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A meeting does not include informal or unscheduled conversations among school personnel or conversations on issues such as teaching methodology, lesson plans, or coordination of services if those issues are not addressed in the IEP A meeting also does not include preparatory activities that school personnel engage in to develop a proposal (or a response to a parent proposal) that will be discussed at a later meeting Schools must make reasonable efforts to ensure that parents understand, and are able to participate, in any group discussions relating to the educational placement of their child, including providing interpreters for parents who are deaf or whose native language is other than English If neither parent can attend, the school must attempt to ensure parent participation using other means such as conference telephone calls (34 CFR 300501).

Graf, Case-based reasoning in color matching, in Proceedings of the Second International Conference on Case-Based Reasoning (ICCBR-97), Providence, RI, Springer-Verlag, Berlin, vol 1266, pp 1 12, 1997 J Main and T S Dillion, Hybrid case based reasons for footwear design, in Proceedings of the Third International Conference on Case-Based Reasoning (ICCBR-99), Seeon Monastery, Munich, Springer-Verlag, Berlin, pp 499 509, 1999 G Stahl, Armchair mission to Mars: using case-based reasoning and fuzzy logic to simulate a time series model of astronaut crews, in Soft Computing in Case Based Reasoning (S K Pal, T S Dillon, and D S Yeung, eds), Springer-Verlag, London, pp 321 334, 2001 S Passone, W H Chung, and V Nassehi, Case-based reasoning for estuarine model design, in Proceedings of the Sixth European Conference on Case-Based Reasoning (ECCBR-02), Aberdeen, Scotland, pp 590 603, 2002..

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At SIMEG#32 the new chairman could report that an agreement with the SMG1 chairman had been reached that CRs which do not affect the functionality of the SIM and are of a technical nature may be presented directly to TC SMG (once they have been passed to the SMG1 chairman and PT12) 27 without them being presented to SMG1 , a rst step towards SMG9 which was established a year later After phase 2 there was phase 3 By July 1992 most phase 2 topics were well advanced and SIMEG#27 compiled a list of phase 3 issues it intended to work on, for comment by SMG1 The main outstanding topic of phase 2 was the speci cation of the 3 V SIM-ME interface.

The IEP meeting may be conducted without parent participation only if the school is unable to convince the parents to attend The school must document its efforts to arrange a mutually agreed upon meeting This documentation might include records of telephone calls and the results of those calls, copies of correspondence to parents and responses, or records of home visits or visits to the parent s place of employment (34 CFR 300501, also 34 CFR 300345) Development of the IEP IDEA-Part B outlines a number of factors the IEP team is obligated to consider in developing each child s IEP The team must consider the strengths of the child and the concerns of the parents for enhancing the education of their child, and the results of the initial evaluation or most recent evaluation of the child.

This reappeared in the list for phase 3 together with a third format (again), relationship between GSM service and UPT services and payphone applications based on the SIM Phase 3 was never realised nor was the third size or the payphone applications The success of GSM made such applications super uous Phase 3 and the intended further phases became over the summer of 1992, phase 21 to emphasise the fact that the speci cation of GSM had been completed with the completion of phase 2 and that everything else was just on top of this and optional The 3 V interface was, however, considered an exception and eventually approved as a phase 2 speci cation..

a = ppf.math.array2d([3,3]) a[0, 0], a[0, 1], a[0, 2] = (1.75, 1.5, -2.5) a[1, 0], a[1, 1], a[1, 2] = (0.0, -0.5, 0.65) a[2, 0], a[2, 1], a[2, 2] = (0.0, 0.0, 0.25) b = ppf.math.array1d([3]) b[0] = 0.5 b[1] = -1.0 b[2] = 3.5 # Expected solution vector is x = [2.97142857 20.2 14.0].

In addition, the team should consider the following special factors: (a) in the case of a child whose behavior impedes his or her learning or that of others, the team should consider strategies, including positive behavioral interventions, and supports to address that.

The signatories shall...make efforts...to extend a 900 MHz Pan-European digital cellular...service to cover the territories of all CEPT administrations (GSM MoU Article 14) ..signatories shall... provide...advice and other appropriate support to administrations outside CEPT considering the introduction of a...system (according) to the CEPT/GSM standard (GSM MoU Article 16)

Associate Professor, Department of Pathology and Laboratory Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA

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