Suchergebnisse

Student Access to Government Launches Presentation ; Workforce Innovation in Regional Economic Development (WIRED) ; U.S. Department of Labor's Employment and Training Administration

Project Objectives • Develop a process/requirements document to inform students how to manifested on DoD launches • Design a development model of a student payload launcher ; Workforce Innovation in Regional Economic Development (WIRED) ; U.S. Department of Labor's Employment and Training Administration

Debbie Warnock reviews Paying the Price.

Beginning with a simple explanation of the Internet the author discusses the advantages and disadvantages of classroom use of electronic media currently available. Specific strategies for applying tools, such as Listservs, are discussed along with teacher's responsibilities when using these media.

While most ABSEL members have developed web sites for the classes that they teach, many may not be aware that recent legislation regarding access for the handicapped require that these sites be accessible to all. This paper provides a brief review of the laws pertaining to making web sites available to the handicapped. It also reviews guidelines made by two organizations regarding how to implement the law. Finally, the paper examines how major software developers are addressing these issues and reviews various Internet sites that ABSEL members can turn to for further information and free testing of existing materials.

The article presents an ethnographic fieldwork carried out at three universities in Switzerland, Germany, and France, and analyses how access to higher education for refugees was addressed in the three cases, how and which institutional change and activities were initiated, and by which actors. The article argues that the topic cannot be addressed in isolation but has to consider four intersecting areas: the personal biography and migratory history of the students, the asylum system, the educational system, and the funding situation. For the refugee students, the challenge is that these areas need to be taken into account simultaneously, but what is more challenging is that they are not well in tune with one another. Solutions need to take this complex - and place-specific - situation into account.

"Albert" told his story to special visitor Dr. Jill Biden in order to bring notice to a very unique tuition assistance program provided to Valencia College's homeless students. Not only was Albert homeless, his background was indicative of failure and through education he turned his life around and helped others with similar backgrounds. His voice resonates with his message, which was that going to Valencia College and "DirectConnecting to UCF" changed not only his life, but many others, and now his goal is to give back by assisting others to take this path to success. Albert made the transition from "street smart" to "'reality smart."

AbstractThis paper explores results from a survey of fifty-four trans students in two major universities in Ontario that sought to evaluate participants' access to on-campus facilities. Although both universities have made efforts to accommodate trans students in their use of washrooms, locker rooms, and student housing, the numerous barriers that participants encountered signals stark gaps in access. The results invite a critical reflection of three accommodation models that may be undertaken to address these barriers. By addressing each model's benefits and limitations, wherein the journey towards trans inclusion may generate a new set of exclusions, this paper complicates the notion of increasing access. This paper concludes by offering recommendations across these three models but concedes that challenges may persist until better facilities are reimagined and redesigned going forward.

School-based health services (SBHS) including pastoral care can play a pivotal role in addressing adolescent health and wellbeing; including their tobacco and other drug use. To maximise the benefits of these services, they need to be accessible, useful for, and acceptable to students. This formative, qualitative study involved 12 focus groups within nine lower socio-economic Western Australian Government secondary schools. The purpose was to identify student (n = 59) perceptions of the availability and usefulness of SBHS (and other identified caring staff) to reduce students' harm associated with tobacco and other drug use. The findings suggest students were aware of the SBHS available to them, but considered them less useful if staff were regularly unavailable; presented a 'don't care' attitude; held solely disciplinary roles; and were based in an area of the school unfamiliar to the student. Services were considered useful when staff members built rapport with students; took time to listen; followed-up with students and displayed a general concern for the student's wellbeing. Interestingly, students acknowledged trusting health teachers more than SBHS staff for tobacco information and support. These findings have important implications for school counsellors and other school health/pastoral care staff who want to increase the likelihood of students approaching and using school support services to reduce harm associated with tobacco and other harmful drug (OHD) use.