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School barriers to equal access need to be removed by fundamentally new policy initiatives at the state and district levels in order to assure educational opportunities for at-risk students. Gender, race, poverty and individual disabilities continue to generate barriers for at-risk students despite broad legal efforts at reform. The following school practices must still be addressed: (1) testing; (2) grouping and tracking; (3) curriculum and instruction; and (4) school organization and administration. The following policy approaches would overcome resistance to reform and permit educators and policymakers to work together: (1) place equal educational access high on the public policy agenda; (2) eliminate race and gender bias; (3) upgrade teaching and increase disadvantaged student access to highly qualified teachers; (4) alter formulas for compensatory education to account for the impact of poverty; (5) eliminate rewards for assessing and labeling students on the basis of social and/or personal predispositions; (6) develop model, integrated curricula and instructional strategies suitable for diverse students; (7) provide incentives for schools to forge non-traditional alliances among schools, families and communities; (8) join forces with all those who have a stake in schools, including universities, social service agencies, and the private sector; (9) deregulate schools and build capacity for improvement; (10) hold schools accountable for both equity and learning; and (11) marshal new resources and reconfigure existing ones. A 15-item bibliography is appended. (FMW)

The ability of every student to successfully complete high school is fundamental to continued success and quality of life. As such, Alberta Learning's 2000-2003 Business Plan has set a target for improving high school completion by 19-year-old students from 70% to 75%. A key step to achieving this target has involved completing a study of barriers to high school completion, including gathering the input of 22 focus groups held across the province and identifying critical outcomes. This technical report reviews factors associated with early school leaving; characteristics of Alberta early school leavers; the results of focus group consultations and a resource panel; and a discussion of the strategic plan, key themes, and suggested outcomes. Five appendixes include an analysis of characteristics of school leavers form the Corporate Data Warehouse; potential attitude assessment instruments; focus group details; focus group coding framework, and resource panel participants. (Contains 29 references.) (GCP)

The Rural Community College Initiative (RCCI) is a decade-long commitment by the Ford Foundation to community colleges in distressed rural areas of the United States. Through RCCI, the Foundation channels both funds and technical assistance to targeted community colleges to improve access and foster economic development. The RCCI approach includes redefining a college's concept of "access." Faced with out-migration and stagnant or declining economies, rural communities need planned, targeted outreach. By removing barriers to participation in higher education despite financial and other challenges--and by creating a new awareness of opportunities--rural community colleges may become effective catalysts for community revitalization. Provided in the article are four strategies of effective local practices, including partnerships for transition, alternative delivery systems, academic support services, and holistic approaches to access. Topics of challenge discussed are institutional culture, financial resources, welfare reform, gender, and racial dynamics. The brief concludes that improving economic opportunities for minority populations in rural distressed areas requires colleges and communities to reexamine traditional assumptions about access to higher education. The challenges of geography, culture, poverty, and history of rural places suggest that accepted open admissions strategies and enrollment-driven programming are frequently insufficient to meet the needs of these communities in the 21st century. (Contains 14 references) (AS)

As experienced registered nurses in the obstetrical area within the United States Air Force, we felt a need to focus on specific cultural groups and their unique needs during childbearing. We identified the two largest groups serviced by the USAF (excluding caucasian Americans). We utilized a telephone questionnaire completed by Obstetrical and Gynecological Nurse Practitioners, Certified Nurse Midwives, and Charge Nurses of the Ob/Gyn clinics currently on active duty with the USAF to help us identify these groups: Asians (specifically Philippino and Korean), and Hispanic (specifically Mexican-American). Through literature review we compiled the most up-to-date information available to provide guidelines for care providers and clinical nurses in caring for these unique groups. Keywords: Health care facilities, Education, Medical services, Women, Infants.

While some of the advice offered in this "Equity Tool" pertains to education environments students encounter after high school (i.e., after P-12), the transition to higher education is often fraught, especially for students of Color (SOCs) and high schools sometimes get blamed for not sufficiently helping students get ready when a better explanation of the challenge is the lack of articulation between high school and what comes after. This document is intended to help counselors, educators, and others with roles in various parts of students' transition from high school to postsecondary education to be on 'the same page.' In this document, the authors distinguish their advice into four categories or themes--Preparation, Recruitment, Retention, and Transfer. In each case, it is worth having high school teachers, counselors, and students know more about what can come next, including possible pitfalls that might be encountered by an SOC if/when they make it to higher education only to encounter a setting that seems unprepared to fully welcome them and/or otherwise retain them so that their studies culminate in earning associates and/or bachelors degrees. A key list of terms and additional resources for students and families are included. [For the companion document, "Advice for Students of Color and First-Generation Students: Successful Transitions from High School into and within College/University," see ED623025.]

Designed for use in curriculum development, this value orientation packet addresses the cultural value orientations of American Indians (specifically, the Lakota on the Pine Ridge reservation in South Dakota) and those of mainstream society in an effort to help individuals understand that values differ from culture to culture. Specifically, this packet includes the following: (1) a list comparing the value orientations of the Lakota with those of mainstream society (bravery; generosity; economics; fortitude; wisdom; competition; materialism; compassion; wealth; time; age; religion; education; medicine; sexology; diet; nature; family; child discipline; trust); (2) a value orientation diagram involving correlations between value orientations and activities which: cost more than a dollar; involve competition; are done with the family; utilize classroom knowledge; are done as a leader; involve Native religion; are intellectual; require private ownership; are physical; involve giving or sharing; reflect parental orientation; are time oriented; increase self-respect; help others; and require individual courage; (3) directions for using the value orientation diagram; (4) directions for making group comparisons. (JC)

Government Publishing Office U.S. Congress House of Representatives Committee on Financial Services REMOVING BARRIERS TO HOMEOWNERSHIP FOR NATIVE AMERICANS Date(s) Held: 2006-07-31 109th Congress, 2nd Session GPO Document Source: CHRG-109hhrg31543 Superintendents of Documents ID: Y 4.F 49/20 Witnesses: Anspach, Allen, Regional Director for the Western Region, Bureau of Indian Affairs, Department of the Interior Barbier, Steven, Management Consultant III, Neighborhood Reinvestment Corporation doing business as Neighborworks America Browning, Edward, Arizona Rural Development State Director, Rural Housing Service, Department of Agriculture Cabrera, Orlando J., Assistant Secretary, Public Housing and Indian Affairs, Department of Housing and Urban Development Carl, Chester, CEO, Navajo Housing Authority DuCharme, George, Director, Office of Land Titles and Records, Confederated Salish and Kootenai Tribes Fullmer, Jamie, Chairman, Yavapai-Apache Nation Green, Pattye, Senior Business Manager, Federal National Mortgage Association Hellewell, Edward D., Senior Vice President and Senior Underwriting Counsel, Stewart Title Guaranty Company, Stewart Legal Services Kitcheyan, Kathleen, Chairwoman, San Carlos Tribe Marchand, Michael, Chairman, Colville Business Council Shirley, Joe, Jr., President, The Navajo Nation Council Shuravloff, Marty, Chairman, National American Indian Housing Council Simons, Timothy L., Assistant Vice President, Federal Home Loan Bank of San Francisco Related Items: Public Law 93-638 Congressional Serial No. 109-114

Government Publishing Office U.S. Congress House of Representatives Committee on Financial Services REMOVING BARRIERS TO HOMEOWNERSHIP FOR NATIVE AMERICANS Date(s) Held: 2006-07-31 109th Congress, 2nd Session GPO Document Source: CHRG-109hhrg31543 Superintendents of Documents ID: Y 4.F 49/20 Witnesses: Anspach, Allen, Regional Director for the Western Region, Bureau of Indian Affairs, Department of the Interior Barbier, Steven, Management Consultant III, Neighborhood Reinvestment Corporation doing business as Neighborworks America Browning, Edward, Arizona Rural Development State Director, Rural Housing Service, Department of Agriculture Cabrera, Orlando J., Assistant Secretary, Public Housing and Indian Affairs, Department of Housing and Urban Development Carl, Chester, CEO, Navajo Housing Authority DuCharme, George, Director, Office of Land Titles and Records, Confederated Salish and Kootenai Tribes Fullmer, Jamie, Chairman, Yavapai-Apache Nation Green, Pattye, Senior Business Manager, Federal National Mortgage Association Hellewell, Edward D., Senior Vice President and Senior Underwriting Counsel, Stewart Title Guaranty Company, Stewart Legal Services Kitcheyan, Kathleen, Chairwoman, San Carlos Tribe Marchand, Michael, Chairman, Colville Business Council Shirley, Joe, Jr., President, The Navajo Nation Council Shuravloff, Marty, Chairman, National American Indian Housing Council Simons, Timothy L., Assistant Vice President, Federal Home Loan Bank of San Francisco Related Items: Public Law 93-638 Congressional Serial No. 109-114

The information presented in this booklet is for group leaders, facilitators, and members, and outlines some typical barriers or problem situations groups encounter. These are (1) reluctance to assume responsibility for tasks, (2) a decline in attendance, (3) unproductive, time-consuming meetings, (4) lack of followup on decisions, (5) discussions that are dominated by a few members, and (6) conflicts among members. Several tactics and activities are presented to help groups limit or remove these barriers. (Author/MLF)

The last comprehensive reauthorization of the Higher Education Act (HEA) occurred in 2008, and the law has been overdue for another reauthorization for nearly a decade. The National Association of Student Financial Aid Administrators (NASFAA) has worked on reauthorization for nearly a decade. In this report, NASFAA updates its recommendations to modernize the HEA to meet the needs of today's students and institutions. These refreshed recommendations reflect the ever-changing postsecondary landscape. This document provides an overview of NASFAA's top HEA policy priorities including: (1) Strengthening Need-Based Aid; (2) Improve and Simplify the Federal Financial Aid Application Process & Enhance Student Aid Delivery; (3) Promoting Opportunity Through Education; (4) Curbing Excessive Student Indebtedness; (5) Reforming Student Loan Repayment; and (6) Improving Information for Students and Families.

The last comprehensive reauthorization of the Higher Education Act (HEA) occurred in 2008, and the law has been overdue for another reauthorization for nearly a decade. The National Association of Student Financial Aid Administrators (NASFAA) has worked on reauthorization for nearly a decade. In this report, NASFAA updates its recommendations to modernize the HEA to meet the needs of today's students and institutions. These refreshed recommendations reflect the ever-changing postsecondary landscape. This document provides an overview of NASFAA's top HEA policy priorities including: (1) Strengthening Need-Based Aid; (2) Improve and Simplify the Federal Financial Aid Application Process & Enhance Student Aid Delivery; (3) Promoting Opportunity Through Education; (4) Curbing Excessive Student Indebtedness; (5) Reforming Student Loan Repayment; and (6) Improving Information for Students and Families.

The last comprehensive reauthorization of the Higher Education Act (HEA) occurred in 2008, and the law has been overdue for another reauthorization for nearly a decade. The National Association of Student Financial Aid Administrators (NASFAA) has worked on reauthorization for nearly a decade. In this report, NASFAA updates its recommendations to modernize the HEA to meet the needs of today's students and institutions. These refreshed recommendations reflect the ever-changing postsecondary landscape. This document provides an overview of NASFAA's top HEA policy priorities including: (1) Strengthening Need-Based Aid; (2) Improve and Simplify the Federal Financial Aid Application Process & Enhance Student Aid Delivery; (3) Promoting Opportunity Through Education; (4) Curbing Excessive Student Indebtedness; (5) Reforming Student Loan Repayment; and (6) Improving Information for Students and Families.

This guidebook focuses on the final step included in a five-step planning system for improving local secondary and postsecondary programs and facilities accessibility: removing barriers. The guidebook is comprised of self-instructional discussions of three techniques that can be used in planning for implementation of barrier-removal strategies: (1) Force Field Analysis, (2) Management-By-Objectives, and (3) Program Evaluation and Review Technique. Within each of these three sections, the strengths and limitations of the technique are analyzed, examples are provided concerning when the technique should be used, required resources and materials are given, and implementation strategies are provided. (LRA)

Listen in for Episode 68 of the AfternoonT Podcast as Chris is joined by Wattpad co-founder Allen Lau.Join Chris as Allen discusses why as a founder, you have to be your first and best customer (9:00), how a blog provided the perfect timing for pitching to investors (10:30), and how a global mindset is Canada's competitive advantage in todays tech landscape (59:00).We'll also hear a little about this weeks \"Startup we love\" ShopThing from co-founder Maggie Adhami-Boynton (38:30) - who has a question for Allen, and actually knows both Allen and his wife Eva - in her words - \"we love the Laus!\"

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

Pastor Jim Warren  continues our series on "A Prophet’s Life: Lessons Learned From Those Called to Communicate God’s Truth" with a message from  Haggai 1 . He starts with references to  Ezra 3 and 4.  He used Play-doh and cardboard to illustrate how we can be separated from the Lord in disobedience. When we repent and "tear up" the cardboard, we can join more deeply in worship with the Lord. www.WestchesterChapel.org

Both modern scientific research and ancient religions agree that the more open our hearts, the happier and more satisfied are our lives. Yet we all have obstacles and barriers that get in the way of our always responding to life in ways that are naturally and spontaneously kind, open, and warm-hearted. Fear, anger, intolerance, and other negative emotions can easily get in the way and close us off from feeling empathy and understanding toward others ⦠and sometimes even ourselves. In this set of teachings Venerable Connie helps us explore together in depth some of the principal obstacles to developing steadfast equanimity and compassion and various methods to overcome them.

Both modern scientific research and ancient religions agree that the more open our hearts, the happier and more satisfied are our lives. Yet we all have obstacles and barriers that get in the way of our always responding to life in ways that are naturally and spontaneously kind, open, and warm-hearted. Fear, anger, intolerance, and other negative emotions can easily get in the way and close us off from feeling empathy and understanding toward others ⦠and sometimes even ourselves. In this set of teachings Venerable Connie helps us explore together in depth some of the principal obstacles to developing steadfast equanimity and compassion and various methods to overcome them.

Beyond Earth: Removing the Barriers to Deep Space Exploration is a presentation by NASA's Associate Administrator for Human Exploration and Operations Bill Gerstenmaier in which he convenes a panel discussion to consider the challenges facing the U.S. space exploration program. NASA's future Orion crewed spacecraft and the Space Launch System which will carry it into orbit will provide the United States an entirely new human space exploration capability, a flexible system that can extend human presence beyond low-Earth orbit and enable new missions of exploration in our solar system. The NASA and prime contractors panelists were: -- William Gerstenmaier, associate administrator for human exploration and operations, NASA -- Julie Van Kleek, vice president, advanced space and launch programs, Aerojet Rocketdyne -- Charlie Precourt, vice president and general manager, ATK Space Launch Division -- John Elbon, vice president and general manager, Boeing Space Exploration -- Jim Crocker, vice president and general manager, civil space, Lockheed Martin Space Systems

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'Removing regulatory barriers to bring down per-minute cost (8-Dec-2005)' from the RS Debates Digital Library

Government Publishing Office U.S. Congress Senate Committee on Commerce, Science, and Transportation REMOVING BARRIERS TO WIRELESS BROADBAND DEPLOYMENT Date(s) Held: 2015-10-07 114th Congress, 1st Session GPO Document Source: CHRG-114shrg20043 Superintendents of Documents ID: Y 4.C 73/7 Witnesses: Douglas Kinkoph, Associate Administrator, Office of Telecommunications and Information Applications, National Telecommunications and Information Administration, U.S. Department of Commerce Hon. Jonathan S. Adelstein, President and CEO, PCIA--The Wireless Infrastructure Association Hon. Gary Resnick, Mayor, Wilton Manors, Florida Cory J. Reed, Senior Vice President, Intelligent Solutions, Deere & Company Bruce Morrison, Vice President, Operations and Network Build, Ericsson Inc Related Items: United States Senate Bill 417 (114th Congress) United States Senate Bill 424 (114th Congress) United States Senate Bill 887 (114th Congress) United States Senate Bill 1618 (114th Congress) U.S. Code: 47 U.S.C. 902(b)(2)(U) United States Statutes at Large, Volume 126 Page 234 Public Law 112-96

Government Publishing Office U.S. Congress Senate Committee on Commerce, Science, and Transportation REMOVING BARRIERS TO WIRELESS BROADBAND DEPLOYMENT Date(s) Held: 2015-10-07 114th Congress, 1st Session GPO Document Source: CHRG-114shrg20043 Superintendents of Documents ID: Y 4.C 73/7 Witnesses: Douglas Kinkoph, Associate Administrator, Office of Telecommunications and Information Applications, National Telecommunications and Information Administration, U.S. Department of Commerce Hon. Jonathan S. Adelstein, President and CEO, PCIA--The Wireless Infrastructure Association Hon. Gary Resnick, Mayor, Wilton Manors, Florida Cory J. Reed, Senior Vice President, Intelligent Solutions, Deere & Company Bruce Morrison, Vice President, Operations and Network Build, Ericsson Inc Related Items: United States Senate Bill 417 (114th Congress) United States Senate Bill 424 (114th Congress) United States Senate Bill 887 (114th Congress) United States Senate Bill 1618 (114th Congress) U.S. Code: 47 U.S.C. 902(b)(2)(U) United States Statutes at Large, Volume 126 Page 234 Public Law 112-96

While the intent of the federal and state homeless education laws is clear, securing the educational rights of students without housing has been a long legal and political struggle in Chicago and Illinois. Education for students experiencing homelessness is a continuation of the civil rights struggle for equality in education and educational access. As the Supreme Court noted 60 years ago in "Brown v. Board of Education," "In these days it is doubtful that nay child may be expected to succeed in life if he [or she] is denied the opportunity of an education." The struggle for educational access for students experiencing homelessness in Chicago began in the late 1980s. Advocates in Chicago and nationally worked for passage of the 1987 federal Stewart B. McKinney Act ("the McKinney Act" or "the Act"), the first comprehensive federal response to homelessness. Although that Act provided for the first time a basic framework of educational rights for students without housing, it was not sufficiently strong or specific to make a significant impact on the education of children. Later amendments and, most importantly, the 2001 reauthorization strengthened the law so that today it is a strong law with civil rights and antidiscrimination principles that offers strong and specific protections to homeless students in school. Illinois has its own state law, the Illinois Education for Homeless Children Act (or "Charlie's Law) and a state policy that provides important educational rights. 2014 marks the 20th anniversary of Charlie's Law. Despite strong law and policy, legal advocacy was crucial to ensuring that students in Chicago benefited from the rights contained in the law. "Salazar v. Edwards" is a class action case filed on behalf of homeless parents and students in Chicago in 1992. Since that time it has been a tool to improve educational opportunities for Chicago's students. A long legal struggle has resulted in significantly improved compliance with the law but many challenges remain.

This policy brief identifies three key principles Local Education Agencies (LEAs) can take to increase parental engagement through better data-use practices. While California identifies parental engagement as one of 10 priority areas under the Local Control Funding Formula (LCFF) and provides access to school data through the Local Control Accountability Plan (LCAP) process and the California School Dashboard, these structures do not provide adequate or equitable support for parents in all communities to access, interpret, and engage with data effectively. The shift to distance learning in response to COVID-19 has further highlighted barriers to data accessibility for both parents and students. These principles underscore available scaffolds for improving data accessibility so that parents can support student learning and consistently engage in local education decision-making.

This policy brief identifies three key principles Local Education Agencies (LEAs) can take to increase parental engagement through better data-use practices. While California identifies parental engagement as one of 10 priority areas under the Local Control Funding Formula (LCFF) and provides access to school data through the Local Control Accountability Plan (LCAP) process and the California School Dashboard, these structures do not provide adequate or equitable support for parents in all communities to access, interpret, and engage with data effectively. The shift to distance learning in response to COVID-19 has further highlighted barriers to data accessibility for both parents and students. These principles underscore available scaffolds for improving data accessibility so that parents can support student learning and consistently engage in local education decision-making.

Giving someone an opportunity to have a job and a career doesn't have to depend on what they do or don't have listed on their resume. Karen Tumelty joins us to talk about the open hiring practices at Greyston and how they are working to remove barriers to employment.

Libertarian National Committee Chair Nicholas Sarwark joined "Patriot Tonight" with Tom & Deneen Borelli to explain why he thinks the President's suspension of the Jones Act for the next 10 days to help with the recovery efforts in Puerto Rico is not enough. Catch the entire conversation by starting your Free SiriusXM Trial today! "Patriot Tonight" airs weeknights beginning at 9 p.m. ET/6 p.m. PT only on SiriusXM Patriot Channel 125! Source: https://soundcloud.com/siriusxm-news-issues/nicholas-sarwack-on-removing-trade-barriers-including-the-jones-act Uploader: SiriusXM News & Issues

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The 1970 ASCD conference identified some of the major barriers to implementation of humaneness in contemporary secondary schools. In part I of this conference report, "The Barriers--and the Way Out," the following papers are presented: James B. Macdonald, "A Vision of a Humane School"; Douglas D. Dillenbeck, "External Management as a Barrier to Humanizing Secondary Schools"; Arthur W. Combs, "Can Education Be Relevant?"; James J. Foley, "Teaching and Learning in the Affective Domain"; Joyce Whiting, "A Teacher's View"; and Fred T. Wilhelms, "Design of the Curriculum." In part II, "Identification and Assessment of the Barriers: Reports from the Study Groups," papers are presented by: Sister Mary Eileen Scully, "Barriers Arising from External Factors"; Frank Schneider,"Teacher-Pupil Relationships in the Humane School"; and Mary Patricia Ryan, "Design of the Curriculum as a Barrier to Humanizing Secondary Schools." A related document is ED 040 493. (Author)

This report presents findings of an analysis that identified gaps between the Ohio education system and national education goals. Data were collected during 1992 and 1993 by the Ohio Department of Education, which elicited feedback from policymakers at a 1992 seminar, conducted interviews with local teams representing school districts and communities, and made site visits to 15 communities. Key state policymakers reviewed findings and offered suggestions. The information is organized around four main themes: performance-driven education; change; family support and advocacy; and lifelong learning. The report identifies critical issues confronting Ohio, outlines specific gaps between state outcomes and national goals, provides evidence supporting the need for change, makes key recommendations, and identifies steps for policy action. Appendices contain a list of program participants, interview team members, the interview form, and the National Education Goals and Business Roundtable's agenda. (LMI)

President Preckwinkle participates in a panel discussion, Removing Housing Barriers: The History of the Cook County Just Housing Amendment, in celebration of Fair Housing and Second Chance Month.

Stage 1 IPA at PCI RR. An earlier version of this accepted Stage 1 protocol (v1.3) was registered at https://osf.io/gyjnu. In finalising the preparation of the project with the polling institute that will gather the data with the doctors, the institute asked the authors for minor changes in the survey to fit their standard practices. These changes were made after Stage 1 in-principle acceptance but prior to data collection, and were approved by the PCI RR recommender and Managing Board. Version 1.4 is the final approved Stage 1 manuscript.

The purpose of this document is to compare and contrast "Removing Barriers to High School Completion--Final Report" (2001) with the qualitative study entitled "Early School Leaving: A Young Offender Perspective" (2001). The study is organized into four sections. The first section presents an overview of early school leaving within a Canadian context and consists of the purpose of the study, the justification for early school leaving research, costs and consequences of early school leaving, deviance and the early school leaver, the significance of the two studies, and definitions of terms. The second section presents a review of the literature examining family background, personal, school, and criminal characteristics related to early school leaving. The third section of the paper identifies and discusses differences and common themes of the two studies. To provide a framework for the comparison and contrast of the two studies, twelve key issues are addressed: social climate; attitudinal factors toward the school environment; environmental stability; child abuse; family influences; neighborhood and community; individual characteristics; companions; number of high schools attended and suspensions; cognitive ability; school behavior problems; and employment, finances, high school credits, and future plans. When practical, the findings of the present study are compared with data from national studies. Recommendations of the report are presented in the fourth section. The recommendations, organized into two parts, are a synthesis based on the findings and conclusions of the two studies, the research literature, and the researcher's experience. (Contains 389 references.) (GCP)

The topic of this paper, the first in a series based on actual practice in education/work related programs, is educational collaboration between the school and Comprehensive Employment and Training Act (CETA) programs. The information in this paper is intended to contribute to the formulation of better policy and to aid practitioners engaged in setting up an education/work program or looking for ideas to expand one. Described are ways in which barriers to collaboration between schools and prime sponsors in CETA education projects have been removed. From these descriptions, some guidelines and recommendations for policymakers and other practitioners are synthesized. Findings are reported under four headings, where specific barriers to collaboration are presented, along with solutions: (1) getting started--how schools and prime sponsors in CETA can come together to plan programs; (2) administrative arrangements; (3) providing services--how to solve the problems of providing them in a coordinated and nonduplicative way; and (4) resources--what is available for building and expanding cooperative programs. (CMG)

It seems that the number of white English people walking in the English countryside or listening to English folk singers can act to discourage ethnic minorities from taking part in such pursuits. This is a very odd perspective.

It seems that the number of white English people walking in the English countryside or listening to English folk singers can act to discourage ethnic minorities from taking part in such pursuits. This is a very odd perspective.

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Removing Demonic Barriers

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Audience called in and asked questions of our experts on whether kids should receive eye exams as often as adults, how they differ, and MORE! Register for our next LIVE Q&A event at diabetes.org/experts or by calling 1-800-DIABETES.

When someone you love makes poor choices in their lifestyle, relationships, or moral decision-making, there IS hope! Phil Waldrep provides concrete steps to removing any barriers that might stop your prodigal child from coming back to the Lord. Get Phil's book, Reaching Your Prodigal: http://bit.ly/3VhOjEX For more resources on this topic: http://bit.ly/3EPOH7d --- Check out Focus on the Family on social media! Facebook: https://www.facebook.com/focusonthefamily Twitter: https://twitter.com/FocusFamily Instagram: https://www.instagram.com/focusonthefamily Pinterest: https://www.pinterest.com/focusonthefamily --- #FocusBroadcast #PhilWaldrep #ReachingYourProdigal #RemovingtheBarriersBetweenYouandYourProdigalChild #FOTFBroadcast #FocusontheFamily

When someone you love makes poor choices in their lifestyle, relationships, or moral decision-making, there IS hope! Phil Waldrep provides concrete steps to removing any barriers that might stop your prodigal child from coming back to the Lord. Get Phil's book, Reaching Your Prodigal: http://bit.ly/3VhOjEX For more resources on this topic: http://bit.ly/3EPOH7d --- Check out Focus on the Family on social media! Facebook: https://www.facebook.com/focusonthefamily Twitter: https://twitter.com/FocusFamily Instagram: https://www.instagram.com/focusonthefamily Pinterest: https://www.pinterest.com/focusonthefamily --- #FocusBroadcast #PhilWaldrep #ReachingYourProdigal #RemovingtheBarriersBetweenYouandYourProdigalChild #FOTFBroadcast #FocusontheFamily

When someone you love makes poor choices in their lifestyle, relationships, or moral decision-making, there IS hope! Phil Waldrep provides concrete steps to removing any barriers that might stop your prodigal child from coming back to the Lord. Get Phil's book, Reaching Your Prodigal: http://bit.ly/3VhOjEX For more resources on this topic: http://bit.ly/3EPOH7d --- Check out Focus on the Family on social media! Facebook: https://www.facebook.com/focusonthefamily Twitter: https://twitter.com/FocusFamily Instagram: https://www.instagram.com/focusonthefamily Pinterest: https://www.pinterest.com/focusonthefamily --- #FocusBroadcast #PhilWaldrep #ReachingYourProdigal #RemovingtheBarriersBetweenYouandYourProdigalChild #FOTFBroadcast #FocusontheFamily

Source :  https://sermons.love/td-jakes/

Source :  https://sermons.love/td-jakes/

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Government Publishing Office U.S. Congress House of Representatives Committee on Science KEEPING THE LIGHTS ON: REMOVING BARRIERS TO TECHNOLOGY TO PREVENT BLACKOUTS Date(s) Held: 2003-09-25 108th Congress, 1st Session GPO Document Source: CHRG-108hhrg89419 Superintendents of Documents ID: Y 4.SCI 2 Witnesses: Mr. James W. Glotfelty, Director, Office of Electric Transmission and Distribution, U.S. DOE Mr. T.J. Glauthier, President and CEO, Electricity Innovation Institute, Palo Alto, CA Dr. Vernon L. Smith, Nobel Laureate, Professor at George Mason University Mr. Thomas R. Casten, CEO, Private Power, LLC, Oak Brook, IL; Chairman, World Alliance for Decentralized Energy Related Items: United States House Bill 6 (108th Congress) Congressional Serial No. 108-23