ethanporcaro/eric-fulltext-meta huggingface dataset:
ACT Profile Report: State. Graduating Class 2010. Kentucky
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Nebraska
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
The &quot;Foreign English Teacher&quot;: A Necessary &quot;Danger&quot; in South Korea
Author: Jambor, Paul Z.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,English Teachers,Immigration,English (Second Language),Second Language Instruction,Immigrants,Teacher Qualifications,Teacher Salaries,Teacher Background,Higher Education

Although South Korean schools and language institutes are eager to invite the foreign teacher to teach English, Korean Immigration as well as the schools and institutes themselves are hesitant to improve the qualification requirements by which they grant work visas and offer employment to foreigners respectively. Nevertheless, Korean officials are quick to blame the &quot;white&quot; foreign teacher for his/her shortcomings as a professional. Moreover, while amply qualified &quot;non-white&quot; South/South-East Asian teachers would be more than willing to fill the available teaching positions, Koreans themselves are unwilling to accept them as legitimate teachers due to their preconceptions of a legitimate teacher. Though, the real matter pertaining to the lack of amply qualified teachers is largely gone unaddressed, Korean Immigration is unhesitant in attending to the fabricated danger &quot;white&quot; English teachers pose to Koreans, by imposing HIV/drug tests and criminal background checks on foreigners who apply for E-2 teaching visas. (Contains 6 tables and 1 figure.)
An Examination of Learning Style Preferences among Egyptian University Students
Author: Sywelem, Mohamed
Date: 2010-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Methods,Foreign Countries,Measures (Individuals),Statistical Analysis,Gender Differences,Age Differences,Majors (Students),Educational Attainment,Preservice Teachers,Higher Education,Teacher Education

The purpose of this research was to examine teacher students' learning style preferences  and to examine the extent gender, seniority and academic major affect the students'  preferences. (Contains 4 tables and 1 figure.)
Is Mathematics Indispensable and Are Pre-Requisites Needed in Mathematics Courses?
Author: McLoughlin, M. Padraig M. M.
Date: 2010-01-16
Type: Information Analyses
Subjects: Mathematics,Role,Core Curriculum,Minimum Competencies,Mathematics Instruction,Needs Assessment,Prerequisites,Relevance (Education),College Instruction

The author of this paper argues "is mathematics indispensable and are pre-requisites needed in mathematics courses?" that the answer to one question is, "yes," and to the other, "no;" however, the response to the questions is inverted in this sentence. Such responses might surprise some people; but, the author shall argue that learning requires doing; only through inquiry is learning achieved, and mathematical thought is one that must be focused on the process of deriving a proof, constructing an adequate model of some occurrence, or providing connection between and betwixt the two. The questions were posed in two provocative papers, "Do We Need Pre-requisites?" (1997) and "Is Mathematics Necessary?" (1997), which the author has read (seemingly) every year and has provoked much reflection. The answers to the questions will lead to a discussion of the Committee on the Undergraduate Programme (CUPM) 2004 Recommendations (2004). The paper is organised in the following manner. In the first part of the paper the author reviews the literature and offers a synopsis of the major points that are addressed in the paper. In the second part the author argues the main points: we need pre-requisites in mathematics courses; but, mathematics is not a necessary area of academia for all students. In the third part of the paper the author discusses the CUPM 2004 Recommendations and their relationship to the questions. Finally, the author proposes questions he believes should be addressed before  the next set of CUPM Standards are produced. (Contains 2 figures and 94 footnotes.)
Words Can Hurt, but ...
Author: Stormon-Flynn, Mary
Date: 2010-04-22
Type: Reports - Research
Subjects: Bullying,Verbal Communication,Language Usage,Emotional Response,Brain,Memory,Violence,Interpersonal Relationship

Having a conscience and the ability to communicate verbal or non-verbal messages gives humans a great deal of power to express a broad range of emotions. We can then demonstrate our feelings to make an impression on the lives of those around us. Fortunately, our personal skills and available technological resources allow us to enhance lives and create a fulfilled life for ourselves, if we so wish. However, we also have the potential to make others feel as if they do not have a worthwhile place in society. In particular, we can use words to dishonor them. In researching this paper I sought to gain more insight into the minds of people who choose to bully and to remind people that thoughtless remarks don't just erase smiles or dull temperaments. They can cause lingering damage internally and externally. I would like to highlight the grave effects of repetitive insensitive comments on one's emotions and stress the importance of creating welcoming environments.
ACT Profile Report: State. Graduating Class 2010. Ohio
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of your graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which your students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Oklahoma
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of your graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which your students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Oregon
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of your graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which your students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. South Dakota
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of your graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which your students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Pennsylvania
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Rhode Island
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. South Carolina
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Texas
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Utah
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Vermont
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]