Instruct: Given a question, retrieve passages that can help answer the question.
Query: How many students are typically enrolled in CLS?
The Critical Language Scholarship (CLS) Program is a United States Department of State cultural and educational exchange program which offers approximately 600 students from the United States the opportunity to participate in an intensive language study abroad. This nationally competitive program funds students who study one of the 15 critical need foreign languages, and is part of the National Security Language Initiative. The 15 critical languages include Arabic, Azerbaijani, Bengali, Chinese, Hindi, Indonesian, Japanese, Korean, Persian, Portuguese, Punjabi, Russian, Swahili, Turkish and Urdu. With an acceptance rate of less than 10%, the Critical Language Scholarship is one of the most competitive scholarships in the U.S. and the most prestigious language programs for U.S. citizens.[1][2][3]
Colette Bennett of "The Daily Dot" said "something about [the song] seems too simple" and went on to say that "CL's rapping is strong as usual" and "the song has a chill, reggae-inspired vibe". "Billboard"s Tamar Herman stated that the song "diverges sharply from CL's image as one of South Korea's most prominent female rappers and eschews her typical aggressive style. Referencing drugs and liquor liberally while roaming around New York City, this isn't the same CL that K-pop fans are used to. Built for listening to on a hazy summer day, 'Lifted' takes a step back from CL's typical raps, aside from a quick bit at the beginning of the song." Nolan Feeney of "Entertainment Weekly" labeled it "a solid-gold banger".
The school has a very strong, academically rigorous program. Because it is a public school, entrance is by lottery if there are more students who want to enroll than there are spots. Typically, the enrollment period is over on the first Monday of February with the lottery the next day. Since 2007 there has been a waiting list to get into Great River, simply because so many people want to attend. On a regular basis, both the Junior and Senior High students meet in their respective groups in a community meeting to discuss various topics that impact the whole community. The elected student leaders lead this meeting, and the school talks about "important" issues.
A survey taken by teachers, counselors, and principals from 35 high schools was held to learn the opinions of faculty on dual enrollment (the term concurrent enrollment was used in the study). When asked how the school was impacted, the responses were positive all around. Many of the responses focused on students being able to earn college credit and be introduced to a college atmosphere. When asked how the students were impacted, most of the responses were positive as well, except the survey item “the student considered for the first time going to college.” Many respondents were neutral with only 35% agreeing. Students were thought to have already planned to move on to college before trying dual enrollment. The faculty commented on how dual enrollment gave students the opportunity to gain college credit. Teachers focused on how the increased difficulty of college courses prepared them for later. Counselors and teachers both noticed personal gains in students as well. Students had an increase in confidence and were willing to participate in more challenging studies. 
While about 7.9% of Tanzania's population lives with disability, less than 1% of children enrolled in pre-primary, primary, or secondary education have a disability. Similarly to many other Sub-Saharan African countries, Tanzania has no system set in place to assess children for physical or mental impairments before they enroll in the education system, and there is a huge gap in knowledge about how to improve access to education for disabled students when many of their disabilities are not known or tested. Disabled individuals in traditional society and culture are often at a disadvantage in social relationships and economic status. The majority of the country is religious, primarily Muslim or Christian, and in history, that has been used as justification to not include disabled individuals in "normal society." In 1950, the Church Missionary Society of Tanzania opened a school for students with visual disabilities. Teachers were trained abroad and centered curriculum around the students, although up until this point, there had never been a separate learning environment for students with disabilities. Many students were and still are forced to stay at home due to superstition, stigma, and ignorance, and they are, consequently, often seen as worthless or as a burden.
Another study was based on a survey of over 18,000 college students from ages 18–25. This survey asked questions like how many sexual partners they have had since graduating high school, how many sexual partners per year, and how many times per week they have sex. It was reported that a little over 59% of college students have sex once per week. A little over 31% reported to having at least one sexual partner per year, and about 50% said that they have had more than two sexual partners since the age of 18. Perceptions of "frat boys" and how this stereotype seems to be the typical male how only pursues women to have sexual relations. Many female college students explained how the "frat boy" perfectly embodies the persona of a sex driven male.
Tucker Maxon is one of approximately 40 schools that teach children who are deaf to speak. Tucker Maxon began co-enrolling students who were not deaf or hard of hearing in the mid-1980s, when it leased space to a neighborhood preschool. Tucker Maxon formally adopted co-enrollment in 2002, when it extended enrollment to include students with typical hearing, and became one of the first schools in the country to co-enroll students with hearing loss and those with typical hearing. At Tucker Maxon students with hearing loss do not use sign language; instead, they use assistive technologies such as cochlear implants with FM transmitters and hearing aids, under the guidance of trained professionals, and they listen, talk, play, and learn alongside their hearing peers.
Below is a table showing student enrolment in the Zimbabwe Open University from 1999 to 2017:
The year 2001 marked the increase of the enrollment figures to 23,161. It was because Commerce degrees were introduced that year. There was a decline in student enrollment in 2002 because some found independent learning difficult and many students faced economic difficulties. In 2003, a total of 19,228 students were enrolled in the university which constituted 46.9% of the total university enrolment in the country. According to 2006 estimates, approximately 20,000 students are enrolled in the university which makes it the largest university in Zimbabwe.
In 1861, many Hillsdale students joined the ranks of the Union Army during the American Civil War; a higher percentage of Hillsdale students enlisted than from any other Michigan college. Hillsdale continued to operate during the war, but had limited enrollment because so many young men went to war. Half of Hillsdale's students who enlisted became officers, as was typical for men with some college education; five became lieutenant colonels, four received the Medal of Honor, and three became generals. Sixty students died in the war.
Hillsdale survived while nearly 80% of the colleges founded before the Civil War were forced to close. After the war, the college regained its normal enrollment; many veterans returned and completed their education there. Notable speakers continued to arrive at Hillsdale's campus, including the famed female physician and educator Sophia Jex-Blake in October 1865. Hillsdale's Delta Tau Delta chapter, its first fraternity, was chartered on October 19, 1867.
Students are selected by lottery among the applicants. In 2004, the school enrollment was 576. International Academy has an extended school year (205 days) and an extended school day. At the end of the school day at 2:35, many students go home, but many opt to stay to participate in after-school clubs, extra classes (jazz band or full orchestra), or meet with teachers and friends. Students may also participate in activities at their home schools. Students typically only participate in activities at their home high schools that the International Academy does not offer, including sports teams and marching bands.
The Centre for Language Studies (CLS) is part of FASS. The centre currently offers thirteen languages for students. They are: Arabic, Bahasa Indonesia, Chinese (Mandarin), French, German, Hindi, Japanese, Korean, Malay, Spanish, Tamil, Thai and Vietnamese. Students who are interested in these languages and who have a prior knowledge of the language should sit for a placement test to ensure their enrolment into a class of appropriate level. Beginner (Level 1000) classes are offered for students who have no knowledge of the language. Upon enrolment into language programmes, students have the opportunity of partaking in overseas immersion programmes to further help them develop fluency and competence in the language. The Language Preparatory Programme (LPP) is hosted by the CLS for students who are preparing to go on student exchange to French-speaking or German-speaking countries or Korea. These students are admitted into the respective language programmes in their first year of study, and are given priority for language classes. Ideally, after two semesters of study, these students will go for a 3-week immersion programme to the respectively countries, and then after another two semesters of study, they will go for a semester-long (or 2 semesters for students on the Honours track) Student Exchange Programme (SEP) at a partner university.
The biggest problem brought up by students was “issues in credit and grades.” Students often lamented how their grades in college classes would affect their overall high school transcript and quite often result in a lower GPA. They were worried how it would affect their acceptance rate in other colleges later on. “Negative interactions with others” was described by students with how they were treated. The students felt cast out as many college students would treat them differently and would even get remarks that made them felt threatened. The dual enrollment students reflect on their past actions might have warranted such treatment as Roger says, “we weren’t very mature.” The final negative theme – “limited support systems” – stems to both the college and the high school. Students described that, once enrolled in dual enrollment, their high school counsellors and other faculty seemed to work with the students less. They felt like they were no longer apart of the general group of the high school. In the college setting, where they were expected to know material from courses they may have not taken yet. The college tutoring sessions were held during times that the dual enrollment students couldn’t make. As Alicia says, “I didn’t feel like an actual student.”
Many U.S. institutions have long-standing direct exchange partnerships with foreign institutions that allow their students to enroll in classes as a visiting student while still paying standard tuition at their home university. Direct exchanges are facilitated by agreements governing academic credit transfer and financial aid between the home university and host university. While individual agreements may vary, direct exchange typically involves a 1:1 where the number of inbound exchange must be equivalent to the number of outgoing study abroad students. Typically, students enroll in standard courses at the host institution and are fully integrated with host country students and are responsible for their own housing, airport transfer, etc. Programs are administered on-site by the host university, with pre-departure advising and assistance from a U.S. university study abroad office.
Lefors ISD typically enrolls approximately 170 students per school year, with many of them transfer students from Pampa.
New students typically begin by observing more advanced students as they practice. New students may be taught mostly by more advanced students; the most advanced students are taught exclusively by the teacher. The first things new students learn are how to correctly open and close sliding doors, how to walk on tatami, how to enter and exit the tea room, how to bow and to whom and when to do so, how to wash, store and care for the various equipment, how to fold the "fukusa", how to ritually clean tea equipment, and how to wash and fold "chakin". As they master these essential steps, students are also taught how to behave as a guest at tea ceremonies: the correct words to say, how to handle bowls, how to drink tea and eat sweets, how to use paper and sweet-picks, and myriad other details.
The Institute was founded in 1920, with the composer Ernest Bloch as director. Annual enrollment at the conservatory (including new and returning students) is between 400 and 450 students with approximately 1,500 students enrolled in the preparatory and continuing education programs at any given time. Between 1,000 and 1,200 prospective students apply to the conservatory annually for the (approximately) 150 openings available for fall enrollment. Typically, 60-70 freshmen are enrolled each fall; 81% of entering freshman graduate within five years.
Although universities and student unions each had their own rules, students generally were required to become a member of their campus student organisation automatically upon enrolment. A fee for student services or amenities was charged to students, typically once a semester, once a year, or in a lump sum upon enrolment. This fee was typically collected by the university, which usually took a portion in collection fees and passed the rest to campus student organisation(s). These organisations then distributed the money according to their own rules.
Every year numerous courses were offered by the Institute, some repeated annually and others developed to address growing concerns or public interest. The courses typically had twelve two-hour sessions. Fifty students were the maximum that could be enrolled in a class. Some educational institutions gave college credit to their students who enrolled and completed the classes. Among the many courses offered were:
A fourth IBS branch was established in Nuremberg in 2006. The other three branches (Lippstadt, Bad Nauheim, and Berlin) ultimately closed. In April 2018, the Director of IBS Nuremberg, Thomas Nau, announced that the school would cease operation in 2021 and would accept no further students after the 2018 summer term. He cited the steady decline in student enrollment as the principal reason for the impending closure. At the time of the announcement, the school had a total enrollment of 90 students. It was unclear how many of those were enrolled in the University of Sunderland degree programs. The University of Surrey partnership had ended by that time.
As they master the basics, students will be instructed on how to prepare the powdered tea for use, how to fill the tea caddy, and finally, how to measure the tea and water and whisk it to the proper consistency. Once these basic steps have been mastered, students begin to practice the simplest "temae", typically beginning with O-bon temae (see above). Only when the first offering has been mastered will students move on. Study is through observation and hands on practice; students do not often take notes, and many teachers discourage the practice of note-taking.
Many universities will hold another student orientation similar to freshman orientation for these transfer students. Freshman orientation lasts a few days or a week, on the other hand, transfer student orientation will typically last between one and three days. Transfer orientation's purpose is to acquaint transfer students with their new university. This usually includes campus tours, introducing transfer students to their adviser or perhaps a few of their teachers, and filling out paperwork for proper enrollment. At some colleges, transfer orientation is mandatory for all transfer students.
Anderson Private School for the Gifted, Talented and Creative is a private school in Fort Worth, Texas. The school accepts students ages 4-16 and does not use grade levels. The students have high intelligence quotients and typically begin attending colleges and universities at age 16, and students by 16 are typically dual enrolled in Anderson and a college. Typically the total student body is 20-25.
Internet Academy provides parents of enrolled students with a Mentor/Insight Account. These accounts are separate from the students, and they allow the parent to view a variety of data, such as how long said student has been logged in, how many assignments that student has completed, and even view teacher feedback on assignments and tests. The Mentor/Insight Accounts are also supported by a library of video tutorials.
At public universities and community colleges, students are charged tuition and matriculation, when can themselves be considered fees charged per credit hour. However, the term student fees typically refers to additional charges which the student is required to pay, typically no matter how many hours the student is taking in the academic term.
In the SI system, use of prefixes for powers of 1,000 is preferred and all other multiples discouraged. However, in countries where 
the metric system was established well before the adoption of the SI standard other multiples were already established, their use remains common. In particular, use of the centi (10), deci (10), deca (10) and hecto (10) prefixes are still common. For example, in many European countries, the hectolitre is the typical unit for production and export volumes of beverages (milk, beer, soft drinks, wine, etc.) and for measuring the size of the catch and quotas for fishing boats; decilitres are common in Switzerland and Scandinavia and sometimes found in cookbooks; centilitres indicate the capacity of drinking glasses and of small bottles. In colloquial Dutch in Belgium, a "vijfentwintiger" and a "drieëndertiger" (literally "twenty-fiver" and "thirty-threer") are the common beer glasses, the corresponding bottles mention 25 cL or 33 cL. Bottles may also be 75 cL or half size at 37.5 cL for 'artisanal' brews or 70 cL for wines or spirits. Cans come in 25 cL, 33 cL and 50 cL. 