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The purpose of this study was to examine the school-to-work experience of people with mental handicap in Hong Kong. Fourteen young adults with mild mental handicap participated in in-depth interviews. An interview guide was utiliz...
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The purpose of this study was to examine the school-to-work experience of people with mental handicap in Hong Kong. Fourteen young adults with mild mental handicap participated in in-depth interviews. An interview guide was utilized which included topics related to the participants' vocational preferences, work motivation and post-school placements. Data were analyzed according to a constant comparative method and content analysis. Three-quarters of the participants expressed job preferences. Three-quarters of the participants had taken a vocational training program unrelated to their job preferences. Half of the participants who had taken up open employment had not obtained their preferred jobs. None of the participants who had completed vocational training obtained job placements that matched their vocational training programs. All of the participants except five were not involved in making independent decisions regarding employment. The need to improve the quality of vocational services and empower people with mental handicap to take up self-determining roles are discussed.
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Youths with disabilities are often precluded from participating in career exploration and planning activities that prepare them for meaningful employment. They do not always have the same opportunities as their non-disabled peers ...
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Youths with disabilities are often precluded from participating in career exploration and planning activities that prepare them for meaningful employment. They do not always have the same opportunities as their non-disabled peers to learn about different career options and to develop important work-related skills. This article presents experientially-based career development interventions that can be incorporated into the transition planning process to guide these youths in (a) career exploration and decision-making, (b) career planning, (c) job development and placement, and (e) career maintenance.
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Adolescents with cerebral palsy are presented with unique challenges as they make the transition to adulthood. There are a number of considerations that need to be addressed in a collaborative manner by rehabilitation professional...
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Adolescents with cerebral palsy are presented with unique challenges as they make the transition to adulthood. There are a number of considerations that need to be addressed in a collaborative manner by rehabilitation professionals, educators, parents, and adolescents to facilitate the transition process. This article (a) explores the challenges that youths with cerebral palsy encounter as they attempt to accomplish the developmental tasks of adolescence and (b) discusses how those tasks can be integrated into transition planning. An overview of the medical aspects of cerebral palsy is also provided.
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The relatively recent study of adolescent transitions into adulthood has compiled little consensus on exemplary practices or theoretical models. Despite this, transition planning teams are mandated to develop plans that result in ...
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The relatively recent study of adolescent transitions into adulthood has compiled little consensus on exemplary practices or theoretical models. Despite this, transition planning teams are mandated to develop plans that result in successful achievement of adult roles. This task is predicated upon choosing appropriate assessments, and assembling them into a comprehensive and cohesive transition profile through collaboration among transition team members. States have provided broad guidelines or frameworks but few offer detailed listings of domains to address in the planning process. This article addresses some of the major issues team members face and identifies strategies for their successful resolution.
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Individuals with learning disabilities (LD), the largest group of people with disabilities in the United States, are attending college in greater numbers than ever before. Post-secondary training is critical for individuals with L...
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Individuals with learning disabilities (LD), the largest group of people with disabilities in the United States, are attending college in greater numbers than ever before. Post-secondary training is critical for individuals with LD to make successful transitions into a changing and ever more demanding world of work. Research indicating that college faculty are willing to provide requested accommodations to students with LD suggests that they are increasingly likely to experience successful post-secondary outcomes, and therefore improve their vocational prospects. However, college students with LD and the accommodations they receive have recently garnered some highly critical press. These portrayals may portend problems in higher education for students with LD, who must self-identify and make specific accommodation requests to faculty in order to receive the instruction and testing environments that they require to succeed. Efforts to ensure that the LD label is not ubiquitously applied and that college faculty attempt to separate the idea of merit from achievement and implement instructional practices to better meet the educational needs of students with and without LD are recommended.
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Transition models are needed that address multiple phases in the postsecondary education of students with disabilities. These models must first address the recruitment of high school students with disabilities for community colleg...
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Transition models are needed that address multiple phases in the postsecondary education of students with disabilities. These models must first address the recruitment of high school students with disabilities for community colleges through career exploration experiences that help students clarify their educational and vocational interests and relate those interests to a two-year postsecondary program. Students with disabilities then need a comprehensive service program while attending community college to help them identify accommodation needs in classroom and workplace environments and develop the skills to request such accommodations from their instructors and employers. With this skill base, they are well prepared to initiate the next transition in their lives, that is, the movement from the community college to a four-year educational institution or to employment. Programs are needed to facilitate this transition, such as a placement planning seminar involving rehabilitation professionals and employers and an accommodation follow-up assessment with students in their new educational and employment settings. The ``Career Keys'' model describes how to deliver the services needed in each of these critical transition phases.
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This editorial introduces this special issue on the governance and governability of societal system transitions towards sustainability. This debate recently seems to be dominated by a wave of studies that more or less are inspired...
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This editorial introduces this special issue on the governance and governability of societal system transitions towards sustainability. This debate recently seems to be dominated by a wave of studies that more or less are inspired by the ideas of the so-called transition management approach. In order to broaden this debate, authors from various countries and a variety of theoretical and practical backgrounds are invited to explore sustainability transitions and their governance from a theoretical and/or empirical perspective. This editorial presents some core concepts, theoretical notions and problems that underlie the thinking on sustainability transitions. Next, it introduces the contributions that are part of this special issue and the research questions that they address.
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We introduce the notion of weak transitivity for torsion-free abelian groups. A torsion-free abelian group G is called weakly transitive if for any pair of elements x, y ∈ G and endomorphisms φ, ψ ∈ End(G) such that xφ = y, yψ = x...
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We introduce the notion of weak transitivity for torsion-free abelian groups. A torsion-free abelian group G is called weakly transitive if for any pair of elements x, y ∈ G and endomorphisms φ, ψ ∈ End(G) such that xφ = y, yψ = x, there exists an automorphism of G mapping x onto y. It is shown that every suitable ring can be realized as the endomorphism ring of a weakly transitive torsion-free abelian group, and live characterize up to a number-theoretical property the separable weakly transitive torsion-free abelian groups.
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An algebraic model using the intermittency concept is proposed for laminar to turbulent transition in attached and separated boundary layers. The model modifies the production terms of the k-omega RANS turbulence model by Wilcox. ...
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An algebraic model using the intermittency concept is proposed for laminar to turbulent transition in attached and separated boundary layers. The model modifies the production terms of the k-omega RANS turbulence model by Wilcox. For attached flows, the model describes bypass transition by taking into account two main effects, which are damping of high-frequency disturbances by a laminar shear layer and breakdown of a near-wall laminar layer perturbed by streaks. For separated flow, the model describes breakdown of a laminar free shear layer. The proposed model is a modified and extended version of an earlier model by the authors for bypass transition only (Kubacki and Dick, Int. J. Heat and Fluid Flow, 58, 68-83, 2016).
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This paper describes the network shapes and operating characteristics that allow a transit system to deliver an accessibility level competitive with that of the automobile. To provide exhaustive results for service regions of diff...
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This paper describes the network shapes and operating characteristics that allow a transit system to deliver an accessibility level competitive with that of the automobile. To provide exhaustive results for service regions of different sizes and demographics, the paper idealizes these regions as squares with uniform demand, and their possible networks as a broad and realistic family that combines the grid and the hub-and-spoke concepts. The paper also shows how to use these results to generate master plans of transit systems for real cities. The analysis reveals which network structure and technology (Bus, Bus Rapid Transit, or Metro) delivers the desired performance with the least cost. It is found that the more expensive the system's infrastructure, the more it should tilt toward the hub-and-spoke concept. Bus Rapid Transit (BRT) competes effectively with the automobile unless a city is big and its demand low. This happens despite the uniform demand assumption, which penalizes collective transport. It is also found that if a city has enough suitable streets on which to run Bus and BRT systems, these outperform Metro even if the city is large and the demand high. Agency costs are always small compared with user costs; and both decline with the demand density. In all cases, increasing the spatial concentration of stops beyond a critical level increases both, the user and agency costs. Too much spatial coverage is counterproductive.
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