ethanporcaro/eric-fulltext-meta huggingface dataset:
Manual of Science for Teachers Containing Answers to the Practical Questions and Problems in the Author&apos;s Scientific Text-Books. Revised Edition. To Accompany the Popular Physics, Popular Chemistry, Hygienic Physiology, and New Descriptive Astronomy
Author: Steele, J. Dorman
Date: 1888-00-00
Type: Books
Subjects: Textbooks,Science Instruction,Physics,Chemistry,Physiology,Astronomy,Teaching Guides

This textbook issue has been prepared to accompany later editions, and includes complete reference to all the problems and practical questions contained in Steele's &quot;Popular Physics,&quot; &quot;Popular Chemistry,&quot; &quot;Hygienic Physiology,&quot; and &quot;New Descriptive Astronomy.&quot;
Manual of Science for Teachers Including Answers to the Practical Questions and Problems in the Author&apos;s Scientific Text Books
Author: Steele, J. Dorman
Date: 1870-00-00
Type: Books
Subjects: Textbooks,Science Instruction,Natural Sciences,Chemistry,Astronomy,Science Experiments,Physiology,Physics,Teaching Guides

This textbook is designed to aid teachers who are using the &quot;Fourteen Weeks Course.&quot; The problems contained in all the books are solved. The book contains answers in natural philosophy, chemistry, descriptive astronomy, experiments in chemistry, human physiology, physics, and astronomy.
Principles of Chemistry: Embracing the Most Recent Discoveries in the Science, and the Outlines of Its Application to Agriculture and the Arts. Containing, also, a Treatise to the New Chemical Philosophy and Nomenclature, with Three Hundred and Thirty Illustrations Exhibiting Parlor and Lecture-Room Experiments. Designed for the Use of Colleges and Schools. Twentieth Edition, Improved
Author: Porter, John A.
Date: 1869-00-00
Type: Books
Subjects: Textbooks,Science Instruction,College Science,Secondary School Science,Scientific Concepts,Agriculture,Art,Physics,Inorganic Chemistry,Organic Chemistry

This chemistry textbook presents a beginning course for schools or colleges. It presents a more complete classification than usual according to chemical analogies, the explanation of chemical phenomena in ordinary language, as well as symbols, and the addition of a complete set of formulae in the appendix. A number of recent and important discoveries are introduced, and the relations of chemistry to the arts and agriculture are considered. Topics covered include physics, chemical philosophy, inorganic chemistry, and organic chemistry.
Principles of Chemistry: Embracing the Most Recent Discoveries in the Science, and the Outlines of Its Application to Agriculture and the Arts. Designed for the Use of Colleges and Schools. A New Edition--Enlarged and Improved, with Three Hundred and Twenty-Five Illustrations, Exhibiting Parlor and Lecture-Room Experiments
Author: Porter, John A.
Date: 1867-00-00
Type: Books
Subjects: Textbooks,Science Instruction,College Science,Secondary School Science,Scientific Concepts,Agriculture,Art,Physics,Inorganic Chemistry,Organic Chemistry

This chemistry textbook presents a beginning course for schools or colleges. It presents a more complete classification than usual according to chemical analogies, the explanation of chemical phenomena in ordinary language, as well as symbols, and the addition of a complete set of formulae in the appendix. A number of recent and important discoveries are introduced, and the relations of chemistry to the arts and agriculture are considered. Topics covered include physics, chemical philosophy, inorganic chemistry, and organic chemistry.
Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change. WCER Working Paper No. 2021-8
Author: Leibnitz, Gretalyn
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: STEM Education,Professional Associations,Inclusion,Diversity,Equal Education,Group Membership,Talent,Schemata (Cognition),Professional Identity,Change Agents,Guidelines,Scientists,Engineering,Disadvantaged,Disproportionate Representation,Minority Groups,Gender Differences,Labor Force,Professional Personnel,Organizational Change,Self Concept,Cultural Awareness,Equal Opportunities (Jobs),Power Structure,Capacity Building,Technology,Mathematics,Self Evaluation (Groups),Governance,Leadership,Meetings,Professional Development,Professional Recognition

Science, technology, engineering, and mathematics (STEM) professional societies (ProS) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProS serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies, thus providing &quot;excellent leverage with which to design and promote change&quot; (National Academy of Sciences et al., 2005). ProS could be instrumental in achieving the DEI culture reform necessary to optimize engagement of all STEM talent by leveraging disciplinary excellence resulting from diverse teams. Inclusive STEM culture reform requires that underlying &quot;mental models'' be examined (Kania et al., 2018). The &quot;Inclusive Professional Framework for Societies (IPF:Societies)&quot; can help ProS change leaders (i.e., &quot;boundary spanners'&quot;) and organizations identify and address mental models hindering DEI reform. &quot;IPF:Societies&quot; uses four &quot;I's&quot;--Identity awareness and Intercultural mindfulness (i.e., equity mindset) on which Inclusive relationships and Influential DEI actions are scaffolded. We discuss how &quot;IPF:Societies&quot; complements existing DEI tools. We explain how &quot;IPF:Societies&quot; can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). Next steps are to pilot &quot;IPF:Societies&quot; with a cohort of STEM ProS. Ultimately, &quot;IPF:Societies&quot; has potential to promote more efficient, effective, and lasting DEI organizational transformation, and contribute to inclusive STEM disciplinary excellence.
Report of the Commissioner of Education for the Year Ended June 30, 1908. Volume 2
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1909-00-00
Type: Historical Materials
Subjects: Population Trends,Economic Factors,Enrollment,Attendance,Teacher Characteristics,Teacher Salaries,School Buildings,Private Schools,Income,Expenditures,Expenditure per Student,Educational Finance,Urban Schools,Evening Programs,Administrators,Teachers,Colleges,Institutional Characteristics,Agricultural Education,Student Characteristics,Teacher Education,Educational Legislation,College Faculty,College Students,College Graduates,African American Students,Federal Aid,Professional Education,Occupations,Medical Education,College Admission

Chapter XII in Volume 2 presents state common-school statistics for 1906-07, including community population demographics and economy, enrollment, attendance, term length, number and sex of teachers, teachers' wages, school property and value, private school enrollment, revenues and expenditures, per-pupil expenditures, and permanent school funds and lands. Chapter XIII provides city school system statistics, including community-population breakouts for pupil grade distribution, enrollment, attendance, evening schools, supervising officers and teachers, receipts, and expenditures. Chapter XIV provides discussion and data on universities, colleges, and technological schools, including numbers of collegiate and resident graduate students, degrees conferred, property and income, professors and instructors, benefactions, men's and coeducational institutions, and women's colleges. Chapter XV provides discussion and data on agricultural and mechanical colleges, including students, property, income, endowment, teacher training, related legislation, teachers and students, students in short and special courses and graduates, students in and graduates of colleges of agriculture and the mechanic arts for the colored race, and monies disbursed from congressional funding approved from August 30, 1890 to March 4, 1907. Chapter XVI provides data and discussion on professional schools, including schools of theology, law, medicine and dentistry, pharmacy, and veterinary medicine. Preliminary college instruction as a medical college admission requirement as well as the need for an American medical education standard are also discussed. [For Volume 1, see ED620663.]
Chicago Early Childhood Research Consortium: Exploratory Report
Author: Connors, Maia C.
Date: 2021-03-00
Type: Reports - Research
Subjects: Consortia,Early Childhood Education,Theory Practice Relationship,Educational Research,Systems Approach,Evidence Based Practice,Stakeholders,Partnerships in Education,Strategic Planning,Information Dissemination,Educational Cooperation,Access to Information,Teacher Attitudes,Parent Attitudes,Community Leaders,Administrator Attitudes,Decision Making,Educational Policy,Guidance,Barriers,Institutional Mission

In support of the Every Child Ready Chicago initiative, Start Early has begun to explore the creation of a Chicago early childhood research consortium that would bring together researchers, policymakers, practitioners, families, and community representatives across sectors in a robust, long-term research-practice partnership focused on helping Chicago achieve its vision for a strong early childhood system. Critical to the success of early childhood, and any other systems-building initiatives, is access to evidence and data that are relevant, actionable, and timely to guide the decisions of policymakers and program leaders. For an early childhood system as large and ambitious as Chicago, no one research partner or institution alone has everything that is required to achieve these goals. Chicago already benefits from several research consortia, but none focus specifically on supporting the early childhood system in Chicago. This report presents the findings of the initial phase of exploration regarding the creation of a Chicago early childhood research consortium. [This report was prepared as part of the Every Child Ready Chicago initiative.]
Office of Special Education Programs&apos; Differentiated Monitoring and Support. ED-OIG/A09R0004
Author: Office of Inspector General (ED)
Date: 2018-10-25
Type: Reports - Evaluative
Subjects: Public Agencies,Federal Government,Federal Programs,Special Education,Program Implementation,Program Evaluation,Accountability,Educational Legislation,Students with Disabilities,Federal Legislation,Equal Education,Self Evaluation (Groups),Policy,Educational Improvement,Documentation,Planning

The objective of the audit presented in this report was to evaluate the Office of Special Education Programs' (OSEP) implementation of its differentiated monitoring and support component under the results driven accountability initiative. The audit covered differentiated monitoring and support (DMS) that OSEP conducted under Part B of the Individuals with Disabilities Education Act (IDEA). For the fiscal year that was audited, DMS was OSEP's process for assessing five areas in a State's implementation of IDEA or other requirements, and providing monitoring or support to the State based on that assessment. OSEP's documentation for planning and conducting two of the five areas of DMS for 12 States was reviewed. For six States, the review focused on the results area, which is the DMS area that covers State efforts to improve outcomes for children with disabilities. For the other six States, the review focused on the compliance area, which is the DMS area that covers State compliance with IDEA's program requirements. The audit covered the DMS that OSEP conducted from October 1, 2016, through September 30, 2017, referred to as fiscal year (FY) 2017 in this report.
Inconsistent Grantee and Subgrantee Reporting of Education Stabilization Fund Subprograms in the Federal Audit Clearinghouse. Flash Report. ED-OIG/F21NF0037
Author: Office of Inspector General (ED)
Date: 2021-08-26
Type: Reports - Research
Subjects: Federal Programs,Grants,Audits (Verification),Financial Audits,Federal Aid,Educational Finance,Expenditures,Disclosure,Program Evaluation

The purpose of this flash report is to share with the U.S. Department of Education (Department) observations made by the Office of Inspector General (OIG) concerning grantees and subgrantees inconsistently reporting audit data on Department subprograms, or unique components of a program, to the Federal Audit Clearinghouse (FAC), the designated repository of single audit data. Coronavirus pandemic emergency relief funds were allocated to the Department under a single Federal program--the Education Stabilization Fund (ESF)--and were then awarded by the Department to grantees under 22 subprograms. Grantees and subgrantees are required to identify Federal award expenditures and their auditors are required to identify the award expenditures that are impacted by a Federal program audit finding. Breaking out the findings by award, or subprogram, is important to oversight, data reliability assessments, audit resolution, and transparency. Department guidance recommended that grantees identify subprograms in the audit report package, but did not give specific instructions on reporting by subprogram in the FAC.
The Office of Postsecondary Education&apos;s Oversight of Higher Education Emergency Relief Fund Grants. ED OIG Oversight of Coronavirus Response Funds. ED-OIG/A20CA0029
Author: Office of Inspector General (ED)
Date: 2022-06-01
Type: Reports - Evaluative
Subjects: Colleges,Grants,Resource Allocation,Audits (Verification),Progress Monitoring,Higher Education,Federal Government,Federal Aid,Pandemics,COVID-19,Federal Legislation,Committees,Accountability,Compliance (Legal)

The objective of the audit presented in this report was to determine whether the Office of Postsecondary Education (OPE) has an adequate process in place to ensure that institutions of higher education (schools) use Higher Education Emergency Relief Fund (HEERF) grant funds appropriately and that performance goals are met. The audit covered OPE's oversight and monitoring activities in these areas from March 2020 through February 2022. It also included related activities performed by other U.S. Department of Education (Department) offices. To achieve the objective, officials from OPE and other Department offices who were responsible for processes associated with administering and monitoring HEERF grant funds and for establishing and monitoring HEERF performance goals were interviewed. OIG also reviewed records relevant to these processes, including OPE guidance, technical assistance, and other documents covering schools' application for, use of, and reporting on HEERF grant funds; and the Department's fiscal year (FY) 2020 Annual Performance Report and FY 2022 Performance Plan.
Duplicate Higher Education Emergency Relief Fund Grant Awards. ED OIG Oversight of Coronavirus Response Funds. Flash Report. ED-OIG/F20CA0047
Author: Office of Inspector General (ED)
Date: 2022-06-09
Type: Reports - Research
Subjects: Federal Aid,Emergency Programs,Grants,Higher Education,Prevention,Duplication,Awards,Identification,Educational Finance,Guidance,Error Correction

This flash report presents the finding concerning duplicate Higher Education Emergency Relief Fund (HEERF) grant awards to institutions of higher education. It includes a recommendation to enhance the U.S. Department of Education's (Department) ability to prevent, identify, and correct duplicate HEERF grant awards. While analyzing HEERF program award data in the Department's grants management system (G5), schools that were awarded the same HEERF award twice (duplicate awards) were identified. Due to the limited nature of the review, this report covers only duplicate awards and not other types of award discrepancies.
Hungry Minds: Student Awareness and Use of Food Pantries at 91 Colleges and Universities. Spotlight Report Brief
Author: Cornett, Allyson
Date: 2022-05-00
Type: Reports - Research
Subjects: College Students,Knowledge Level,Food Service,Hunger,Federal Programs,Nutrition,Welfare Services,Student Surveys,Wellness,Food,Student Welfare

When students are food insecure, they often encounter adverse health, social, and academic outcomes, including harm to cognitive functions, mental health, and academic performance. Additionally, compared to food secure peers, students struggling with food insecurity are 43 percent less likely to graduate from college with a two- or four-year degree. With recent estimates of food insecurity among postsecondary students as high as 45 percent, many colleges and universities have responded by implementing on-campus food distribution centers (i.e., food pantries or closets) to better assist students struggling to meet their basic needs. These pantries often provide more than food to students, including personal hygiene products, toiletries, diapers, personnel trained to assist applicants with applying to the Supplemental Nutrition Assistance Program (SNAP) and other benefit programs, and more. Ninety-one of the 104 colleges and universities who participated in Trellis' Fall 2021 Student Financial Wellness Survey (SFWS) had at least one food pantry available to students. To better understand student awareness and utilization of this resource, this brief examines data from 49,946 students attending a school with one or more food pantries (as of November 1, 2021) and who responded to the corresponding question: &quot;Does your school have a food pantry or food closet on campus?&quot;
The U.S. Department of Education&apos;s Federal Information Security Modernization Act of 2014 Report for Fiscal Year 2021. ED-OIG/A21IT0023
Author: Office of Inspector General (ED)
Date: 2021-10-29
Type: Reports - Research
Subjects: Public Agencies,Federal Legislation,Educational Legislation,Information Security,Information Technology,Information Systems,Federal Aid,Student Financial Aid,Computer Security,Program Effectiveness,Objectives,Program Evaluation,Risk Management,Privacy,Training,Prevention,Audits (Verification),Emergency Programs

The objective of this audit was to determine whether the U.S. Department of Education's (Department) overall information technology (IT) security programs and practices were effective as they relate to Federal information security requirements. In fiscal year (FY) 2020, the focus of the audit was solely on Departmental Systems. This year the focus is on five Federal Student Aid (FSA) Systems and the Department's implementation of recommendations from previous reports. To answer this objective, the the Department's performance was rated in accordance with FY 2021 Inspector General (IG) Federal Information Security Modernization Act of 2014 (FISMA) Reporting Metrics. he metrics are grouped into five cybersecurity framework security functions (Identify, Protect, Detect, Respond, and Recover) that have a total of nine metric domains as outlined in the National Institute of Standards and Technology's (NIST) &quot;Framework for Improving Critical Infrastructure Cybersecurity.&quot; Following the SolarWinds Supply Chain Attack in December 2020, the FY 2021 IG FISMA Reporting Metrics introduced Supply Chain Risk Management as a separate metric to prompt the agency preparations for these types of attacks. The Department made several improvements in implementing its cybersecurity posture. In FY21 the Department improved in three functional areas and three metric areas from Level 2 Defined to Level 3 Consistently Implemented. However, its overall IT security programs and practices were not effective in all the five security functions. The report shows findings in four of the nine metric domains, which included findings with the same or similar conditions identified in prior reports, as well as open findings from previous years where the corrective action plan was not completed. Sixteen recommendations in 4 of the 9 metric domains are provided to assist the Department with increasing the effectiveness of their information security programs. [For the Fiscal Year 2020 report, see ED620653.]
Comparison of Findings for Community College Students: Results from Trellis&apos; Fall 2020 and 2021 Student Financial Wellness Surveys. Spotlight Report Brief
Author: Fletcher, Carla
Date: 2022-06-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Money Management,Wellness,Student Surveys,Financial Problems,COVID-19,Pandemics,Online Courses,Paying for College,Tuition,Textbooks,Hunger,Student School Relationship

While enrollments across all higher education sectors decreased during the COVID-19 pandemic, this decline has been particularly steep for community colleges. Many colleges and universities across the country instituted tuition freezes during the pandemic as a way to try to retain enrolled students and attract potential students, and relief funds provided by the federal government during the pandemic helped colleges maintain funding and provide students with emergency aid and support services. These measures provided relief to some students who may have been under financial strain during part of the pandemic. This analysis uses data from 27,739 respondents at 46 community colleges that participated in Trellis' Fall 2020 Student Financial Wellness Survey (SFWS) and 44,254 respondents at 71 community colleges from the Fall 2021 SFWS. The brief focuses on comparisons between the two annual surveys among community college students. The Fall 2020 survey was implemented during the first fall semester of the pandemic, about seven months after the United States locked down when cases began to rise in March 2020. Many colleges across the country moved a large portion of their classes to an online format. This was particularly true in the community college sector.
Steps in Advising Translation Students to Learn English Autonomously
Author: Al-Jarf, Reima
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Translation,Academic Advising,Language Proficiency,Independent Study,Personal Autonomy,Self Evaluation (Individuals),Language Tests,Computer Assisted Testing,Learning Activities,Skill Development

Many translation students feel that their English is inadequate and are unhappy with their proficiency level and the grades they get in their English courses. They feel that course materials and class activities are insufficient for developing their listening, speaking, reading and writing skills. The article proposes a model of a self-study program to help students practice English on their own. The self-study program consists of a plan for self-study, with deadlines and time slots for developing the required skill(s), a weekly and monthly study schedule, online activities for developing the target skill according to each student's needs and her proficiencyl level. The advisor gives sample online activities and helps students assess their EFL skills using online tests. The students keep a weekly log of their progress. At the end of the semester, they answer a questionnaire-survey to assess the self-study program and find out areas of imrpovement and weaknesses.