ethanporcaro/eric-fulltext-meta huggingface dataset:
Employment and Training for Older Workers. Policy Leadership Series. Issue 7
Author: Wong, Michelle
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Older Workers,Baby Boomers,Employment Opportunities,Labor Market,Labor Force,Labor Legislation,Public Policy,Employment Potential,Aging (Individuals),Family Work Relationship,Life Satisfaction,Social Change,Job Training

The aging of the baby boom generation and the increase in life expectancy has led to record numbers of older adults in the United States. Increasingly, older adults want or need to stay in the workforce. Older workers comprise a diverse group of individuals with various expectations, desires and abilities. As a result, definitions of exactly who is an older worker are varied. Older workers have many reasons for remaining in the work force, including needing income or benefits and wanting to stay physically and mentally healthy. Regardless of the reasons, however, older workers are the largest growing group of employees in the labor market. This paper answers the following questions about employment and training for older workers: (1) Why are employment opportunities for older workers a policy matter?; (2) How do employment opportunities for older workers affect your constituents?; (3) Which older workers have access to employment opportunities?; (4) How do employment opportunities for older workers affect business?; (5) What can be done?; (6) Have any bills on employment opportunities for older workers been recently introduced in your state?; and (7) Would you like additional information about employment opportunities for older workers? (Contains 10 sources.)
Questions and Answers about School-Age Children in Self-Care: A Sloan Work and Family Research Network Fact Sheet
Author: Sloan Work and Family Research Network
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Incidence,Family Work Relationship,Marital Status,Family Income,Supervision,Racial Differences,Latchkey Children

The Sloan Work and Family Research Network has prepared Fact Sheets that provide statistical answers to some important questions about work-family and work-life issues. This Fact Sheet includes statistics about Children in Self-Care, and answers the following questions about school-age children in self-care: (1) How many school-age children are in self-care?; (2) What is the average time spent in self-care?; (3) Which children are more likely to be in self-care?; (4) Whose children are in self-care?; (5) How does race affect the prevalence of children in self-care?; (6) How does marital status affect the prevalence of children in self-care?; (7) Does family income affect the amount of time children spend in self-care?; (8) How often are children in self-care during the summer?; and (9) How and when are inadequate supervision situations reported to the authorities?
California's Women Veterans: Responses to the 2011 Survey. CRB Briefly Stated
Author: Blanton, Rebecca E.
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Females,Veterans,Surveys,Services,Needs Assessment,Housing,Homeless People,Adjustment (to Environment),Retirement Benefits,Military Service,Financial Support

Women veterans' needs have been subsumed under the needs of veterans in general for many years. Because women veterans make up less than ten percent of the total current veteran population, their unique needs have been obscured by this, but this is beginning to change. The federal Department of Veterans Affairs (VA), the California Department of Veterans Affairs (CalVet), and the California Commission on the Status of Women (the Commission) have highlighted the unique needs of women veterans in the past five years. CalVet and the Commission asked the CRB to conduct a second iteration of the Women Veterans Survey, originally completed in 2009. This iteration of the survey was used to measure the current needs of women veterans and establish a baseline for service utilization. This Briefly Stated describes the 2011 Survey, its key findings, and conclusions. (Contains 3 figures.) [For the full report, &quot;California's Women Veterans: Responses to the 2011 Survey. CRB 12-004,&quot; see ED536741.]
Module 4: Work-Family Policy in the United States. Work-Family Curriculum Guide
Author: Kossek, Ellen Ernst
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: Public Policy,Labor Standards,Federal Legislation,Curriculum Guides,Teaching Methods,Learning Modules,Labor Legislation,Policy Analysis,Instructional Design,Behavioral Objectives,Fundamental Concepts,Class Activities,Family Work Relationship,Reading Assignments,State Regulation,State Policy

Public policy affects the experiences of workers and their families, both directly and indirectly. For example, employment-focused statutes such as the Fair Labor Standards Act (FLSA), the Employment Retirement and Income Security Act, the Occupational Health and Safety Act, and the Age Discrimination in Employment Act establish frameworks for employer-employee relationships and clarify the types of protections mandated for specific groups of employees. Other legislation, principally the Pregnancy Discrimination Act and Family and Medical Leave Act, address some of the priorities of employees who have specific types of family responsibilities. This module provides students with a conceptual framework for understanding the relevance of public policies to work-family issues and introduces the students to selected public policies. The module's contents address the following topics: (1) An overview of public policy in the United States; (2) Work-family policy in the United States at the state level; and (3) Work-family policy in the United States at the federal level. (Contains 20 online resources.) [This paper was prepared with the help of Judi C. Casey, Karen Corday, and Christina Matz. For Modules 1, 2, and 3 of this curriculum guide, see ED536763, ED536753, and ED536766, respectively.]
Module 2: Surveying the "Best of the Best"--A Seminar Based on Research Articles Nominated for the Rosabeth Moss Kanter Award for Work-Family Research. Work-Family Curriculum Guide
Author: Kossek, Ellen Ernst
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: Social Sciences,Periodicals,Family Life,Peer Evaluation,Learning Modules,Family Work Relationship,Curriculum Guides,Best Practices,Research Reports,Social Science Research,Social Theories,Research Methodology,Data Collection,Journal Articles,Meta Analysis,Literature Reviews,Teaching Methods,Instructional Design,Fundamental Concepts,Reading Assignments,Class Activities

This module offers students opportunities to examine the theories and research associated with a range of different disciplines that focus on relationships between family life and work life. The module is organized around articles that have been nominated for the Rosabeth Moss Kanter Award for Work-Family Research. This award process identifies exemplary work-family research articles published over the course of the previous year. Each of these articles has been subjected to two separate peer review processes: (1) The peer review of the manuscript prior to being accepted and published by a scholarly journal; and (2) The peer review process associated with the annual Rosabeth Moss Kanter Award for Work-Family Research. The module's contents provide information related to: (1) Similarities and differences in the theoretical perspectives of a range of social science disciplines; (2) The connections between research questions and data collection methodologies in different disciplines; (3) Characteristics of exemplary research; and (4) The peer review tradition in scientific knowledge-building. (Contains 4 online resources.) [This paper was prepared with the help of Judi C. Casey, Karen Corday, and Christina Matz. For Modules 1, 3 and 4 of this curriculum guide, see ED536763, ED536766 and ED536752, respectively.]
An Analysis of Self-Reported Graduates. Technical Paper
Author: Braysher, Ben
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Qualifications,Eligibility,Vocational Education,Graduates,Institutional Characteristics,Graduate Surveys,Graduation Requirements,Self Disclosure (Individuals),Models,Predictive Validity,Predictive Measurement,Measurement Objectives,Measurement Techniques,Academic Persistence,Evaluation Methods,Evaluation Research

The annual Student Outcomes Survey collects information on the outcomes of two groups of students--those that have completed a qualification (graduates) and those that have completed only part of a course and then left the vocational education and training (VET) system (module completers). At the time of selecting the survey sample, insufficient information is available to identify "actual" module completers. Instead, a sample of potential module completers is drawn that includes students still in training and students who self-report that they have completed the qualification; that is, self-reported graduates. For many years these students have been counted as graduates in survey outputs. This paper examines whether: (1) self-reported graduates were eligible for the qualifications they claimed (in fact, around two-thirds were not eligible); and (2) it is possible to predict a self-reported graduate's eligibility for the claimed qualification using their personal and training characteristics. The report recommends that self-reported graduates should be assigned to the graduate or module completer category using a predictive model. This model incorporates information on the type of training provider, field of education, level of qualification, whether an apprentice or trainee, enrolment type, and method of answering the survey. The current practice of treating self-reported graduates biases the survey results. The predictive model will be used for 2012 Student Outcomes Survey reporting. The methodology will change estimates from previous surveys substantially, so these will be back cast to 2005 using the method described. Appended are: (1) Characteristics of self-reported graduates; (2) Variables fitted and their status in the final logistic model; (3) Regression results; (4) Comparison of self-reported graduates' eligibility for the claimed qualification; and (5) Comparison of survey outputs and modelled estimates. (Contains 16 tables and 1 footnote.)
Longitudinal Surveys of Australian Youth (LSAY): Derived Variables. Technical Report 64
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Foreign Countries,Enrollment,Predictor Variables,Educational Indicators,Social Indicators,Employment,Marital Status,Vocational Education,Longitudinal Studies

This technical report describes the 24 derived variables developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. The variables fall into the categories education, employment and social, and help to simplify the complexity of the LSAY data by providing useful indicators for analysis. To help LSAY data users understand and make effective use of these variables, this report provides descriptions, formats, and additional notes for each variable. Information for the derived variables developed for the 1998, 2003 and 2006 commencing cohorts is presented. The SAS syntax used to derived these variables will be available in the accompanying technical documents for each respective cohort.
Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A
Author: National Centre for Vocational Education Research
Date: 2012-10-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Research Reports,Guides,Longitudinal Studies,Surveys,Data,Vocational Education,Demography,Cohort Analysis,Youth,Elementary Secondary Education,Educational Attainment,Parent Background

This technical paper contains information about the variables in the LSAY (Longitudinal Surveys of Australian Youth) Y95 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49,&quot; see ED536757. For related reports, see &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1&quot; (ED536761); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2&quot; (ED536759); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C&quot; (ED536762); and &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D&quot; (ED536760).]
Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort: User Guide. Technical Report 49
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Guides - General
Subjects: Educational Attainment,Foreign Countries,Youth,Social Development,Guides,Longitudinal Studies,Questionnaires,Data,Surveys,Error of Measurement,Social Indicators,Sampling,Classification,Employment,Individual Characteristics,Student Characteristics,Parent Background,Predictor Variables,Work Experience,Cohort Analysis,Access to Information,Academic Achievement,Postsecondary Education,Vocational Education

The Longitudinal Surveys of Australian Youth (LSAY) is a research program that tracks young people as they move from school into further study, work and other destinations. It uses large, nationally representative samples of young people to collect information about education and training, work, and social development. It includes surveys conducted from the mid-1970s through to the mid-1990s: the Youth in Transition Survey (YITS); the Australian Longitudinal Survey (ALS); the Australian Youth Survey (AYS); and the current LSAY collection, which began in 1995. This user guide has been developed for users of the LSAY data. The guide aims to consolidate existing technical documentation and other relevant information. Updates to the Year 95 data file are appended. (Contains 24 tables, 5 figures and 5 footnotes.) [For supporting documents, see &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A&quot; (ED536756); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1&quot; (ED536761); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2&quot; (ED536759); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C&quot; (ED536762); and &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D&quot; (ED536760).]
State Policymakers: Supporting Military Families with Children. Policy Briefing Series. Issue 15
Author: Brown, Melissa
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Military Personnel,Stress Variables,State Policy,Family Work Relationship,State Legislation,Parents,Family Problems,Employee Assistance Programs,State Programs,Information Sources,State Action,Labor Legislation

Managing work and family responsibilities is particularly difficult for military families with children. While military life has always been demanding, in recent years an increasing number of military personnel in both the Active Duty Force and Selected Reserves have had to confront the additional demands of parenthood. Providing resources to support parents who serve in the military and the nearly 1.8 million children living in military families has become a priority for state legislators. This paper answers the following questions about supporting military families with children: (1) How many military personnel are parents?; (2) What challenges are faced by military families with children?; (3) Supporting military families with children is a policy issue; (4) The military and the public benefit when military families with children are supported; (5) What states have enacted legislation to support military families with children?; (6) States have made military families with children a priority in recent sessions; and (7) Where can I get more information? (Contains 13 sources.)
Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Research Reports,Surveys,Data,Vocational Education,Postsecondary Education,Data Analysis,Cohort Analysis,Student Characteristics,Educational Attainment,Withdrawal (Education),Employment,Income,Apprenticeships,Career Guidance,Youth,Certification,Student Financial Aid

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 95 cohort data set. It groups each variable into data elements that identify common variables within and across waves. Information is provided about each data element, including its purpose, values, base populations and relevant notes. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49,&quot; see ED536757. For related reports, see &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A&quot; (ED536756); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1&quot; (ED536761); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C&quot; (ED536762); and &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D&quot; (ED536760).]
Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Research Reports,Social Behavior,Social Environment,Youth,Guides,Longitudinal Studies,Surveys,Data,Vocational Education,Cohort Analysis,Health,Family Characteristics,Housing,Interests,Volunteers,Leisure Time,Income

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 95 cohort data set. It groups each variable into data elements that identify common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49,&quot; see ED536757. For related reports, see &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A&quot; (ED536756); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1&quot; (ED536761); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2&quot; (ED536759); and &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C&quot; (ED536762).]
Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Research Reports,Guides,Longitudinal Studies,Surveys,Data,Vocational Education,Cohort Analysis,Student Characteristics,Apprenticeships,Youth,Institutional Characteristics,Employment,Work Experience,Workplace Learning,Course Selection (Students),Withdrawal (Education),Academic Achievement,Student Attitudes

This technical paper contains information about the variables in the LSAY (Longitudinal Surveys of Australian Youth) Y95 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A,&quot; see ED536756. For related reports, see &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2&quot; (ED536759); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C&quot; (ED536762); and &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D&quot; (ED536760).]
Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Longitudinal Studies,Youth,Guides,Employment Patterns,Surveys,Data,Vocational Education,Postsecondary Education,Data Analysis,Cohort Analysis,Employment Experience,Youth Employment,Employment Level,Compensation (Remuneration),Job Training,Job Satisfaction

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 95 cohort data set. It groups each variable into data elements that identify common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. [For the main report, &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49,&quot; see ED536757. For related reports, see &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A&quot; (ED536756); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1&quot; (ED536761); &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2&quot; (ED536759); and &quot;Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D&quot; (ED536760).]