Relevant bibliographies by topics / Education Acts

Academic literature on the topic 'Education Acts'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Education Acts"

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Ptacek, Karla. "Lawful Acts." Journal of Media Practice 2, no. 3 (January 1, 2002): 193–99. http://dx.doi.org/10.1386/jmpr.2.3.193.

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Blanchard, Jessica. "Schooling and Education as Political Acts." Multicultural Perspectives 8, no. 3 (July 2006): 59. http://dx.doi.org/10.1207/s15327892mcp0803_11.

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Tanner, Christine A. "Small Acts." Journal of Nursing Education 35, no. 3 (March 1996): 99. http://dx.doi.org/10.3928/0148-4834-19960301-03.

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Asher, Nina. "Class Acts." Urban Education 37, no. 2 (March 2002): 267–95. http://dx.doi.org/10.1177/0042085902372006.

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Moorhead, Alice. "Selected acts." TechTrends 45, no. 5 (September 2001): 15–16. http://dx.doi.org/10.1007/bf03017080.

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Weissman, David E. "Death Education: A Play in Three Acts." Journal of Palliative Medicine 1, no. 4 (December 1998): 409–13. http://dx.doi.org/10.1089/jpm.1998.1.409.

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Anderson, Alun. "Conference acts on arms control policy education." Nature 330, no. 6148 (December 1987): 511. http://dx.doi.org/10.1038/330511c0.

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Gita Swari, Sarasvati, Dewa Komang Tantra, and Ni Putu Astiti Pratiwi. "Classroom Communication in Early Childhood Education." Journal of Education Research and Evaluation 4, no. 4 (November 9, 2020): 328. http://dx.doi.org/10.23887/jere.v4i3.27097.

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This study aims to investigated the speech act types and communication strategies in early childhood education. This research was a classroom research. Data were collected through unobtrusive observation during learning interactions. The obtained data were analyzed qualitatively. The recorded children’s and teachers’ speech acts were totaled 360. The research findings are as follows. Firstly, the recorded speech consisted of four types, they are: directive, expressive, declarative, and assertive acts. Directive acts were the most frequently used (93.3%), followed by expressive acts (5%), assertive acts (1.4%), and declarative acts (0.3%). The telling speech acts dominated the verbal interactions (44.4%) followed by request speech acts (32.2%). Secondly, 360 communication strategies were found. The telling and request sub-speech acts were delivered using compensatory strategies (96.11%). The teachers used 280 code-switching strategies (77.78%) while the children used none (0%); 14 non-linguistic forms strategies (3.89%) were used by the teachers while 6 self-repairs strategies (1.67%) by the children; 14 all-purpose words strategies (3.89%) were used by the teachers while none (0%) by the children; 14 asking for repetitions strategies (3.89%) were used by the teachers while none (0%) by the children; none filters/hesitation devices strategy (0%) was used by the teachers while 8 (2.22%) by the children; none (0%) literal translation strategy was used by the teachers while 12 (3.33%) by the children. The most frequently directive acts imply towards the effectiveness of the children’s communicative skill.
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Hirschfield, Sarah. "Guilty Acts, Guilty Minds." Journal of Criminal Justice Education 32, no. 2 (April 2, 2021): 291–94. http://dx.doi.org/10.1080/10511253.2021.1908572.

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Fesmire, Alice Ann. "Transitions as Speech Acts." Journal of Technical Writing and Communication 23, no. 2 (April 1993): 115–28. http://dx.doi.org/10.2190/fguf-ky0u-98ef-jupm.

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Current treatment of teaching transitions relies on an approach which presents students with lists of transitions to insert at unspecified places in the text. In addition, some textbooks and composition handbooks advise students to be “subtle” and warn against explicitly stating their purpose. This advice exists in spite of the fact that many professional writers are often explicit about the effect they intend in writing their transitions. Since handbook authors have failed to offer a general theory of how to write effective transitions, I propose that speech act theory can explain the function of transitions in terms of the illocutionary and perlocutionary effect of explicit performatives. An analysis of various samples shows that published writers regularly use explicit performatives in scientific, business, technical and academic writing. This analysis offers specific implications for improving handbook explanations and for instructing student writers in writing effective transitions by determining the illocutionary force of the specific speech act underlying each transitional device.
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Dissertations / Theses on the topic "Education Acts"

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Evanshen, Pamela, and Susan Lewis. "Brainy Acts: Active Classroom Teaching Strategies." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4379.

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Coleman, Anita Sundaram. "Public Performances and Private Acts." Association for Library and Information Science Education, 1996. http://hdl.handle.net/10150/105049.

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Distance learning using telecommunications technologies holds new and challenging promises for library and information science (LIS) education. Pedagogical, technological, cultural/sociopolitical issues and their impact upon the constituents involved--faculty, accrediting bodies, students, employers and educational administration--need to be systematically studied. Findings of a research project that examined one of the human agencies involved in distance learning, full-time faculty at library schools who have taught LIS courses for graduate credit to distance learners using a telecommunications technology, are reported. The primary research questions were exploratory ones that sought answers about the impact of the distance-learning educational model upon faculty. The methodology used was a mix of written survey, telephone, and direct interview techniques. Faculty perceived that their role changed in the distance-learning model from what it was in the traditional classroom-based model. "Teaching is no longer a private act; it is a public performance." Other findings are that more time is required for class preparation; patterns of interaction and communication between students and faculty are different; technical and managerial skills are needed; sociopolitical issues (such as copyright) need to be addressed; and specific knowledge about learning behaviors within this model is needed. Teaching, in this model, is a complex performance that may conflict with the prevailing organizational culture of both the institution and the academic profession. However, the "critical mass" of a library school teaching faculty (conspicuous for its small size) requires several changes if distance learning is to be pursued successfully, and these are discussed briefly. Salient, early historical points about the Board of Education for Librarianship (BEL, American Library Association), American Association of Library Schools (AALS), forerunner to the Association for Library and Information Science Education (ALISE), and the Gaylord Brothers (New York) financed American Correspondence School of Librarianship (ACSL) are included.
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Creese, Michael. "Governor-teacher relationships following the 1986 and 1988 Education Acts." Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359893.

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Contat, Bradley D. "Ethical Principal Leadership Through Acts of Virtue: A Phenomenology." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521663127510021.

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Arnolds-Granlund, Sol-Britt. "Beyond the obvious : three acts in educational drama /." Åbo : Åbo akademis förlag, 2009. http://urn.fi/URN:ISBN:978-951-765-485-2.

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Thesis (doctoral)--Åbo akademi, 2009.
Extra t.p. with thesis statement inserted. Accompanying disc includes video, forms and text of book in PDF format. Includes bibliographical references (p. 233-250). Also available online.
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Cloeren, Nicole Birgit. "Acts of reciprocity: Analyzing social exchange in a university theater for social change project." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154040.

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Koo, Dohee. "Realizations of Two Speech Acts of Heritage Learners of Korean: Request and Apology Strategies." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364218881.

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Davies-Griffith, Christopher Charles. "Developments in the making of policy in education in the twentieth century : the 1902, 1918, 1944 and 1988 Education Acts." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341051.

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Lyde, Adrian R. "Advocacy acts of communication to elected officials among members of selected professional health education associations /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1564033901&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008.
"Department of Health Education and Recreation." Keywords: Health education associations, Professional associations, Health education, Advocacy, Communication, Elected officials, Public policy Includes bibliographical references (p.193-208). Also available online.
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Bigelienė, Lina. "Pilietinis ugdymas švietimo dokumentuose:sociatarinio lygmens analizė." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2004. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2004~D_20040608_113857-41435.

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This work analyses national and international educational acts which define civic education. In this way the emphasis on aspects of civic education is aimed. First of all, the theoretical conception of civic education is discused. Also, the situation of civic education in neighbouring countries and countries of the EU is surveyed. Analyses of documents defining civic education of various international organizations - a member of which Lithuania is - are included. Besides, the process of the creation of Lithuanian system of civic education is analysed in the context of education reform. During all the period of education reform a conciderable attention was paid to civic education. The system was constantly being improved, new programs were being created and the content and form of upbringing changed. Finally, suggestions about the perfection of implementation of the civic education policy are presented at the end of the work.
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Books on the topic "Education Acts"

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Machio, John. 11 acts governing education sector. Nairobi: Shrend Publishers Ltd., 2013.

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Grenfell, Michael. Bourdieu and education: Acts of practical theory. London: Falmer Press, 1998.

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1956-, James David, ed. Bourdieu and education: Acts of practical theory. London: Falmer Press, 1998.

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Studies in Acts. Jenison, Michigan: Reformed Free Publishing Association, 2015.

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Randel, Everett, Harbour Brian, Lineberger Phil, Ogletree John, Orozco Ellis, Rincones Jesse, Shotwell Wesley, et al., eds. The book of Acts: Time to act on Acts 1:8. Dallas, Tex: Baptistway Press, 2012.

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Randel, Everett, Harbour Brian, Lineberger Phil, Ogletree John, Orozco Ellis, Rincones Jesse, Shotwell Wesley, et al., eds. The book of Acts: Time to act on Acts 1:8. Dallas, Tex: Baptistway Press, 2012.

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Scotland. Parliament. Scottish Parliamentary Corporate Body. Standards in Scotland's Schools etc Bill: 5th marshalled list of amendments for stage 2. Edinburgh: The Stationery Office, 2000.

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Ryder, Judith. Balancing acts in personal, social, and health education. London: Routledge, 1988.

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Island, Prince Edward. School acts: The revised and amended acts of the General Assembly relating to education : together with regulations for the public schools, &c. Charlottetwon, P.E.I: E. Whelan, 2002.

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Teachers, National Association of Head. Religious education in schools: Acts of worship, assemblies and religious education in the curriculum. Haywards Heath: NAHT, 1985.

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Book chapters on the topic "Education Acts"

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Peterson, Andrew. "Compassionate Acts." In Compassion and Education, 63–89. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-54838-2_4.

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Niccolini, Alyssa D. "Reading Acts." In Posthumanism and Literacy Education, 82–94. New York : Routledge, 2018. | Series: Expanding literacies in education series: Routledge, 2018. http://dx.doi.org/10.4324/9781315106083-9.

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Vinner, Shlomo. "Imagination Acts." In Mathematics, Education, and Other Endangered Species, 87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90035-3_10.

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Shields, Sam. "Balancing Acts." In Palgrave Studies in Gender and Education, 75–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88935-7_6.

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Radbourne, Christy. "Acts of resistance." In Education in Times of Environmental Crises, 102–12. First published 2016. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315671970-12.

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Henry, Kevin Lawrence. "A Movement in Two Acts." In Handbook of Critical Race Theory in Education, 427–39. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781351032223-37.

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Roos, Merethe. "The 1860s: The School Acts." In International Impact on 19th Century Norwegian Education, 119–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88385-0_7.

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Popkewitz, Thomas S. "How Theory Acts as the Retrieval Apparatus in Methods." In Springer International Handbooks of Education, 1–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_9-1.

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Popkewitz, Thomas S. "How Theory Acts as the Retrieval Apparatus in Methods." In Springer International Handbooks of Education, 153–69. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_9.

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Alderson, David. "The Nature of Nurture in Surgery: A Drama in Four Acts (So Far)." In Advancing Surgical Education, 445–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3128-2_38.

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Conference papers on the topic "Education Acts"

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Kruse, Hans, Dennis Irwin, Robert Bauer, Richard Krwaczyk, Frank Gargione, Robert Lewis, and James Cheng. "A New Life in Education for ACTS." In 20th AIAA International Communication Satellite Systems Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2002. http://dx.doi.org/10.2514/6.2002-1925.

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Ovchinnikov, Anatoly V. "Russian Education Acts Provisions As An Education Information System Formation Factor." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.69.

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Lende, Sweta P., and M. M. Raghuwanshi. "Question answering system on education acts using NLP techniques." In 2016 World Conference on Futuristic Trends in Research and Innovation for Social Welfare (Startup Conclave). IEEE, 2016. http://dx.doi.org/10.1109/startup.2016.7583963.

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Auliya Handarta, Rezki. "SPEECH ACTS ON THE POSTERS IN HANDLING REFUGEES IN FREIBURG." In International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3132.

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Sanche, Jorge, Mark Plecity, and Kevin Kenney. "Latin American Advanced Communications Technology Satellite (ACTS) distance education experiment." In Dynamics Specialists Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1996. http://dx.doi.org/10.2514/6.1996-1163.

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Faridah, Siti. "Directive Speech Acts in the Utterances of Madihin Performance." In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.059.

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"Jacques Derrida’s Literary View of “Différance” Speech Acts." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.080.

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Azizah, Ririn Nurul, and Suhardi. "Directive and Commissive Speech Acts in “Kartini” Movie." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.050.

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Lisna Rifkadiana., S., Busmin Gurning, and T. Thyrhaya Zein. "Speech Acts in ILC (Indonesia Lawyers Club) Talk Show Program." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.5.

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Novikova, Olga. "Widening the horizons: Information space of the library for the blind as the resource to improve quality of life of visually impaired people." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-162-168.

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The special library acts as the cultural and educational center for visually impaired people, and as the center for continuing education. The multifunctional performance of the library is substantiated. The joint projects accomplished in cooperation with theatres and museums and aimed at integrating the visually impaired people into the society are described. Advanced training projects for the library professionals accomplished in 2018 are discussed.
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Reports on the topic "Education Acts"

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Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, January 2022. http://dx.doi.org/10.12731/er0530.21012022.

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The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the development of the education system of the Russian Federation, laws and other regulatory legal acts regulating activities in the field of education in the Russian Federation, legislative documents on the rights of the child, the Convention on the Rights of the Child; knowledge of methods and methods of ensuring the safety of students in dangerous situations; ability to apply basic regulatory legal acts in the field of education and professional ethics; the ability to analyze and assess the degree of danger in various situations, the ability to provide conditions for a safe and comfortable educational environment that contributes to the preservation of life and health of students.
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M., K. Discrimination, Marginalisation and Targeting of Ahmadi Muslim Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.014.

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Ahmadi Muslims are criminalised for practising their faith in Pakistan which has resulted in widespread discrimination and continuous, sporadic acts of violence leading many to flee their cities or their country altogether. This is not always an option for those who are poor and socioeconomically excluded. A recent study into the experiences and issues faced by socioeconomically excluded women from the Ahmadiyya Muslim community has found that Ahmadi Muslim women in particular are marginalised, targeted, and discriminated against in all aspects of their lives, including in their lack of access to education and jobs, their inability to fully carry out their religious customs, day-to-day harassment, and violence and lack of representation in decision-making spaces.
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Kaffenberger, Michelle, and Jason Silberstein. Descriptive Learning Trajectories and Policy Simulations Using MICS6 Data. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsgrise-misc_2022/05.

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In recent years, scholars associated with the RISE Programme have analysed learning trajectories using a variety of global datasets to shed light on the global learning crisis and diagnose what might help address it (Crouch, Kaffenberger, and Savage, 2021). For those who may want to build and analyse learning trajectories, this note acts as a methodological guide for doing so using an important new dataset on foundational learning, the Multiple Indicator Cluster Surveys Round 6 (MICS6). We have applied the methods described in this note and, in partnership with the Global Education Monitoring Report (GEMR), developed a tool to showcase the results. The resulting “Learning Trajectories” webpage serves as an interactive introduction to learning trajectories and related policy simulations, and features a flexible data explorer for those who want to conveniently build, analyse, and apply learning trajectories and policy simulations to their own work and context.
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Kaffenberger, Michelle, and Jason Silberstein. Descriptive Learning Trajectories and Policy Simulations Using MICS6 Data. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/05.

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In recent years, scholars associated with the RISE Programme have analysed learning trajectories using a variety of global datasets to shed light on the global learning crisis and diagnose what might help address it (Crouch, Kaffenberger, and Savage, 2021). For those who may want to build and analyse learning trajectories, this note acts as a methodological guide for doing so using an important new dataset on foundational learning, the Multiple Indicator Cluster Surveys Round 6 (MICS6). We have applied the methods described in this note and, in partnership with the Global Education Monitoring Report (GEMR), developed a tool to showcase the results. The resulting “Learning Trajectories” webpage serves as an interactive introduction to learning trajectories and related policy simulations, and features a flexible data explorer for those who want to conveniently build, analyse, and apply learning trajectories and policy simulations to their own work and context.
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Moawad, Lise, and Cornelia Schendzielorz. Transformative R&I policies and their norm(alis)ing effect of societal impact. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.545.

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In 2014, UK higher education institutions implemented a new system for assessing the quality of research, the Research Excellence Framework (REF) and took the opportunity to introduce "impact beyond academia" as a 'new' assessment criterion. Transformation and innovation-oriented R&I policy are roughly similar in Norway and the Netherlands regarding underlying ideas as well as timing. In occasion of this convergence this article tackles the discursive and performative construction of “societal impact” as a metamorphic constantly changing, transforming, and evolving criterion. Using data from policy documents from the UK, the Netherlands, and Norway from 2014 until now, the comparative semantic analysis draws on theories of speech acts and performativity to reveal the dual effect (normalising and norming) of the discursive device by R&I policymakers. The resulting typology, based on four criteria (terminology, positive and negative valences, oikonomia of knowledge and policy slogan), sets the ground for the exploration of further dimensions of societal impact evaluation challenges.
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Nosenko, Yuliya H., Maiia V. Popel, and Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the cloud-based learning and research environment is outlined. The results of the survey of 31 higher education pedagogical institutions on using ACLS are presented. It is established that in the near future ACLS will become the driving force behind the development of new pedagogy, new strategies for personalizing education, and expanding opportunities for active learning.
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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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Chatterjee, Chirantan, Eric Hanushek, and Shreekanth Mahendiran. Can Greater Access to Education Be Inequitable? New Evidence from India’s Right to Education Act. Cambridge, MA: National Bureau of Economic Research, June 2020. http://dx.doi.org/10.3386/w27377.

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Caille, Gary. Recovery Act - Sustainable Transportation: Advanced Electric Drive Vehicle Education Program. Office of Scientific and Technical Information (OSTI), December 2013. http://dx.doi.org/10.2172/1136852.

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Yagci Sokat, Kezban. Understanding the Role of Transportation in Human Trafficking in California. Mineta Transportation Institute, November 2022. http://dx.doi.org/10.31979/mti.2022.2108.

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Human trafficking, a form of modern slavery, is the recruitment, transport, and/or transfer of persons using force, fraud, or coercion to exploit them for acts of labor or sex. According to the International Labor Organization, human trafficking is the fastest growing organized crime with approximately $150 billion in annual profits and 40.3 million individuals trapped in slave-like conditions. While it is not compulsory to involve transportation for human trafficking, the transportation industry plays a critical role in combating human trafficking as traffickers often rely on the transportation system to recruit, move, or transfer victims. This multi-method study investigates the role of transportation in combatting human trafficking in California by conducting a survey followed up with semi-structured in-depth interviews with key stakeholders. The expert input is supplemented with labor violations and transit accessibility analysis. Experts emphasize the importance of education, training, and awareness efforts combined with partnership, data, and analysis. Screening transportation industry personnel for human trafficking is another step that the industry can take to combat this issue. Particularly, sharing perpetrator information and transportation related trends among transportation modalities and local groups could help all anti-trafficking practitioners. In addition, the transportation industry can support the victims and survivors in their exit attempts and post/exit life. Examples of this support include serving as a safe haven, and providing transportation to essential services. Transportation should ensure that all of these efforts are survivor-centric, inclusive for all types of trafficking, and tailored to the needs of the modality, population, and location.
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