ethanporcaro/eric-fulltext-meta huggingface dataset:
Environmental Management of Pediatric Asthma: Guidelines for Health Care Providers
Author: Roberts, James R.
Date: 2005-08-00
Type: Guides - Non-Classroom
Subjects: Pediatrics,Diseases,Child Health,Health Services,Primary Health Care,Environmental Influences,Intervention,Competence,Communication Skills,Advocacy,Guidelines,Health Personnel,Identification,Records (Forms),Smoking,Pollution

These guidelines are the product of a new Pediatric Asthma Initiative aimed at integrating environmental management of asthma into pediatric health care. This document outlines competencies in environmental health relevant to pediatric asthma that should be mastered by primary health care providers, and outlines the environmental interventions that should be communicated to patients. These environmental management guidelines were developed for pediatricians, family physicians, internists, pediatric nurse practitioners, pediatric nurses, and physician assistants. In addition, these guidelines should be integrated into respiratory therapists' and licensed case/care (LICSW) management professionals' education and training. The guidelines contain three components: (1) Competencies: An outline of the knowledge and skills that health care providers and health professional students should master and demonstrate in order to incorporate management of environmental asthma triggers into pediatric practice; (2) Environmental History Form: A quick, easy, user-friendly document that can be utilized as an intake tool by the health care provider to help determine pediatric patients' environmental asthma triggers; and (3) Environmental Intervention Guidelines: Follow-up questions and intervention solutions to environmental asthma triggers. Although environmental factors may play a role in the prevalence of asthma in the population, these guidelines are not directed at the primary prevention of pediatric asthma on a general scale. They are aimed instead at educating health care professionals on how to advise families about environmental interventions that can reduce or eliminate triggers for children who are already diagnosed with asthma. These guidelines are intended to be used with children (0-18 years) already diagnosed with asthma. Referral to a specialist is advised if the diagnosis of asthma is in doubt. Sources of guidelines for making the diagnosis of asthma include the NAEPP (National Asthma Education and Prevention Program) Guidelines and resources from Kaiser Permanente, the American Academy of Allergy Asthma & Immunology, and the American Academy of Pediatrics. Sources of Additional Information are appended.
Health Care Provider Initiative Strategic Plan
Author: National Environmental Education and Training Foundation
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Public Health,Child Health,Pollution,Environmental Education,Health Services,Medical Education,Nursing Education,Resources,Primary Health Care,Health Personnel

This document lays out the strategy for achieving the goals and objectives of NEETF's "Health Care Provider Initiative." The goal of NEETF's "Health Care Provider Initiative" is to incorporate environmental health into health professionals' education and practice in order to improve health care and public health, with a special emphasis on protecting children and other populations disproportionately affected by environmental pollutants. The strategic plan is based on the National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan, which was developed by experts as a model that can be applied to other environmental health issues and was built upon the Institute of Medicine reports recommending the integration of environmental health issues throughout training and clinical practice for health care providers.
Cambodia: Summary Report. The Impact of Informal School Fees. Asia-South Pacific Education Watch
Author: de Guzman, Sylvia
Date: 2007-00-00
Type: Reports - Research
Subjects: Expenditures,Elementary Education,Foreign Countries,Developing Nations,Costs,Fees,Educational Finance,Elementary Schools,Dropouts,Elementary School Students,Family Income,Interviews,Parent Financial Contribution,Parent Responsibility,Family Size,Access to Education

A prior study of costs of education in Cambodia was undertaken by Mark Bray in 1999. In his study he suggests that: &quot;... the scale of dropout from Cambodian primary schools has been demonstrated to be high. Costs appear to be an important factor for many households when making decisions to withdraw their children from school.&quot; In that study, parents' expenditure for primary education ranged from 50,000 to 255,000R ($12.5 to $64) per child, per year for grade 1, increasing to anywhere from 224,000 to 507,000R ($56 to $127) for grade 6, depending on where the family lives. This per-child contribution represented from 5.3% to 20.4% of the yearly family income. The objectives of this report, on the other hand, are to discover the amount of informal school fees being paid by parents in sending a child to school each year, the impact on household expenditure of keeping a child in school, and parental perceptions about paying these fees. While other studies have attempted to calculate the informal costs of sending a child to school in Cambodia, few have documented the impacts on families and household expenditures. This research expands in scope a first study undertaken in February 2007 where one hundred families were interviewed from one province, Kampong Cham. Findings were broken down into urban (34 families) rural (29 families) and remote (37 families). The findings from this bigger EdWatch research describes the situation in four provinces: Phnom Penh, Kampot, Takeo and Battambang. It should be noted that this report should not be seen as necessarily representative of the whole of Cambodia. As an example, the average number of children was 4; the national average for Cambodia is 5.5. There are other issues like this throughout the study. However, the researchers believe that it does reflect the situation overall in Cambodia and can generate certain conclusions about the scale and practice of charging informal school fees. The findings can be used as a basis for making comparisons with other provinces in terms of household expenditures on informal school fees for basic education, as well as with other countries in the Asia-Pacific region. The results may also serve as a basis for formulating sound and realistic policies responsive to the stated aim of the Royal Government of Cambodia, to provide free basic education to all, by the year 2015. (Contains 7 tables and 13 endnotes.)
Solomon Islands: Summary Report. Educational Experience Survey: Education, Language and Literacy Experience. Asia-South Pacific Education Watch
Author: de Guzman, Sylvia
Date: 2007-00-00
Type: Reports - Research
Subjects: Foreign Countries,Public Education,Access to Education,Surveys,Educational Experience,Literacy,Educational Attitudes,Educational Opportunities,Elementary Education,Educational Quality,Educational Finance,Financial Support,Educational Policy,Public Policy,Reading Attitudes,Writing Attitudes,Numeracy,Attendance,Gender Differences,Fees,Language Fluency,Language of Instruction,Native Language,Reading Ability,Writing Ability,Adult Education

The Education Watch initiative is being implemented in the Solomon Islands by the Coalition on Education Solomon Islands (COESI) in partnership with Asian South Pacific Bureau of Adult Education (ASPBAE). COESI aims to generate a reliable body of information that will: (1) Accurately explain how much the national government has done and can do to meet the goal of educating the community; and (2) Provide a firm basis for community participation in policy advocacy and program development. The Educational Experience Survey is a key element of the Education Watch initiative. Developed by ASPBAE and COESI in collaboration with the Papua New Guinea Education Advocacy Network (PEAN), it was designed to collect accurate and statistically significant information about educational, language, and literacy experience at the village and individual levels in selected communities in Honiara and Malaita. The survey was conducted using a two-stage systematic sampling method in Honiara and Malaita provinces from November 2006 to March 2007, with 2,200 people between the ages of 15 and 60 years interviewed. This report summarizes the main findings of the survey. While the survey was conducted in only two provinces, the findings and implications apply to the whole of the Solomon Islands. Still, one immediate need that emerged from the survey is for an extended study to include other provinces. Such a study needs to be done on a regular basis so that trends and progress can be tracked over time. There is potential also for the survey to be adapted to examine a wide range of educational issues in greater detail. (Contains 5 endnotes.)
Philippines: Summary Report. Mapping out Disadvantaged Groups in Education. Asia-South Pacific Education Watch
Author: de Guzman, Sylvia
Date: 2007-00-00
Type: Reports - Research
Subjects: Foreign Countries,Public Education,Access to Education,Educationally Disadvantaged,Educational Trends,Educational Attainment,Rural Urban Differences,Dropouts,Gender Differences,Educational Discrimination,Educational Finance,Surveys,Case Studies,Attendance,Age Grade Placement,Attendance Patterns,Literacy,Poverty,Child Labor,Disabilities,Indigenous Populations,Educational Policy

The Civil Society Network for Education Reforms (E-Net Philippines), a network of organizations pushing for Education for All, believes that years of underinvestment and neglect of the public education system have caused the country's dismal education performance. This critique provided a framework for engaging with DepEd and the Legislature, specifically in lobbying for increased investments for education targeting the marginalized, excluded and vulnerable groups. But it did not apply to principals, teachers and civil society organizations already implementing and innovating education programmes on the ground. There was also a need to formulate an approach toward local government (LGU) officials responsible for the needs of those who are missing out on education. ENet Philippines realized the importance of generating updated data at the &quot;barangay&quot; (village) and municipal (town) levels and scrutinizing the reasons many children and youth are not in school. The need for updated data to guide national and local advocacy gave birth to Education Watch, a collaboration between Asian South Pacific Bureau of Adult Education (ASPBAE) and E-Net Philippines, to map out the disadvantaged sectors in education. Conceptualized in March 2006, Education Watch culminated in a public launch in September 2007. It is a citizen-based assessment at the midpoint of the Education for All campaign in the Philippines seeking to establish baseline data, determine the magnitude of education deficits, analyze the underlying causes of deprivation, monitor changes over time, and identify factors that can account for changes in the education performance until 2015. It is designed to inform policy, formulate well-targeted programs and identify and locate beneficiaries to effectively reach out to children missing out on education. The study was undertaken at three levels: (1) National Monitoring;(2) Local Area Surveys; and (3) Case Studies. The data culled from the local survey and from national government statistics show that the Philippines is missing its Education for All targets. In fact, the government's midterm progress report on the Millennium Development Goals (MDG) noted that Goal No.2 on universal primary education, along with Goal No.5 on Maternal Health, have become the most threatened among the eight goals. (Contains 5 tables, 1 figure and 10 endnotes.)
A Road, Less Travelled...&quot;The Story of Gender Mainstreaming in ASPBAE&quot;
Author: Ramdas, Lalita
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Empowerment,Mainstreaming,Females,Foreign Countries,Gender Bias,Women Administrators,Leadership,Educational History,Governance,Gender Issues,Adult Education

The 40th Anniversary Celebrations of the Asian-South Pacific Bureau of Adult Education (ASPBAE) is an opportune moment to document the journey it has travelled over the last forty years. This book is an account of how women leaders came to be a significant part of the governance of ASPBAE and gender a central perspective underpinning both its policies and programmes. Many who have become associated with ASPBAE in more recent years may be surprised to learn that the visibility that women and the issues of gender have in ASPBAE today is not what it had always been. Bringing women into key leadership positions; ensuring better representation of women in decision making; a dedicated thematic programme on education for the empowerment of women and women's leadership building; constituting the Gender Steering Committee to guide and oversee the integration of gender into all policies and programmes of ASPBAE--had all come out of a process of struggle, of negotiating spaces and of sustained effort in keeping on course. This book records the efforts of a regional organization in mainstreaming gender in its over-all mission and functioning, the external influences that facilitated this process, the debates within various ASPBAE internal forums and platforms where women--and men--advocated for a greater attention to women's issues and argued for institutionalized spaces to represent their perspectives. Appended are: (1) Milestones; and (2) Persons Interviewed.
Literacy.CA. Issue #19, Winter 2006
Author: Murray, Fiona, Ed.
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Foreign Countries,Literacy Education,Elections,Politics of Education,Professional Development,Federal Government,Adult Literacy,Reading Teachers,Teacher Role,Adult Educators,Adult Learning,Job Skills,Workplace Learning,Newsletters

The &quot;literacy.ca&quot; newsletter is a vehicle for literacy workers and supporters to share information, ideas, resources and research on emerging literacy issues. This issue of &quot;literacy.ca&quot; contains the following articles: (1) Riding The Wave: How will the federal election affect progress on a pan-Canadian literacy agenda?; (2) Point of View: Reflecting on how we talk about literacy; and (3) IALSS prompts an alternate celebration: learners and practitioners ask their own questions. Regular sections are also included. These are: (1) Surfing Links; (2) Resources; (3) New and Noteworthy;   (4) Professional Development; and (5) Coming Events.
Literacy.CA. Issue #17, Winter 2005
Author: Murray, Fiona, Ed.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Family Literacy,Adult Literacy,Literacy Education,Newsletters,Foreign Countries,Partnerships in Education,Educational Research,Disabilities,Federal Government,Government Role,State Government,Reading Skills,Libraries,Library Role,Early Intervention,Holistic Approach,Reading Motivation

The &quot;literacy.ca&quot; newsletter is a vehicle for literacy workers and supporters to share information, ideas, resources and research on emerging literacy issues. This issue of &quot;literacy.ca&quot; contains the following sections: (1) Profiling Partnerships; (2) Research; (3) Research Spotlight; (4) Literacy and Disabilities; (5) Health and Literacy; (6) Family Literacy; (7) Resources; (8) Across the Country; (9) New and Noteworthy; and (10) Coming Events.
Literacy.CA. Issue #18, Summer 2005
Author: Murray, Fiona, Ed.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Emergent Literacy,Foreign Countries,Family Literacy,Statistics,Partnerships in Education,Literacy Education,Educational Research,Educational Change,Evaluation Methods,Measurement Techniques,Adult Literacy,National Surveys,Youth Programs,Newsletters

The &quot;literacy.ca&quot; newsletter is a vehicle for literacy workers and supporters to share information, ideas, resources and research on emerging literacy issues. This issue of &quot;literacy.ca&quot; contains the following article: Hot time for literacy: Opportunities and Challenges. Regular sections are also included: (1) Focus on Statistics; (2) Partnership Spotlight; (3) Family and Early Literacy; (4) Research Spotlight; (5) Resources; (6) New and Noteworthy; and (7) Coming Events.
New Americans in Postsecondary Education: A Profile of Immigrant and Second-Generation American Undergraduates. Stats in Brief. NCES 2012-213
Author: Staklis, Sandra
Date: 2012-07-00
Type: Numerical/Quantitative Data
Subjects: Asians,Undergraduate Students,Foreign Countries,Student Financial Aid,Immigrants,Puerto Ricans,Asian American Students,Hispanic American Students,Comparative Analysis,Postsecondary Education,Enrollment,Latin Americans,Racial Differences,Ethnicity,Socioeconomic Status,Family Characteristics,Low Income Groups,Parent Background,Educational Attainment,English (Second Language),Academic Achievement,Mathematics Achievement,Remedial Instruction,Full Time Students,Majors (Students),Predictor Variables

This Statistics in Brief describes the undergraduate experiences of students who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third-or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions. NPSAS is the most comprehensive source of national data on the experiences of undergraduates in the United States and includes information on students' academic preparation for college, the types of institutions they attend, and their experiences while enrolled. This Statistics in Brief begins with an overview of immigrant and second-generation American undergraduates nationwide and in the six states for which representative data are available, and then focuses on the most prevalent racial/ethnic groups among these two groups--Asian and Hispanic students. Asian students reported the Far East, Southeast Asia, or the Indian subcontinent as their region of origin, and Hispanic students reported their country or region of origin as Cuba, Mexico, South and Central America, or other Hispanic country or region. Undergraduates in Puerto Rico or who reported that they were of Puerto Rican descent are excluded from the analysis because their immigrant or generational status cannot be determined with available data (see appendix). Puerto Ricans and Other Hispanic Undergraduates are appended. (Contains 5 tables, 14 figures and 16 footnotes.)
Enrollment Management Trends Report, 2012: A Snapshot of the 2011 ACT-Tested High School Graduates
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Management,Educational Trends,College Choice,High School Students,High School Graduates,Grade 11,Grade 12,College Entrance Examinations,College Readiness,Student Participation,Out of State Students,Student Mobility,Academic Achievement,Testing,Student Behavior,Majors (Students),Student Interests,Academic Persistence,Grade Point Average,Scores,Graduation

ACT created the &quot;Enrollment Management Trends Report&quot; to provide enrollment managers and other college administrators with information about students' patterns during the college choice process of the 2011 high school graduates who took the ACT[R] test. More than 1.6 million students--roughly half of the graduating class of 2011--took the ACT during high school. Of these students, a little more than 70% enrolled in college the following fall. This report covers such topics as the students' migration patterns, the time in which they first took the ACT, their participation in ACT's Educational Opportunity Service (EOS), and their score-sending behavior. Unless otherwise noted, all information in this report comes from the ACT-tested high school graduating class of 2011. Information in this report--such as the students' background characteristics, time of testing, ACT scores, college preferences, participation in EOS, and college choices--is collected when students register for and take the ACT. Enrollment information for the ACT-tested graduating class comes from the National Student Clearinghouse (NSC) and is supplemented by enrollment information from ACT's Class Profile Service. ACT believes that the information provided in this report will give institutions insight into their current enrollment management practices and offer effective strategies for improvement. (Contains 1 footnote.)
Reading Mastery. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Reading Programs,Program Evaluation,Mastery Learning,Direct Instruction,Elementary Education,Learning Disabilities,Evaluation Methods,Intervention,Evidence,Reading Comprehension,Reading Fluency,Reading,Language Arts,Literature,Phonics,Word Recognition

&quot;Reading Mastery&quot; is designed to provide explicit reading instruction to students in grades pre-K-5. One of several Direct Instruction curricula from McGraw-Hill, &quot;Reading Mastery&quot; is available in two versions: (1) &quot;Reading Mastery Classic&quot; (for grades pre-K-2) aims to help beginning readers identify letter sounds, segment words into sounds, blend sounds into words, develop vocabulary, and begin to learn comprehension strategies. &quot;Reading Mastery Classic&quot; consists of two levels. &quot;Reading Mastery Fast Cycle&quot; is an accelerated program that condenses Levels I and II; (2) &quot;Reading Mastery Signature Edition&quot; (for grades K-5) is organized by grade level and includes three strands: Reading, Language Arts, and Literature. The Reading strand addresses phonemic awareness, phonics, word analysis, fluency, vocabulary, comprehension, spelling, decoding, and word recognition skills. The Language Arts strand focuses on oral language, communication, and writing skills. The Literature strand is designed to provide students with opportunities to read different types of text and to develop their vocabulary. &quot;Reading Mastery&quot; can be used as a supplement to a core reading program or as a stand-alone reading program for students with or without disabilities. This intervention report specifically focuses on the use of &quot;Reading Mastery&quot; to improve the reading and writing skills of students with learning disabilities. Seventeen studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;Reading Mastery&quot; on students with learning disabilities. Two studies (Cooke, Gibbs, Campbell, &amp; Shalvis, 2004; Herrera, Logan, Cooker, Morris, &amp; Lyman, 1997) are randomized controlled trials that meet WWC evidence standards without reservations. These two studies are summarized in this report. The remaining 15 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for Cooke et al., 2004; (2) Research details for Herrera et al., 1997; (3) Outcome measures for each domain; (4) Findings included in the rating for the alphabetics domain; (5) Findings included in the rating for the reading fluency domain; (6) Findings included in the rating for the reading comprehension domain; and (7) Findings included in the rating for the writing domain. A glossary of terms is included. (Contains 8 tables, 6 endnotes and 1 additional source.)