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As increasing numbers of people with disabilities return to the community, it is necessary to equip them with skills to succeed in this technological world. The purpose of this paper is to evaluate the effect of attendance, satisfaction, goal achievement, and transportation on a goals-based computer-training program for people with physical disabilities (n=130).

Regressions, distribution comparisons, and correlations were retrospectively conducted on data from a computer-training program for people with disabilities. Participants were aged 20-100 and were diverse in terms of education, diagnoses, and living situation.

Results indicated that people with physical disabilities from diverse demographic and -contextual backgrounds could participate in a goals-based computer-training program. Factors that affected the computer-training program included method of transportation (p=0.034), perception of goal achievement (p=0.000), and attendance rates (p=0.001). A strong correlation was found between support available for computer use and continued computer use (p=0.000).

Goals-based computer-training approaches that are client-centered may lead to increased perceptions of goal achievement and program satisfaction for people with disabilities, which could be used as outcomes to monitor success of such programs. It is also important to consider the effect of transportation and attendance rates on computer-training programs. However, results of this study were limited by its retrospective nature.

This study provides empirical data on factors that affect goals-based computer-training programs and evidence for the efficacy of such programs for individuals with disabilities. This can be used for program development and future research.

The main purpose of the study to identify the importance of computer devices in vocational studies for person with disabilities (PwDs) are as follows: This study aims to observe the role of computer training in vocational training of a PwD. This study plays an important role in the vocational training of a PwD. With the help of ICT curriculum, effective vocational training is possible to help the trainee, the parents, the professional, the employer and the community easily. It builds awareness about career and employment options for individuals with disabilities.

The present investigation is descriptive research. The study has divided in to two phases such as—in the first phase of the study, the researcher has developed the tool for demographic data of PwDs. The tool is described as depth in following: There are two tools, the first tool had 16 different items related to demographic information of PwDs and the second one had 18 different items are related to computer skills and ability. The second questionnaire was a close-ended questionnaire. It was developed based upon the VAPS, BASAL-MR questionnaire developed by NIMH have questions on disability condition, management, policies, training and services available for PwDs. There are some basic areas in the tool are related to personal, academic, communication, vocational and recreational skills. The researcher had sent the questionnaire to the seven expert members related to disability for modifications. The researcher had modified and improved the tool as per expert advice. The role of the researcher in this research was to pose the research question and create conducive atmosphere to discourse, in order to encourage the participants to give the answer correctly. The researcher had prepared findings and a conclusion on the basis of the score obtained by PwDs. For the second phase of research, the researcher conducted interview with PwDs to assist the information related to computer skill training and importance in vocational potential for PwDs Participants: The sample selected for the study was 50 PwDs participants including 36 female and 14 male participants with benchmark disability (above 17 years of age) enrolled in the vocational unit in Uttar Pradesh. Purposive sampling was used for sample selection. Procedure: At the beginning, the investigator met with the concerned authority of the respective institutions for identifying the PwDs. And researcher had also contacted to parents and PwD for the present study. The data were also gathered by interviewing PwDs with help of their parents and PwDs. The investigator interviewed them by the help of self-made tools. On the whole, 50 individuals with disability were interview for present study.

The PwD mostly depends upon their family due to lack of job or livelihood skills. Anyone can obtain a job/business with help of vocational training or job training. In order to live an independent life, with social surroundings, basic vocational skills is desirable. PwDs is able to hold gainful employment or manage their daily financial activities with computer skills easily. ICT skills are very easy and useful to reading and writing, understand decision-making, logical thinking, problem-solving and so on.

The future research may guide parents and service providers, belonging from different geographical areas how to train the PwD. The study will indicate researches to guide parents to select appropriate job options for a PwD. Resources related to computer training for PwDs are very limited. In future, the research may conducted in specific disability for better output.

This study plays an important role in the vocational training of a PwD. Computer-based training model is easily implementable, cost-effective and accessible all over India. With help of new technology, the vocational training becomes systematic and structured for PwDs. Individual and group guidance is available for large and small groups all over India for PwDs. Computer-based instructions are clear and easy instructions for PwDs, and it avoids the unnecessary confusion of parents regarding the vocational training programmes of their PwDs. Computer-based vocational training is helpful for better employment options for PwD.

The attitudinal barrier will be reduced with computer training. The study will help in the training of the PwDs in different job roles. Computer training in the vocational curriculum will make the training part easy for trainers and PwDs as per his requirements. There are many organizational barriers to technology adoption are particularly problematic given the growing demands and perceived benefits among students about using technology to learn.

This paper adds new and significant information since it focuses on a specific group of persons who are disabled and the significance of using technology in learning. In conclusion, the findings in this study have valuable implications for PwDs, special educators and parents. This study creates effective in increasing positive atmosphere for PwDs in society and increases inclusion at vocational training centres. Therefore, it is important for technology base vocational training and education.

THE STEADY increase in the number of electronic digital and analogue computers used in industry for scientific and commercial work has stimulated a demand for education in the computer field to be provided by colleges of technology.

This study aims to assess the contribution of telecenters in expanding the capabilities of rural women to achieve their development outcomes in three rural districts in Tanzania.

The study conducted 12 focus group discussions with 37 rural women users and 36 rural women non-users of telecenters and semi-structured interviews with telecenter managers in the selected districts. The framework for the study is based on Sen’s capability approach.

The study noted that telecenters may enable rural women to build some capabilities (social, financial, human and political capabilities), and inhibit others, resulting in diverse development outcomes, based on the choices made and conversion factors. These conversion factors included institutional factors (inadequate computers, space and personnel, unreliable electrical power and slow internet connectivity) and individual factors (multiple responsibilities, status, low-level of education, language barrier, lack of information and communication technology (ICT) skills and technology efficacy and inability to afford ICT short courses). Other conversion factors (e.g. availability of affordable ICTs) enabled rural women to build their capabilities.

This is a comprehensive study that provides findings for rural telecenters to plan and allow rural women to expand their capabilities and achieve their development goals in Tanzania or other settings with similar conditions.

A joint survey, sponsored by Computer People — the UK computer personnel specialists — and Computer Weekly, has highlighted the importance of on‐the‐job training to computer professionals. The survey, conducted during May, aimed to establish career and training trends in the industry. From an analysis of the results it is apparent that computer professionals do not have clearly defined career plans, although most intend to stay in computing until retirement.

Little empirical research exists regarding how local law enforcement has responded to cybercrime. This paper aims to understand: the law enforcement agencies that line officers believe should be primarily responsible for investigating cybercrime cases; their perceptions about their agency's current ability to respond to these offenses; and their beliefs regarding the best ways to improve the social response to cybercrime.

The authors surveyed patrol officers in the Charlotte‐Mecklenburg and Savannah‐Chatham Metropolitan police departments.

The authors found that officers do not believe that local law enforcement should be primarily responsible for handling cybercrime cases and they have little information on how upper management is addressing cybercrime. Officers indicated that the best strategies to deal with cybercrime were greater care taken by citizens online and improvements to the legal system.

Local law enforcement agencies feel they are unable to fully address cybercrime. Although the findings were generally consistent across demographic and experiential characteristics and cities, two cities in the southeastern United States were surveyed.

According to these officers, they want citizens to be more careful online and for clarification of cybercrime laws and increased prosecutions. They do not favor local cybercrime units and additional computer training for line officers as much as scholars and police administrators advocate.

This paper studied the perceptions of patrol officers, who are the first responders to most crime scenes, on local law enforcement responses to cybercrime and the strategies they view to be most effective in combating cybercrime.

By 1970 the estimated number of computer installations in the country will be 3000, twice the present figure, with another 1000 in the planning stage. Crudely this translates into a projected need for 46 000 additional computer personnel — ranging across the board from operators to senior programmers. Originating from a Ministry of Labour manpower survey in 1967, this forecast has been hotly disputed for accuracy. Usefully, however, it has brought the whole question of computer training and education under observation. Interpreted as a shortage by the panic‐mongers and used as an enticement statistic by every career pamphleteer in the business, the gallant 46 000 are only the highlight of the issue. At root the education need is much wider, encompassing the computer‐ignorance of the general public on the one hand, and the necessity of more intensive understanding on the part of managers/ administrators on the other. With this area of attack the desirability of co‐operative effort on the part of the training bodies becomes a necessity.

A leading explanation for the growth of wage inequality is that greater use of information technology increased the demand for human capital. This paper identifies four different explanations for the relationships between computers, skills, and wages: computer-specific human capital, greater general human capital among computer users, greater general human capital for both users and nonusers due to contextual effects, and skill-biased changes in the job composition of the workforce. The paper tests the first three explanations and finds little support for them once pre-computer and other job characteristics are adequately controlled. This conclusion receives further support from a comparison of the timing of inequality growth and computer diffusion and from analyses of the contribution of computer use to overall inequality growth using DiNardo, Fortin, and Lemieux's (1996) reweighting standardization technique.