Suchergebnisse

Throughout this internship, I, Abhi Pasupula, have worked with my internship mentor, Barry Federici, in order to help him start up a new service. This service is targeted specifically towards veterans and their paths in their lives after they retire from the military. The service is split up into two categories, those being Jobs and Veteran Benefits. Jobs entailed creating and implement a job board into our website for retired veterans to search for. Veteran benefits showcase a list of benefits that veterans are eligible for, divided up by Federal Benefits, State Benefits, Local Benefits, and a page for all available benefits. For the Job Board page on the website, we got into contact with a job board service known as Hiring Opps and spent many days working through the features and seeing which features would serve us the best for the website. In addition, we set up a Sandbox so that we could physically see the service in action. The benefits required more menial work, such as compiling the list of total benefits and categorizing them into states with links that lead to the state Veteran Benefits commission for more information. Once organized, the benefits were organized into 4 sections, each section having its own page on the website. Both of these websites were connected back to the original website, which served as a homepage for all the services. The homepage also had services to meet with my mentor, Mr. Federici. Working on both of these websites and services really opened my eyes to the professional world of Software Development, where there was so much more apart from just programming. Similar to this internship, the real world will require me to be able to voice my thoughts as well as put them down on paper and be able to explain them well to others, something that I believe this internship set me up for very well. ; https://digitalcommons.imsa.edu/intern_reports_2021/1004/thumbnail.jpg

Article 1: Opioid-Related Factors Affecting Mortality in Indiana, USA Sariya Udayachalerm, PhD Candidate; David R. Foster, PharmD, FCCP; Jane Wang, PhD; Michael D. Murray, PharmD, MPH, FCCP, FISPEArticle 2: Opioid Overdose Mortalities: Are There Racial Disparities? Marwa Rawy, PharmD; Kevin Look, PhD; Betty Chewning, PhDArticle 3: Consequences of 2014 Legislation on Controlled Substance Dispensing Patterns and Utilization of the Indiana Prescription Drug Monitoring Program: A Three-Year Kristin R. Villa, PharmD, MS; Kimberly S. Plake, PhD, FAPhA; Alan J. Zillich, PharmD, FCCP Matthew M. Murawski, PhDArticle 4: Design of a Qualtrics Online Survey to Assess Prescription Drug Monitoring Program Use Using a Factorial Survey Design Brahmendra Reddy Viyyuri, PharmD; Matthew J Witry, PharmD, PhD; Barbara St. Marie, PhD, ANP-BC, GNP-BCArticle 5: Using the Theory of Planned Behavior to Explore Opioid Disposal Behaviors Arveen Kaur, PharmD, MPH; David A Mott, PhD, FAPhA, RPhArticle 6: Establishing Inter- Reliability for a Coding Protocol for Analyzing Video Recordings for Opioid Consults Between Pharmacy Students and Standardized Patients Tanvee Thakur, BPharm, MS; Betty Chewning, PhD

PH.D.EDUCATION ; This research examined the experience of inclusive education of young persons with physical and sensorial disability at further and higher education in Malta. Environmental, social and educational enabling/disabling factors of inclusive education were explored. Pragmatism was utilised as the underlying paradigm while critical realism, poststructuralism and critical disability theory were used as the interpretive frameworks of this epistemology. The social model of disability was applied to frame a position supporting disabled persons1. Stemming from Dewey's theory of experience (Dewey, 1938), an ontology of inclusive education as experienced by different stakeholders was studied. A mixed-methods research design was employed to understand the experience of inclusive education at secondary level in preparation for the transition to further education and during further/higher education. The feedback of fourteen secondary school disabled students was obtained through a questionnaire. Participatory observation and documentary analysis were carried out involving eight further education institutions and the University of Malta. Narratives were developed with four adolescents while following a course at further/higher education. Semi-structured interviews were conducted with twelve disabled adults, eleven academics at the University of Malta, nine administrators and eight representatives of entities related to inclusive education and disability. Eleven further education lecturers participated in four focus groups. The study presents an innovative data analysis and a pro-inclusion model. There is a disparity in the provision of inclusive education at policy and implementation levels. Inclusive education is a socially constructed phenomenon and its quality is affected by the extent a rights-based approach is enforced across the nested nuclei within society. Activism by disabled people creates an impetus for society to value diversity, democracy and social justice. This research examined the experience of inclusive education of young persons with physical and sensorial disability at further and higher education in Malta. Environmental, social and educational enabling/disabling factors of inclusive education were explored. Pragmatism was utilised as the underlying paradigm while critical realism, poststructuralism and critical disability theory were used as the interpretive frameworks of this epistemology. The social model of disability was applied to frame a position supporting disabled persons1. Stemming from Dewey's theory of experience (Dewey, 1938), an ontology of inclusive education as experienced by different stakeholders was studied. A mixed-methods research design was employed to understand the experience of inclusive education at secondary level in preparation for the transition to further education and during further/higher education. The feedback of fourteen secondary school disabled students was obtained through a questionnaire. Participatory observation and documentary analysis were carried out involving eight further education institutions and the University of Malta. Narratives were developed with four adolescents while following a course at further/higher education. Semi-structured interviews were conducted with twelve disabled adults, eleven academics at the University of Malta, nine administrators and eight representatives of entities related to inclusive education and disability. Eleven further education lecturers participated in four focus groups. The study presents an innovative data analysis and a proinclusion model. There is a disparity in the provision of inclusive education at policy and implementation levels. Inclusive education is a socially constructed phenomenon and its quality is affected by the extent a rights-based approach is enforced across the nested nuclei within society. Activism by disabled people creates an impetus for society to value diversity, democracy and social justice. ; N/A

La III Conferencia Regional de Educación Superior de América Latina y el Caribe refrenda los acuerdos alcanzados en las Declaraciones de la Reunión de la Habana (Cuba) de 1996, la Conferencia Mundial de Educación Superior de París (Francia) de 1998 y de la Conferencia Regional de Educación Superior celebrada en Cartagena de Indias (Colombia) en 2008 y reafirma el postulado de la Educación Superior como un bien público social, un derecho humano y universal, y un deber de los Estados. Estos principios se fundan en la convicción profunda de que el acceso, el uso y la democratización del conocimiento es un bien social, colectivo y estratégico, esencial para poder garantizar los derechos humanos básicos e imprescindibles para el buen vivir de nuestros pueblos, la construcción de una ciudadanía plena, la emancipación social y la integración regional solidaria latinoamericana y caribeña.

A III Conferência Regional de Educação Superior da América Latina e do Caribe ratifica os acordos alcançados nas Declarações da Reunião da Havana (Cuba) de 1996, na Conferência Mundial de Educação Superior de Paris (França) de 1998 e na Conferência Regional de Educação Superior celebrada em Cartagena das Índias (Colômbia) em 2008 e reafirma o postulado da Educação Superior como um bem público social, um direito humano e universal, e um dever dos Estados. Estes princípios se fundam na convicção profunda de que o acesso, o uso e a democratização do conhecimento é um bem social, coletivo e estratégico, essencial para poder garantir os direitos humanos básicos e imprescindíveis para o bem-estar dos nossos povos, a construção de uma cidadania plena, a emancipação social e a integração regional solidária latino-americana e caribenha.

The Third Regional Conference on Higher Education for Latin America and the Caribbean endorses the agreements reached in the Declarations adopted in the Regional Conference held in La Habana (Cuba) in 1996, the World Conference on Higher Education in Paris (France) in 1998, and the Regional Conference on Higher Education held in Cartagena de Indias (Colombia) in 2008 while reasserting the principle that considers that Higher Education is a common public good, a universal human right which should be ensured by all States. These principles are based on the deep conviction that the access to, and use and democratization of knowledge is a collective, strategic social asset essential to guarantee the basic human rights and the wellbeing of our peoples, the construction of full citizenship, the social emancipation, and the regional integration with solidarity of Latin America and the Caribbean.

The Third Regional Conference on Higher Education for Latin America and the Caribbean endorses the agreements reached in the Declarations adopted in the Regional Conference held in La Habana (Cuba) in 1996, the World Conference on Higher Education in Paris (France) in 1998, and the Regional Conference on Higher Education held in Cartagena de Indias (Colombia) in 2008 while reasserting the principle that considers that Higher Education is a common public good, a universal human right which should be ensured by all States. These principles are based on the deep conviction that the access to, and use and democratization of knowledge is a collective, strategic social asset essential to guarantee the basic human rights and the wellbeing of our peoples, the construction of full citizenship, the social emancipation, and the regional integration with solidarity of Latin America and the Caribbean.

La III Conferencia Regional de Educación Superior de América Latina y el Caribe refrenda los acuerdos alcanzados en las Declaraciones de la Reunión de la Habana (Cuba) de 1996, la Conferencia Mundial de Educación Superior de París (Francia) de 1998 y de la Conferencia Regional de Educación Superior celebrada en Cartagena de Indias (Colombia) en 2008 y reafirma el postulado de la Educación Superior como un bien público social, un derecho humano y universal, y un deber de los Estados. Estos principios se fundan en la convicción profunda de que el acceso, el uso y la democratización del conocimiento es un bien social, colectivo y estratégico, esencial para poder garantizar los derechos humanos básicos e imprescindibles para el buen vivir de nuestros pueblos, la construcción de una ciudadanía plena, la emancipación social y la integración regional solidaria latinoamericana y caribeña.

Despite the climate crisis, traffic congestion, and income inequality, America still heavily relies on the automobile to travel, even as other countries across the world use widespread and complex mass transit systems. Americans must reconsider how they travel. This begs the question of what methods are successfully employed by institutions in the United States to get automobile drivers to substitute their trips ("mode shift") with other modes of mass transit. To shed light on this complicated issue, I conduct a case comparison of the light rail systems in the Dallas and Houston metro areas, assessing their successes and shortcomings. I build upon two main theoretical approaches: the effects of socio-demographics and past experiences on travel behavior, as well as research on policy formation and outputs. My study reaffirms links between dense development and increased ridership and also identifies the importance of linking different transit modes and targeting service. The effects of government and non-government organizations on ridership were mixed, as different groups in both types of organizations could both imped and facilitate light rail development and use.

Despite the fact that Elite College's student body hails from a variety of socioeconomic and ethnic backgrounds, numerous students at Elite College have complained of a lack of political diversity on campus. In this project I examine whether the formal and informal administrative and faculty practices at Elite College effectively promote political discussion in which students can form, question, and/or change their political beliefs. I used a detailed interview guide to further understand students at Elite College familial background and their experiences at Elite College. Given the time constraints, I was not able to make any overarching findings regarding Elite College. However, I was able to categorize the interview data into three critical section which effectively set the stage for further research. Upon interviewing 12 students at Elite College I identified the 1) Transition Period from high school to college (independence, clashing of socioeconomic and cultural backgrounds, becoming informed), 2) the Environmental Factors that exist at Elite College (Semi-open discussion, classroom and office hours, discussion with peers) and Political Bashing (Making fun of or dismissing opposing viewpoints) that takes place in the classroom and around campus as the most salient. In this paper, I will further enumerate and contextualize these preliminary findings as they pertain to the broader literature regarding the way students form, question, and/or change their political beliefs on small liberal arts campuses.