Independent contractor vs. employee : exploring the categories (1994)

"New August 1994.

Textile labels protect and inform consumers (1991)

"Information from the University of Missouri-Columbia Human Environmental Sciences Extension.""Revised and adapted from Look to the Label by Janis Stone, Extension Specialist, Iowa State University.""Originally revised as Look to the Label, GH 824, by Betty Feather, former Textiles and Apparel Management Specialist, University of Missouri-Columbia."Revised 9/91 15M

Accommodation of Grade R learners with cerebral palsy by teachers and practitioners : a case study of two special schools

The study explored how a practitioner and a teacher accommodated children living with cerebral palsy in Grade R, also referred to as the reception year, at two special schools, especially how they adapted the environment and used assistive devices. Cerebral Palsy is the most common form of a neurological disorder that appears in infancy or early childhood, permanently affecting body movement and muscle coordination. Research has illuminated that early specialist intervention such as assistive devices, augmentative and alternative commutation methods and assistive technology can make the world of difference to the future of the child. My research afforded me the opportunity to observe the children in Grade R living with cerebral palsy, with the practitioner and the teacher in their natural setting at school level. I followed the deductive paradigm, and adopted a case study design. The use of assistive devices and argumentative and alternative communication has historically been the domain of occupational-, speech- and physiotherapists. With the introduction of inclusive education and the new screening, identification, assessment and support policy to be conducted in all Grade R classes at all schools in South Africa, my research will be beneficial to mainstream and full-service schools, as well as special schools. Young children living with cerebral palsy will be included in all these schools and will need support from expert teachers and practitioners, who are knowledgeable about their requirements for an adapted environment and the use of assistive devices and augmentative and alternative communication methods. The study found that the Grade R staff at the special schools were knowledgeable, but their knowledge was superficial, their classrooms lacked adapted toys, and assistive technology was non-existent. Teachers and practitioners need practical training on the importance of movement for children living with cerebral palsy and the training should emphasize that experiencing the world through assistive devices alleviates barriers to learning and development.Inclusive EducationM. Ed. (Inclusive Education

Preschool Teachers’ Stated Approaches to Imaginary Companion Behavior Among Preschool Students

The purpose of this study was to examine the responses of preschool teachers toward students with imaginary companions, in particular, their reactions to situations involving imaginary companions in the classroom settings. Past research has focused on reflections of individuals who have had imaginary companions in childhood. Professional attitudes toward these children have ranged from very positive to suggestive of mental illness, requiring treatment. The subjects were 27 female preschool teachers currently teaching nursery school in the western New York region. Eight hypothetical imaginary companion scenarios were devised. Each scenario was comprised of three to five short sentences. Subjects responded to each scenario in a free-response written format. They were instructed to respond to the situations presented as they would in their own classroom. All responses were then analyzed for overall feeling tone/theme. Eight themes were found to be present in the responses. These themes were: Responsible/”correct” behavior; Diversion/socialization; Extension/school activities; Praise, acknowledgment; Questioning/child/parent/”friend”; Sarcasm/rude comments/derision; Acceptance/ignore behavior; and Don\u27t know. Responses elicited revealed no definitive across-case approach to imaginary companion behavior in the preschool classroom. There were definitive response patterns/themes found within cases. Each student\u27s case was unique and specific, individualized responses were given by subjects to each scenario. Teaching implications suggested the need to treat children with imaginary companions with respect and encourage the positive aspects of such behavior. Female students in particular tended to be treated not as creative, but dependent and in need of “weaning” from the imaginary companion. Future research in real classroom settings would help determine whether stated responses are reflective of actual teacher actions. Other possible research would include cross-cultural studies and interviewing of adults who presently have imaginary companions

A Monument Completed: The Papers of Dwight David Eisenhower: Review of \u3ci\u3eThe Presidency: Keeping the Peace: The Papers of Dwight David Eisenhower, Volumes 18-21\u3c/i\u3e. Edited by Louis Galambos, Daun van Ee, Elizabeth S. Hughes,Janet R. Brugger, Robin D. Coblentz, Jill A. Friedman, and Nancy Kay Berlage.

Eisenhower would be pleased to see the results of the experienced and talented editorial team that completed The Papers of Dwight David Eisenhower documentary series in twenty-one volumes (initial projections called for ten). While this review deals with the final four volumes of the Eisenhower Papers Project (The Presidency: Keeping the Peace, Volumes 18 to 21, edited by Louis Galambos, Daun van Ee, Elizabeth S. Hughes, Janet R. Brugger, Robin D. Coblentz, Jill A. Friedman, and Nancy Kay Berlage) housed at the Milton S. Eisenhower Library at the Johns Hopkins University, a brief retrospective of the entire project is in order

Put your company on the web (2001)

New 10/01/5M

Laundering pesticide-contaminated clothing (2012)

Proper care of clothing and other protective items worn during the application of pesticides helps protect the user and prevents pesticide residues from spreading to areas where people live and work. The following guidelines apply to farmers and commercial pesticide applicators, as well as to home gardeners who apply common, general-use products, such as Roundup and Sevin, to their lawns, flowers and vegetables. Although the pesticide label should be used as a guideline for laundering contaminated clothing, most labels do not contain specific instructions. This publication should be regarded as a supplement to the information provided on pesticide labels or the Material Safety Data Sheets (MSDS) available from chemical dealers.New 3/99; Reviewed 5/10; Reprinted 1/12/1M

Writing labels for textile products (1995)

"Developed by the Missouri Textile and Apparel Center University of Missouri-Columbia, University Extension.""The Guide to Care Symbols chart, on the inside back cover, has been reproduced by the University of Missouri under license from ASTM. The chart is reprinted from the ASTM Care Labeling System D 5489, Standard Guide for Permanent Care Labels on Consumer Textile Products.

Hometown business : keep them coming back for more -- customer loyalty (1993)

"10/1993.""The Hometown Business series was developed by Extension Specialists at the University of Missouri-Columbia. Special thanks to Sharon Lundeen, former Business and Industry Specialist; Mary Beth Carr, Sharon Tubbs, Wilma Jean Lower and Debby Whiston, Department of Textile and Apparel Management; and Linda D. Summers, Retail Consultant, Innovative Resources, Inc., Kansas City, MO.