Congestion Mitigation and Air Quality (CMAQ) Program and Alternative Fuel Vehicle Projects

The United States has been plagued with air quality problems for decades. Congress began to formally address these problems in 1970 with the passage of the Clean Air Act. The federal government has used a variety of approaches to address air quality problems and among the many strategies has been the use of alternative fuels. The United States also became acutely aware of the need to reduce foreign oil dependence during the oil crises in the 1970s. In response to these crises, Congress passed a number of legislative initiatives including the Energy Policy and Conservation Act of 1980, the Alternative Motor Fuels Act of 1988, and the Energy Policy Act of 1992. Again, alternative fuels were to play a key role, this time in addressing the need to reduce U.S. dependence on foreign oil

Editorial

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/116360/1/pro2851.pd

News and Views

News covering Wellington, Auckland, Sydne

News and Views

News covering Wellington, Auckland, Sydney

Walking A Kilometer In Their Shoes: An Exploration Of American And South Korean University Students Expectations And Experiences

An exploratory study of university students from very different cultural backgrounds, attending universities in their home countries, was undertaken to assess their perceptions of multiculturalism, and their expectations and experiences as university students. Although a number of similarities existed, survey results indicated that the South Korean students were significantly more interested in multicultural issues.  Survey results of American students indicated that even though their university offered myriad opportunities for increasing their understanding of diversity, multiculturalism and global issues, students lacked awareness of the opportunities and infrequently participated in the activities. This finding suggests that if a university is constrained by the non-diverse demography of its region, it will face a difficult task in motivating students to become globally aware and internationally competitive

What’s in a Name? An Examination of Information System Degree Programs in AACSB International Accredited Schools

Information Systems (IS) as a discipline has a multitude of names in academia. Information systems, management information systems, computer information systems, and information technology are just some of the names that refer to the same or similar discipline. With the continuing growth of technology in academia and practice, this paper answers the call for continued identification of the naming conventions of IS programs in AACSB International accredited schools. The names found are compared with data from previous studies. The results provide evidence that although IS programs have become more commonplace, there is still no move towards name standardization

Resident Perception of Housing, Neighborhood, and Economic Conditions After Relocation From Public Housing Undergoing HOPE VI Redevelopment

Objective: This study evaluates participant perception of neighborhood, economic, and housing well-being of residents four and five years after forced relocation from a public housing complex in Atlanta, Georgia. Method: The study utilized a mixed-method posttest-only design with two data points. Focus groups with 93 participants combined qualitative, open-ended questions with quantitative measures. Results: Four years after relocation, residents living in homes/apartments found with Section 8 housing vouchers were faring better than residents who moved to other public housing projects. A majority of voucher users believed their house, neighborhood, and overall global living situation had improved since relocation. In the year between the first and second wave of focus groups 40% of voucher users had moved to a new house/apartment. Moving was associated with residents perceiving their situations improving in many categories. Implications: Our findings suggest HOPE VI developments are more likely to accomplish their objectives if the current administration continues full funding of the voucher program rather than implements the cutbacks it is currently proposing

Communities of learning and cultures of thinking: the facilitator's role in the online professional development environment

Doctor of EducationDepartment of Educational LeadershipGerald D. BaileyOnline professional development has the potential to be a dynamic tool to construct knowledge and enhance professional performance. Online collaboration tools have accelerated learning and have made online professional development convenient, dynamic, and flexible. Yet access to powerful learning resources has not always ensured that quality online professional development has taken place or that authentic, transformational learning has occurred. This study has shown that technology has presented challenges that have proved difficult for online professional development facilitators and participants. Consequently, the facilitator's role in professional development has been even more critical in the virtual environment and the facilitator has had to be even more intentional in their actions, decisions, and expectations. The purpose of the study was to research, develop, and validate an online professional development facilitator's handbook that would clarify and demonstrate the knowledge, attitudes, practices, and skills utilized by exemplary online professional development facilitators. This study has also ascertained practical instructional strategies that are effective in planning, implementing, and facilitating online professional development. As a result of this study, an online professional development handbook was developed according to Borg and Gall's (1989) Research and Development (R&D) cycle and methodology using three panels that consisted of expert and novice online professional development facilitators. Findings include: Learning, defined as the process of constructing personal understanding through interactions with others while collectively engaging in challenges that are novel and transferable to other situations and settings, is transformational and has a sustaining impact when skillfully facilitated in the online environment. Online learning communities organized around collaborative inquiry and collective problem solving become co-creators of knowledge in a risk-free, trusting environment. Participants (teachers) become self-determining learners focused on engaging in appropriate endeavors to increase their classroom content knowledge and management skills by identifying their own needs and creating a plan to raise academic achievement and improve their own practices. When educational systems invest in honest dialogue about student work, candidly assess student and teacher needs, make changes based on data and research, and value individual and group contributions, these organizations become cultures of thinkers and communities of learners

Return to driving after traumatic brain injury : a British perspective

Primary Objective: to identify current legal situation, and professional practice in assisting persons with traumatic brain injury (TBI) to return to safe driving after injury. Methods and Procedures A brief review of relevant literature, a description of the current statutory and quasi-statutory authorities regulating return to driving after TBI in the UK, and a description of the nature and resolution of clinical and practical dilemmas facing professionals helping return to safe driving after TBI. Each of the 15 UK mobility centres was contacted and literature requested; in addition a representative of each centre responded to a structured telephone survey. Main Outcome and Results: The current situation in Great Britain is described, with a brief analysis of the strengths and weaknesses both of the current statutory situation, and also the practical situation (driving centres), with suggestions for improvements in practice. Conclusion Although brain injury may cause serious limitations in driving ability, previous drivers are not routinely assessed or advised regarding return to driving after TBI