ethanporcaro/eric-fulltext-meta huggingface dataset:
Capital Construction Budget Recommendations and Prioritization, 2011-2013 Biennium for the Nebraska State College System, University of Nebraska and Nebraska College of Technical Agriculture
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2010-10-14
Type: Numerical/Quantitative Data
Subjects: Expenditures,Higher Education,Maintenance,State Colleges,Educational Facilities,Facility Improvement,School Maintenance,Statewide Planning,Budgets,Construction Needs,Resource Allocation,School Construction

The Coordinating Commission for Postsecondary Education provides funding and priority recommendations for the Nebraska State College's, the University of Nebraska's and the Nebraska College of Technical Agriculture at Curtis' capital construction requests, as outlined in Nebraska's Constitution and Statutes. The overarching principle used in this process is to provide safe, functional, well-utilized and well-maintained facilities that support institutional efforts to provide exemplary programs. To prevent higher education facilities from aging too quickly, funding in three areas are needed to address the existing facilities needs. These three funding areas involve ongoing routine maintenance, deferred repair and renovation/remodeling. The Commission has identified ongoing routine maintenance and deferred repair as the two essential areas in which state and institutional funding are needed during the next biennium. This paper presents the Commission's funding recommendations for the Nebraska State College System, the University of Nebraska and the Nebraska College of Technical Agriculture for the 2011-2013 biennium. Appended are: (1) Institution Routine Facility Maintenance Expenditures; (2) Institution Deferred Repair Expenditures; and (3) Definitions.
Postsecondary Education Operating Budget Recommendations, 2011-13
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2010-10-14
Type: Numerical/Quantitative Data
Subjects: Funding Formulas,Expenditures,Higher Education,Community Colleges,Governing Boards,Transfer Students,Enrollment,Educational Finance,Financial Support,Federal Aid,State Aid,School Maintenance,Educational Facilities,Student Financial Aid,Accountability,Paying for College,Ability

The Coordinating Commission for Postsecondary Education is directed by the Nebraska Constitution, Article VII, Section 14(3) to &quot;review and modify, if needed to promote compliance and consistency with the &quot;Comprehensive Statewide Plan&quot; and prevent unnecessary duplication, the budget requests of the governing boards&quot; prior to the budget requests being submitted to the Governor and Legislature. The Commission develops its recommendations based largely on information provided by the institutions. As required by statute, the Commission will address statewide funding issues, review continuation requests and focus on new and expanded programs in its budget review and recommendations. This paper contains an overview of the status of Nebraska public higher education, the Commission's analysis of statewide funding issues and its related recommendations, and the Commission's analysis and recommendations on institutional requests for new and expanded funding. Appended are: (1) State Funding of Higher Education; (2) College Continuation Rate; (3) Expenditures by Category and FTE; (4) Federally Financed R&amp;D Expenditures 2005-06, University of Nebraska; (5) State Appropriated Dollars per Degree Conferred; (6) Community College Academic Transfer Enrollments; (7) Facility Maintenance Expenditures; (8) University of Nebraska--Examples of Program of Excellence; (9) Projecting Jobs and Education Requirements through 2018; (10) Community College Funding Formula; and (11) Funding Sources for Community Colleges. (Contains 2 charts.)
Survey of Programs and Courses Offered in Nebraska by Out-of-State Institutions, 2009-2010. Annual Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Colleges,College Students,Higher Education,Enrollment,Course Descriptions,Virtual Universities

State statute and the Coordinating Commission's Rule 1 require any out-of-state institution wishing to offer courses or programs in Nebraska to receive Commission approval. This report provides information on the current course and program offerings as well as a historical perspective that includes institutions approved in the past but no longer offering courses or programs in the state (available online only). Some institutions were approved over twenty years ago and have not offered programs in Nebraska for many years. State statutes, however, do not include a sunset provision for approvals that become inactive in subsequent years.
Delivering Courses Beyond Campus Walls: Off-Campus and Distance Education in Nebraska, 2008-2009
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Unemployment,State Colleges,Distance Education,Educational Opportunities,Community Colleges,Campuses,Universities,Trend Analysis,Enrollment Trends,College Credits,Workshops,High School Students,Course Descriptions,Tables (Data)

This report highlights distance delivery courses in Nebraska for the academic year 2008-2009. All six community colleges, the three state colleges, and the University of Nebraska campuses offer courses at distance (Table I). The data reflect all courses offered at a location other than a main campus or a branch campus. Overall, the number of courses offered at distance increased by 5.5% from 2007-08. All three sectors reported increases in 2008-09, although some institutions experienced declines. Some increases in course offerings are due to one credit workshops and other training opportunities that may be a response to the slow economy and the resulting demand for fast retraining by unemployed workers. (Contains 1 figure, 3 tables and 4 graphs.)
Planning Report, 2007-2011
Author: Nevada System of Higher Education
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Legislation,Public Service,Master Plans,Educational Planning,State Colleges,Educational Objectives,College Programs,Academic Support Services,Institutional Mission,College Attendance,Student Financial Aid,Developmental Studies Programs,Academic Persistence,School Holding Power,Student Diversity,Distance Education,Transfer Rates (College),Graduation Rate,Teacher Characteristics,College Faculty,Labor Force Development,Research and Development,Educational Assessment

This report is prepared in accordance to state law requiring the Nevada System of Higher Education (NSHE) to prepare a biennial report for submission to the Nevada State Legislature that outlines a plan for new programs and expansions of existing programs of instruction, public service and research. This report highlights the strategic objectives for the next four years for each NSHE institution, including foreseeable plans in new academic programs and new student services. In addition, the report provides information related to the goals of the System's Master Plan. This plan, "Building Nevada's Future: A Master Plan for Higher Education in Nevada," is meant to define the goals and set an agenda for higher education in the State of Nevada. Performance Indicators are appended.
2011-2014 Planning Report: Institutional Academic, Research and Student Service Plans
Author: Nevada System of Higher Education
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Higher Education,State Legislation,Government School Relationship,Grants,Educational Legislation,Governing Boards,Compliance (Legal),Strategic Planning,Research,Curriculum Development,Educational Finance,Reports,Fiscal Capacity,Public Support

Since 1967, the Nevada State Legislature has mandated that public higher education institutions compile a comprehensive report on program plans. Therefore, this report is prepared in accordance with state law requiring the Nevada System of Higher Education (NSHE) to prepare a biennial report for submission to the Nevada State Legislature that outlines a plan for new programs and expansions of existing programs of instruction, public service and research. This report summarizes the institutions' academic and research plans, also in accordance with Board policy (&quot;Title 4, Chapter 14, Section 3&quot;). However, these plans must be viewed in the context of an institution's overall budget and fiscal capacity. In some cases, the plans may include academic programs that are being discussed or considered for the future, but that may not be realistic given the current fiscal constraints facing the NSHE. However, they are included in the report as an indication of what may come if funds should become available either through grants or public support. Many of the anticipated programs are projected to be funded with federal grants, making some programs more likely than others to begin in this time of limited state resources. To that end, these lists may be viewed as &quot;wish lists&quot; based on resource availability. Because this report is updated and published every two years, it is often the case that institutions may have programs on the list from several years back and continue to roll them forward in the hope that eventually resources will be available to develop such programs. The plans are intended to notify various constituencies, including the Board of Regents and the Legislature, of what institutions are hoping to develop and believe is needed for them to meet their mission and the needs of the state, but they may not be construed as definitive in terms of the date of implementation. (Contains 1 footnote.)
The State &amp; the System: NSHE Plan for Nevada's Colleges and Universities--Combining Excellence and Austerity to Attain Success
Author: Nevada System of Higher Education
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Economic Climate,Administrator Responsibility,Human Capital,Fiscal Capacity,Strategic Planning,Educational Administration,Educational Finance,Funding Formulas,Educational Change,Resource Allocation,Efficiency,Cost Effectiveness

As Nevada struggles in this difficult time of recession and high unemployment, it is time to acknowledge that only through a robust and adequately funded education infrastructure and, in particular, higher education will the State ever achieve the diversification and growth all Nevadans need. Nevada must make a long term commitment to excellence in its colleges and universities and to the level of funding necessary to support that excellence. In the immediate circumstances, however, it is incumbent on the State's public colleges and universities, its primary economic engine, to examine carefully how they can perform within the limited resources available today, ensuring that the State is positioned as best as it can be to recruit, retain, and grow the industries and businesses needed for a brighter future. This paper proposes a plan for promoting greater efficiencies and enhanced performance that will translate directly to more students graduating with degrees or certificates to build the State's economy.
Planning Report, 2009-2012
Author: Nevada System of Higher Education
Date: 2009-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Legislation,Public Service,Master Plans,Educational Planning,State Colleges,Educational Objectives,College Programs,Academic Support Services,Institutional Mission,College Attendance,Student Financial Aid,Developmental Studies Programs,Academic Persistence,School Holding Power,Graduation Rate,Labor Force Development,Distance Education,Teacher Characteristics,Research and Development,Educational Assessment,College Faculty

Since 1967, the Nevada State Legislature has mandated higher education institutions compile a comprehensive report on program plans. Therefore, this report is prepared in accordance to state law requiring the Nevada System of Higher Education (NSHE) to prepare a biennial report for submission to the Nevada State Legislature that outlines a plan for new programs and expansions of existing programs of instruction, public service and research. This report highlights the strategic objectives for the next four years for each NSHE institution, including foreseeable plans in new academic programs and new student services. In addition, the report provides information related to the goals of the System's Master Plan. This plan, &quot;Building Nevada's Future: A Master Plan for Higher Education in Nevada,&quot; is meant to define the goals and set an agenda for higher education in the State of Nevada. NSHE Performance Indicators are appended.
Faculty Workload Report, 2010
Author: Nevada System of Higher Education
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Faculty Workload,Personnel Policy,State Colleges,Records (Forms),Educational Policy,Data Collection,Definitions,Governing Boards,College Instruction,College Faculty,State Universities,Guidelines,Noninstructional Responsibility,Community Colleges,Comparative Analysis

Board policy provides that in the fall of every even-numbered year, the Chancellor's Office shall compile a System report on faculty workloads at the Nevada System of Higher Education (NSHE) institutions. Faculty workload is collected from the campuses in two parts: (1) in-class instructional data originating from workload databases and validated by department heads; and (2) out-of-classroom data collected at the individual faculty or department level and validated by department heads. This paper reports the faculty workloads at NSHE institutions 2010. Faculty Workload Guidelines (&quot;Title 4, Chapter 3, Section 3&quot;) is appended.
NSHE 2009-2010 Distance Education Report
Author: Nevada System of Higher Education
Date: 2010-09-00
Type: Reports - Research
Subjects: Distance Education,Internet,Educational Technology,Access to Education,Higher Education,State Colleges,Community Colleges,Enrollment Rate,Enrollment,Faculty Development,Full Time Equivalency,Interactive Video,Online Courses,School Orientation,Technical Support,Educational Objectives,Institutional Mission

This report focuses on distance education within the Nevada System of Higher Education (NSHE) for the 2009-10 academic year and provides documentation of the substantial growth of distance education within all colleges and universities. From this report, one gains an understanding of significant developments throughout the state and at each institution. The number of NSHE students enrolled in at least one distance education course increased from 5,798 in fall 2001 to 31,186 in fall 2009, an increase of 25,388 students or 438 percent. Board of Regents' &quot;Handbook&quot; Title 4, Chapter 14 Section 11 is appended. (Contains 2 tables and 7 charts.)
Teens, Technology, and School. Data Memo
Author: Hitlin, Paul
Date: 2005-08-00
Type: Reports - Research
Subjects: Computer Uses in Education,Adolescents,Sampling,Internet,Access to Computers,Student Attitudes,Use Studies,Parent Attitudes,Interviews,Telephone Surveys,Cheating,Questionnaires,Student Surveys

Teen use of the internet at school has grown 45% since 2000. The vast majority of teens and their parents believe that the use of the internet helps students in the classroom and in their studies, but some teens believe too many of their peers use the internet to cheat. The internet is an important element in the overall educational experience of many teenagers. Schools are a common location where online teens access the web, although very few online teenagers rely exclusively on their school for that web access. Further, there is widespread agreement among teens and their parents that the internet can be a useful tool for school. However, 37% of teens say they believe that &quot;too many&quot; of their peers are using the internet to cheat. And there is some disagreement among teens and their parents about whether children must be web-literate by the time they begin school. Additionally, large numbers of teens and adults have used the web to search for information about colleges and universities. The results reported here were gathered through telephone interviews conducted by Princeton Survey Research Associates for the Pew Internet &amp; American Life Project between October 26 and November 28, 2004, among a sample of 1,100 parent-child pairs. Teens in these surveys are young people between the ages of 12 and 17. For results based on the total parent or teen sample, one can say with 95% confidence that the error attributable to sampling and other random effects is +/- 3%. For results based on online teens or online parents, margin of sampling error is +/- 4%. (Contains 2 tables and 6 footnotes.)
Social Media & Mobile Internet Use among Teens and Young Adults. Millennials
Author: Lenhart, Amanda
Date: 2010-02-03
Type: Numerical/Quantitative Data
Subjects: Web Sites,Electronic Publishing,Young Adults,Adolescents,Internet,Handheld Devices,Social Networks,Generational Differences,Adults,Age Differences,Comparative Analysis,Influence of Technology,Computer Mediated Communication,Telephone Surveys,Computer Use,Use Studies,Behavior Change,Gender Differences,Racial Differences,Laptop Computers,Telecommunications

Since 2006, blogging has dropped among teens and young adults while simultaneously rising among older adults. As the tools and technology embedded in social networking sites change, and use of the sites continues to grow, youth may be exchanging "macro blogging" for microblogging with status updates. Blogging has declined in popularity among both teens and young adults since 2006. Blog commenting has also dropped among teens. This report brings together recent findings about internet and social media use among young adults by situating it within comparable data for adolescents and adults older than 30. All the most current data on teens is drawn from a survey the authors conducted between June 26 and September 24, 2009 of 800 adolescents between ages 12 and 17. Most of the adult data are drawn from a survey they conducted between August 18 and September 14, 2009 of 2,253 adults (age 18 and over). (Contains 2 tables and 13 footnotes.)
Teens, Video Games, and Civics: Teens' Gaming Experiences Are Diverse and Include Significant Social Interaction and Civic Engagement
Author: Lenhart, Amanda
Date: 2008-09-16
Type: Numerical/Quantitative Data
Subjects: Video Games,Parent Role,Interpersonal Relationship,Measures (Individuals),Interaction,Statistical Analysis,Social Environment,Adolescents,Civics,Citizenship,Citizen Participation,Citizenship Responsibility,Use Studies,Computers,Gender Differences,Handheld Devices,Internet,Social Behavior,Telephone Surveys,Computer Mediated Communication

Video games provide a diverse set of experiences and related activities and are part of the lives of almost all teens in America. To date, most video game research has focused on how games impact academic and social outcomes (particularly aggression). There has also been some exploration of the relationship between games and civic outcomes, but as of yet there has been no large-scale quantitative research. This survey provides the first nationally representative study of teen video game play and of teen video gaming and civic engagement. The survey looks at which teens are playing games, the games and equipment they are using, the social context of their play, and the role of parents and parental monitoring. Though arguments have been made about the civic potential of video gaming, this is the first large-scale study to examine the relationship between specific gaming experiences and teens' civic activities and commitments. Appended are: (1) Video Game and Console History Chart; and (2) Regression Analysis. (Contains 8 tables and 63 footnotes.)
Teens and Mobile Phones: Text Messaging Explodes as Teens Embrace It as the Centerpiece of Their Communication Strategies with Friends
Author: Lenhart, Amanda
Date: 2010-04-20
Type: Numerical/Quantitative Data
Subjects: Communication Strategies,Age,Focus Groups,Adolescents,Telecommunications,Handheld Devices,Information Technology,Surveys,Parent Child Relationship,Interviews,Parenting Styles,School Policy,Parent Attitudes,Adolescent Attitudes,Synchronous Communication

Daily text messaging among American teens has shot up in the past 18 months, from 38% of teens texting friends daily in February of 2008 to 54% of teens texting daily in September 2009. And it's not just frequency--teens are sending enormous quantities of text messages a day. Half of teens send 50 or more text messages a day, or 1,500 texts a month, and one in three send more than 100 texts a day, or more than 3,000 texts a month. Older teen girls ages 14-17 lead the charge on text messaging, averaging 100 messages a day for the entire cohort. The youngest teen boys are the most resistant to texting--averaging 20 messages per day. Text messaging has become the primary way that teens reach their friends, surpassing face-to-face contact, email, instant messaging and voice calling as the go-to daily communication tool for this age group. However, voice calling is still the preferred mode for reaching parents for most teens. This study is based on the 2009 Parent-Teen Cell Phone Survey which obtained telephone interviews with a nationally representative sample of 800 teens age 12-to-17 years-old and their parents living in the continental United States and on 9 focus groups conducted in 4 U.S. cities in June and October 2009 with teens between the ages of 12 and 18. The survey was conducted by Princeton Survey Research Associates International. The interviews were done in English by Princeton Data Source, LLC from June 26 to September 24, 2009. Statistical results are weighted to correct known demographic discrepancies. (Contains 2 tables and 57 footnotes.) [This project was undertaken in collaboration with researchers in the Department of Communication Studies at the University of Michigan in Ann Arbor.]
Nonmedical Use of Adderall[R] among Full-Time College Students. The NSDUH Report
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2009-04-07
Type: Reports - Evaluative
Subjects: College Students,Full Time Students,Stimulants,Drug Abuse,Incidence,Marijuana,Cocaine,Narcotics,Alcohol Abuse,Student Characteristics

This issue of "The NSDUH Report" examines the rates of nonmedical use of Adderall[R] in the past year among full-time college students aged 18 to 22 and comparably aged persons who were not full-time college students. All findings presented in this report are annual averages based on combined 2006 and 2007 data. Full-time college students aged 18 to 22 were twice as likely as their counterparts who were not full-time college students to have used Adderall[R] nonmedically in the past year (6.4 vs. 3.0 percent). Full-time college students who were nonmedical users of Adderall[R] were almost 3 times as likely as those who had not used Adderall[R] nonmedically to have used marijuana in the past year (79.9 vs. 27.2 percent), 8 times more likely to have used cocaine in that period (28.9 vs. 3.6 percent), 8 times more likely to have been nonmedical users of prescription tranquilizers (24.5 vs. 3.0 percent), and 5 times more likely to have been nonmedical users of prescription pain relievers (44.9 vs. 8.7 percent). Nearly 90 percent of full-time college students who used Adderall[R] nonmedically in the past year were past month binge alcohol users, and more than half were heavy alcohol users. (Contains 3 figures, 1 table and 7 endnotes.)