale over the internet or over the phone. Shipping and handling of the product in small quantity is very expensive and would cost a customer more than the price at the local stores. | [
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00_63862 | LA's Totally Awesome Products - FAQs | So please continue to shop for our products at your local 99 Cents only Store, Dollar Tree Store, Family Dollar store or other discount stores in the US. On what surfaces can I use LA’s Totally Awesome All Purpose Cleaner ® products? For Directions and applications please refer to the instructions on the bottle. | [
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00_64318 | LA's Totally Awesome Products - FAQs | Were can I buy LA’s Totally Awesome All Purpose Cleaner ®? You can buy the product at any. 99 Cents only Store (in California, Nevada, Arizona, and Texas ) Dollar Tree Store. | [
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00_64637 | LA's Totally Awesome Products - FAQs | Please follow the Dilution scale on the bottle. Are LA’s Totally Awesome All Purpose Cleaner ®, safe on all kitchen surfaces? Yes LA’s Totally Awesome All Purpose Cleaner ® can be used on most kitchen surfaces. Please be sure to follow the directions on the bottle. | [
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00_65068 | LA's Totally Awesome Products - FAQs | Do I need to wipe off / clean / rinse the surface with water after using LA’s Totally Awesome All Purpose Cleaner ®. Yes. Clean the surface with a clean wet mop / cloth after using LA’s Totally Awesome All Purpose Cleaner ®. Is LA’s Totally Awesome All Purpose Cleaner ® safe to use around pets? | [
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00_65539 | LA's Totally Awesome Products - FAQs | There is no information to suggest that pets are sensitive to this product. However, as with all sprays and mists, it is recommended to remove your pet until the area has been cleaned and ventilated. LA’s Totally Awesome All Purpose Cleaner ® can be safely used around pets if certain "common sense" precautions are take... | [
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00_66007 | LA's Totally Awesome Products - FAQs | 1. Remove the pet from the area to be cleaned If possible, place them in a different room. 2. Mix a solution of water and LA’s Totally Awesome All Purpose Cleaner ® as per the directions on the bottle for the surface to be cleaned. 3. Using a sponge, scrubbing pad, or non-metallic bristle brush, wash down the surface. | [
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00_66506 | LA's Totally Awesome Products - FAQs | If the area to be cleaned is really large, start at the top and work downward, stopping after sections to "rinse" the surface so that the LA’s Totally Awesome All Purpose Cleaner ® doesn't dry on the surface. 4. | [
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00_66851 | LA's Totally Awesome Products - FAQs | Please refer to the logo on the container. With a little bit of care much plastic can be recycled, and collection of plastics for recycling is increasing rapidly. The plastic industry has responded to this problem by developing a series of cryptic markers, commonly seen on the bottom of plastic containers. | [
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00_67292 | LA's Totally Awesome Products - FAQs | LA’s Totally Awesome All Purpose Cleaner ® is a blend of water, surfactant (surface-active) agents, color and scent. Surfactant agents lift grease and oil up off of the surface. LA’s Totally Awesome All Purpose Cleaner ® is a safe, naturally gentle soap, specially formulated for cleaning a variety of surfaces like floo... | [
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00_67810 | LA's Totally Awesome Products - FAQs | LA’s Totally Awesome All Purpose Cleaner ® contains no harsh detergents, ammonia, or bleach. Why aren't the ingredients listed on the label? LA’s Totally Awesome All Purpose Cleaner ® is non-toxic. Therefore, the listing of ingredients on the label is not required by law. | [
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00_68248 | LA's Totally Awesome Products - FAQs | LA’s Totally Awesome All Purpose Cleaner ® unique formula is protected under the US Trade Secrecy Act and has been extensively tested to verify the product's credentials. LA’s Totally Awesome All Purpose Cleaner ® complies with all current labeling requirements for ingredient disclosure on cleaning products. | [
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00_68699 | LA's Totally Awesome Products - FAQs | If you have an allergy, medical reason, or technical reason for wanting to know if LA’s Totally Awesome All Purpose Cleaner ® contains a particular item, please contact us at 800-482-2875 and we will help you as best we can. | [
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00_69043 | LA's Totally Awesome Products - FAQs | Yes. Under normal household use, LA’s Totally Awesome All Purpose Cleaner ® won't harm the helpful bacterial and enzymes that are used to keep septic systems free-flowing. Is LA’s Totally Awesome All Purpose Cleaner ® a disinfectant? No LA’s Totally Awesome All Purpose Cleaner ® is not a disinfectant. | [
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00_69521 | LA's Totally Awesome Products - FAQs | Dollar General Store. Family Dollar Store. or other discount stores in the US. In what sizes is LA’s Totally Awesome All Purpose Cleaner ® available? 16 oz LA’s Totally Awesome All Purpose Cleaner ®. 20 oz LA’s Totally Awesome All Purpose Cleaner ®. 22 oz LA’s Totally Awesome All Purpose Cleaner ®. 32 oz LA’s Totally A... | [
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00_70168 | Home - Riverdale High School | Parents and Students, Please download the student handbook linked below. There are 3 different versions – English, Spanish, and Vietnamese. Additionally, please complete the form that serves acknowledgement of your receipt and review of the student handbook. | [
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00_70577 | Home - Riverdale High School | All CCPS students may receivemeals at the school bus stop closest to their home (see CCPS Transportation website) or curbside at the nearest school (9 am – Noon) . Breakfast and lunch meals will be served at the same time.Only CCPS students are eligible to receive meals. | [
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00_70975 | Home - Riverdale High School | Students will be marked tardy if they are 6 minutes late to their virtual classes. Cameras are required to be on during SEL (social-emotional learning) and Live instruction (20-25 mins). If a teacher is unable to see or no responses are given when called, that will lead to the student being marked absent. | [
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00_71415 | Home - Riverdale High School | Since May 2020, Clayton County Public Schools (CCPS) has been offering anOnlineRegistration. (OLR) process for students who areregisteringfor new/returning students who arenot currently enrolled with CCPS for the 2020-2021 school year. | [
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00_71772 | Home - Riverdale High School | To Obtain your LICENSE you will need to go to this link: https://dds.georgia.gov/ georgia-licenseid/new- licenseid/how-do-i-class-c- license - guidelines are changing daily so make sure you read thoroughly, schedule an appointment and bring all necessary documentation. | [
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00_72149 | Home - Riverdale High School | Times for the High School Schedule. Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt.
Get Your Driver's License/Learner's Permit. | [
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00_72468 | Home - Riverdale High School | April 28 - 2 to 5 pm. Please aim to pick up your regalia on these dates. Otherwise, you'd need to pick them up from the Herff Jones office. If you do not make the pickups on either day and time posted above, you would need to pick up cap and gowns from the Herff Jones office address below. Herff Jones. | [
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00_72929 | Landmark Cases in Special Education | Hobson v. Hansen (1967). In Hobson v. Hansen, a U.S. district court declared that the District of Columbia school tracking system was invalid. However, special classes were allowed, provided that testing procedures were rigorous and that retesting was frequent ( Sattler, 1992 ). Diana v. State Board of Education (1970)... | [
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00_73432 | Landmark Cases in Special Education | Created on Wednesday, 30 August 2006 07:24. The first federal laws designed to assist individuals with disabilities date back to the early days of the nation. In 1798, the Fifth Congress passed the first federal law concerned with the care of persons with disabilities ( Braddock, 1987; cited in NICHCY, 1997 ). | [
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00_73870 | Landmark Cases in Special Education | In this case, California was mandated by the Court to correct bias in assessment procedures used with Chinese American and Mexican American students. Diana had three very important holdings that would later influence the enactment of federal special education laws: 1. | [
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00_74272 | Landmark Cases in Special Education | Culturally unfair items had to be eliminated from all tests used in the assessment process. 3. If intelligence tests were to be used in the assessment process, they had to be developed to reflect Mexican American culture ( Diana v. State Board of Education, C-70: 37RFT (N.D. Cal., 1970 ). PARC v. | [
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00_74727 | Landmark Cases in Special Education | Commonwealth of Pennsylvania (1972). In this case, a U.S. federal court in Pennsylvania ratified a consent agreement assuring that schools may not exclude students who have been classified with mental retardation. Also, the Court mandated that all students must be provided with a free public education. | [
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00_75164 | Landmark Cases in Special Education | It became their responsibility to make this education and training appropriate for the child. Wyatt v. Stickney (1972). In Alabama, a federal court ruled that mentally retarded children in state institutions had a constitutional right to treatment (Wyatt v. Stickney, 344 F. Supp. 387, M.D. Ala 1972). | [
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00_75623 | Landmark Cases in Special Education | By 1912, this service became known as Public Health Service. However, prior to World War II, there were relatively few federal laws authorizing special benefits for persons with disabilities. Those that existed were intended to address the needs of war veterans with service-connected disabilities. | [
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00_76049 | Landmark Cases in Special Education | set a precedent for the use of data indicating disproportionate placement of minority groups as prima. facie (sufficient to establish a fact or case unless disproved) evidence of discrimination. However, subsequent cases have undermined this precedent ( Marshall et a. v. Georgia [1984] and S-I v. Turlington. | [
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00_76516 | Landmark Cases in Special Education | This meant that, for most of our nation's history, schools were allowed to exclude-and often did exclude-certain children, especially those with disabilities. In 1948, only 12% of all children with disabilities received some form of special education. | [
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00_76886 | Landmark Cases in Special Education | Guadalupe v. Tempe Elementary School also stipulated that other assessment procedures must be used in addition to intelligence tests, and that parental permission must be obtained for such placements ( Sattler, 1992, p. 779 ). Mills v. Board of Education of District of Columbia (1972). | [
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00_77318 | Landmark Cases in Special Education | This case set forth future guidelines for federal legislation, including the rights of students with disabilities to have access to a free public education, due process protection, and a mandated requirement to receive special education services regardless of the school district's financial capability ( Mills v. | [
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00_77741 | Landmark Cases in Special Education | By the early 1950s, special education services and programs were available in school districts, but often, undesirable results occurred. For example, students in special classes were considered unable to perform academic tasks. | [
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00_78090 | Landmark Cases in Special Education | PASE (Parents in Action on Special Education) v. Joseph P. Hannon (1980). In this case regarding bias in IQ testing, the judge ( Judge Grady in Illinois) found that on the IQ tests he examined, only nine of the 488 test questions were racially biased. Consequently, IQ tests were found not to be discriminatory. | [
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00_78547 | Landmark Cases in Special Education | Consequently, they went to special schools or classes that focused on learning manual skills such as weaving and bead stringing. Although programs existed, it was clear that discrimination was still as strong as ever for those with disabilities in schools. | [
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00_78925 | Landmark Cases in Special Education | Therefore, the decision in PASE resolved some of the controversy about the use of IQ tests for special education classification. As a result, the use of intelligence tests was acceptable in psychoeducational assessment as long as they followed all other procedural safeguards under federal law ( PASE v. | [
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00_79350 | Landmark Cases in Special Education | The court ruled in favor of the plaintiffs and informed the state of Louisiana that greater prereferral assessment should be done before a referral is made ( Luke S. and Hans S. v. Nix et al., cited in Taylor, 1997, p. 13 ). Board of Education of Hendrick Hudson School District v. Rowley (1982). | [
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00_79786 | Landmark Cases in Special Education | Rowley that Amy was receiving an "appropriate" education without the sign interpreter. In reaching this opinion, the Court concluded that the obligation to provide an appropriate education does not mean a school must provide the "best" education or one designed to "maximize" a student's potential. | [
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00_80216 | Landmark Cases in Special Education | However, the program must be based on the student's unique individual needs and be designed to enable the student to benefit from an education. In other words, the student must be making progress ( Hager, 1999, p. 5 ). Jose P. v. Ambach (1983). In this case, the plaintiffs filed suit against New York City. | [
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00_80677 | Landmark Cases in Special Education | The plaintiffs argued that many students in special education were not receiving services in an appropriate time frame. The court ruled in favor of the plaintiffs and stated that from the time of referral to evaluation there can be a maximum of 30 days that can elapse. | [
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00_81072 | Landmark Cases in Special Education | Board of Education of Topeka, Kansas. In Brown, the Court ruled that it was illegal practice under the Fourteenth Amendment of the U.S. Constitution to arbitrarily discriminate against any group of people. | [
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00_81399 | Landmark Cases in Special Education | The Roncker Court found that placement decisions must be individually made. School districts that. automatically place children in a predetermined type of school solely on the basis of their disability. (e.g., mentally retardation) rather than on the basis of the IEP, violate federal laws. | [
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00_81843 | Landmark Cases in Special Education | The Court then applied this principle to the schooling of children, holding that a separate education for African American students is not an equal education. In its famous ruling, separate but equal would no longer be accepted ( 347 U.S. 483 ). Brown set the precedent for future discrimination cases in education. | [
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00_82292 | Landmark Cases in Special Education | In the 1960s, parents began to become advocates for better educational opportunities for their children. Around the same time, many authorities began to agree that segregated special classes were not the most appropriate educational setting for many students with disabilities. By the end of the 1960s, landmark court ca... | [
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00_82864 | Landmark Cases in Special Education | They must provide children with special. needs not a minimum, but a MEANINGFUL BENEFIT from their educational program. Daniel R. R. v. State Board of Education (1989). Daniel R. R. is one of the leading cases opening the door to increased inclusion of children with disabilities in regular education classes. | [
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00_83326 | Examples and Non-Examples | Teaching ideas #3 - Lecturing components. Retrieved February 19, 2002, from http://www.emporia.edu/tec/tchid03.htm. _________________________________________________________________________________________________________. Examples and Non-examples. Imagine that you are watching a sport for the first time. | [
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00_83801 | Examples and Non-Examples | Students might now observe that "equations must have two sides," "the two sides must result in the same value," and "an equal sign must be between the two sides.". Step 3: To further establish the concept, assign students to work in pairs to generate their own examples and non-examples of the concept. | [
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00_84235 | Examples and Non-Examples | III. Types of Examples: Positive, Negative, Non-, and Best. While the terms are not used with complete consistency, four subcategories are frequently referred to in the literature on exemplification: positive example, negative example, non-example, and best example. | [
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00_84641 | Examples and Non-Examples | Moon (1990) comments that one of the purposes of the instructional materials that accompany examples is to clarify the purpose of the example. Another purpose for examples is pointed out by Moon (1990): examples give details of the functioning of the rule that are not included in the explanatory materials. | [
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00_85074 | Examples and Non-Examples | Identify several specific Examples of the concept that contain all of the appropriate defining characteristics. These will be your Examples. 4. Identify a few specific Non-Examples of the concept that contain some of the defining characteristics, but do not contain all of the appropriate defining characteristics. | [
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0.02198791503... |
00_85534 | Examples and Non-Examples | These will be your Non-Examples. 5. Be able to explain to learners why the Examples and Non-Examples either illustrate or do not illustrate the defined concept. 6. Have learners classify the Examples and Non-Examples you created according to the appropriate concept name. | [
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0.007266998291015... |
00_85963 | Examples and Non-Examples | Examples and Non-Examples is a tactic that can be used to teach defined concepts: Comprehend level. The tactic involves providing learners with instances that include both Examples and Non-Examples of the defined concepts being taught, and asking them to classify them according to the appropriate concept. | [
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... |
00_86387 | Examples and Non-Examples | The following table contains suggestions of activities to use with Examples and Non-Examples for defined concepts at the K3: Comprehend level. Click on the activity hyperlink for a list of procedures to follow for using the activity. | [
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0.01467132568359375,
0.007564544677734375,
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0.020263671875,
-0.0246429443359375,... |
00_86742 | Examples and Non-Examples | Students are given instances that represent Examples and Non-Examples. They must correctly name the defined concept described. Format. Class. Preparation and Materials Required. __________________________________________________________________________________________________________. List of Examples and Non-Examples ... | [
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... |