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Balfanz, R. y Legters, N. (2004). Localizando la crisis del abandono escolar: ¿Qué escuelas secundarias producen los abandonos de la nación? En G. Orfield (Ed.), Dropouts in America (pp. 57-84). Cambridge, MA: Harvard Education Press.
Balkundi, P. y Harrison, D. (2006). Lazos, líderes y tiempo en los equipos: Strong inferences about network structures effects on team viability and performance. Academy of Management Journal, 49(1), 49-68.
Cobum, C.E., Honig, M.I. y Stein, M.K. (2007). ¿Cuál es la evidencia sobre el uso de las pruebas por parte de los distritos? En J. Bransford, L. Gómez, D. Lam y N. Vye (Eds.), Research and practice: towards a reconciliation. Cambridge, MA: Harvard Education Press.
Davis, S.H. (1998). Perspectiva del superintendente sobre la salida involuntaria de los directores de escuelas públicas: Las razones más frecuentes por las que los directores pierden su trabajo. Educational Administration Quarterly, 34(1), 58-90.
Edmondson, A. (2004). Psychological safety, trust, and learning in organizations: A group-level lens. En R. Kramer y K. Cook (Eds.), Trust and distrust in organizations: Dilemas y enfoques (pp. 239-272). Nueva York: Russell Sage Foundation.
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Finding and getting into the right college can be a daunting task, but it can also lead to very rewarding opportunities for career and personal development. There are many national programs and state laws that allow undocumented students to attend the college of their choice. The following guide is intended to help these students navigate the many exciting options available to them in order to achieve their educational goals.
Beyond these legal realities, it is important to remember that many undocumented students are victims of circumstances beyond their control. Most of them were brought to the United States by their parents at a very young age. They have learned English, completed high school, and have integrated into communities considering themselves to be Americans.
Many students believe that their undocumented status will prevent them from attending college. These undocumented students may live in fear of exposure and deportation if they apply. This should not be a concern for prospective college students, as it is against the law for institutions of higher education to report a student’s immigration status without their permission.
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The Southwest ADA Center is an ILRU (Independent Living Research Utilization) program at TIRR Memorial Hermann in Houston, Texas. It is funded by a grant (#H133A110027) from the Department of Education’s National Institute on Disability and Rehabilitation Research (NIDRR). NIDRR is not a compliance agency.
The Southwest ADA Center would like to thank Nancy Horton, LaWanda Cook, Alan Goldstein, Sharan Brown, Irene Bowen, Marilyn Golden, Kathy Gipps, Sharon Brent, Lillian Sutton-Mbionwu, Betty Siegel, Peter Berg, Kleo King, Pam Williamson, and the ADA Knowledge Translation Center at the University of Washington for their assistance in producing this manual.
It is my hope that this handbook, which provides an overview of disability law, will find its way into the hands of people who have disabilities and entities that have obligations under various disability laws. This handbook is intended to provide basic information about disability law, as well as resources for finding more information.
TEST SCORES, PERCENTILES AND
The Bachelor’s Degree in Business Administration seeks on the one hand to offer a solid training close to the professional world, and on the other hand, to help students acquire the attitudes and skills that will allow them to work in a globalized and dynamic world and adapt to a very competitive and constantly changing environment, such as the economic one.
Compulsory internships in companies and a wide range of complementary activities organized by the Faculty (Economic and Business News Program, Professionals in the Classroom, Employment Forum, Professional Opportunities, visits to companies, participation in different university competitions promoted by companies, etc.) allow students to have close contact with the business world and also help them to orient their professional future while they study.
Students who so wish can also complement, in a comfortable way, their training by combining the Bachelor’s Degree in Business Administration and Management with those of: Marketing and Commercial Management, Economics, Business Intelligence, Law, Pharmacy or Information Systems Engineering.
