Scenic Highway 174 corridor management plan

This document shows the process and progress of designating Highway 174 as a scenic highway

Property tax relief programs in the United States

This is a chart of property tax relief programs in the United State broken down by state, program,age, disability or other requirements, household income requirements, limitation on qualifying property value, type of relief and additional comments

A Purpose in Life: Why Employment First Matters to Self-Advocates

Self-advocates with intellectual disabilities describe Employment First efforts in their states, and why those efforts are important. Self-Advocates Becoming Empowered asked leaders in the self-advocacy movement to describe the impact of Employment First in their states. The authors spoke with 21 peer leaders across the country and asked, “What does Employment First mean?

APSE Employment First Statement

These authors worked together to write a statement about what Employment First means and why it’s important. Here is an excerpt from the statement. All people with disabilities should have opportunities to work. Public dollars should be used to pay for supports for people to work in the community. People with disabilities, their families, and their allies believe that: All people should have opportunities for real jobs with real wages. It will get us out of poverty. We will be more independent. We will feel more included. All people, with and without disabilities, can work in jobs together earning minimum wage or higher. Like everyone else, people with disabilities should have access to supports that they need to work successfully. All people, no matter what disability they have, have the right to work a job they choose that matches their skills and interests. Public policies must support people with disabilities having real jobs. Money for services should be spent on people having jobs in the community. Just calling your state an Employment First state is not enough. “Employment First” is when everyone who wants a job, has a job

The Role and Work of The University of Tennessee in Public Service

This report is intended to present in brief form an overview of public service at The University of Tennessee and recommendations for change

A generalizability study of the medical judgment vignettes interview to assess students' noncognitive attributes for medical school

<p>Abstract</p> <p>Background</p> <p>Although the reliability of admission interviews has been improved through the use of objective and structured approaches, there still remains the issue of identifying and measuring relevant attributes or noncognitive domains of interest. In this present study, we use generalizability theory to determine the estimated variance associated with participants, judges and stations from a semi-structured, Medical Judgment Vignettes interview used as part of an initiative to improve the reliability and content validity of the interview process used in the selection of students for medical school.</p> <p>Methods</p> <p>A three station, Medical Judgment Vignettes interview was conducted with 29 participants and scored independently by two judges on a well-defined 5-point rubric. Generalizability Theory provides a method for estimating the variability of a number of facets. In the present study each judge (<it>j</it>) rated each participant (<it>p</it>) on all three Medical Judgment Vignette stations (<it>s</it>). A two-facet crossed designed generalizability study was used to determine the optimal number of stations and judges to achieve a 0.80 reliability coefficient.</p> <p>Results</p> <p>The results of the generalizability analysis showed that a three station, two judge Medical Judgment Vignettes interview results in a G coefficient of 0.70. As shown by the adjusted <it>Eρ</it>²scores, since interviewer variability is negligible, increasing the number of judges from two to three does not improve the generalizability coefficient. Increasing the number of stations, however, does have a substantial influence on the overall dependability of this measurement. In a decision study analysis, increasing the number of stations to six with a single judge at each station results in a G coefficient of 0.81.</p> <p>Conclusion</p> <p>The Medical Judgment Vignettes interview provides a reliable approach to the assessment of candidates' noncognitive attributes for medical school. The high inter-rater reliability is attributed to the greater objectivity achieved through the used of the semi-structured interview format and clearly defined scoring rubric created for each of the judgment vignettes. Despite the relatively high generalizability coefficient obtained for only three stations, future research should further explore the reliability, and equally importantly, the validity of the vignettes with a large group of candidates applying for medical school.</p

How can teachers teach for social justice within the confines of the No Child Left Behind era? an inquiry into tensions between classroom teachers and mandated curriculum and methodologies

Careful journaling spanning ten years of classroom work in elementary and middle school grades was the data used in the research. Utilizing journals and various forms of correspondence and note-taking, this investigation demonstrates what is required of classroom teachers and the reaction to more and more demands being made on their time with students. The research indicated that standardized testing, data collection and the dehumanization of students and deskilling of teachers continues to grow each year exacerbated by less funding and less autonomy of the teacher in the classroom