An educational program for household employment : trade and industrial and home economics education.

"November 1936 [i.e. 1935]"

Rehabilitation in Oregon : annual report of the Division of Vocational Rehabilitation.

Description based on: 1965-1966.

Adult education annual report /

Mode of access: Internet.

Education for employment progress report.

Description based on: FY 1986; title from cover.

Illinois career education journal.

Description based on: Vol. 29, no. 2 (winter 1972); title from cover.

Standards for teacher education in agriculture : criteria for program evaluation /

"... produced through a joint effort of the Department of Adult, Vocational and Technical Information, Illinois State Board of Education and the Department of Vocational and Technical Information, University of Illinois, Urbana."

The state plan for implementing education for employment in Illinois : fiscal year...

Mode of access: Internet.

Education pamphlets

A collection of miscellaneous pamphlets.

Becoming media literate? Media Education in Slovenia after Ten Years

The system of education in Slovenia includes pre-school education; primary education; secondary education (vocational education, technical education, general education [grammar schools]); higher education (university [undergraduate and postgraduate education] and professional type). In this course students develop the ability to analyze and evaluate media messages and to identify for themselves issues of concern, as well as... to discuss, understand, explain and with production through cooperation with student's media their own communication (ZaIa, age 34, media education professor at University of Maribor).

Technology professional development for principals: Impact on the integration of technology in elementary schools

The use of technology in schools is no longer the topic of educational debates, but how to ensure that technology is used effectively continues to be the focal point of discussions. The role of the principal in facilitating the successful integration of technology in the school is well established. To that end, the Florida Department of Education implemented the FloridaLeaders.net: a three-year professional development project in technology for school administrators. The purpose of this study was to investigate the effectiveness of this professional development project on integrating technology in elementary schools. ^ The study compared a group of schools whose principals have participated in the FloridaLeaders.net (FLN) program with schools whose principals have not participated in the program. The National Technology Standards for School Administrators and the National Technology Standards for Teachers were used as the framework to assess technology integration. ^ The sample consisted of three groups of educators: principals (n = 47), media specialists (n = 110), and teachers (n = 167). Three areas of technology utilization were investigated: (a) the use of technology in management and operations, (b) the use of technology in teaching and learning, and (c) the use of technology for assessment and evaluation. Analyses of variances were used to examine the differences in the perceptions and use of technology in each of the three areas, among the three groups of educators. ^ The findings indicated that the difference between FLN and non-FLN schools was not statistically significant in most of the technology indicators. The difference was however significant in two cases: (a) The use of technology for assessment and evaluation, and (b) The level of technology infrastructure in FLN schools. Additionally, all FLN and non-FLN groups reported the need for technology training for teachers to provide them with the necessary "know-how" to effectively integrate technology into the classrooms. ^ These findings would indicate that FloridaLeaders.net was not effective in integrating technology in schools over and above other current efforts. It is therefore concluded that the FLN project had some favorable impact but had not met all of its stated objectives. ^

Perceptions of students, teachers, and parents of the student disciplinary code in Ying -Ko Vocational High School, Ying-Ko, Taiwan

Ying-Ko Vocational High School prepares students to become trained craftspeople to support the local industry. At the School it is understood that part of the mission is to build good citizens who will work and live in the emerging democratic society in modern Taiwan. The purpose of this study was to determine the perceptions of the students, parents, and teachers regarding their understanding and appreciation of the code of student conduct currently in use at the school. A three-stage sample clustering was used to obtain the samples of students (N = 2,216), parents (N = 100), and teachers (N = 115) who were surveyed using three distinct but comparable questionnaires. Data were analyzed using t test and ANOVA. ^ After reviewing the results of the analysis of the questionnaire no significant differences were noted which set any one group apart from the others. Each group demonstrated acceptance of the code as written and implemented. It was concluded that Chinese culture and tradition might be stronger than initially thought. This is an important finding as schools in Taiwan move toward teaching democracy and independence to their students. ^

The relationship of instructor technical literacy to the academic performance of students in career academies

Career Academy instructors' technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. ^ Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers' technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. ^ Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. ^ Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.^

The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies

Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.

Determination and Molecular Analysis of the Complete Genome Sequence of Two Wild-Type Rabies Viruses Isolated from a Haematophagous Bat and a Frugivorous Bat in Brazil

The complete genome sequences of two Brazilian wild-type rabies viruses (RABV), a BR-DR1 isolate from a haematophagous bat (Desmodus rotundus) and a BR-AL1 isolate from a frugivorous bat (Artibeus lituratus), were determined. The genomes of the BR-DR1 and RR-AL1 had 11,923 and 11,922 nt, respectively, and both encoded the five standard genes of rhabdoviruses. The complete nucleotide sequence identity between the BR-DR1 and BR-AL1 isolates was 97%. The BR-DR1 and BR-AL1 isolates had some conserved functional sites revealed by the fixed isolates, whereas both isolates had unique amino acid substitutions in the antigenic region IV of the nucleocapsid gene. Therefore, it is speculated that both isolates were nearly identical in virologic character. According to our phylogenetic analysis based on the complete genomes, both isolates belonged to genotype 1, and to the previously defined ""vampire bat-related RABV lineage"" which consisted of mainly D. rotundus- and A. lituratus- isolates; however, a branch pattern with high bootstrap values suggested that BR-DR1 was more closely related to the 9001FRA isolate, which was collected from a dog bitten by a bat in French Guiana, than to BR-AL1. This result suggests that the vampire bat-related RABV lineage includes Brazilian vampire bat and Brazilian frugivorous bat RABV and is further divided into Brazilian vampire bat and Brazilian frugivorous bat RABV sub-lineages. The phylogenetic analysis based on the complete genomes was valuable in discriminating among very closely related isolates.

Role of Rab27 in synaptic transmission at the squid giant synapse

Small GTPase Rab is a member of a large family of Ras-related proteins, highly conserved in eukaryotic cells, and thought to regulate specific type(s) and/or specific step(s) in intracellular membrane trafficking. Given our interest in synaptic transmission, we addressed the possibility that Rab27 (a close isoform of Rab3) could be involved in cytosolic synaptic vesicle mobilization. Indeed, preterminal injection of a specific antibody against squid Rab27 (anti-sqRab27 antibody) combined with confocal microscopy demonstrated that Rab27 is present on squid synaptic vesicles. Electrophysiological study of injected synapses showed that the anti-sqRab27 antibody inhibited synaptic release in a stimulation-dependent manner without affecting presynaptic action potentials or inward Ca2+ current. This result was confirmed in in vitro synaptosomes by using total internal reflection fluorescence microscopy. Thus, synaptosomal Ca2+-stimulated release of FM1-43 dye was greatly impaired by intraterminal anti-sqRab27 antibody. Ultrastructural analysis of the injected giant preterminal further showed a reduced number of docked synaptic vesicles and an increase in nondocked vesicular profiles distant from the active zone. These results, taken together, indicate that Rab27 is primarily involved in the maturation of recycled vesicles and/or their transport to the presynaptic active zone in the squid giant synapse.