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CRS861014Apage29
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judicial review nor public access; 46 Professor Pitofsky proposed an alternative approach in which (1) the distressed conditions of an industry would be considered as one, not the only, factor in a decision to relax the antitrust laws; (2) relief from antitrust A strictures would be granted on a product or market basis rather than an industry basis; (3) the burden of proof as to the desirability
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CRS861014Apage16
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. In 1982, the Department issued revised Merger Guidelines to reflect the fact that the 1968 version had become an "inaccurate summary of [merger] law, economic understanding, and the Department's actual enforcement practices." (Although the 1982 version remained comitted to the idea of market concentration, the way in which concentration was measured was more refined and more sophisticated
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CRS87343RCOpage11
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include the following: . Has the State Implementation Plan been approved? . How many elements of the SIP have been imple- mented? C . Have additional measures been implemented that were not in the 1982 SIP? C. What has been the response by the various jurisdictions in the area? Cities that "fail" this new test at the end of the a year should be sanctioned. They should lose a portion
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CRS84640EPWpage25
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CRS*l0 departments of education and 35 local educational agencies received funds under the Special Projects Act for gifted and talented education prograns in FY 1976. Between the fiscal years 1976 and 1978, the U.S. Office of Education con- tinued to fund State and local programs and teacher training projects. Appro- priations remained level at $2,560,000 for each of these years. In addition, two
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CRS84640EPWpage17
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and talented could be discussed. Besides ‘producing an operational definition for gifted and talented, lg] the report 10/ U.S. iOffice of Education. Education of the Gifted and Talented, V. 2._ p. G-4. iU.S. .Office of Education. iEducation of the Gifted and Talented,' / v. 1. p.ixi1. l2/ .U.S. Office of Education. Education of the Gifted and Talented, V. 2. p. G-4. lg] The report defined gifted
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CRS84640EPWpage39
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CRS-l7 directors reported information on gifted and talented children using the indi- gvidual State's definition of gifted. Thus, a uniform definition resulting in comparable data among States was not applied in this survey. The third survey was of local program directors of gifted and talented education. At least two i local program directors in each State, identifiedby the State directors of gifted education, were surveyed. g In general, the three surveys highlighted the need for more program develop- ment,asystematic attempt to provide more training for existingfschool person- nel, more curriculum development, and availability of more valid instructional materials. Most respondents agreed that in teaching the gifted the pull-out or gresource room concept, where the gifted child leaves regular programs for an hour or more a day for special experiences with trained teachers, was preferred at the elementary school level. gAdvanced placement, special classes, and inde-a pendent study were preferred at the secondary school level. Most respondents expressed the need for continuous in—service training of personnel involved in ggifted and talented programs, aRespondents to the national survey expressed support for the Federal Government to play a catalytic role in gifted education by providing resources for.training, research, development, and demonstration. The majority 9f the national survey respondents wanted the Federal Government to neither passively withdraw support nor take a more active and controlling role. Respondents wanted the program decisions to be made at the local and State level, rather than at the Federal level. Parents placed greater emphasis on the need for additional special educational programs. .Administrators were
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CRS86545EPWpage11
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;secular humanist" conspiratorial organizations extending chronologically back as far as the Enlightenment or even the Renaissance, ;/ all appear to, 1/ See, for example, Blumenfeld, Samuel L. Is Public Education Necessary? and Tim LaHaye. The Battle for the Public Schools.
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CRS86545EPWpage39
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support for education in the sciences and mathematics, among other purposes, an ;§/ Congressional Record, May 12, 1976. p. 13532. l§/ House Report No. 94-1701. p. 211.
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CRS86545EPWpage29
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;religion" in legal terms. §[ §/ For discussions of these cases and related issues, see Melnick, Robert . Russell. Secularism in the Law: The Religion of Secular Humanism. Ohio Northern University Law Review, April 1981. p. 329-357; and Paul James Toscano. A Dubious Neutrality: The Establishment of Secularism in the Public Schools. Brigham Young University Law Review, 1979. p. 177-211.
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CRS86545EPWpage01
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AEIE'_rY oE j ‘, ‘MEANINGS, AND REFERENCES IN EEDEEAL‘EDUcAEIoN LEGISLATION 4 Wayne Riddle Specialist in Education Education and Public Welfare Division January 31, 1986 gfie €§%€%§fi£ i ' ” t P’breafions Q if @ :Governm.en u no '%H§f»;~;% Uni? ’ i‘ A l Kéfi ’ x%s‘<\‘°“e’ E%e;E¥€%“@‘Q$ Ave 0 2 1994} Washington Umversity Libraries St. Louis, MO 63139
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CRS86545EPWpage35
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D CRSF15h allowed by the courts.‘ Pupils have often been exempted from school requires , ments that impinge on their religious beliefs.i Further, under provisions of . "The Equal Access Act." title VIII of P.L. 98-377, public secondary schools in districts receiving Federal assistance must provide equal access to school 0 facilities by student religious groups during non
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