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Tracy Schmitt: Welcome all to uberASSIST,

my name is Tracy,

I was born a four-way amputee.

They don't know why; it's just a fluke,

and I am a huge accessibility advocate for Uber,

and I can't begin to tell you

how important transportation is to people with disabilities,

and all of you

can make a massive difference in transportation.

Thank you for being here today.

So what brings us together here for this education session?

You may be asking yourself, "How come I'm here?

I don't have a wheelchair accessible vehicle."

What's great about uberASSIST

is that all drivers can have regular sedans.

uberASSIST is door-to-door,

which is just slightly different than uberX,

which is curb-to-curb.

It's for people that might use a manual wheelchair;

it's for people that might have a cane; it's for seniors.

It's for anyone that can use a regular sedan,

and does not need a wheelchair accessible vehicle.

So for me, as a four-way amputee,

what that means is that the uberASSIST partner,

instead of just parking on the street,

would be willing to come up my driveway,

and willing to get out of their car,

and assist me right from my door.

So here is what we're going to cover today.

My story, and how uberASSIST changed the way I get around.

How to interact with anyone who might have a disability.

How you can provide five-star service

with uberASSIST,

including specific tips on how to accommodate seniors,

or people with physical or cognitive impairments.

Then you're ready!

So for me, climbing mountains

has been easier than transportation.

And that's what fabulous about uberASSIST,

is that it provides that important, required service.

You know, in this photo, you see me rappelling

for the first time ever,

and what you don't see in this photo,

is that there's someone on my safety line, out of shot.

And I remember that first time, rappelling,

and when my stumps left the cliff edge,

I sort of froze – kinda scared,

the first time ever doing this!

And the lady from over the cliff shouted,

"Tracy! I don't have control over you anymore!"

And it was scary, but then it was like,

I'm doing this!

And you guys are like that safety line.

You guys make it possible for me to get out and about,

and have those moments of independence, with your support.

As drivers assisting me,

believing in the capabilities of your customers

and people like myself, is much appreciated.

Transportation has been my biggest challenge.

Thank you for being part of the solution with uberASSIST.

So why be excited about uberASSIST?

We spoke about the first one –

you're making a huge positive impact,

and changing many people's lives for the better as a result.

I hope you're as excited as I am about that.

Second, uberASSIST means new economic opportunities for you.

Seniors and people with disabilities

are a quickly growing market segment,

and as uberASSIST partners,

you have a unique access to these customers.

So more trips also includes people

that might have broke their leg,

or someone who's pregnant,

or someone like the person in this photo.

They have an invisible disability.

You might not be able to tell,

but this person has a visual impairment.

What's important as an uberASSIST partner,

is that you never ask how come someone has a disability,

or how come someone's using uberASSIST.

It's a very personal question.

It's kind of like asking, "How come you're divorced?"

It's a personal question; it's not appropriate.

So while customers pay the same fare as uberX,

you as an uberASSIST partner

receive a lower service fee of 15% on your uberASSIST rides.

This means you'll have the opportunity

to make more money on every uberASSIST trip.

♫

Tracy Schmitt: So we've talked about what is uberASSIST,

and how it's improved my life getting out and about.

Next up, is how to communicate with people with disabilities.

So, when communicating with a person with a disability,

it involves two pieces:

it's put the person first by saying it first,

and it involves perceiving them first,

before their disability.

So when we're talking about the language of "person first,"

it means literally putting the person first in the sentence.

So for example, instead of diabetic person,

it's a person with diabetes.

Or, wheelchair user?

It's a person that uses a wheelchair.

And so literally putting the person first,

it shows the dignity and respect

of seeing the person before you talk about their disability.

So person first is the language,

person first is also the perception of person first.

It's more than saying person first.

Let's take my friend Sarah, for example.

She's someone who uses a wheelchair.

She's also a mom, she's an athlete,

she's an author, she's a person

before she's a person who uses a wheelchair.

And yourselves as Uber drivers,

you're an Uber driver, but you're also artists,

and athletes, and dreamers yourself.

We are all so much more than just one facet of our lives.

Remember, say and see the person first.

♫

For more infomation >> [Canada] uberASSIST Online Education Course: Introduction (1/4) - Duration: 6:04.

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Post-Compulsory Education and Training (PCET) - Duration: 1:51.

In Wales education is compulsory from the ages of 5 to 16.

After the age of 16, people can choose to continue learning in different ways. We call this post

compulsory education and training or PCET. Even though PCET is an English term

it's used by Welsh language speakers too. A 2016 review into PCET found weaknesses

in the existing system, and felt that learners might not be able to understand

the learning and career paths available to them. To improve PCET in Wales the

review suggested an overarching vision and a new organisation to manage the

system. The Welsh Government accepted these suggestions and now needs your

views on plans to make some of the most important changes. One of these changes

is about the creation of the new organisation, which will be called the

Tertiary Education and Research Commission for Wales.

The Commission would be responsible for planning, funding and monitoring PCET,

as well as managing relationships to help improve quality. A key part of the

Commission's work will also be about protecting the interests of learners and

making sure vocational and academic roots are equally valued. The Welsh

Government wants to ensure that learners have clear and flexible learning and

career pathways, and improved information and advice on options.

It's also important that existing barriers to education and training are removed

so that all people who want to improve their skills and career options can benefit.

So if you have thoughts about these plans, have your say and join the consultation.

For more infomation >> Post-Compulsory Education and Training (PCET) - Duration: 1:51.

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2017 Online Advising 101 Lab: General Education - Duration: 4:23.

In this advising 101 module we will talk about the advising experience for you at Stetson as well as our general education curriculum.

What comes to your mind when you think about academic advising? As mentioned previously by

Dr. Painter academic advising is not just a procedure to complete your next semester registration at Stetson.

It's a deliberative process where you get to decide how to map your academic career.

Our expectation is that you will be an active participant in the advising process.

Advising is a collaborative process between you the student, your faculty advisor, career professional development and academic success, and peer mentors.

In addition you will take advantage of numerous on-campus opportunities from other partners that will aid your career exploration and development

while enhancing your academic career.

For instance, you may decide that you would like to study abroad and will need to work with WORLD to plan for that experience,

or you may wish to join a club sport and be a team captain and work with Wellness and Recreation.

Did you know that your major consists of approximately one-third of your degree? Your major is important

but it's not the majority of your degree. That means

two-thirds of your degree will allow you to explore numerous other areas. Therefore it is important to be

Intentional about what courses you take outside of your major. What do you want to learn?

What will be important for you to know and understand in your future career?

These questions should guide you as you pick courses to meet your general education requirements.

While at Stetson our general education curriculum will help you develop the skills of writing information fluency, speaking, critical thinking,

quantitative reasoning, knowledge of human cultures in the natural world, and personal and social responsibility.

We believe that every Stetson graduate should be able to have these skills. We also know that these skills will help make you more

marketable when applying for graduate schools,

employment positions, or other post grad experiences like the Peace Corpse, Teach for America, etc.

Why do we know that these learning outcomes for our general education curriculum will make you more marketable after graduation?

Well the National Association of College and Employers, or NACE, has identified these

competencies based on research conducted by

experts from the higher education and corporate world. These competencies include critical thinking and problem solving, oral and written communication,

teamwork, digital technologies, leadership, and professionalism.

As you can see these match very closely with our general education learning outcomes.

These outcomes are meant to close the gap between the students higher education and their career readiness.

Now let's look at what is required within the general education curriculum. The College of Arts and Sciences, the School of Business

Administration, and the School of Music all require particular general education courses.

Generally there are three sections:

foundations, knowledge of human culture in the natural world, and personal and social responsibility.

If you're in the School of Business Administration or the College of Arts and Sciences your foundation courses include an

FSEM course, the writing requirement, and quantitative reasoning course, and the junior seminar.

The writing requirement consists of completing four writing enhanced courses - which are completed by your FSEM and JSEM courses.

You can then complete the remaining courses from an any subject area of your choice as long as they are identified as writing enhanced.

In the knowledge of human cultures in the natural world section you must complete five of the six areas.

These are reflected here on the screen and in your degree audit. These different areas are categorized by a capital letter.

For example, Creative Arts is categorized with the letter A.

It is important to take note of these letters as it will help you search for courses that meet these different criteria.

The Personal and Social Responsibility are requires an

additional course after your JSEM that meets the requirements of a Stetson values course, or the letter V.

Lastly remember you must obtain 24 cultural credits in order to graduate.

The School of Music has a different set of requirements

depending on your specific major.

Make sure you visit your degree audit for your list of requirements and visit the catalog for details on your academic plan.

Please advance to the next module.

For more infomation >> 2017 Online Advising 101 Lab: General Education - Duration: 4:23.

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Ward F, Yemi Philip - What are the three most important challenges facing public education? - Duration: 1:30.

Infrastructure, it's a big issue.

Special needs students, we need to focus on them.

And also communication, we need to improve on communication.

In respect to infrastructure, it's

good to see that we have new schools, elementary schools

that are springing up in our neighborhoods.

That's great.

However, we need to start planning now

for when those students become high school students.

They're going to graduate.

And we would need space for them.

We need to start being proactive,

spending money on better planning.

And also one of the things I keep

hearing when I go door knocking, is respect to the support

that we need to provide for our special needs students.

We need to focus on assisting the teachers, provide

development programs that are very good for teachers that

are need based, targeted to help our teachers meet

the needs of our special needs students.

Finally, I also think that we need to build and bridge

the gap of communication.

Now looking at the Alberta stakeholder survey of 2016,

we see that a number of the public

feel that the government is not hearing them enough.

We need to bridge that gap and communicate better so that we

can acquire ideas that people want

to see us reflect in education and be able to reflect it

in the education towards ensuring that we give what

is in the best interest of our students in the long run.

For more infomation >> Ward F, Yemi Philip - What are the three most important challenges facing public education? - Duration: 1:30.

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IAEFA: Education Across Barriers - Duration: 1:43.

*Addressing class*

My role in IEAFA is the Director of Education.

I am responsible for curriculum development and delivery as well as instructor training.

The Inter-European Air Forces Academy curriculum is directly derived from squadron officer

school and N-C-O academy curriculum.

Most of it is founded in leadership principles, followership, communication, self-awareness

and team building.

What makes us unique is our target audience…about 90% of our students are from NATO or partnership

for peace nations.

Bringing courses like this to our partner nations is all about building partnership

capacity.

So working together, being together that synergistic effect – stronger together

really is a benefit of what we're doing here.

Ukraine is a little bit unique; because this is the first time we're delivering the curriculum

in the host nations language, so that made it a little bit different.

So to prepare for this training team here in Ukraine we had to translate all the curriculum

of course – all the student reading, all the lesson plans into Ukrainian and any other

supporting documents that we had – maybe PowerPoint slides,

things of that nature.

So it's really the transition should be seamless for our students, where everything is presented in

their native language by native language speakers with us augmenting.

This course is basically an opportunity.

It's an opportunity to improve your skills and ultimately become a better person and

it's not just being a better military member – these are life skills.

*Music*

For more infomation >> IAEFA: Education Across Barriers - Duration: 1:43.

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Cartoons for Children😃Interesting About Inventors for Kids 1st Grade. Education Videos for Children - Duration: 4:06.

Cartoons for Children😃Interesting About Inventors for Kids 1st Grade. Education Videos for Children