Dear Sir or Madam,
I hope t=
hat you are well.
I do not believe that you know=
anything about me whatsoever. You are using an old email that has no we=
bsite attached to it.
My company has moved on fr=
om this email and domain name many years ago and I only use it to forwar=
d on emails to my newer iteration.
Therefore you=
know nothing about me, my brand or target market.
Secondly, by law you are required to offer a clear means of unsubscri=
bing from marketing emails.
You have also failed=
in this regard.
You are either very poor at the=
services that you allegedly offer, or you are a scammer.
Please UNSUBSCRIBE me from ALL emails as I will not be taking=20=
up any of your poor services if you are legitimate, or, I will not be fa=
lling for your very poor scamming attempt.
I sug=
gest that you do proper research before offering any services to anyone=20=
else.
Many thanks.
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Lord Pennington Bailey, Arwyn of Hougun Manor.
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ry
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The United States has a highly decentralized system of edu=
cation. The Tenth Amendment (1791) of the U.S. Constitution (1787) stat=
es: =E2=80=9CThe powers not delegated to the United States by the Consti=
tution, nor prohibited by it to the States, are reserved to the States r=
espectively, or to the people.=E2=80=9D Therefore, the general authorit=
y to create and administer public schools is reserved for the states. T=
here is no national school system nor are there national framework laws=20=
that prescribe curricula or control most other aspects of education. The=
federal government, although playing an important role in education, do=
es not establish or license schools or govern educational institutions a=
t any level.1 The decentralized nature of U.S. education has its orig=
ins in the early history of the United States. In the 17th and early 18=
th centuries, what was to become the United States began as separate col=
onies established by settlers from several European countries. In the 1=
3 British colonies that formed the original United States, the colonial=20=
governments or, in some colonies, local communities were responsible for=
education. It was customary for each locality to establish and support=
its own school(s) and to educate its children according to its own prio=
rities, values and needs. This history helps to explain why state and l=
ocal governments today retain primary responsibility for administering e=
lementary and secondary education in the U.S. In the pages that follow=
, you will find a description of the historic No Child Left Behind Act o=
f 2001. Part I contains a general description of the organization and s=
tructure of U.S. education, while Part II describes the roles played by=20=
all three levels of government in education policy, administration and f=
inancing, with an emphasis on elementary and secondary education.
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