ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Outlook: Brazilian Primary and Secondary Education 2012-2017. An NMC Horizon Project Regional Analysis
Author: Johnson, L.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Technology Integration,Cooperation,Computer Games,Telecommunications,Handheld Devices,Computer Networks,Geographic Information Systems,Computer Oriented Programs,Shared Resources and Services,Barriers,Technological Literacy,Educational Environment

This report reflects a collaborative research effort to help inform Brazilian educational leaders about significant developments in technologies supporting teaching, learning, and creative inquiry in primary and secondary education. In an effort that ran from August through October 2012, a carefully selected group of 30 experts considered hundreds of relevant articles, news clippings, blog posts, studies, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for schools in Brazil over the next five years. The 12 &quot;Technologies to Watch&quot; presented in the body of this report reflect these experts' opinions about which of the nearly 50 technologies considered will be most important to Brazilian primary and secondary education over the next five years. These technologies are profiled, each on a single page that describes and defines a technology ranked as very important for Brazilian schools over the next year, two to three years, and four to five years. Each of these pages opens with a carefully crafted definition of the highlighted technology, outlines its educational relevance, points to several real life examples of its current use in schools, and ends with a short list of additional readings for those who wish to learn more. Following those discussions are sections that detail the Brazilian advisory board's ten top-most ranked trends and challenges, and articulate why they are seen as highly influential factors in the adoption of any of these technologies over the coming five years. Those key sections, and this report in general, constitute a reference and straightforward technology-planning guide for educators, researchers, administrators, policymakers, and technologists. [This report was prepared in collaboration with Sistema FIRJAN.]
Hispanic Association of Colleges and Universities 2013 Annual Report: The Champions of Hispanic Success in Higher Education
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Higher Education,College Students,Advocacy,Hispanic Americans,Diversity,Employment,Internship Programs,Capacity Building,Student Financial Aid,Conferences (Gatherings),Awards,Nonprofit Organizations,Access to Education

For over a quarter of a century, the Hispanic Association of Colleges and Universities (HACU) has advocated on behalf of Hispanic higher education in the U.S. and around the world. The mission of the association is to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs), which enroll more than 50 percent of all Hispanics in postsecondary education. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU, a nonprofit 501(c)(3) association representing more than 400 colleges and universities in the U.S., Puerto Rico, Latin America and Spain, has been recognized as one of the top Hispanic nonprofits in the country. Following a brief introduction and letters from the HACU chair and president, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics of interest covered in this report include: (1) Advocating for Hispanic Higher Education; (2) Opening Doors to a Diverse Workforce; (3) Increasing the Capacity of HSIs; (4) Investing in College Students; (5) Increasing the Understanding of Hispanic Higher Education; (6) HACU's Premier Conference on Hispanic Higher Education; (7) Financials; and (8) HACU Calendar of Events.
Hispanic Association of Colleges and Universities 2014 Annual Report: The Champions of Hispanic Success in Higher Education
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Higher Education,College Students,Advocacy,Hispanic Americans,Diversity,Employment,Internship Programs,Capacity Building,Student Financial Aid,Conferences (Gatherings),Awards,Nonprofit Organizations,Access to Education

For over a quarter of a century, the Hispanic Association of Colleges and Universities (HACU) has advocated on behalf of Hispanic higher education in the U.S. and around the world. The mission of the association is to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs), which enroll more than 50 percent of all Hispanics in postsecondary education. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU, a nonprofit 501(c)(3) association representing more than 450 colleges and universities in the U.S., Puerto Rico, Latin America and Spain, has been recognized as one of the top Hispanic nonprofits in the country. Following a brief introduction and letters from the HACU chair and president, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics discussed in this annual report include: (1) Advocating for Hispanic Higher Education; (2) Opening Doors to a Diverse Workforce / HACU National Internship Program; (3) Increasing the Capacity of HSIs; (4) Investing in College Students; (5) HACU's Premier Conference on Hispanic Higher Education; (6) Increasing the Understanding of Hispanic Higher Education / Conferences 28th Annual Conference Sponsors and Partners; (7) Honoring Champions of Hispanic Higher Education Success / HACU Awards; and (8) Financials. [For the 2013 report, see ED595172.]
Hispanic Association of Colleges &amp; Universities 2015 Annual Report
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Higher Education,College Students,Advocacy,Hispanic Americans,Diversity,Employment,Internship Programs,Capacity Building,Student Financial Aid,Conferences (Gatherings),Awards,Nonprofit Organizations,Access to Education

For 30 years, the Hispanic Association of Colleges and Universities (HACU) has advocated on behalf of Hispanic higher education in the U.S. and around the world. The mission of the association is to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs), which today, represent 13 percent of all institutions of higher education but enroll 62 percent of Hispanic undergraduates. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU, is a nonprofit 501(c)(3) association representing more than 450 colleges and universities in the U.S., Puerto Rico, Latin America and Spain. HACU's headquarters are located in San Antonio, Texas and regional offices are in Washington, D.C. and Sacramento, California. ollowing a brief introduction and letters from the HACU chair and president, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics discussed in this 2015 annual report include: (1) Strengthening Our Voice in Numbers/Membership; (2) Advocating for Hispanic Higher Education; (3) HACU National Internship Program; (4) Investing in College Students; (5) 11th International Conference; (6) 20th National Capitol Forum on Hispanic Higher Education; (7) 29th Annual Conference and Special Events; (8) Honoring Champions of Hispanic Higher Education Success/HACU Awards; and (9) Financials. [For the 2014 report see ED595173.]
The Role of Educational Research in Teaching Chemistry
Author: Obaya Valdivia, Adolfo Eduardo
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Research,Science Instruction,Chemistry,Research Utilization,College Science,Foreign Countries,Knowledge Base for Teaching,Theory Practice Relationship

An overview of the relationship between educational research and teaching chemistry is presented, covering the opportunity areas between production and science popularization (dissemination of scientific knowledge). Knowledge apprehension and appropriation are also discussed in the educational context of UNAM, in Facultad de Estudios Superiores Cuautitlán. Links between scientific and pedagogical training are defined by considering educational research as a means to broaden the theoretical and methodological options for chemistry teaching.
2018 Annual Report on People with Disabilities in America
Author: Houtenville, A.
Date: 2019-01-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Employment,Income,Poverty,Educational Attainment,High School Graduates,College Graduates,Marital Status,Health Insurance

The &quot;2018 Annual Report on People with Disabilities in America&quot; is a companion volume to the &quot;2018 Annual Disability Statistics Compendium&quot; (ED595182) and &quot;Supplement&quot; (ED595183). While previous editions of the Annual Report highlighted state differences, the &quot;2018 Annual Report&quot; centers on national trends. The goal of the &quot;2018 Annual Report on People with Disabilities in America&quot; is to track the progress of people with disabilities using key social and economic indicators and make the call (for each indicator) as to whether an increase or decrease was detected. There is also an increased focus on the gaps between people with disabilities and people without disabilities for each indicator. The &quot;Annual Report&quot; addresses the following types of questions: (1) Are people with disabilities making up a greater percentage of the US population? (2) Are people with disabilities as likely to be employed as people without disabilities? And if not, is the situation getting better? (3) Did the gap between the median earnings of people with disabilities and the median earnings of people without disabilities narrow? (4) Is there a disparity in the poverty rate between people with and without disabilities? If so, is this gap narrowing? (5) Is there a gap between people with and without disabilities with regard to the percentage attaining a high school diploma? (6) Is there a gap between people with and without disabilities with regard to the percentage attaining a bachelor's degree or more? (7) Is there a difference in the percentage of people with and without disabilities who have never been married? If so, is it improving? (8) Is there a difference in health insurance coverage between people with and without disabilities? If so, is it widening or narrowing? and (9) Is there a difference in private health insurance coverage between people with and without disabilities? If so, is it improving? The 2018 Annual Report includes many of the key indicators identified in a comprehensive 2008 study, &quot;Keeping Track: National Disability Status and Program Performance Indicators,&quot; conducted by the National Council on Disability (NCD) (ED503702). In the coming years, the &quot;Annual Report&quot; will add more of the NCD indicators in these areas, as well as indicators for which data has only recently become available. [For the 2017 Annual Report, see ED583258.]
Hispanic Association of Colleges &amp; Universities 2017 Annual Report: The Champions of Hispanic Success in Higher Education
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Higher Education,College Students,Advocacy,Hispanic Americans,Diversity,Employment,Internship Programs,Capacity Building,Student Financial Aid,Conferences (Gatherings),Awards,Nonprofit Organizations,Access to Education

For over thirty years, the Hispanic Association of Colleges and Universities (HACU) has advocated on behalf of Hispanic higher education in the U.S. and around the world. The mission of the association is to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs). HSIs today represent 13 percent of all institutions of higher education that enroll 62 percent of Hispanic undergraduates. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU is a nonprofit 501(c)(3) association with a membership of more than 470 colleges and universities in the U.S., Puerto Rico, Latin America and Spain. HACU's headquarters are located in San Antonio, Texas, and regional offices are in Washington, D.C., and Sacramento, California. Following a brief introduction and letters from the HACU chair and president, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics discussed in this 2017 annual report include: (1) Numbers/Membership; (2) Advocating for Hispanic Higher Education; (3) Opening Doors to a Diverse Workforce/HACU National Internship Program; (4) Investing in College Students; (5) National Capitol Forum on Hispanic Higher Education; (6) ACT on the DREAM Summit; (7) International Conference; (8) Annual Conference and Pre/Post events; (9) Honoring Champions of Hispanic Higher Education Success/HACU Awards; (10) Financials; and (11) Calendar of Events. [For the 2016 report, see ED595175.]
Bullying and Cyberbullying--Prevention in Schools. Position Statement
Author: Wheeler, Joann M.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Bullying,Computer Mediated Communication,Prevention,School Nurses,Professional Associations,Position Papers,Role,Identification,Health Promotion,School Safety

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is a crucial member of the team participating in the prevention of bullying in schools. The school nurse role includes efforts to prevent bullying and the identification of students who are bullied, bully others, or both. &quot;The Framework for the 21st Century School Nursing Practice&quot; (NASN, 2016) provides direction for the school nurse to support student health and academic success by contributing to a healthy and safe school environment poised to prevent and mitigate bullying and cyberbullying.
Prevention and Treatment of Child Maltreatment--The Role of the School Nurse. Position Statement
Author: Freeland, Mary
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Prevention,Child Abuse,Intervention,School Nurses,Role,Position Papers,Professional Associations,Identification,Safety,Trauma,Referral

It is the position of the National Association of School Nurses (NASN) that prevention, early identification, intervention and care of child maltreatment are critical to the physical/emotional well-being and academic success of students. Registered professional school nurses (hereinafter referred to as school nurses) practice within the &quot;NASN Framework for 21st Century School Nurse Practice™&quot; and serve a vital role in the recognition of early signs of child maltreatment, assessment, identification, intervention, reporting, referral, and follow-up of children in need. Serving as members of interdisciplinary teams, school nurses also collaborate with school personnel, community stakeholders, healthcare professionals, students, and families to promote the safety and protection of children. The presence of a school nurse in every school all day, every day allows the school nurse to build trusting and supportive relationships with children/youth who may be victims of child maltreatment. Research has shown that these relationships can optimize student health, safety, and learning (CDC, 2014; Maughan et al., 2017).
Unstable Working Conditions of Stable Teachers in Public Primary and Secondary Schools of Gedeo Zone, SNNPR, Ethiopia
Author: Herut, Adane Hailu
Date: 2019-02-28
Type: Reports - Research
Subjects: Foreign Countries,Teaching Conditions,Work Environment,Elementary School Teachers,Secondary School Teachers,Labor Turnover,Teacher Persistence,Administrator Role,Student Characteristics,Student Behavior,Behavior Problems,Faculty Development,Social Status,Teacher Employment Benefits

This study investigated unstable working conditions of stable teachers in Gedeo zone, SNNPR. It also addressed contributing factors and possible mechanisms to overcome the problem as well as possible solutions. This study employed sequential explanatory model of mixed research approach which accommodates quant-qual method to collect and analyze data. Four woredas and two town administration areas were in focus of the study. Then, the data were collected from a total of 306 study participants (300 teachers and 6 school directors) using developed questionnaires and interview guides. Finally, the study concluded that primary and secondary schools in Gedeo Zone are facing frequent turnover of their teachers which is resulted by unstable working conditions. As it was found in the study, inadequate benefit package, low social status given to teachers by the society, poor working condition, poor administrative support, students' character and disciplinary problem, lack of opportunity for professional development are the prominent unstable conditions that this study has identified as a major results for turnover of teachers in primary and secondary schools of Gedeo Zone. This problem reduces the overall effectiveness of the schools which leads to the hindering of quality learning. Implications were suggested based on the findings.
2018 Annual Disability Statistics Compendium
Author: Lauer, E. A.
Date: 2019-01-00
Type: Reports - Research
Subjects: Disabilities,Incidence,Age Differences,Poverty,Veterans,Health Insurance,Health,Social Services,Welfare Services,Special Education,Federal Aid,Federal Programs,State Programs,Vocational Rehabilitation,Income,Employment

The &quot;Annual Disability Statistics Compendium&quot; and its complement, the &quot;Annual Disability Statistics Supplement&quot; (ED595183), are summaries of statistics about people with disabilities and about the government programs which serve them. The &quot;Compendium&quot; presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, as well as other statistics. The &quot;2018 Annual Disability Compendium&quot; and &quot;Supplement&quot; were reviewed and updated for accessibility this year. Both reports were produced with a larger font size with more space to improve readability. The figures used to present icons and table structures were also updated to be larger and appear more consistent with the rest of the document. A companion &quot;Annual Report&quot; (ED595177) is available, providing graphic representations of key findings. [For the 2017 Statistics Compendium, see ED583160.]
2018 Annual Disability Statistics Supplement
Author: Lauer, E. A.
Date: 2019-01-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Incidence,Age Differences,Poverty,Veterans,Health Insurance,Employment

The &quot;Annual Disability Statistics Supplement&quot; is a companion report to the &quot;Annual Disability Statistics Compendium&quot; (ED595182). The &quot;Supplement&quot; presents statistics on the same topics as the &quot;Compendium&quot; with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the &quot;Supplement,&quot; a companion &quot;Annual Report&quot; (ED595177) is available, providing graphic representations of key findings. [For the 2017 Supplement, see ED583259.]
The Effect of Mobbing Behavior on Athlete Burnout: A Study on University Students Participating in the Universities Futsal League
Author: Duyan, Mehdi
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Athletes,College Athletics,Team Sports,Student Behavior,Burnout,Foreign Countries,Student Characteristics,Aggression,Bullying,Stress Variables

Mobbing and burnout are phenomena that can be observed in many organizations. The effect of mobbing behavior on athlete burnout in this study was examined on university students in the Universities League (UNILIG) futsal competitions. The data were obtained from futsal players (n=72) who participated in the UNILIG, East Anatolian Group Futsal Competitions, in Turkey, during the 2017-2018 season. This study used the NAQ-F (Negative Acts Questionnaire--Football) scale developed by Yildiz (2015b) to measure mobbing and the ABQ (Athlete Burnout Questionnaire) scale developed by Raedeke and Smith (2001) to measure burnout. The football terms in the NAQ-F scale and the sports terms in the ABQ scale have been converted into futsal terms. A five-point Likert scale was used for both scales. First, validity and reliability analysis of the scales were performed, then hierarchical regression analysis was used to determine the effect of mobbing behavior on burnout. Reliability of the scales was assessed using Cronbach's alpha. The values of Cronbach's alpha obtained for NAQ-F (a=0.770) and ABQ (a=0.871), indicating very good reliability scores and exceeding the 0.70 threshold cited in the literature. Hierarchical regression analysis indicated that mobbing behavior significantly and positively influenced burnout of futsal players (ß=0.489; P&lt;0.001).