scholarly journals Disturbed lands objects use for the formation of technical universities students’ ecological culture (for example quarries sulfur deposits «Vodinskoe» in the Samara Region)

2016 ◽  
Vol 5 (4) ◽  
pp. 158-162
Author(s):  
Margarita Nicolaevna Baranova ◽  
Daria Igorevna Vasilieva ◽  
Svetlana Genrihovna Kazantseva

The following article deals with the problem of technical college students ecological culture formation on the example of disturbed lands objects study. The authors describe the features of pedagogical conditions that are necessary for creation of responsible personality attitude to the surrounding environment. The authors also analyze methods allowing to develop and create students valuable relation to the surrounding environment. Vodinsky sulfur pit near the settlement of Novosemeykino of the Krasnoyarsk district of the Samara region was used as an object of the disturbed lands. The uniqueness of this deposit is that the biggest sulfur crystal in the world was found here. Now, besides large sulfur crystals, crystals of other minerals - a tselestin, plaster, calcite, pyrites are also found here. The paper studies the possibility of one of the available fulfilled pits allocation as a standard of a natural mineralogical museum and especially protected natural territory in the region. The paper contains an analysis of fulfilled pits structure and location and their recultivation features. The authors consider the researched territory possible influence on its modern use. This kind of object will allow future engineers to understand a geoecological situation on Earth that will help to expand the knowledge of ecological culture.

Author(s):  
Xueqin Qian ◽  
David R. Johnson ◽  
Frank A. Smith ◽  
Clare K. Papay

Abstract The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model. Results using logistic regression showed that students who only took inclusive classes, participated in campus events, had prior paid work experience, and participated in volunteering and/or community service were more likely to earn at or above minimum wage during their most recent year in the TPSID program. Implications for policy and practice are discussed.


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