ethanporcaro/eric-fulltext-meta huggingface dataset:
Hot Topic: Empowering Parents with Data
Author: Data for Action (DFA)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Empowerment,Research Utilization,State Government,Parents,Parent Participation,Academic Achievement,Data Collection,Access to Information,Parent Education

Nearly every high-priority item in national, federal, state, and local discussions about education--and policy proposals across the political spectrum--requires high-quality longitudinal data to inform its design, implementation, and evaluation. This factsheet shares Data Quality Campaign's (DQC's) analysis of what "Data for Action 2011: DQC's State Analysis" tells us about states' data capacity related to empowering parents with data. (Contains 4 resources.)
Good Teaching Matters, Teachers Matter, and Teacher Education Matters
Author: Gordon, Lynn Melby
Date: 2012-06-06
Type: Opinion Papers
Subjects: Schools of Education,Teacher Education,Credentials,Program Termination,Beginning Teachers,Graduation,Teacher Effectiveness,Ceremonies,Teacher Characteristics,Teacher Influence,Value Judgment,Change Agents

This paper was the keynote address at the June 6, 2012 Occidental College completion ceremony for new teachers completing their teacher credential program. This occasion was momentous because it was the final new teacher graduation that Occidental College would hold, due to the previously announced closure of the teacher preparation program by the college president and trustees. Dr. Lynn Melby Gordon spoke on the following topics, (1) good teaching matters, (2) teachers matter, and (3) good teacher education matters. The author reviewed research findings from teacher effectiveness research, profiled some notable Occidental College education professors and other teachers, and discussed Occidental College's long and distinguished history of producing outstanding teachers.
Why There Are 88 Keys on the Piano: "88 Logic-The Mackay Method for Piano." Volume 1
Author: Mackay, Stephen R.
Date: 2005-00-00
Type: Books
Subjects: Music Education,Video Technology,Musical Instruments,Teaching Methods,Music Teachers,Music Theory

Background: After trying to define the reason why the piano ended up with 88 keys, I found patterns to explain ways of playing the piano with an 8:8 ratio which gives purpose to why the piano has 88 keys on it.     Purpose: The first purpose is to enable piano teachers and music students to benefit from understanding how to play piano and be familiar with the octave patterns. The second benefit is to understand how the chords work together to define options in song writing based on the 8:8 ratio pattern defined by this paper.     Setting: I developed a DVD on this theory first and used a 2-D imaging piano keyboard design to show the patterns and methodology. I then developed the theories using illustrator to draw the keyboard. I also had Yamaha Music Corporation sponsor the filmed DVD and it won a cinematography award in Australia.     Study Sample: I have attached the first volume draft of the completed research paper.     Intervention: This paper is different to any other piano playing material currently available as it refers to drawings of the keys and the function of the patterns which give the piano a reason to exist in the 88 keyed format.     Research Design: Descriptive;Correlational;Experimental;Narrative Synthesis;    Control or Comparison Condition: From the study group, I have been given acclaim as to the methodology working as far as to give the best reasons for the 88 keys on the piano and also a solid methodology for learners. The study group consisted of students from 5 years to 73 years of age.      Data Collection and Analysis: A piano with 88 keys was used.    Findings: That the reason that the piano has 88 keys and is set out in the way it does is to give chord barrier patterns which allows the player options to define structure in playing. The 88 logic--Mackay Method for piano defines how major and minor chords are part of the pattern process and understanding the "true flow" of the piano.    Conclusion: The conclusion of this paper and DVD is that 88 logic--The Mackay Method should be the first product used to train piano students    Citation: Stephen R Mackay - references to when this paper was drafted is in the first several pages
Alberta Post-Secondary Graduate Outcomes Survey: Class of 2003/2004
Author: Alberta Advanced Education and Technology
Date: 2006-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Graduates,Foreign Countries,Technical Institutes,College Outcomes Assessment,Graduate Surveys,Colleges,Demography,Education Work Relationship,Educational Benefits,Educational Quality,Employment Qualifications,Grants,Scholarships,Student Loan Programs,Participant Satisfaction,Comparative Analysis

In November of 2005, Alberta Advanced Education contracted Insightrix Research Services to conduct a survey of individuals who graduated from four Alberta universities, eight university colleges, fifteen public colleges and two technical institutes in the fall of 2003 or the spring of 2004 (excluding apprenticeship graduates, who are surveyed through a separate initiative). The purpose of the survey is to determine graduate satisfaction with their post-secondary experiences and graduate employment outcomes approximately two years after graduation and to compare these results to previous studies. A total of 17,770 graduates responded to the survey, resulting in an overall valid response rate of 53.8%. The margin of error at 95% confidence is [plus or minus] 0.5%. This paper presents the key findings of the research. Survey instrument is appended.
Welder: Apprenticeship Course Outline. Apprenticeship and Industry Training. 1207.1
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Industry,Course Descriptions,Welding,Apprenticeships,Program Descriptions,Training,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Metal Working

The graduate of the Welder apprenticeship program is a certified journeyperson who will be able to: (1) be skillful in the fusing of metals using prescribed welding applications; (2) have a working knowledge of the welding equipment involved with the various welding procedures; (3) comprehend drawings and develop layout patterns for projects and calculate quantities of materials; (4) have a thorough knowledge of metals, arc electrodes, welding gases and gas welding filler rods; (5) recognize defective welds; know the cause and proper procedure for the repair of the defective area; (6) have a working knowledge of mathematics calculations pertaining to the welding trade; (7) have a working knowledge of the required codes; (8) be familiar with the work of other trades people in affiliated trades; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Welder Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Welder--Wire Process Operator: Apprenticeship Course Outline. Apprenticeship and Industry Training. 12-107.2
Author: Alberta Advanced Education and Technology
Date: 2007-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Industry,Course Descriptions,Welding,Apprenticeships,Metal Working,Program Descriptions,Training,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Wire Process Operator apprenticeship program is a certified journeyperson who will be able to: (1) be skillful in the fusing of metals using prescribed welding applications; (2) have a working knowledge of the welding equipment involved with the various welding procedures; (3) comprehend drawings; (4) have a thorough knowledge of metals and welding gases; (5) recognize defective welds, know the cause, and proper procedure for the repair of the defective area; (6) have a working knowledge of mathematics calculations pertaining to the trade; (7) be familiar with the work of other tradespeople in affiliated trades; and (8) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Wire Process Operator Provincial Apprenticeship Committee. This course outline contains: (1) First Period Technical Training.
Sawfiler: Apprenticeship Course Outline. Apprenticeship and Industry Training. 4406.3
Author: Alberta Advanced Education and Technology
Date: 2006-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Equipment Maintenance,Industry,Course Descriptions,Apprenticeships,Program Descriptions,Training,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Sawfiler apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) have a thorough knowledge of trade terminology; (4) use with safety and competence the hand and power tools commonly used in the trade; and (5) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Sawfiler Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Transport Refrigeration Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 4112
Author: Alberta Advanced Education and Technology
Date: 2012-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Industry,Course Descriptions,Engines,Paraprofessional Personnel,Apprenticeships,Program Descriptions,Training,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Mechanics (Process),Motor Vehicles,Climate,Climate Control,Equipment Maintenance

The graduate of the Transport Refrigeration Technician apprenticeship program is a certified journeyperson who will be able: (1) to diagnose repair, maintain and operate transport refrigeration equipment used to heat or cool the load as well as of diesel engines, APUs and other prime movers; (2) to use tools and equipment in order to carry out repairs according to manufacturer's; (3) to read and understand work orders, prepare estimates, interpret technical references and diagrams; (4) to download data from monitoring systems to diagnose problems and set parameters for proper operation; (5) to write work orders and update maintenance logs; (6) to be familiar with the work in related trades such as machinist, heavy equipment technician and welder; (7) to be familiar with and apply all regulations and legislation associated with the industry; and (8) to perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Transport Refrigeration Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Roofer: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2812
Author: Alberta Advanced Education and Technology
Date: 2012-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Structural Elements (Construction),Skilled Workers,Apprenticeships,Course Descriptions,Program Descriptions,Training,Industry,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Roofer apprenticeship program is a certified journeyperson who will be able to: (1) understand the principles and practices of roofing; (2) know the characteristics and to understand the actions and interactions of roofing materials; (3) interpret plans and specifications and to layout and develop projects accordingly; (4) calculate material and quantities; (5) use hand tools and powered equipment in a proper and safe manner; (6) relate to the work of other tradesmen in the construction industry; (7) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of the Roofer Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Refrigeration and Air Conditioning Mechanic: Apprenticeship Course Outline. Apprenticeship and Industry Training. 1411.2
Author: Alberta Advanced Education and Technology
Date: 2011-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Climate,Safety,Climate Control,Apprenticeships,Industry,Course Descriptions,Paraprofessional Personnel,Program Descriptions,Training,Training Methods,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design,Mechanics (Process),Equipment Maintenance

The graduate of the Refrigeration and Air Conditioning Mechanic apprenticeship training is a journeyman who will: (1) supervise, train and coach apprentices; (2) use and maintain hand and power tools to the standards of competency and safety required in the trade; (3) have a thorough knowledge of the principle components of refrigeration systems, heat/cool units and air conditioning; (4) have a thorough knowledge of the electrical and automatic controls used in all aspects of the refrigeration and air conditioning industry; (5) be capable of assembling, installing or over hauling all components; (6) have an intimate knowledge of other mechanical trades, which contribute to refrigeration and air conditioning systems; (7) be proficient in the use of test instruments; (8) exercise good judgment and resourcefulness in construction, maintenance and workplace health and safety; (9) know, and be able to apply their knowledge of the installation, and service of HVAC systems in accordance with local, provincial and national standards for the industry; and (10) do all Refrigeration and Air Conditioning Mechanic tasks expected of a journeyman. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Refrigeration and Air Conditioning Mechanic Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Rig Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 5211.1
Author: Alberta Advanced Education and Technology
Date: 2011-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Fuels,Energy,Equipment Maintenance,Skilled Occupations,Industry,Course Descriptions,Safety,Paraprofessional Personnel,Apprenticeships,Program Descriptions,Training,Training Methods,Certification,Educational Policy,State Policy,Public Agencies,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Rig Technician apprenticeship program is a certified journeyperson who will be able to: (1) take responsibility for personal safety and the safety of others; (2) supervise, coach and train apprentices and floor hands; (3) perform the duties of a motorhand, derrickhand or driller; and (4) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Rig Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Steamfitter-Pipefitter: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0708.1
Author: Alberta Advanced Education and Technology
Date: 2008-00-00
Type: Guides - Classroom - Learner
Subjects: Foreign Countries,Service Occupations,Plumbing,Course Descriptions,Apprenticeships,Program Descriptions,Training,Industry,Training Methods,Safety,Certification,Educational Policy,State Policy,Public Agencies,Building Trades,Technical Education,Technical Institutes,College Instruction,Postsecondary Education,Curriculum Design

The graduate of the Steamfitter-Pipefitter apprenticeship program is a certified journeyperson who will be able to: (1) install and maintain high pressure and low-pressure steam and hot liquid systems, including various process and industrial systems; (2) fabricate, join and install any pipe system used for various purposes in buildings, using any type of pipe including steel, alloy, cast iron, copper or plastic, etc.; (3) comply with rules and codes governing installations; (4) read and interpret plans, specifications and working drawings and prepare layouts; (5) be proficient with the safe use of hand and power tools and equipment; (6) calculate material quantities and compile materials lists; (7) install components according to specifications and assume responsibility for the end product; (8) relate to job situations and other trades that precede or follow; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Steamfitter-Pipefitter Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Replacing Property Taxes with Sales Taxes Is the Wrong Answer for Texas Families and Public Schools
Author: Center for Public Policy Priorities (CPPP)
Date: 2012-08-07
Type: Reports - Descriptive
Subjects: Taxes,Democracy,Public Education,Economic Progress,Educational Finance

Public education is the foundation of our democracy and the engine of our economy, and Texans have a collective responsibility to ensure that public education is adequately supported. This responsibility needs to be fairly distributed among Texas families in a way that supports economic growth. Recently, some have proposed that Texas replace local school property taxes, or even all local property taxes, by increasing the rate of the state sales tax or expanding the sales tax to more goods and services. Such a tax swap would be a bad deal for businesses, families, and public education. This policy page outlines the reasons why.
Ready, Steady, Go! Strategies to Improve Texans' Financial Readiness to Pay for College
Author: Helmcamp, Leslie
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Paying for College,Access to Education,Money Management,Employment,Educational Attainment,Higher Education,Security (Psychology),Educational Finance,Barriers,Student Loan Programs,Debt (Financial)

Texas faces numerous challenges, but also abundant opportunities to build the middle class and increase prosperity. Unfortunately, too many Texans are sidelined, lacking access to opportunities to learn, earn, and save to secure a prosperous future for themselves and their families. A college education provides opportunities for Texans to obtain good jobs and achieve greater economic security. This paper looks at strategies to improve Texans' financial readiness to pay for college. (Contains 37 endnotes.)
The Cost of College: How Texas Students and Families Are Financing College Education
Author: Helmcamp, Leslie
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Eligibility,Colleges,Federal Aid,State Aid,Grants,Paying for College,Best Practices,College Preparation,College Readiness

Financial aid enables thousands of Texans with limited financial resources to pursue postsecondary education, but need-based grant aid is under attack at state and federal levels. With new restrictions on need-based aid coupled with state budget cutbacks, financial aid rationing threatens college access, persistence, and success for a young and growing population in Texas. This policy primer provides an overview of state and federal financial aid and outlines the challenges for students and families picking up the largest share of college costs. This primer also makes recommendations to create a more efficient and robust state financial aid system that works better for Texas students and families. Appended are: (1) Institutional Eligibility; (2) Sample Grant Coverage at Texas Public Four-Year Colleges &amp; Universities; (3) Sample Grant Coverage at Texas Public Community Colleges; (4) Federal Grant Aid &amp; Work Study; (5) Federal Loan Programs; and (6) Texas State Financial Aid Program: Grants, Loans, Work-Study. (Contains 96 endnotes and 4 footnotes.)
School Budget Cuts Threaten to Increase Summer Childhood Hunger
Author: Center for Public Policy Priorities (CPPP)
Date: 2012-05-10
Type: Reports - Descriptive
Subjects: Lunch Programs,Hunger,Nutrition,Summer Programs,Financial Problems,Program Termination,Budgeting,Retrenchment,Barriers,State Legislation

Texas households experience food insecurity at a rate of nearly 19 percent (one of the highest in the nation). Kids without access to meals are less likely to perform well in school and more likely to be at risk of poor health. While most children have access to meals during the year through the national school lunch program, participation in summer nutrition programs is drastically low, causing food insecurity rates to jump during summer months. (Contains 1 endnote.)