Fay M. Blake and H. Morton Newman
The year 1935 marked a significant change for America's elderly. In that year, Congress passed the Social Security Act, which provided federally funded old‐age benefits to workers…
Abstract
The year 1935 marked a significant change for America's elderly. In that year, Congress passed the Social Security Act, which provided federally funded old‐age benefits to workers when they reached 65. Passed in a year of deep and persistent economic depression, the Social Security Act has continued to support and sustain millions of elderly people. But its historical meaning is even more profound; its passage signified that the United States had come of age as an industrial society. The welfare of its older citizens was no longer left to individual citizens, but was recognized as a social responsibility. From the thirties through the seventies, that principle has been generally accepted and encouraged.
The purpose of an electrical machines laboratory is (a) to provide the student with practical knowledge of the handling of electrical machines, (b) to correlate the theoretical…
Abstract
The purpose of an electrical machines laboratory is (a) to provide the student with practical knowledge of the handling of electrical machines, (b) to correlate the theoretical classroom treatment with actual machine characteristics, (c) to demonstrate the most suitable testing techniques, and (d) to provide facilities for advanced work on machine operation and performance in integrated systems. Space and cost are usually of overriding importance, so great care is needed in the choice of suitable units and their layout in the laboratory, in order to achieve maximum efficiency of utilisation. Where possible, a machines laboratory should be used only for machines experiments, so that the most efficient layout for this purpose can be adopted without compromise.
HARROGATE will be notable as the venue of the Conference in one or two ways that distinctive. The Association Year is now to begin on January 1st and not in September as…
Abstract
HARROGATE will be notable as the venue of the Conference in one or two ways that distinctive. The Association Year is now to begin on January 1st and not in September as heretofore; and, in consequence, there will be no election of president or of new council until the end of the year. The Association's annual election is to take place in November, and the advantages of this arrangement must be apparent to everyone who considers the matter. Until now the nominations have been sent out at a time when members have been scattered to all parts of the country on holiday, and committees of the Council have been elected often without the full consideration that could be given in the more suitable winter time. In the circumstances, at Harrogate the Chair will still be occupied by Sir Henry Miers, who has won from all librarians and those interested in libraries a fuller measure of admiration, if that were possible, than he possessed before he undertook the presidency. There will be no presidential address in the ordinary sense, although Sir Henry Miers will make a speech in the nature of an address from the Chair at one of the meetings. What is usually understood by the presidential address will be an inaugural address which it is hoped will be given by Lord Irwin. The new arrangement must bring about a new state of affairs in regard to the inaugural addresses. We take it that in future there will be what will be called a presidential address at the Annual Meeting nine months after the President takes office. He will certainly then be in the position to review the facts of his year with some knowledge of events; he may chronicle as well as prophesy.
CONFERENCES are becoming difficult. Recently the chairman of the Ray Committee remarked that there were too many of them, and added that if they were held in Wigan rather than…
Abstract
CONFERENCES are becoming difficult. Recently the chairman of the Ray Committee remarked that there were too many of them, and added that if they were held in Wigan rather than Bournemouth or such places they would not be well attended. The assumption is that we attend them for our pleasure only. We do find pleasure in them, but any delegate who goes through a Library Association Conference has done a week's work more strenuous than most men do in their busiest business weeks. In fact he is worked much too hard. Sir William Ray is too experienced a public man not to know why an assembly of several thousands of persons cannot descend on places which are without accommodation. In any case the Library Association has met in recent years in Leeds, Birmingham, Manchester and Glasgow, which have their amenities but are not exactly pleasure resorts.
Lisa Boskovich, Mercedes Adell Cannon, David Isaac Hernández-Saca, Laurie Gutmann Kahn and Emily A. Nusbaum
This chapter grapples with the relationship between dis/ability and narrative inquiry through the authors’ personal stories that push back at the cultural-historical, policy, and…
Abstract
Purpose
This chapter grapples with the relationship between dis/ability and narrative inquiry through the authors’ personal stories that push back at the cultural-historical, policy, and professional master narratives of dis/ability in order to contribute to efforts that theorize critical emotion praxis. We ask: what is the relationship between dis/ability and narrative inquiry? What are the lived experiences of those living within a variety of intersectional and emotional dis/ability narratives that resist and navigate the cultural-historical, policy, and professional master narratives of dis/ability at the intersections?
Methods/Approach
We use a Disability Studies in Education (DSE) paradigm to construct a collective autoethnography that challenges socially circulating cultural narratives of disability.
Findings
Our individual and collaborative narratives illuminate: (1) how master narratives impact self, (2) the ways that dis/abled women of color elevate human dignity and spiritual practices in ways that subvert and speak-back to master narratives, (3) the emotional impact of Learning Disability labeling, (4) forms of epistemic and personal experiences at various institutions of higher education, and (5) the liberatory practices manifest from co-created narratives with DSE students concerning disability identity within higher education.
Implications/Value
This collaboration contributes to efforts that theorize critical emotion praxis with diverse positionalities of DSE scholars, teacher educators, and professionals within educational contexts. The chapter also suggests ways in which construction of collaborative narratives of resistance can point to paths for positive organizational change.
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Image analysis faces data reduction problems when deriving low‐dimensional image spaces (‘perceptual maps’) from multidimensional profile data. The neurocomputing methodology of…
Abstract
Image analysis faces data reduction problems when deriving low‐dimensional image spaces (‘perceptual maps’) from multidimensional profile data. The neurocomputing methodology of Self‐Organizing Maps may contribute to finding a radically parsimonious representation. The principles of SOM methodology are shown in a case study on the company images of nine Austrian tour operators.
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The United Nation’s Convention of the Rights of Persons with Disabilities in 2006 declared the need for countries to facilitate the right of individuals with disabilities to their…
Abstract
The United Nation’s Convention of the Rights of Persons with Disabilities in 2006 declared the need for countries to facilitate the right of individuals with disabilities to their full inclusion and participation within communities across the globe. The community clearly plays a necessary role in the overall preparation and quality of life of students with disabilities and their families. The present chapter will specifically address the role of the community within instructional programming and parent advocacy. First, the chapter discusses the importance of integrating community experiences within inclusive K-12 preparation for students with disabilities for the purpose of enhancing students’ postsecondary outcomes. Second, the chapter reviews the role of community organizations in supporting parental advocacy for effective inclusive programming while highlighting the work of two specific community agencies. These sections are followed by concluding comments emphasizing the role of schools and community-based organizations in supporting inclusive education, community-based instruction, and family advocacy for students with disabilities.
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Yolanda Suarez-Balcazar, Isabella Rosas, Mariela Saenz, Janelly Macias-Martinez and Sandy Magaña
As the Latinx population continues to increase in the United States, so has the number of families who experience disability. Latinx families of children and youth with…
Abstract
As the Latinx population continues to increase in the United States, so has the number of families who experience disability. Latinx families of children and youth with disabilities face unique challenges as they navigate services and systems to advocate for the rights of their children. These challenges impact their health and wellbeing. Grounded in the Social Ecological Model (SEM), in this chapter, the authors discuss the challenges, support systems, and resources available to Latinx families of children and youth with disabilities across levels of influence, including the individual/family, interpersonal, community, and societal/systems levels. The authors highlight empowerment-focused interventions designed to promote advocacy efforts and the health and wellbeing of Latinx families of children and youth with disabilities, and the authors close with recommendations for future research, practice, and policy.
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Katherine A. Graves, Lindsey Mirielli and Chad A. Rose
This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those…
Abstract
This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.