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Opinion unanimously adopted by the CISG AC: Peter Schlechtriem Chair; Eric E. Bergsten, Michael Joachim Bonell, Alejandro M. Garro, Roy M. Goode, Sergei N. Lebedev, Pilar Perales Viscasillas, Jan Ramberg, Ingeborg Schwenzer, Hiroo Sono, Claude Witz Members; Loukas A. Mistelis Secretary. For an Introduction to the CISG AC , see Herber, Rolf, "Eine neue Institution: Der CISG Advisory Council, Internationales Handelsrecht, vol. 3 September / October 2003 201 202 For the text of the first opinion of the CISG AC and an Introduction to the CISG AC , see Garro, Alejandro A. / Perales Viscasillas, Pilar, "Comunicaciones Electrnicas en la Convencin de Viena de 1980 sobre Compraventa Internacional de Mercaderas CNUCCIM: Primera opinion del Consejo Consultivo de la CNUCCIM CISG AC", RCE nm 44 2003 39 562004. CISG AC Opinion no. 2, Examination of the Goods and Notice of Non Conformity Articles 38 and 39 7 June 2004.
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See Endnote He promoted the colonization of the New World and was an officer in the Virginia Company, which sponsored the settlement of Jamestown, England's first permanent colony in America. St. Germain ascended on May 1, 1684. Soon thereafter, he was given permission by the Lords of Karma to function on the 3rd dimension as an ascended being, while having the appearance of the unascended. During the 18th century, he was well known in the courts of Europe as le Comte de Saint Germain "The Wonderman of Europe. " "An ascended master may occupy any number of bodies, i.
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And, of course, we stand ready to support learners in their quest to grow as literate people. Curriculum on its own cannot tell anyone what has been achieved in the education system. What is needed is to translate the curriculum into manageable entities that can be used in the classroom for instruction and for assessment. Curriculum and assessment though not always seen as such are key areas in the promotion of effective teaching and learning. The modified curriculum for learners with special needs, just like curriculum for any other learner, should have appropriate instruction plan and assessment plan. These modifications should include but not limited to the following:Extending time limits learners with learning difficulties e. g. reading comprehension can benefit from this arrangement. Individual administration this allows for interaction with the examiner who is in a position to assess the learners strengths and weaknesses. Simplification of the language used this is especially useful with hearing impaired and mentally retarded learners. Provision for audiotape, large prints or Braille materials.
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