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UCLA EXTENSION WRITERS' PROGRAM SCHOLARSHIP 2013-2014

UCLA EXTENSION WRITERS’ PROGRAM SCHOLARSHIP 2013-2014 The UCLA Extension Writers’ Program Scholarship seeks to acknowledge and foster the talent of promising writers from diverse backgrounds and cultures who might otherwise not have the opportunity to study their craft in a supportive educational environment. Up to ten scholars are named annually, and each of the ten recipients is given the opportunity to enroll in three full-length Writers’ Program courses during a one-year period (mentorships, master classes, Writers Studio workshops, and 20-week courses are excluded). Courses may be taken either onsite or online but cannot be deferred for any reason. Eligibility In order to be considered eligible for the UCLA Extension Writers’ Program Scholarship, applicants must:  Have gross income not to exceed $2500 a month per individual. For households with more than one individual, add 10% for each additional person.  Be a U.S. citizen or eligible non-citizen with a green card The following applicants are considered ineligible:  UCLA employees and their family members or dependents  MA, MFA, and PhD graduates in Creative Writing, Screenwriting, Literature, or Journalism  Students pursuing a degree in any field  International students  Former Writers’ Program Scholarship recipients Application Process To be considered for the 2013-14 academic year, all of the following must be submitted. Deadline is 5pm, 6/28/13.  A completed application form  Responses to the two essay questions  Two letters of recommendation (see attached recommendation form). Recommendations may be from current or former employers, college professors, or leaders of volunteer or civic organizations with whom you have worked.  A signed copy of your 2012 Federal Income Tax Return with all schedules and worksheets (IRS form 1040, 1040A, 1040EZ, or 1040TEL, and W-2 forms). If you were claimed as a dependent on your parents’ tax return, you must submit a signed copy of your parents’ 2012 Federal Income Tax Return.  A copy of the Student Aid Report (SAR) from the 2013-14 Free Application for Federal Student Aid (FAFSA) at www.fafsa.ed.gov. ***NOTE: It can take anywhere from 3 days to 2 weeks to get your SAR, so fill out your FAFSA early. SARs will not be accepted after the deadline.*** Where it asks for School Code etc., use the information in the box below. Federal School ...

Auto Fibonacci Phenomenon
by bodo 0 Comments favorite 19 Viewed Download 0 Times

Please be aware of the loss, risk, personal or otherwise consequences of the use and application of this book’s content. The author and the publisher are not responsible for any actions that you undertake and will not be held accountable for any loss or injuries. U.S. Government Required Disclaimer - Commodity Futures Trading Commission Futures and Options trading has large potential rewards, but also large potential risks. You must be aware of the risks and be willing to accept them in order to invest in the futures and options markets. Don't trade with money you can't afford to lose. This is neither a solicitation nor an offer to Buy/Sell futures or options. No representation is being made that any account will or is likely to achieve profits or losses similar to those discussed on this web site. The past performance of any trading software or methodology is not necessarily indicative of future results. CFTC RULE 4.41 - HYPOTHETICAL OR SIMULATED PERFORMANCE RESULTS HAVE CERTAIN LIMITATIONS. UNLIKE AN ACTUAL PERFORMANCE RECORD, SIMULATED RESULTS DO NOT REPRESENT ACTUAL TRADING. ALSO, SINCE THE TRADES HAVE NOT BEEN EXECUTED, THE RESULTS MAY HAVE UNDER-OR-OVER COMPENSATED FOR THE IMPACT, IF ANY, OF CERTAIN MARKET FACTORS, SUCH AS LACK OF LIQUIDITY. SIMULATED TRADING PROGRAMS IN GENERAL ARE ALSO SUBJECT TO THE FACT THAT THEY ARE DESIGNED WITH THE BENEFIT OF HINDSIGHT. NO REPRESENTATION IS BEING MADE THAT ANY ACCOUNT WILL OR IS LIKELY TO ACHIEVE PROFIT OR LOSSES SIMILAR TO THOSE SHOWN. No representation is being made that any account will or is likely to achieve profits or losses similar to those shown. In fact, there are frequently sharp differences between hypothetical performance results and the actual results subsequently achieved by any particular trading program. Hypothetical trading does not involve financial risk, and no hypothetical trading record can completely account for the impact of financial risk in actual trading. All information on this website or any e-book purchased from this website is for educational purposes only and is not intended to provide financial advice. Any statement about profit or income, expressed or implied, does not represent a guarantee. Your actual trading may result in losses as no trading software is guaranteed. You accept full responsibilities for your actions, trades, profit or loss, and agree to hold Auto Fibonacci Phenomenon and any authorized distributors of this information harmless in any and all ways. The use of this software constitutes acceptance of my user agreement.

PDF Map - Tennessee Department of Transportation

Bradyville . . . . . . . . . . . . . . Brentwood , 37,060 . . . . . . Briceville . . . . . . . . . . . . . . . Brighton , 2,735 . . . . . . . . . Bristol , 26,702 . . . . . . . . . . Brownsville , 10,292. . . . . . Bruceton , 1,478 . . . . . . . . . Brunswick . . . . . . . . . . . . . . Brush Creek . . . . . . . . . . . . Buchanan . . . . . . . . . . . . . . Buena Vista . . . . . . . . . . . . . Buffalo Valley . . . . . . . . . . . Bulls Gap , 738 . . . . . . . . . . Bumpus Mills . . . . . . . . . . . Burlison , 425 . . . . . . . . . . . Burns , 1,468 . . . . . . . . . . . . Burrville . . . . . . . . . . . . . . . . Butler . . . . . . . . . . . . . . . . . . Bybee . . . . . . . . . . . . . . . . . . Byrdstown , 803 . . . . . . . . . Cagle . . . . . . . . . . . . . . . . . . Calhoun , 490 . . . . . . . . . . . Camden , 3,582 . . . . . . . . . Campaign . . . . . . . . . . . . . . Capleville . . . . . . . . . . . . . . Carlisle . . . . . . . . . . . . . . . . Carthage , 2,306 . . . . . . . . . Caryville , 2,297 . . . . . . . . . Castalian Springs . . . . . . . . Cedar Grove . . . . . . . . . . . . Cedar Hill , 314 . . . . . . . . . . Celina , 1,495 . . . . . . . . . . . . Centertown , 243 . . . . . . . . Centerville , 3,644 . . . . . . . Central . . . . . . . . . . . . . . . . . Chapel Hill , 1,445 . . . . . . . . Chapmansboro . . . . . . . . . . Charleston , 651 . . . . . . . . . Charlotte , 1,235 . . . . . . . . . Chattanooga ,167,674 . . . . Cheap Hill . . . . . . . . . . . . . . Chesterfield . . . . . . . . . . . . . Chestnut Hill . . . . . . . . . . . . Chestnut Mound . . . . . . . . . Chewalla . . . . . . . . . . . . . . . Christiana . . . . . . . . . . . . . . Chuckey . . . . . . . . . . . . . . . . Church Hill , 6,737 . . . . . . . Clairfield . . . . . . . . . . . . . . . Clarkrange . . . . . . . . . . . . . Clarksburg , 393 . . . . . . . . . Clarksville , 132,929 . . . . . . Cleveland , 41,285 . . . . . . . Clevenger . . . . . . . . . . . . . . Clifton , 2,694. . . . . . . . . . . . Clinton , 9,841 . . . . . . . . . . . Coalfield . . . . . . . . . . . . . . . Coalmont , 841 . . . . . . . . . . Coker Creek . . . . . . . . . . . . Collegedale , 8,282 . . . . . . College Grove . . . . . . . . . . . Collierville , 43,965 . . . . . . Collinwood , 982 . . . . . . . Columbia , 34,681 . . . . . . . Como . . . . . . . . . . . . . . . . . . Conasauga . . . . . . . . . . . . . Cookeville , 30,435 . . . . . . Coopertown , 4,278 . . . . . . Copperhill , 354 . . . . . . . . . . Cordova . . . . . . . . . . . . . . . . Cornersville , 1,194 . . . . . . Corryton . . . . . . . . . . . . . . . Cosby . . . . . . . . . . . . . . . . . Cottage Grove , 88 . . . . . . . Cottontown . . . . . . . . . . . . . Counce . . . . . . . . . . . . . . . . Covington , 9,038 . . . . . . . Cowan , 1,737 . . . . . . . . . . . Crab Orchard , 752 . . . . . . . Crawford . . . . . . . . . . . . . . . Crockett Mills . . . . . . . . . . . Cross Plains , 1,714 . . . . . . Crossville , 10,795 . . . . . . . Crump , 1,428 . . . . . . . . . . . Culleoka . . . . . . . . . . . . . . . B-6 Cumberland City , 311 . . . . B-6 Cumberland Furnace . . . . . Cumberland Gap , 494 . . . . A-14 B-6 Cunningham . . . . . . . . . . . . E-6 Cypress Inn . . . . . . . . . . . . . D-3 Dancyville . . . . . . . . . . . . . . Dandridge , 2,812 . . . . . . . . B-14 Darden . . . . . . . . . . . . . . . . . C-5 Dayton , 7,191 . . . . . . . . . . D-11 Deason . . . . . . . . . . . . . . . . D-8 Decatur , 1,598 . . . . . . . . . . D-11 Decaturville , 867 . . . . . . . . D-5 Decherd , 2,361 . . . . . . . . . . E-9 Deer Lodge . . . . . . . . . . . . . B-11 Delano . . . . . . . . . . . . . . . . . D-12 Dellrose . . . . . . . . . . . . . . . . E-8 Del Rio . . . . . . . . . . . . . . . . . C-15 Denmark . . . . . . . . . . . . . . . D-3 Denver . . . . . . . . . . . . . . . . . B-5 Dickson , 14,538 . . . . . . . . . B-6 Dixon Springs . . . . . . . . . . . B-9 Donelson . . . . . . . . (Nashville Map) Dover , 1,417 . . . . . . . . . . . . A-6 Dowelltown , 355 . . . . . . . . C-9 Doyle , 537 . . . . . . . . . . . . . . C-10 Dresden , 3,005 . . . . . . . . . . B-4 Drummonds . . . . . . . . . . . . D-1 Duck River . . . . . . . . . . . . . C-7 Ducktown , 475 . . . . . . . . . . E-12 Duff . . . . . . . . . . . . . . . . . . . A-13 Dukedom . . . . . . . . . . . . . . . A-4 Dunlap , 4,815 . . . . . . . . . . D-10 Dyer , 2,341 . . . . . . . . . . . . B-3 Dyersburg , 17,145 . . . . . . . B-2 Eads . . . . . . . . . . . . . . . . . . . D-2 Eagan . . . . . . . . . . . . . . . . . . A-13 Eagleville , 604 . . . . . . . . . . C-8 East Ridge , 20,979 . . . (Chatt. Map) Eastview , 705 . . . . . . . . . . . E-4 Eaton . . . . . . . . . . . . . . . . . . C-3 Eidson . . . . . . . . . . . . . . . . . A-15 Elbridge . . . . . . . . . . . . . . . . B-3 Elgin . . . . . . . . . . . . . . . . . . . B-12 Elizabethton , 14,176 . . . . . A-16 Elkton , 578 . . . . . . . . . . . . E-7 Ellendale . . . . . . . . . . . . . . . D-2 Elmwood . . . . . . . . . . . . . . . B-9 Elora . . . . . . . . . . . . . . . . . . E-8 Emory Gap . . . . . . . . . . . . . C-12 Englewood , 1,532 . . . . . . . D-12 Enville , 189 . . . . . . . . . . . . . D-4 Erin , 1,324 . . . . . . . . . . . . . B-6 Ernestville . . . . . . . . . . . . . . B-16 Erwin , 6,097 . . . . . . . . . . . . B-16 Estill Springs , 2,055 . . . . . D-9 Ethridge , 465 . . . . . . . . . . . Etowah , 3,490 . . . . . . . . . . . Eulia . . . . . . . . . . . . . . . . . . . Eva . . . . . . . . . . . . . . . . . . . . Evensville . . . . . . . . . . . . . . Fairfield Glade . . . . . . . . . . Fairview , 7,720 . . . . . . . . . . Fairview . . . . . . . . . . . . . . . . Fall Branch . . . . . . . . . . . . . Farmington . . . . . . . . . . . . . Farner . . . . . . . . . . . . . . . . . Farragut , 20,676 . . . . . . . . . Fayetteville , 6,827 . . . . . . . Finger , 298 . . . . . . . . . . . . . Finley . . . . . . . . . . . . . . . . . . Fisherville . . . . . . . . . . . . . . Five Points . . . . . . . . . . . . . Flag Pond . . . . . . . . . . . . . . Flatwoods . . . . . . . . . . . . . . Flintville . . . . . . . . . . . . . . . Forest Hills , 4,812 . . . . . . . Fosterville . . . . . . . . . . . . . . Fowlkes . . . . . . . . . . . . . . . . Frankewing . . . . . . . . . . . . . Franklin , 62,487 . . . . . . . . . Friendship , 668 . . . . . . . . . Friendsville , 913 . . . . . . . . Fruitvale . . . . . . . . . . . . . . .

Global Climate Change Initiative - The White House

Global climate change will have a strong impact on development in coming decades. The absence of strong global action to reduce greenhouse gas emissions will hinder future development; conversely, smart climate policies can drive cleaner growth, resulting in a range of economic and social benefits. Through the Global Climate Change Initiative (GCCI) and other climate-related USG programs, the United States will integrate climate change considerations into relevant foreign assistance through the full range of bilateral, multilateral, and private mechanisms to foster low-carbon growth, promote sustainable and resilient societies, and reduce emissions from deforestation and land degradation. The Administration is working to make our climate financing efficient, effective, and innovative, based on country-owned plans, and focused on achieving measurable results. As part of President Obama’s commitments in Copenhagen, we are working together with our partners to provide “fast start” climate finance approaching $30 billion during the period 2010-2012 to help meet the adaptation and mitigation needs of developing countries, including deploying clean energy technologies. To this end we will use the full range of mechanisms – bilateral, multilateral and private – to invest strategically in building lasting resilience to unavoidable climate impacts; reduce emissions from deforestation and land degradation; and, support low-carbon development strategies and the transition to a sustainable, clean energy economy. Investing in Clean Energy: Clean energy programs reduce greenhouse gas emissions from energy generation and energy use by accelerating the deployment of clean energy technologies, policies, and practices. The U.S. will deliver much of its assistance for clean energy deployment through multilateral trust funds that take advantage of existing large-scale greenhouse gas reduction opportunities and establish investment channels for and leverage of the larger private sector financing as demand for cleaner solutions increases. Bilateral efforts complement multilateral investments by helping to shape policy and regulatory environments that can ensure long-term sustainability. In its FY 2011 Budget, the Administration focused on four areas, including energy sector reforms that are preconditions for sustainable clean energy development, energy efficiency, low carbon energy, and clean transport. Promoting Sustainable Landscapes: To help countries that put forward ambitious programs to reduce greenhouse gas emissions from deforestation and forest degradation (REDD+), the United States announced it would dedicate $1 billion over 2010-2012 as part of the U.S. contribution towards the “fast start financing” reflected in the Copenhagen Accord. The U.S. commitment recognizes the crucial role of REDD+ to reduce emissions as part of Sustainable Landscapes programs that include forests and land use. The United States supports REDD+ activities because they offer cost-effective ways to reduce global greenhouse gas emissions while providing other sustainable development benefits. The Administration’s strategy document, “Strategic Choice for United States Fast Start Financing for REDD+,” will guide the implementation of efforts of U.S. agencies. Supporting Climate Change Resilience and Adaptation: Helping low-income countries reduce their vulnerability to climate change impacts will reduce the social, environmental, and economic...

North Corridor - Metro
by Midene 0 Comments favorite 23 Viewed Download 0 Times

METRO Q Fare Cards are available at the METRO RideStore and at numerous retailers across the region. Call 713-635-4000 or visit www.RideMETRO.org for the location nearest you. Las METRO Q® Fare Cards están disponibles en numerosas tiendas a través de la región y en el METRO RideStore. Llame al 713-635-4000 ó visite www.RideMETRO.org para encontrar el lugar más cercano a usted. Kuykendahl Park & Ride Agregue dinero a su METRO Q® Fare Card recargable en el METRO RideStore, con los minoristas, en las TVMs, en las CVMs, a bordo de los autobuses locales y en nuestro sitio web: www.RideMETRO.org. Registre su tarjeta para proteger su saldo contra pérdida o robo. Fare Card**** *Full fare, one-way. Pasaje completo, viaje sencillo. **Seniors, disabled persons, Medicare cardholders, and all full-time university students require a discounted ® METRO Q Fare Card to pay the lower fare. Middle and high school students may pay the discounted fare in cash (on the bus only) by showing their student ID card. Elementary school students may pay the discounted fare in cash (on the bus only) without showing an ID. NOTE: If you pay with cash, you will not receive a free transfer. Personas mayores, personas con discapacidad, los titulares de tarjetas de Medicare, y todos los estudiantes universitarios a tiempo completo requieren un METRO ® Q Fare Card para pagar la tarifa más baja. Los estudiantes de secundaria y preparatoria pueden pagar la tarifa con descuento en efectivo (en el autobús solamente) al mostrar su tarjeta de identificación de estudiante. Los estudiantes de primaria pueden pagar la tarifa con descuento en efectivo (sólo en el autobús) sin mostrar una identificación. NOTA: Si usted paga con dinero en efectivo, usted no recibirá una transferencia libre. ***Transfers are free and automatic for three hours in one ® direction only with the METRO Q Fare Card. Transfers ® are automatically recorded on the METRO Q Fare Card. When transferring to a service of greater cost, the ® METRO Q Fare Card will deduct the difference on board the next bus. Los transbordos son gratuitos y automáticos sólo con la ® METRO Q Fare Card por tres horas en una dirección. Los transbordos son registrados automáticamente en la ® METRO Q Fare Card. Cuando se transborde a un ® servicio de costo mayor, la METRO Q Fare Card deducirá la diferencia al abordar el siguiente autobús. ® ****The METRO Q Fare Card is your quick and easy way to ® travel on both bus and light-rail. METRO Q Fare Card holders earn Rider Rewards – 5 free trips for every 50 paid trips. ® La METRO Q Fare Card es su manera rápida y fácil de viajar, tanto en autobús, como en tren. Los tarjeta ® habientes de METRO Q Fare Card ganan Rider Rewards – 5 viajes gratuitos por cada 50 viajes pagados.

Adobe PDF, 24k - Rhode Island College

Hi my name is _____ and I’m calling from the Bureau of Government Research and Services at Rhode Island College. We are not selling anything; we are conducting a study of issues in the news. Please help us by sharing your opinions. Percentages may not add to 100 percent due to rounding. 3. Are things in Rhode Island are going in the right direction, or have they gotten on the wrong track? 1 Right Direction 11% 2 Wrong Track 83% 3 (VOL) Don’t Know 6% 4. What do you think is the most important problem facing Rhode Island right now? PROBE FOR SPECIFIC _______________________________________________________________ 5. Considering the cost of gas, as compared with past summer vacation plans how likely are you to travel outside Rhode Island by car on vacation this year? Are you: 1 More Likely 5% 2 Just as Likely 32% 3 Less Likely 59% 4 (VOL) Don’t Know 2% 5 (VOL) No Answer 2% 6. Supporters say we should allow drilling for oil in Alaska’s Arctic National Wildlife Refuge to increase oil supplies. Opponents say drilling would damage the environment in an unspoiled part of the nation. Do you approve or disapprove of drilling in the Arctic National Wildlife Refuge in Alaska? 1 Approve 42% 2 Disapprove 50% 3 (VOL) Don’t Know 7% 4 (VOL) Don’t Know 2% 5 (VOL) No Answer 2% 7. In order to help reduce global warming would you be willing or not willing to pay more for electricity if it were generated by renewal sources like the sun or wind energy? 1 Willing 66% 2 Not Willing 25% 3 (VOL) Don’t Know 7% 4 (VOL) No Answer 2% 8. Thinking about gay marriage would you favor or oppose Rhode Island courts having the authority to grant divorces to homosexual couples legally married in Massachusetts now living in Rhode Island? 1 Favor 49% 2 Oppose 39% 3 (VOL) Don’t Know 8% 4 (VOL) No Answer 4% 9. Governor Carcieri issued an Executive Order dealing with illegal immigrants. It requires that the Federal E-Verify system be used to screen state workers and employees of companies doing business with the state and directs certain state agencies to work cooperatively with Federal Immigration and Customs Enforcement personnel in enforcing federal immigration laws. Do you 1 Agree 75% 2 Disagree 18% 3 (VOL) Don’t Know 5% 4 (VOL) No Answer 1% 1 As you know, Rhode Island state government has significant financial problems. I am going to read some of the general assembly’s ideas to balance the budget. Please tell me whether you strongly support, somewhat support, somewhat oppose, or strongly oppose each of the provisions I mention: (ROTATE) Proposal St sp Swh sp Swh op St op DK 10. Freezing non-school state aid to cities 4 3 2 1 0 and towns at this year’s level. 29% 25% 14% 23% 10% 11. Reducing the amount of money 4 3 2 1 0 available for college scholarships 12% 12% 18% 54% 4% awarded to needy students. 12. Imposing a two-year time limit on 4 3 2 1 0 welfare benefits. 48% 19% 12% 18% 4% 13. Capping the amount of tax credits paid 4 3 2 1 0 out to encourage the filming of movies 31% 24% 15% 21% 10% and TV shows in Rhode Island. 14. Reducing the number of low income 4 3 2 1 0 families eligible to receive state 20% 14% 19% 43% 4%

Rhode Island's College- and Career-Ready Commitment - Achieve

The Economic Imperative Today, nearly every good job requires some postsecondary education and/or training (e.g., an associate’s or bachelor’s degree, certificate, or apprenticeship or significant on-the-job training). All students need to be academically prepared to compete for good jobs in the global economy. In 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, less than 20% jobs are considered to be i unskilled. More education is associated with higher earnings and iii higher rates of employment in Rhode Island. Mean Income $10,894 $25,383 $29,181 $65,387  77% of Rhode Island’s jobs are middle or high skills (or require some postsecondary education or training).  Yet only 41% of Rhode Island’s adults have some ii postsecondary degree (associate’s or higher). Education Level HS Dropout HS Graduate Some College Bachelors & Above Unemployment 26% 16% 10% 4% The Equity Imperative Far too many students drop out or graduate from high school unprepared for success, closing doors and limiting their options and opportunities – in particular minority and low-income students. Rhode Island’s achievement gaps begin in the earliest grades and extend through college enrollment and admissions. All White Black Hispanic 53% 20% 21% 26% 34% 41% 17% 14% 18% 75% 65% 80% 65% 62% 58% 59% 57% % of students at risk of dropping out Low SES 43% iv N/A N/A th 4 Grade Math Proficiency th 8 Grade Reading v Proficiency vi HS Graduation Rate vii College Completion Rate 4% 3% All Amer Ind The Expectations Gap The bar has been set too low for too long, keeping students from reaching their full potential. If we want students to achieve more, we need to expect more.  63% of Rhode Island’s students in two-year colleges require remediation.  Less than two-thirds (65%) of students who enter public colleges in Rhode Island earn their degrees.  Percent of 2010 Graduates Who Wish They Had Worked Harder In High School, by Postsecondary Enrollment 34% of employers deem the preparation of newly hired employees with only a high school diploma as “deficient,” ix (and only 16% find their preparation “excellent.”)  viii 49% of employers surveyed noted they anticipate requiring higher levels of education for most jobs – and another 60% noted more specific technical skills will be required – in the x next 3-5 years. All too often, students regret not working harder once they leave high school. 47% 56% 53% 35% All Graduates Two-Year College xi www.achieve.org/Rhode-Island Four-Year College No College/Other Rhode Island’s College- and Career-Ready Commitment How Rhode Island Can Further Advance the College- and Career-Ready Agenda The College- and Career-Ready Agenda Over the past five years, states have driven the collegeand career-ready agenda – a policy agenda that seeks to ensure all students graduate high school, and graduate ready for their next steps.  …Fully realize the promise of the Common Core State Standards by implementing them fully and successfully, taking into account the related curricular, professional development, and policy changes. Rhode Island is among the states that have made college xii and career readiness a priority for all students.  …Adopt college- and career-ready graduation requirements, aligned to the Common Core State Standards, to ensure all students are prepared, and eligible, for entry into college and skilled careers.  …Remain committed to the goals of PARCC and developing and administrating a next-generation, computer-based assessment system anchored by college- and career-ready tests in high school that will let students know if they are ready for college-level coursework and measure the full range of the CCSS.  …Continue to make progress on the state’s data collection efforts, particularly around linking studentlevel K-12 and postsecondary data and making data available to relevant stakeholders, such as teachers, parents and counselors.  …Re-examine the state’s K-12 accountability system to determine how it can reward measures of college and career readiness.   In 2006, Rhode Island adopted PK-12 academic standards aligned with college- and career-ready expectations. Rhode Island adopted the Common Core State Standards in July 2010.  Rhode Island is a Lead State Partner in the development of the Next Generation Science Standards.  Rhode Island is a governing state in the Partnership for Assessment of Readiness for College and Careers (PARCC), a group of states working to develop a common assessment system using Race to the Top Common Assessment funds.

Attributes of The price Each Cranium Services

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Manual de funciones del iPod shuffle - Support - Apple

Nociones básicas sobre el iPod shuffle 1 Enhorabuena por la adquisición de un iPod shuffle. Lea este capítulo para descubrir las funciones del iPod shuffle, aprender a utilizar sus controles y obtener otras informaciones de interés. Para usar el iPod shuffle, primero debe guardar sus canciones y otros archivos de audio en el ordenador y luego cargarlos en el reproductor. Use el iPod shuffle para: Â Cargar canciones para poder escucharlas vaya a donde vaya. Â Escuchar podcasts, emisiones al estilo radiofónico que pueden descargarse de Internet. Â Escuchar audiolibros adquiridos en la tienda iTunes Store o en audible.com. Â Guardar archivos u otro tipo de datos (o bien crear copias de seguridad de ellos) usando el iPod shuffle como disco externo. 3 Visión general del iPod shuffle Puerto de auriculares Indicador luminoso de estado Botón de reproducción/pausa Botón para elevar el volumen Botón de retroceso/anterior Botón de avance rápido/siguiente Botón para reducir el volumen Botón de encendido OFF Indicador luminoso de estado inferior Botón de reproducción aleatoria Cómo usar los controles del iPod shuffle Los sencillos controles del iPod shuffle le permitirán reproducir canciones, audiolibros y podcasts fácilmente. Para Haga lo siguiente Encender o apagar el iPod shuffle Deslice el botón de encendido (la luz verde indica que el iPod shuffle está encendido). Reproducir Pulse el botón de reproducción/pausa (’). Poner en pausa la reproducción Pulse el botón de reproducción/pausa (’). Ajustar el volumen Pulse los botones para subir (∂ ) o bajar (D) el volumen. Ajustar el orden de la reproducción Deslice el botón de reproducción aleatoria (¡ para reproducir las canciones en orden aleatorio, ⁄ para reproducirlas en orden secuencial). Pasar a la siguiente pista Pulse el botón de avance rápido/siguiente (‘). Volver a escuchar una pista Pulse el botón de retroceso/anterior (]). Reproducir la pista anterior Pulse el botón de retroceso/anterior (]) dos veces. Ir a la primera pista Pulse el botón de reproducción/pausa (’) rápidamente tres veces. Avanzar o retroceder rápidamente Mantenga pulsado el botón de avance rápido/siguiente (‘) o el de retroceso/anterior (]). Desactivar los botones del iPod shuffle (para que no ocurra nada si se pulsan accidentalmente) 4 Pulse el botón de reproducción/pausa (’) durante tres segundos (hasta que el indicador luminoso de estado parpadee en naranja tres veces). Repita esta operación para reactivar los botones (el indicador luminoso de estado parpadea en verde tres veces). Capítulo 1 Nociones básicas sobre el iPod shuffle Para Haga lo siguiente Reiniciar el iPod shuffle (si el iPod shuffle no responde) Retire el iPod shuffle del Dock. Apáguelo, espere cinco segundos y vuelva a encenderlo. Encontrar el número de serie del iPod shuffle Mire en la muesca situada bajo el clip del iPod shuffle, o vaya a iTunes (con el iPod shuffle conectado al ordenador), seleccione el iPod shuffle en el panel Fuente y haga clic en la pestaña Ajustes. Cómo conectar y desconectar el iPod shuffle Conecte el iPod shuffle al ordenador para cargar canciones y otros archivos de audio, así como para recargar la batería. Desconecte el iPod shuffle una vez completada la descarga. Cómo conectar el iPod shuffle Para conectar el iPod shuffle al ordenador: m Conecte la base de conexión iPod shuffle Dock incluida al puerto USB del ordenador. A continuación coloque el iPod shuffle en el Dock. Nota: Conecte el Dock a un puerto USB de alta potencia para recargar la batería. Es recomendable conectarlo a un puerto USB 2.0. No utilice los puertos USB del teclado. La primera vez que conecte el iPod shuffle al ordenador, el Asistente de Configuración del iPod le ayudará a configurarlo y sincronizarlo con la biblioteca de iTunes. Importante: Una vez sincronizado con la biblioteca de iTunes de un ordenador, siempre que conecte el iPod shuffle a otro ordenador aparecerá un mensaje solicitándole si desea sincronizarlo con la biblioteca de iTunes del nuevo ordenador. Haga clic en Cancelar si no desea eliminar el contenido musical de su iPod shuffle, o bien haga clic en “Transferir compras” para conservar su contenido y copiar las canciones compradas que contenga el reproductor en la biblioteca de iTunes del nuevo ordenador. Para obtener más información, consulte la Ayuda iTunes. Capítulo 1 Nociones básicas sobre el iPod shuffle o.

Manual do Utilizador do iPod shuffle - Support - Apple

Acerca do iPod shuffle 1 Parabéns por adquirir o iPod shuffle. Leia este capítulo para conhecer as funcionalidades do iPod shuffle, aprender a utilizar os respectivos controlos e muito mais. ± AVISO: Para evitar danos físicos, leia todas as instruções de operação descritas neste manual e as informações de segurança em “Segurança e manuseamento” na página 39 antes de utilizar o iPod shuffle. Para utilizar o iPod shuffle, é necessário colocar músicas e outros ficheiros de áudio no computador e, em seguida, sincronizá-los com o iPod shuffle. Utilize o iPod shuffle para:  Sincronizar músicas e listas de reprodução para ouvir em qualquer lugar;  Ouvir podcasts, programas semelhantes a emissões de rádio, que podem ser descarregados da Internet;  Ouvir audiolivros comprados na iTunes Store ou em audible.com;  Armazenar ou criar cópias de segurança de ficheiros ou outros dados, utilizando o iPod shuffle como um disco externo. 3 O que há de novo no iPod shuffle  Auriculares Apple Earphones com controlo remoto para facilmente controlar o iPod shuffle enquanto está em movimento;  Suporte para várias listas de reprodução e audiolivros;  Uma nova funcionalidade de VoiceOver que anuncia os nomes da música e do intérprete, um menu das listas de reprodução, os audiolivros e os podcasts, o estado da bateria e outras mensagens;  Flexibilidade melhorada com a sincronização de música e de outros conteúdos do iTunes. 4 Capítulo 1 Acerca do iPod shuffle 2 Noções básicas do iPod shuffle 2 Leia este capítulo para conhecer as funcionalidades do iPod shuffle, aprender a utilizar os respectivos controlos e muito mais. O pacote do iPod shuffle inclui o iPod shuffle, os auriculares Apple Earphones com controlo remoto e um cabo USB 2.0 para ligar o iPod shuffle ao computador. Visão geral do iPod shuffle Entrada de para auricular Luz de estado Interruptor de três vias Aumentar volume Botão central Mola (no verso) Diminuir volume ...

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