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784, 786 787 1923 disregarding conclusion of the Attorney General, 33 Op. Atty. Gen. 476 1923, with respect to interpretation of compensation statute. Against this background, we see no escape from the conclusion that, because Congress has retained removal authority over the Comptroller General, he may not be entrusted with executive powers. The remaining question is whether the Comptroller General has been assigned such powers in the Balanced Budget and Emergency Deficit Control Act of 1985. The primary responsibility of the Comptroller General under the instant Act is the preparation of a "report. " This report must contain detailed estimates of projected federal revenues and expenditures. The report must also specify the reductions, if any, necessary to reduce the deficit to the target for the appropriate fiscal year. The reductions must be set forth on a program by program basis. In preparing the report, the Comptroller General is to have "due regard" for the estimates and reductions set forth in a joint report submitted to him by the Director of CBO and the Director of OMB, the President's fiscal and budgetary adviser.

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In districts in which teachers academic freedom is preservedat least in partarent the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well informed knowledge base of both students learning needs and preferences and corresponding methodological alternatives?Can it really be assumed that a particular approach works best in all teaching, learning, school, district, and community contexts?If the goals of technology integration are separated from the goals of educational reform, teacher educators are faced with an important choice. Should we, as educational technology leaders, concentrate our efforts upon developing, testing, and disseminating a wide range of educational technology uses that support a broad spectrum of pedagogical approaches?Or should we recommitand state publiclyour intention to help schools change the nature of teaching and learning through particular applications of digital technologies?Considering that the latter choice has been the largely unstated and, arguably, unsuccessful agenda for the past 20 years of educational technology work, perhaps a new approach is warranted at this point in timeone that genuinely respects pedagogical plurality and honors teachers academic freedom. In choosing differently, we would also commit our efforts in a different direction: to broaden our research and development work to encompass many different digitally supported instructional strategies while trusting our colleagues to consider and choose appropriately among all of them. The choice suggested here is not an easy one to make, since many educational technology leadersthis author includedmay have entered the field with not so hidden educational reform agendas of our own. Still, I urge us to consider seriously whether it is more appropriate to try to change the nature of teaching and learning through the integration of educational technologiesor to help teachers and learners use appropriate curriculum based technological applications more pervasively in all of their varied forms. Bull, G. , Knezek, G. , Roblyer, M. D. , Schrum, L. , and Thompson, A.

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5The Court is assisted in its work by the Secretariat of the Court the Secretariat under the direction of its Secretary General the Secretary General. In the Rules:i arbitral tribunal includes one or more arbitrators;ii claimant includes one or more claimants, respondent includes one or more respondents, and additional party includes one or more additional parties;iii party or parties include claimants, respondents or additional parties;iv claim or claims include any claim by any party against any other party;v award includes, inter alia, an interim, partial or final award. 1All pleadings and other written communications submitted by any party, as well as all documents annexed thereto, shall be supplied in a number of copies sufficient to provide one copy for each party, plus one for each arbitrator, and one for the Secretariat. A copy of any notification or communication from the arbitral tribunal to the parties shall be sent to the Secretariat. 2All notifications or communications from the Secretariat and the arbitral tribunal shall be made to the last address of the party or its representative for whom the same are intended, as notified either by the party in question or by the other party. Such notification or communication may be made by delivery against receipt, registered post, courier, email, or any other means of telecommunication that provides a record of the sending thereof. 3A notification or communication shall be deemed to have been made on the day it was received by the party itself or by its representative, or would have been received if made in accordance with Article 32. 4Periods of time specified in or fixed under the Rules shall start to run on the day following the date a notification or communication is deemed to have been made in accordance with Article 33. When the day next following such date is an official holiday, or a non business day in the country where the notification or communication is deemed to have been made, the period of time shall commence on the first following business day. Official holidays and non business days are included in the calculation of the period of time. If the last day of the relevant period of time granted is an official holiday or a non business day in the country where the notification or communication is deemed to have been made, the period of time shall expire at the end of the first following business day.

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The participants were thus experienced language learners who had progressed through the educational system successfully; given their interest in foreign languages, they had taken up a course of study that emphasised, valued, and indeed often necessitated the development of metalinguistic knowledge. Hence, the participant sample consisted of a selected group of learners who had proved themselves able to acquire a certain command of explicit L2 knowledge alongside their developing L2 proficiency see also Roehr, 2008b. In sum, our result seems to support the claim that the development of metalinguistic knowledge is influenced not only by learner internal individual difference variables, as hypothesised previously Collentine, 2000; DeKeyser, 2003, 2005, but also by learner external variables such as prolonged exposure to formal L2 instruction in itself see also Elder and Manwaring, 2004; Elder et al. , 1999; Renou, 2000; Sorace, 1985. Of course, more likely than not, these two sets of variables interact with one another see below. The outcome of the principal components analysis see Table 2 indicates that metalinguistic knowledge is a construct which is separate and distinguishable from both language learning aptitude and working memory for language.