Assessing travel behavior by blacks in the United States: a new perspective. Final report.

Transportation Department, Washington, D.C.

Household vehicle utilization: report 5, 1977 - NPTS. Final report.

Federal Highway Administration, Highway Statistics Division, Washington, D.C.

Vehicle occupancy: report 6, 1977 - NPTS. Final report.

Federal Highway Administration, Highway Statistics Division, Washington, D.C.

Household vehicle ownership: report 2, 1977 - NPTS. Final report.

Federal Highway Administration, Highway Statistics Division, Washington, D.C.

Demographic special reports: based on data from 1990 Nationwide Personal Transportation Survey (NPTS).

Federal Highway Administration, Washington, D.C.

Travel mode special reports: based on data from 1990 Nationwide Personal Transportation Survey (NPTS).

Federal Highway Administration, Washington, D.C.

TRIPCAL5 documentation manual, revised edition.

Texas Department of Transportation, Austin

Mobility of people and goods in the urban environment: mobility of the handicapped and elderly. Second draft final report (second year).

Transportation Department, Office of University Research, Washington, D.C.

NPTS urban travel patterns. 1990 Nationwide Personal Transportation Survey (NPTS).

Federal Highway Administration, Washington, D.C.

Estimating the benefits from increased safety belt use.

Mode of access: Internet.

Home-to-work trips and travel: report 4, 1977 - NPTS. Final report.

Federal Highway Administration, Highway Statistics Division, Washington, D.C.

Estimating the benefits from increased motorcycle helmet use.

Mode of access: Internet.

Geography of disability. An analysis based on the socioeconomic levels of two metropolitan areas : Monterrey, Nuevo León and Dallas, Texas.

Tesis (Doctor en Filosofía con Orientación en Trabajo Social y Políticas Comparadas de Bienestar Social) UANL, 2013.

Homework for refugee middle school students with backgrounds marked by low levels of engagement with English school literacy

Homework presents many challenges for refugees from Africa who are arriving in Australian schools with histories of little, no or severely interrupted schooling. This is evident in the emergence of school- and community-based homework help, clubs and tutoring programs for the students. The aim of this article is to describe the homework support options accessed by eight students from Burundi, Rwanda, Eritrea and Sudan who participated in a study of pedagogy for middle school-aged African refugees, and the views on homework of their parents and teachers. The article shows some tensions between family and school expectations and the dilemmas that arise for teachers in a broader context of public concern about and official policy statement on excessive and repetitive homework. It is argued that application of policy guidelines needs to account for disadvantages that potentially accrue to students who cannot design their own independent study programs. Further, it is suggested that integration of skills and meaning-based pedagogy inherent in recent approaches to literacy education has potential for ensuring that students receive the forms of homework they require.