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Descriptors:
Social Action; Literacy; Visual Literacy; Racial Segregation; Young Children; Illustrations; Busing; Civil Rights; African Americans; United States History; Critical Literacy; Art; Bus Transportation; African American History

Abstract:
Drawing on theories of multi-modality and critical visual literacy, this article focuses on images that five-and six year-olds painted in a class-made book, Voice on the Bus, about racial segregation. The article discusses how children used illustrations to convey their understandings of Rosa Parks' bus arrest in Alabama. A post-structural view focusing on images that five- and six year-olds painted in a class-made book, "Voices on the Bus", about racial segregation, the article discusses how children used illustrations to convey their understanding of Rosa Parks' bus arrest in Alabama. A post-structural (Kind, 2010) idea of art as an encounter, not as a fixed representation, shaped how the images were "experienced" for analysis. Using the notion of synaesthesia (the joining of senses), paintings were analysed for evoked emotions and blended sensations (Berman, 1999; Boston, 2001). Additional analysis focused on sedimented meanings (Rowsell and Pahl, 2007), looking for traces from curricular conversations and local/global D/discourses about segregation, schooling experiences and religious undertones (Gee, 1996). The following analytical questions are discussed: In what ways does this illustration evoke a synaesthetic response? How is this image agentic? What are the sedimented meanings from the images? Insights gained are that children can create synaesthetic images to evoke emotions; educators can find traces of sedimented histories in student-made artefacts; and perhaps social action is embodied and expressed through art. Researchers are encouraged to continue using a hybrid of literacy theories and tools for multi-modal analysis. (Contains 4 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Graduate Students; Service Learning; Learning Experience; Public Health; Outcome Measures; Courses; Bus Transportation; School Community Relationship

Abstract:
Health Impact Assessments (HIAs) incorporate a combination of tools, methods, and procedures to evaluate the potential health effects of a proposed program, project, or policy. The university public health department, in collaboration with the county health department, and the local planning organization, developed a curriculum for a graduate-level HIA course. Students were instructed in the theoretical framework of HIA and then conducted a rapid assessment focusing on the health impact of expanded bus service. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Environmental Education; Transportation; Energy Conservation; Fuels; Conservation (Environment); Environmental Research; Public Policy; Industry; Legislation; Air Transportation; Bus Transportation; Engines; Design; Engineering; Technology

Abstract:
Transportation is one of the biggest contributors to the destruction of the environment. Results from environmental research and pursuant governmental regulations are changing the way companies do business and how transportation systems address the future. The Environmental Protection Agency (EPA) has been at the forefront in leading environmental research and instituting policies and regulations to fight the issues impacting the environment. The transportation industry and consumers alike are concerned about the environment, energy resources, efficiencies, and economics. In this article, the authors suggest that it is vital that people promote the protection of the environment and strengthen the laws that prohibit waste dumping so the surroundings stay clean and healthy; otherwise, the direct output of this concept--the existence of humanity in the years to come--will be questionable. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Summative Evaluation; Community Colleges; Bus Transportation; Achievement Gains; Academic Achievement; High School Graduates; Program Effectiveness; Summer Programs; Transitional Programs; College Preparation; Intervention; Professional Development; College School Cooperation; College Faculty; Orientation; Parent Participation; Formative Evaluation; High School Students

Abstract:
An alarmingly high percentage of recent high school graduates are not prepared to succeed in college-level courses, and the impact of this educational shortcoming is substantial. Underprepared college students incur a monetary cost of enrolling in remedial courses, and states and taxpayers subsidize much of the overall cost of developmental education. In addition, underprepared students are less likely to graduate from college, thus impacting their earning potential and the nation's economic need for a more highly educated workforce. One approach to reducing the need for developmental education is high school bridge programs. These programs, which usually take place on a college campus, provide interventions that help targeted students aspire to, prepare for, and achieve college enrollment. This article reports on the effectiveness of bridge programs at Texas colleges in the summer of 2007; it covers two community college programs that demonstrated the highest pre- to postprogram student achievement gains of the participating institutions. Findings from this study and previous research suggest that effective bridge programs (a) have very strong relationships with their partner school districts; (b) provide professional development to all program staff; (c) conduct preprogram orientation sessions and closing ceremonies; (d) provide bus transportation; (e) involve parents in the program; (f) provide students with labs to support classroom instruction; (g) provide academic advising and other support services; and (h) implement both formative and summative evaluation methods. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Security Personnel; Second Language Learning; Air Transportation; Employees; English for Special Purposes; Program Descriptions; Foreign Countries; Discourse Analysis; Food Service; Pragmatics; Bus Transportation; Multimedia Instruction; Second Language Instruction; Dialogs (Language)

Abstract:
This article describes part of a European Commission Leonardo project that aimed to design a multimedia course for English language learners seeking work as ground staff in European airports. The structural-functional analysis of the dialogues written from the course showed that, across the four trades explored (security guards, ground handlers, catering staff and bus drivers), the present simple and clausal ellipsis abounded. It also revealed differences between trades. "Will" future was mostly used by security guards, ground handlers and bus drivers, when referring to regulations and offering their own action. Direct orders were given mainly by security guards and bus drivers, to enforce the law and keep passengers moving. Passenger complaints were met by security guard pseudo-apologies, but bus drivers rarely apologised. Catering staff and bus driver dialogues featured the polite "would", "can" and "could" in offers and requests, accompanied by greetings, farewells, "pleases", "thank yous" and formal address forms. Security guards used hedges to mitigate their threat to passengers while ground handler routines allowed little time for interactional softeners. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Buses; Student Transportation; Bus Transportation; Foreign Countries; Safety; Parent Attitudes; Administrator Attitudes; Goal Orientation; Access to Education; Cultural Relevance; Costs; School Choice; Student Attitudes; Traffic Safety

Abstract:
In consideration of the many challenges associated with Qatar's continued growth and demographic changes, the government of Qatar is interested in updating its school transportation system (STS). This volume assesses the perspectives of parents and school administrators on Qatar's STS, identifies a vision and goals for the STS, reviews international norms for school transportation, and discusses strategies to achieve the vision and better align Qatar's STS with international norms. The authors articulate four elements of a vision for Qatar's STS: Provide safe, efficient, and high-quality transportation for Qatar's students; support educational options by enabling mobility and access; provide a transportation experience that is supportive of Qatari values and culture; and minimize the impact on traffic congestion and the environment. The authors recommend 13 strategies to help achieve this vision, such as establishing clearly marked schools zones with standardized safety features and establishing standards for licensing and training bus drivers. The authors also provide a preliminary evaluation of several other strategies with less certain costs and benefits, such as changing the composition of the school bus fleet, implementing bus stops, and staggering school start times. Each chapter contains footnotes. Appended are: (1) Parent Survey: Supplemental Information; (2) Overview of School Transportation in Other Gulf Cooperation Council Countries; (3) Bus Routing Model; and (4) Documentary Support for Strategie. (Contains 36 figures and 20 tables.) [This monograph was written with Sarah Al-Dorani, Hamad Al-Ibrahim, Mashail Al-Naimi, Louay Constant, Mohammed Makki, Georgette Mansour, Joy S. Moini, Parisa Roshan, Paul Sorensen and Flavia Tsang and prepared for the Qatar Amiri Diwan.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Safety; Student Transportation; Motor Vehicles; Bus Transportation; School Buses; State Standards; Maintenance

Abstract:
The revised minimum standards for school bus chassis and school bus bodies have been prepared in conformity with the Revised Statutes of Missouri (RSMo) for school bus transportation. The standards recommended by the 2010 National Conference on School Transportation and the Federal Motor Vehicle Safety Standards (FMVSS) promulgated by the U. S. Department of Transportation were used as guides in developing these Missouri standards. The standards herein adopted shall be considered minimum. The writing of specifications and the purchase of equipment may exceed the adopted minimum standards in safety and quality. The standards are adopted to provide statewide minimum standards consistent with safety and economy and to eliminate the manufacture of unsafe school buses. It is believed that these standards are sufficiently flexible to permit opportunity for the use of new inventions and improvements that will ensure greater efficiency and safety. This manual is divided into five sections: (1) General Provisions; (2) School Bus Types; (3) Bus Chassis Specifications; (4) Bus Body Specifications; and (5) Specifications for Specially Equipped School Buses. Appendices include: (1) School Bus Chassis and Body; and (2) 2013 Missouri Minimum Standards for School Buses Technical Advisory Committee. (Contains 4 figures, 2 tables and 2 charts.) [For the previous edition of this report, "Missouri Minimum Standards for School Buses," see ED518915.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Bus Transportation; Facilities; Visual Aids; Photography; Folk Culture; Religious Factors; Semiotics

Abstract:
We present here the findings of an ethno-visual research study involving the creation of a mental map of images, artifacts and practices in Tel Aviv's New Central Bus Station. This huge and complex building, part bus station, part shopping mall, has become a stage for multicultural encounters and interactions among diverse communities of users. Hundreds of photographs representing the visual culture were methodically taken on the site and in its surroundings. A semiotic analysis of these photographs has revealed a glocalized version of New Age spirituality based mainly on the visual codes extracted from local New Age expressions and hybridity. This New Age cultural version dominant in the station has marginalized the "official folk culture" previously diffused as Israeli main stream culture. (Contains 15 figures and 9 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transportation; Economic Development; Job Skills; Labor Force Development; Air Transportation; Bus Transportation; Industry; Community Colleges; College Role

Abstract:
A safe, efficient, and effective transportation system is critical to the growth and stability of the U.S. economy, America's ability as a nation to compete in increasingly competitive global markets, and as a commuter network that provides access to jobs and recreational facilities that are important to quality of life for all Americans. The continued effectiveness of the national transportation system depends on the ability to develop and maintain a highly skilled and qualified workforce, now and for the future. More than 13 million Americans are currently employed in transportation-related jobs. That includes civil engineers, architects, plane and ship pilots, transit system managers, transportation planners, and intelligent transportation systems design engineers and technicians. America's community colleges can play a central role in keeping these vital professionals trained, prepared, and up to the task. The author discusses the challenges and opportunities of the transportation workforce and defines the road forward for careers in transportation fields. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Buses; Bus Transportation; Disabilities; Student Transportation; Daily Living Skills; Skill Development; Special Education

Abstract:
With tighter education budgets for support service, some districts must consider other means of providing transportation service for students with disabilities. Some districts have used creative strategies, such as optimizing class locations, sharing service with other districts, using other modes of transportation, and consulting transportation staff when deciding student class placements. All these strategies are laudable, but they are not the only options. If districts can teach students with special emotional, mental, and learning needs the skills necessary to ride the same buses as their nondisabled peers, special transportation may eventually be unnecessary as a related--and very costly--service. That is, if students can access the education program in the same manner as their nondisabled peers, they will no longer require special-education bus service. For this new transportation paradigm to succeed, districts must be able to offer increasingly more independent levels of bus service that correspond to the students' levels of skills mastery. As educators implement this model, transportation service actually becomes part of the education process. Not only do school buses safely deliver students to school ready to learn, they deliver students who have learned on the way to school. By changing the way they think about transportation, districts can reduce routes, improve service, and teach student life skills. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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