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1. I am a partner at Jones Day, which represents the Senate Majority—New York

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summarizing the additional evidence that confirms that the Commission’s motion for summary judgment should be granted. I. NEWLY OBTAINED EVIDENCE CONFIRMS THAT WRTL’S

This responds to your letter dated April 12, 2005, in which you request a Commission opinion on the lawful construction of the term “cash advance item ” as used in the FTC’s Funeral Rule, 16 C.F.R. § 453.1(b) (“the Funeral Rule ” or “the Rule”). Specifically, you question whether a Texas trial court is correct in ruling that “all goods or services purchased from a thirdparty vendor, even though not included on the contract, are ‘cash advances’ ” under the Funeral Rule. 1 Correct interpretation of the term “cash advance item ” is important because it determines the breadth and impact of certain substantive provisions of the Funeral Rule that employ that term. 1 It is our understanding that your request is prompted by the May 2004 decision

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This outlines the accomplishment of a team of District staff and community stakeholders that convened to develop a template for evaluating the adequacy of academic programs in the District. The team developed a five-step approach. 1. Including direct and indirect costs, convert total cost into a form that permits comparison across programs and schools. 2. Compare cost per student for schools using the program to the cost per student for schools not using the program. 3. Quantify program benefit in various ways including: Approaches that adjust for demography of student population and approaches that do not adjust for demography Approaches that focus on schools using the program and compare derived benefit to expected or promised benefit Approaches that compare school performance prior to implementation versus performance after implementation Approaches that compare performance of schools using the program to the performance of schools not using it 4. Compare the benefit-to-cost ratio for schools using the program to the benefit-to-cost ratio for schools not using it. 5. Judge program adequacy after disclosing any factors that could limit the confidence of conclusions that are drawn.

In this paper, we discuss an argument that supports Aesthetic Realism by claiming, first, that common sense is realist about aesthetic judgments, because it considers that aesthetic judgments can be right or wrong, and second, that because Aesthetic Realism conserves “folk aesthetics

information provided by the communicator with respect to magnitude and descriptive as well as evaluating meaning of the Information. Second, consumers are processed information in ' conjunction with other experiences in order to make judgments with respect to product or brand name in terms of attitudes