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VIEW (Vital Information for Education and Work) is a compilation of 300 separate sheets each of which presents information about an occupation, ranging from actor and actress to zoologist. Each sheet contains the DOT (Dictionary of Occupational Titles) classification number, a description of the occupation, qualitative job information, employment qualifications, and educational needs for the occupation, some related jobs, and where to write for more information. Information is arranged graphically, each sheet including a cartoon illustration related to the occupation. VIEW is indicated for use by counselors, students, and teachers in junior and senior high schools. (MF)

To help meet the needs for manpower information, the interim manpower projections program was designed to provide detailed industry and occupational employment and manpower requirement projections for the States. This report presents the projections for the State of Georgia and includes: (1) population and civilian labor force projections; (2) total employment by industry; (3) employment by occupations; and (4) interpolated employment by industry and occupations, 1975 and 1976, and annual average job openings. Estimates of employment for 1975 and 1976 were obtained by linear interpolation of 1970 and 1980 data. A 127-page appendix provides: detailed Georgia interim manpower projections tables, national industry and occupation projections tables, a reprint of "Occupational Outlook Handbook in Brief, 1974-75," and "Supplement 3 to Tomorrow's Manpower Needs" (matching occupation classifications to vocational education program codes). (VA)

Several federal agencies jointly produced the "Guide for Developing High-Quality School Emergency Operations Plans" ("School Guide") (ED571878) in 2013. The "School Guide" recommends schools undertake emergency management planning within the context of district, local, regional, state, tribal, and federal agency emergency planning. The "School Guide" sets forth planning principles and sequential steps that schools can take to develop emergency operations plans (EOPs), which are critical to preventing emergencies from happening, reducing the impact (should a disaster occur), responding effectively, and facilitating rapid recovery efforts while continuing to protect the whole school community. This guide complements the earlier "School Guide" by recommending specific roles and responsibilities for district-level administrators and staffs. Districts' recommended responsibilities include the following: (1) Coordinating with schools and community partners to make EOPs a collaborative effort and help ensure integration with district, local, regional, state, tribal, and federal agency EOPs; (2) Providing planning parameters for use by schools throughout the entire district, e.g., minimum set of annexes, minimum set of prioritized hazards and threats; and (3) Supporting schools at each step as they develop EOPs that address all types of emergencies and are tailored to fit each school's individual needs. This guide recommends that districts apply the same planning principles; follow the same six-step process and complete the tasks associated with each step, that underlie the planning process described in the "School Guide." The "District Guide," however, provides more district-focused information. This guide also contains a checklist of activities and responsibilities for districts that allows them to stay on course and track their progress.

Maritime security risk assessment forms the cornerstone of effective security measures for ships, ports, and port facilities. However, the current security risk assessment approaches lack adequate preparedness to align with the rapid technological advancements and transformations in the smart maritime industry. The main factor groups and parameters for those approaches have to be adapted, in order for the approaches to keep pace with the dynamic developments of potential technological threats. This paper aims to examine points of strength and weakness in security risk approaches in the maritime industry, with a focus on the transition to a smart maritime industry. It scrutinizes recommended security risk assessment approaches outlined in security guidelines and published research, emphasizing challenges in their selection, by using a descriptive-analytical approach. It also explores their effect on the smart maritime industry when applied to ships such as maritime teleoperated vessels (MTVs), elucidating key concepts. A comparative analysis of selected approaches underscores structural characteristics and values. Finally, the study critically assesses transforming the maritime industry for improved security risk assessment practices for MTVs and their maritime teleoperation centers (MTCs). Findings highlight the necessity for a more comprehensive maritime security risk assessment approach. Received: 14 February 2024 Accepted: 27 April 2024 Published: 05 May 2024

This guide is designed to help the user better understand the different types of career assessments and how the user and others may want to use them to make career decisions. Information is presented in question and answer format. These topics are covered: how assessment tests can help; how assessments are used by counselors and employers; how tests can help one get licensed or credentialed for a job; what some different kinds of tests and assessment tools are; how the assessments and other tests will look; where one can go for testing; how to prepare for a test; what one should do when the testing day comes; what good test-taking strategies are; what the test scores mean; what to do if one needs to retest; what about testing for a person with a disability; and how long assessment scores can be used. Additional sources of information are appended, including information on specific tests; testing preparation services; general information; employment/career information; and the Americans with Disabilities Act. (YLB)

Our nation's postsecondary institutions are entrusted to provide a safe and healthy learning environment for students, faculty, and staff who live, work, and study on campus. Many of these emergencies occur with little to no warning; therefore, it is critical for institutions of higher education (IHEs) to plan ahead to help ensure the safety and general welfare of all members of the campus community. IHEs face unique challenges in planning for potential emergencies in terms of geography, environment, governance, and the population served. It is recommended that planning teams at IHEs responsible for developing and revising a higher education Emergency Operations Plan (higher ed EOP) use this document to guide their efforts. It is recommended that IHEs compare existing plans and processes against the content and process outlined in this guide. The guide is organized in four sections: (1) the principles of emergency management planning for IHEs; (2) a process for developing, implementing, and continually refining a higher ed EOP with community partners; (3) a discussion of the content of higher ed EOPs; and (4) "A Closer Look" which considers key topics that support emergency management for IHEs, including the "Clery Act," information sharing, international students, psychological first aid, campus climate, campus law enforcement officers, and "active shooter situations." The Departments issuing this guidance are providing examples of good practices and matters to consider for planning and implementation purposes. The guidance does not create any requirements beyond those included in applicable law and regulations, or create any additional rights for any person, entity, or organization. This guide replaces "Action Guide for Emergency Management at Institutions of Higher Education" (January 2010) (ED515949), which has been rescinded.

Each school day, our nation's schools are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students in public and nonpublic schools. In collaboration with their local government and community partners, schools can take steps to plan for these potential emergencies through the creation of a school Emergency Operations Plan (school EOP). It is recommended that planning teams responsible for developing and revising school EOPs use this document to guide their efforts. It is recommended that districts and individual schools compare existing plans and processes against the content and processes outlined in this guide. The guide is organized in four sections: (1) the principles of school emergency management planning; (2) a process for developing, implementing, and continually refining a school EOP with community partners (e.g., first responders and emergency management personnel) at the school building level; (3) a discussion of the form, function, and content of school EOPs; and (4) "A Closer Look," which considers key topics that support school emergency planning, including addressing an "active shooter," school climate, psychological first aid, and information-sharing. The Departments issuing this guidance are providing examples of good practices and matters to consider for planning and implementation purposes. The guidance does not create any requirements beyond those included in applicable law and regulations, or create any additional rights for any person, entity, or organization. This guide replaces "Practical Information on Crisis Planning: A Guide for Schools and Communities" (January 2007) (ED498806), which has been rescinded. [For the companion report, see ED627267.]

The "Stop.Think.Connect. Community Outreach Toolkit" was adapted from the Federal Trade Commission's "OnGuardOnline.gov," a project that provides practical tips to help guard against Internet fraud and protect your privacy. The kit will help you offer your community information about protecting kids online. It includes "Stop.Think.Connect.," a guide for parents; "Heads Up," information for kids; slides to use in a presentation; and ideas to help you spread the word about online safety. This kit has the resources and information you need to convey key points about protecting kids online. How you use it is up to you: give a presentation, discuss at a meeting, or distribute the "Stop.Think.Connect." guide through your local school or PTA. This kit is meant for parents, teachers, and law enforcement officers--in short, anyone who cares about the subject--to use with friends, neighbors, colleagues, teachers, and kids. [CD is not included in the ERIC version of this document.]

The importance of cybersecurity is raising every day with the development of new technologies. Accordingly, cybercrimes are increasing notably and more than ever qualified people is needed to protect the rest of people from these type of infractions. Digital forensics is a very important part of the cybersecurity world, furthermore, the ultimate goal of a digital forensics investigation is to preserve, identify, acquire and document digital evidence to be used in the court of law. As a result, our paper will go in deep with the Digital Forensics field, especially with the analysis of image metadata employing the most important software used by digital forensics investigators: Autopsy. Nowadays, Autopsy cannot extract and analyze all type of metadata found in pictures, but thankfully to this paper, investigators will not be forced to run another external software only to analyze image metadata; they will be able to do it withAutopsy., Peer Reviewed, Postprint (author's final draft)

© 2024 Elsevier. This manuscript version is made available under the Attribution 4.0 International license https://creativecommons.org/licenses/by/4.0, Much work has been done in recent years comparing TCP variants in many scenarios, including the satellite one. Some of these studies were carried out with the ns-2 and ns-3 simulators, which may give a good idea of the behavior of these TCP variants, although the results cannot be considered completely realistic. Some of the latest studies use virtualization to derive a variety of measures to test the suitability of Congestion Control Algorithms in a more realistic way. Such studies also take into account new variants of TCP, such as Google’s BBR. However, few of these works have evaluated the behavior of these variants in a scenario based on Performance Enhancing Proxies. Furthermore, no emphasis has been placed on those variants of TCP that try to maximize throughput and minimize delay, which is crucial in many services with low latency requirements. Our paper aims to fill this gap, offering a comparative assessment of the performance of these three TCP flavors: BBR, YeAH and CUBIC. We have created four different approaches to mix these TCP flavors with two traffic control techniques, including Active Queue Management (AQM) policies. To perform the testings, we have developed a TCP-Splitting satellite Emulation Framework (TSEF), a platform that allows us to evaluate the performance of TCP flavors on the forward channel of a geosynchronous satellite scenario based on Performance Enhancing Proxies (PEPs). According to our results, we can conclude that the application of AQM policies and ECN marks on aggressive TCP flavors like CUBIC is mandatory to maximize throughput and minimize delay., Peer Reviewed, Postprint (published version)

© 2024 Elsevier. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0, Bipartite secret sharing schemes have a bipartite access structure in which the set of participants is divided into two parts and all participants in the same part play an equivalent role. Such a bipartite scheme can be described by a staircase: the collection of its minimal points. The complexity of a scheme is the maximal share size relative to the secret size; and the ¿-complexity of an access structure is the best lower bound provided by the entropy method. An access structure is ¿-ideal if it has ¿-complexity 1. Motivated by the abundance of open problems in this area, the main results can be summarized as follows. First, a new characterization of ¿-ideal multipartite access structures is given which offers a straightforward and simple approach to describe ideal bipartite and tripartite access structures. Second, the ¿-complexity is determined for a range of bipartite access structures, including those determined by two points, staircases with equal widths and heights, and staircases with all heights 1. Third, matching linear schemes are presented for some non-ideal cases, including staircases where all heights are 1 and all widths are equal. Finally, finding the Shannon complexity of a bipartite access structure can be considered as a discrete submodular optimization problem. An interesting and intriguing continuous version is defined which might give further insight to the large-scale behavior of these optimization problems., The work of the first author was partially supported by the ERC Advanced Grant ERMiD. The work of third author was supported by the Spanish Government (MICINN) under Project PID2019-109379RB-I00., Peer Reviewed, Postprint (author's final draft)

Maritime security necessitates adept collaboration among port facility security teams, seafarers, and governing authorities. Maritime Education and Training (MET), guided by international standards, conforms to their competence and proficiency, especially in security exercises, boosting understanding of roles and responsibilities in challenging security scenarios. The pivotal role of international maritime communities in shaping future MET by embracing computerized simulation techniques indicates a new era in maritime safety simulations but lacks insights into adopting security scenarios. Revolutionizing the use of computerized simulators for seafarers in maritime safety sectors is advancing, yet there is limited intervention in security exercises. This study explores integrating immersive technologies into theoretical "tabletop exercises", aiming to enhance the strengthening of realistic exposure to high-risk scenarios. The research emphasizes the significance of MET guided by international standards and proposes leveraging computerized simulation techniques, aiming to revolutionize security exercises. Employing a descriptive and analytical exploration approach, this study offers a thorough examination of challenges within maritime security training. It provides a comprehensive overview by not only describing the current state but also critically analyzing the potential impacts and effectiveness of immersive technologies. This assessment focuses specifically on how these technologies enhance practical training for maritime security personnel. Received: 07 November 2023 Accepted: 03 December 2023 Published: 15 February 2024

Analyzing vehicular ad hoc networks (VANETs) poses a considerable challenge due to their constantly changing network topology and scarce network resources. Furthermore, defining suitable routing metrics for adaptive algorithms is a particularly hard task since these adaptive decisions should be taken according to the current conditions of the VANET. The literature contains different approaches aimed at optimizing the usage of wireless network resources. In a previous study, we introduced an analytical model based on a straightforward Markov reward chain (MRC) to capture transient measurements of the idle time of the link formed between two VANET nodes, which we denote as Tidle. This current study focuses on modeling and analyzing the influence of Tidle on adaptive decision mechanisms. Leveraging our MRC models, we have derived a concise equation to compute Tidle. This equation provides a quick evaluation of Tidle, facilitating quick adaptive routing decisions that align with the current VANET conditions. We have integrated our Tidle evaluation into multihop routing protocols. We specifically compare performance results of the 3MRP protocol with an enhanced version, I3MRP, which incorporates our Tidle metric. Simulation results demonstrate that integrating Tidle as a decision metric in the routing protocol enhances the performance of VANETs in terms of packet losses, packet delay, and throughput. The findings consistently indicate that I3MRP outperforms 3MRP by up to 50% in various scenarios across high, medium, and low vehicular densities., Postprint (published version)

General context: Gulls ingest plastic and other litter while foraging in open landfills, because organic matter is mixed with other debris. Therefore, gulls are potential biovectors of plastic pollution into natural habitats, especially when they concentrate in wetlands for roosting. Novelty: We quantified, for the first time, the flow of plastic and other anthropogenic debris from open landfills to a natural lake via the movement of gulls. We focused on Fuente de Piedra, an inland closed-basin lake in Spain that is internationally important for biodiversity. Methodology: In 2022, we sampled gull pellets regurgitated in the lake by lesser black-backed gulls Larus fuscus that feed on landfills, as well as their faeces, then characterized and quantified debris particles of ≥0.5 mm. By combining GPS and census data from 2010 to 2022, together with plastic quantification based on FTIR-ATR analysis, we estimated the average annual deposition of plastic and other debris by the wintering gull population into the lake. Main results: 86 % of pellets contained plastics, and 94 % contained other debris such as glass and textiles. Polyethylene (54 %), polypropylene (11.5 %) and polystyrene (11.5 %) were the main plastic polymers. An estimated annual mean of 400 kg of plastics were moved by gulls into the lake. Only 1 % of plastic mass was imported in faeces. Discussion: Incorporating the biovectoring role of birds can provide a more holistic view of the plastic cycle and waste management. Biovectoring is predictable in sites worldwide where gulls and other waterbirds feed in landfills and roost in wetlands. We discuss bird deterrence and other ways of mitigating debris leakage into aquatic ecosystems

Scalability is a common issue among the most used permissionless blockchains, and several approaches have been proposed to solve it. However, tackling scalability while preserving the security and decentralization of the network is a significant challenge. To deliver effective scaling solutions, Ethereum achieved a significant protocol improvement, including a change in the consensus mechanism towards Proof of Stake. This improvement greatly reduced the hardware requirements to run a node, leading to significant sustainability benefits with a lower network energy consumption. This work analyzes the resource usage behaviour of different clients running as Ethereum consensus nodes, comparing their performance under different configurations and analyzing their differences. Our results show higher requirements than initially claimed and show how different clients react to network perturbations. Furthermore, we discuss the differences between the consensus clients, including their strong points and limitations., This work was supported in part by the Lido Ecosystem Grant Organization (LEGO), in part by Spanish TCO-RISEBLOCK Project under Grant PID2019-110224RB-I00, in part by the Ethereum Foundation under the Research Grant FY21-0356, and in part by Protocol Labs under its Ph.D. Fellowship Program under Grant FY22-P2P., Peer Reviewed, Postprint (published version)

Vote privacy is a fundamental right, which needs to be protected not only during an election, or for a limited time afterwards, but for the foreseeable future. Numerous electronic voting (e-voting) protocols have been proposed to address this challenge, striving for everlasting privacy. This property guarantees that even computationally unbounded adversaries cannot break privacy of past elections. The broad interest in secure e-voting with everlasting privacy has spawned a large variety of protocols over the last three decades. These protocols differ in many aspects, in particular the precise security properties they aim for, the threat scenarios they consider, and the privacy-preserving techniques they employ. Unfortunately, these differences are often opaque, making analysis and comparison cumbersome. In order to overcome this non-transparent state of affairs, we systematically analyze all e-voting protocols designed to provide everlasting privacy. First, we illustrate the relations and dependencies between all these different protocols. Next, we analyze in depth which protocols do provide secure and efficient approaches to e-voting with everlasting privacy under realistic assumptions, and which ones do not. Eventually, based on our extensive and detailed treatment, we identify which research problems in this field have already been solved, and which ones are still open. Altogether, our work offers a well-founded reference point for conducting research on secure e-voting with everlasting privacy as well as for future-proofing privacy in real-world electronic elections.

Space systems security is an emerging discipline in cyberphysical systems security domain. The research conducted in the field has to be done using realistic assumptions and pieces of equipment that take into account multi-disciplinary character of space systems. In CritiX, we've built the Space Systems Safety and Security lab to facilitate the research on space systems and to support the education of future generation of space systems security specialists.

Electronic voting (e-voting) is regularly used in many countries and organizations for legally binding elections. In order to conduct such elections securely, numerous e-voting systems have been proposed over the last few decades. Notably, some of these systems were designed to provide coercion-resistance. This property protects against potential adversaries trying to swing an election by coercing voters. Despite the multitude of existing coercion-resistant e-voting systems, to date, only few of them can handle large-scale Internet elections efficiently. One of these systems, VoteAgain (USENIX Security 2020), was originally claimed secure under similar trust assumptions to state-of-the-art e-voting systems without coercion-resistance. In this work, we review VoteAgain's security properties. We discover that, unlike originally claimed, VoteAgain is no more secure than a trivial voting system with a completely trusted election authority. In order to mitigate this issue, we propose a variant of VoteAgain which effectively mitigates trust on the election authorities and, at the same time, preserves VoteAgain's usability and efficiency. Altogether, our findings bring the state of science one step closer to the goal of scalable coercion-resistant e-voting being secure under reasonable trust assumptions.

In modern software development practices, testing activities must be carried out frequently and preferably after each code change to bring confidence in anticipated system behaviour and, more importantly, to avoid introducing faults. When it comes to software testing, it is not only about what we are expecting; it is equally about what we are not expecting. Developers desire to test and assess the testing adequacy of the delta of behaviours between stable and modified software versions. Many test adequacy criteria have been proposed through the years, yet very few have been placed for continuous development. Among all proposed, one has been empirically verified to be the most effective in finding faults and evaluating test adequacy. Mutation Testing has been widely studied, but its current traditional form is impractical to keep up with the rapid pace of modern software development standards and code evolution due to a large number of test requirements, i.e., mutants. This dissertation proposes change-aware mutation testing, a novel approach that points to relevant change-aware test requirements, allows reasoning to what extent code modification is tested and captures behavioural relations of changed and unchanged code from which faults often arise. In particular, this dissertation builds contributions around challenges related to the code-mutants' behavioural properties, testing regular code modifications and mutants' fault detection effectiveness. First, this dissertation examines the ability of the mutants to capture the behaviour of regression faults and evaluates the relationship between the syntactic and semantic distance metrics often used to capture mutant-real fault similarity. Second, this dissertation proposes a commit-aware mutation testing approach that focuses rather on change-aware mutants that bring significant values in capturing regression faults. The approach shows 30\% higher fault detection in comparison with baselines and sheds light on the sui

Despite state-of-the-art performance on natural data, Deep Neural Networks (DNNs) are highly vulnerable to adversarial examples, i.e., imperceptible, carefully crafted perturbations of inputs applied at test time. Adversarial examples can transfer: an adversarial example against one model is likely to be adversarial against another independently trained model. This dissertation investigates the characteristics of the surrogate weight space that lead to the transferability of adversarial examples. Our research covers three complementary aspects of the weight space exploration: the multimodal exploration to obtain multiple models from different vicinities, the local exploration to obtain multiple models in the same vicinity, and the point selection to obtain a single transferable representation. First, from a probabilistic perspective, we argue that transferability is fundamentally related to uncertainty. The unknown weights of the target DNN can be treated as random variables. Under a specified threat model, deep ensemble can produce a surrogate by sampling from the distribution of the target model. Unfortunately, deep ensembles are computationally expensive. We propose an efficient alternative by approximately sampling surrogate models from the posterior distribution using cSGLD, a state-of-the-art Bayesian deep learning technique. Our extensive experiments show that our approach improves and complements four attacks, three transferability techniques, and five more training methods significantly on ImageNet, CIFAR-10, and MNIST (up to 83.2 percentage points), while reducing training computations from 11.6 to 2.4 exaflops compared to deep ensemble on ImageNet. Second, we propose transferability from Large Geometric Vicinity (LGV), a new technique based on the local exploration of the weight space. LGV starts from a pretrained model and collects multiple weights in a few additional training epochs with a constant and high learning rate. LGV exploits two geometric prop

Flaky tests are tests that yield different outcomes when run on the same version of a program. This non-deterministic behaviour plagues continuous integration with false signals, wasting developers’ time and reducing their trust in test suites. Studies highlighted the importance of keeping tests flakiness-free. Recently, the research community has been pushing towards the detection of flaky tests by suggesting many static and dynamic approaches. While promising, those approaches mainly focus on classifying tests as flaky or not and, even when high performances are reported, it remains challenging to understand the cause of flakiness. This part is crucial for researchers and developers that aim to fix it. To help with the comprehension of a given flaky test, we propose FlakyCat, the first approach to classify flaky tests based on their root cause category. FlakyCat relies on CodeBERT for code representation and leverages Siamese networks to train a multi-class classifier. We train and evaluate FlakyCat on a set of 451 flaky tests collected from open-source Java projects. Our evaluation shows that FlakyCat categorises flaky tests accurately, with an F1 score of 73%. Furthermore, we investigate the performance of our approach for each category, revealing that Async waits, Unordered collections and Time-related flaky tests are accurately classified, while Concurrency-related flaky tests are more challenging to predict. Finally, to facilitate the comprehension of FlakyCat’s predictions, we present a new technique for CodeBERT-based model interpretability that highlights code statements influencing the categorization.

Transferability is the property of adversarial examples to be misclassified by other models than the surrogate model for which they were crafted. Previous research has shown that transferability is substantially increased when the training of the surrogate model has been early stopped. A common hypothesis to explain this is that the later training epochs are when models learn the non-robust features that adversarial attacks exploit. Hence, an early stopped model is more robust (hence, a better surrogate) than fully trained models. We demonstrate that the reasons why early stopping improves transferability lie in the side effects it has on the learning dynamics of the model. We first show that early stopping benefits transferability even on models learning from data with non-robust features. We then establish links between transferability and the exploration of the loss landscape in the parameter space, on which early stopping has an inherent effect. More precisely, we observe that transferability peaks when the learning rate decays, which is also the time at which the sharpness of the loss significantly drops. This leads us to propose RFN, a new approach for transferability that minimizes loss sharpness during training in order to maximize transferability. We show that by searching for large flat neighborhoods, RFN always improves over early stopping (by up to 47 points of transferability rate) and is competitive to (if not better than) strong state-of-the-art baselines.

Replay attacks are among the most well-known attacks against vote privacy. Many e-voting systems have been proven vulnerable to replay attacks, including systems like Helios that are used in real practical elections. Despite their popularity, it is commonly believed that replay attacks are inefficient but the actual threat that they pose to vote privacy has never been studied formally. Therefore, in this paper, we precisely analyze for the first time how efficient replay attacks really are. We study this question from commonly used and complementary perspectives on vote privacy, showing as an independent contribution that a simple extension of a popular game-based privacy definition corresponds to a strong entropy-based notion. Our results demonstrate that replay attacks can be devastating for a voter's privacy even when an adversary's resources are very limited. We illustrate our formal findings by applying them to a number of real-world elections, showing that a modest number of replays can result in significant privacy loss. Overall, our work reveals that, contrary to a common belief, replay attacks can be very efficient and must therefore be considered a serious threat.

This guide has been produced in response to requests from parents, teachers, and counselors who use Minnesota Careers with their children and students. The parent guide is primarily for parents and guardians who would like to take an active role in their childrens career exploration, and can be used as a resource with Minnesota Careers 2002. The guide is organized into two main sections. The Parent and Student Resources section contains useful information for parents who are interested in becoming involved in their childs career exploration. Information about career exploration, financial aid, high school timelines, and more are included. The Parent and Student Activities section contains a variety of activities for parents and students to complete together. Activities are intended to increase the communication about career exploration goals and expectations. (GCP)

This guide has been produced in response to requests from teachers and counselors who use Minnesota Careers with students. This study guide was designed for facilitators of Minnesota Careers 2002 who take an active role in their students or clients career exploration. The guide is organized into two sections. The Facilitators Resource section provides information for teachers, counselors, and career specialists who use Minnesota Careers 2002 with students and clients. The Student Activities section is designed to assist students to engage in a variety of career exploration activities in conjunction with Minnesota Careers. Several of the activities introduce students to additional career and educational resources. (GCP)

This booklet is designed to serve as a general reference source about the employment-related provisions of Social Security Disability Insurance (SSDI) and the Supplemental Security Income (SSI) programs for individuals with disabilities and educators, advocates, rehabilitation professionals, and counselors who serve people with disabilities. The first part of the booklet explains how to reach the Social Security Administration and the components of the SSDI and SSI programs. Information is provided on: eligibility, necessary records, filing for benefits, the definition of disability, self-employment, payment amounts, health insurance coverage, wait-time for benefits, and reviewing benefits. An overview of work incentive provisions in SSDI and SSI is then provided, including impairment-related work expenses, subsidies and special conditions, unincurred business expenses, unsuccessful work attempts, trial work periods, extended periods of eligibility for reinstatement of benefits, continuation of Medicare coverage, the Earned Income Exclusion, the Student Earned Income Exclusion, the Plan for Achieving Self-Support, and reinstating eligibility without a new application. Special rules for individuals who are blind are also explained. The booklet closes with an explanation of additional help with health care for people with disabilities, a glossary, and addresses for social security regional offices. (CR)

This report analyzes projected changes in population, labor force, and employment by industry and occupation for Florida between 1995 and 2005. More than 50 charts and graphs provide statistics on the following: Florida's population, labor force 1975-2005; employment 1975-2005; industry employment 1995-2005; occupational employment (general); occupational employment (specific); and education and earnings. An appendix and technical notes are included. Some of the conclusions are as follows: (1) Florida is one of the fastest-growing states in the nation, with the state's population projected to reach 16.8 million by the year 2005, but the growth rate is expected to slow during the 1995-2005 period; (2) the state's labor force will continue to grow at a rate approximately twice that of the national average, although the rate of growth from 1995 to 2005 is expected to be slower than the previous 2 decades; (3) employment growth will be fastest in the service and construction industries; (4) health services and business are expected to be the top two job creators; and (5) many of the higher-paying occupations with high growth rates will require 5 or more years of college, although many occupations with large numerical job gains will require only high-school level education and pay substantially less. (KC)

This set of materials for high school students explains the Social Security system. It consists of five lessons and an overview lesson that may be taught separately. To support the lessons, a videotape, fact sheets, student handouts, and quizzes are included. Handouts are in large print and are suitable for use as black line masters for transparencies or overhead projectors. Lessons are titled: (1) "Toward the General Welfare: Social Security from the Depression to Today"; (2) "What Makes Social Security Work? The Basic Principles Underlying the Program"; (3) "Will Social Security Be There When I'm Ready To Retire? How the Program Is Financed To Pay Benefits Now and in the Future"; (4) "Who Can Get Social Security Benefits and How? Social Security Is More Than Retirement"; and (5) "Using Social Security in Planning for the Future: Social Security as a Financial Planning Tool." The overview lesson also includes suggested teaching strategies. (Contains selected general references and separate references for each lesson.) (BT)

This report, based on employment data for 1994 Minnesota technical college graduates, is intended to provide information that will enable prospective students make informed educational and career decisions. The report, organized into six sections, includes: (1) An introduction, with definitions of terms and a list of technical college programs in the state, by group; (2) data tables of state program information, organized by region southeast, southwest, northeast, northwest, central, and metro and by campus; (3) statewide instructional program comparison tables and index; (4) a list of job titles of graduates, organized by field of study; (5) a list of program descriptions; and (6) other resource material available. These additional resources include: college and campus names, address, and phone numbers; labor market information; a publications list; Internet addresses; maps of colleges and campuses, workforce centers, and state occupational data regions. (CH)

This guide to Minnesota training resources for adults seeking new employment opportunities provides an overview of careers, wages, job availability, and necessary training. Occupations are described in these areas: medical careers; office professions; technical careers; art, writing, and media careers; service careers---food, hair, police; mechanic careers; precision machine crafts; construction careers; driving occupations; sales careers; careers needing 4 years of training; and jobs requiring no training. Information in each area is presented in a two-page format with eight columns listing the following: (1) job title and job duties; (2) number employed in the occupation; (3) salaries--low-range; (4) salaries--midrange; (5) growth rate; (6) job openings; (7) training needed; and (8) availability of jobs. Other sections contain the following: list of shrinking occupations and popular occupations with few job openings and growing occupations; detailed information about medical careers, computer careers, media careers, accounting, cosmetology, cooking, corrections, machine tool, printing, construction, drivers, and sales; discussion of whether training will result in a job or good pay; technical and community college addresses; majors and training programs at technical and community colleges; sources of short-term training; examples of customized training; and mature workers and employer expectations. An index is followed by a list of regional offices to call to find out qualifications for eligibility. (YLB)

This report contains data on current participation in and compliance with Massachusetts state regulations on health insurance coverage for college students. State regulations require that all full and three quarter time college students enrolled in the 121 public or independent institutions in the state participate in a qualifying student health insurance plan. The requirement is designed to bring all school sponsored plans up to an acceptable minimum level of benefits in compliance with existing legal requirements while limiting costs to students and institutions. Data gleaned from twice-yearly reports submitted by institutions in the state are displayed in several tables as are figures that show premium costs, student health insurance program history, student participation from Fall 1989 to Fall 1994, average premium costs from 1989 to 1994, average health fees in the same period, premium costs, health fees, and student data from 1989 to 1994; and student data by institution. The report notes that to date 34 percent of those required to participate are enrolled in an institution-sponsored plan, and that 66 percent of those required to participate have waived participation by certifying that they have comparable coverage from another source. (JB)

This booklet explains how the Supplemental Security Income (SSI) program can provide benefits to children with disabilities. Eligibility for SSI benefits depends on meeting both income and resources limits as well as demonstrating the existence of restrictions in the child's daily life due to physical or mental impairment. Topics addressed include: verification of continuing eligibility for SSI benefits; representative payees; definition of disability for children; the role of the school professional; description of other information needed from teachers and other educational personnel; and how this information is used. (DB

This curriculum guide was developed to provide high school students in Tennessee with an overview of various occupations, including educational requirements, expected labor supply and demand, wages, and job duties. In the first section, the guide describes the types of jobs in 13 career clusters: art, design, and communications; business and office; construction; education and related occupations; health; industrial production and related occupations; mechanics and repairers; plants and animals; sales; science; service; social science; and transportation. The guide then describes high school academic and vocational courses and lists graduation requirements. The major part of the guide consists of overviews--statewide and then for 14 service delivery areas--of the outlooks for occupations requiring 4 or more years of college. The occupational areas are listed and indexed in the guide's appendix. (KC)

This curriculum guide contains a 4-week course designed to address the problems students face in making career or job choices and selecting the appropriate high school courses to give them the necessary skills to achieve their career goal. It contains materials for teachers to use in doing the following: assist students in self-assessment, expand the student's knowledge of actual careers available and real job opportunities, help them understand the educational curriculum choices they have and what they will need to prepare them for their career choice, assist students in their preparation of a tentative career plan, and provide career guidance and counseling. Following preliminary sections that provide information on student selection, parental information letters and permissions for enrollment and transportation, equipment requirements, the grading system, and the objectives and purpose of the curriculum, the guide contains lesson plans for the 20 days of the course. Lesson plans include directions for the instructor on what to do during each class period. Student handouts are provided for seven of the lesson plans. Lesson plans cover the following topics: introduction; General Aptitude Test Battery (GATB); using microcomputer programs to obtain occupational information (including a guide to Tennessee's Micro-Infoe; using the Occupational Information System (OIS) and Micro-Link; linking interest inventory and GATB scores to the OIS; labor market information; career planning; basic money matters (employee paycheck deductions); career exploration; career guidance; exploring vocational training; exploring jobs; and review and wrap-up session. Some topics require more than one class period. (KC)