Uber for Public School Buses and Limits to Sharing

2021 ◽  
Author(s):  
Ann Jansson ◽  
Karin Skill
Keyword(s):  
Public School ◽  
School Buses

Building Partnerships to Hear Freedom's Heroes Within Our Community

2004 ◽  
Vol 44 (1) ◽  
pp. 113-119 ◽  
Author(s):  
Bernadette Anand ◽  
Michelle Fine ◽  
Tiffany Perkins ◽  
David Surrey
Keyword(s):  
New Jersey ◽  
Public School ◽  
School System ◽  
Public School System ◽  
School Integration ◽  
Magnet School ◽  
Community Resistance ◽  
School Buses ◽  
School Year ◽  
Community Activists

Each morning, 10 yellow school buses end their circuit through Montclair, New Jersey, to drop off 149 of Renaissance Middle School's 225 students. Ali, grandson of Charles and Marjorie Baskerville, is among the group of students who arrive by bus. Ali's grandparents with other community activists, almost forty years ago, began the long and hard fight for school integration in this northern town. After court battles, parent meetings, community resistance, and ultimate victory, the struggle resulted in a public school system dedicated to both “choice” and integration. To those who retain the memory of struggle, Montclair's school buses and their routes, almost thirty years old, are a regular reminder of the magnet school plan implemented during the 1977–1978 school year.

Optimization of Foot Pedal Placement in Commercial School Buses

1980 ◽  
Vol 24 (1) ◽  
pp. 634-637
Author(s):  
Donna J. Sexton ◽  
Rodger J. Koppa
Keyword(s):  
Reaction Time ◽  
Public School ◽  
Human Factors ◽  
Choice Reaction Time ◽  
Movement Time ◽  
Vertical Separation ◽  
School Buses ◽  
Operator Performance ◽  
Simple Movement ◽  
Female Subjects

On the basis of results obtained in recent studies of foot pedal placement as well as specifications found in human factors guidelines, four different foot pedal configurations were tested for suitability in public school buses. Both simple movement time and choice reaction time measures were taken for ten female subjects on three coplanar arrangements and one configuration with a vertical separation between the accelerator and brake pedals. Results indicate significantly faster brake movement times for all three coplanar arrangements than for the arrangement with a vertical separation between the two pedals. With respect to the coplanar arrangements, brake movement time was significantly faster for the two arrangements with a horizontal separation of 12.0 cm rather than the arrangement with only 8.0 cm of separation. Therefore, it is concluded that operator performance may be significantly improved by providing a coplanar pedal arrangement with approximately 12.0 cm of horizontal separation.

scholarly journals Understanding parents’ concerns about their children with autism taking public school transportation in Los Angeles County

Autism ◽  
2017 ◽  
Vol 22 (4) ◽  
pp. 401-413 ◽  
Author(s):  
Amber M Angell ◽  
Olga Solomon
Keyword(s):  
Public School ◽  
Los Angeles ◽  
News Media ◽  
Los Angeles County ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Ethnographic Study ◽  
School Transportation ◽  
School Buses ◽  
Media Reports

There are a number of recent US news media reports of children and youth with autism becoming lost, injured, or even dying while taking public school transportation, yet research on this problem is scarce. This ethnographic study examines the experiences of 14 parents whose children with autism take public school transportation in Los Angeles County. We present two case studies of children with autism being “lost” while in transit from school to home on the bus to (1) describe how the situation was experienced, responded to, and managed by the parents; (2) consider three interrelated themes that emerged from interviews with 14 parents, related to children’s safety, independence, and participation, across multiple contexts and analytic levels; and (3) discuss the findings in relation to US news media reports of incidents involving children with autism on school buses to identify specific weaknesses in school transportation infrastructure, particularly in the context of privatization, that create conditions in which children with autism can “fall through the cracks” in potentially life-threatening ways. We argue that there is a critical need to address transportation accessibility for individuals on the autism spectrum to ensure their safety and support their independence and community participation.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Public School Voice Clinics, Part II

1984 ◽  
Vol 15 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Therapy ◽  
Respiratory Problems ◽  
Chronic Laryngitis ◽  
Upper Respiratory ◽  
Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

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