Duotecno port devices driver download for windows. In Maryland there are three ways an adult who has withdrawn from high school before graduating may earn a Maryland High School Diploma Fuzhou rockchip driver download for windows.
1. GED®:
GED® candidates must be residents of Maryland. They must be at least 18 years of age at the time of testing. They may not have obtained a Maryland high school diploma, a high school certificate or diploma issued by another state by a non-US or correspondence school. They must be officially withdrawn from a regular full-time public or private school; or have obtained a Maryland High School Certificate of Program Completion in accordance with Code of Maryland Regulations (COMAR) 13A.03.02.09D.
In order to pass the test, a minimum score must be obtained in the content areas of Reasoning through Language Arts, Science, Social Studies and Mathematics.
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Learn more by visiting Maryland GED® Testing.
2. National External Diploma Program (NEDP)
NEDP is designed with the needs of the adult learner in mind. The computer-based program provides a unique way for adults to earn a high school diploma without taking classes or completing a series of high stake tests. Rather, NEDP® clients complete program requirements by working independently on a series of assigned tasks or competencies at their own pace, while meeting periodically with a trained NEDP® assessor to develop a portfolio that proves that they have acquired the skills required to be awarded a Maryland High School Diploma. NEDP measures academic and life skills such as reading, writing, mathematics, oral communication, critical thinking, self, social, occupational awareness, and other workplace skills. Applicants must be Maryland residents, 18 years and above, and not enrolled in school. They must complete placement tests at the nearest NEDP location, and meet cut scores to determine eligiblity for the program.
For more information about the National External Diploma Program (NEDP®), contact an NEDP® program in or near your county directly or e-mail Lynnette Demby.
3. Adult High School Pilot Program
The Maryland Adult High School Pilot Program establishes an alternative method for adults, who did not graduate from high school, to earn a high school diploma and potentially earn post-secondary credit or an industry-recognized certification in an environment that meets the needs of the adult learner. Adult high school pilots will serve learners 21 years and older, who do not have a high school diploma or who did not complete the requirements for high school graduation through GED® testing or the National External Diploma Program. In addition to the academic course of study leading to a high school diploma, the adult high school pilots will offer wrap-around services, career pathways in high need and growth industry sectors, and transitions into postsecondary education and credentialing opportunities.
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Applications to open Adult High Schools are currently under review. Please check back for school locations and openings
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For more information about the Adult High School Pilot Program e-mail Lynnette Demby.
Even though the popularity of CAT tools is growing, not all translators choose to implement this software into their daily workshop. Reasons vary from financial ones to the fear of not being able to operate the tool efficiently. Moreover, the wide array of CAT tools makes it impossible for a single person to purchase licenses for them all. Companies or customers that want to have projects stored in their CAT tools may cooperate with non-CAT users or different CAT tool users thanks to the RTF format files. We would like to explain the specificity of this file format.
What does a CAT-generated RTF file look like?
The abbreviation means “rich text format.” The files that you can generate from your CAT tool may look slightly different (e.g. some have colouring or logos, others are plain), but the principle is the same. It looks like a table of usually four columns, each with a different purpose. The first one shows segment number, the same as you can see in the CAT editor. The second one contains segmented source text and the third is where the translator inserts the text in the target language. The last column is about the status – it says whether the segment was pretranslated from translation memory or MT, if it is locked (so uneditable) in the CAT tool, etc. Once the column with the target text is filled in, the RTF file can be uploaded into the software and the translation automatically uploaded into the TM.
Important to remember
RTF files allow for translation and editing outside CAT. Just as in the editor, it’s crucial to pay attention to formatting tags, usually in the form of numbers in various brackets, e.g. [1}, [4], {8]. They make it possible to retain the formatting of the source file. It is also important to have an equal number of tags in the source and target – otherwise the file will not be properly imported to the CAT tool and the PM will have to check the RTF file segment by segment.
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Working in RTF files is quite comfortable as the linguist can see the corresponding source segment in the left-hand column at all times. The most important guideline for handling them is to keep the original layout and insert tags into the target column – that’s all!
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If you would like to know more about the way we handle RTF files or CAT tools, do not hesitate to contact us.