ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem Analysis: The First Step in Prevention Planning. A Prevention 101 Series Publication
Author: DeJong, William
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: Needs Assessment,Alcohol Abuse,Drug Abuse,Violence,College Students,Prevention,Strategic Planning,School Community Relationship,Student Surveys,Environmental Influences,College Environment,Community Resources,Reports,Policy

Student alcohol and other drug abuse and violence (AODV) still reign as the most serious social problems faced by U.S. institutions of higher education. To tackle these problems, campus administrators--working in conjunction with partners from the surrounding community--need to put in place an integrated set of strategies that address the mix of individual, group, institutional, community, and societal factors that lead to student substance abuse and violence. This type of comprehensive approach--called environmental management--cannot be implemented without using a systematic planning and evaluation process. This publication outlines the first step of that process: "problem analysis." This step, often referred to as "needs assessment," is an essential feature of the U.S. Department of Education's principles of effectiveness for AODV prevention programs. Conducting a problem analysis involves: (1) gathering objective data on the nature and scope of the problem at both national and local levels; (2) examining available resources and assets in the campus community; and (3) analyzing and summarizing this information to clarify needs and opportunities. Note that the process outlined here is suitable for both two- and four-year institutions, including both residential and commuter campuses. (Contains 1 table and 3 resources.)
Other Drug Use and Abuse on Campus: The Scope of the Problem. Infofacts/Resources
Author: Ross, Virginia
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Drug Abuse,College Students,Student Behavior,Marijuana,Cocaine,Narcotics,Stimulants,Environmental Influences,Prevention,College Administration,College Environment,Change Strategies

Of all drugs abused on college and university campuses, alcohol causes the greatest harm. Other drugs (the prevention field uses the term "other drugs" to distinguish them from alcohol, which also is a drug) also take a significant toll--diminishing the quality of campus life, undermining academic performance, compromising students' health and safety--and therefore also warrant the attention of higher education administrators. Monitoring the shifting and varied patterns of illicit drug use and their effects presents a significant challenge to campus prevention professionals. An institution's response to student drug abuse should be crafted to take into account individual campus and community circumstances. A comprehensive prevention approach begins with defining the nature and scope of the problem and then seeking to understand and identify the environmental factors in the campus community that are encouraging substance use. Based on that information, administrators can select and implement a host of targeted environmental management strategies that can help students make healthier decisions. These include: (1) Offer and promote social, recreational, extracurricular, and public service options that do not include alcohol and other drugs; (2) Create a social, academic, and residential environment that supports health-promoting norms; (3) Limit the availability of other drugs both on and off campus; (4) Restrict marketing and promotion of clubs and raves; and (5) Develop and enforce campus policies and enforce local, state, and federal laws. (Contains 1 table and 8 online resources.)
Alcohol and Other Drugs on Campus: The Scope of the Problem. Infofacts/Resources
Author: Kapner, Daniel Ari
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Drinking,Drug Use,College Students,Student Behavior,Incidence,Community Problems,Prevention,College Administration,College Environment,Change Strategies

The most widespread health problem on college and university campuses in the United States is high-risk alcohol and other drug (AOD) use. Recent reports confirm that the nation's campuses continue to encounter significant consequences as a result of this problem. This "Infofacts/Resources" offers an overview of the problem and highlights effective prevention approaches that many campuses are currently following. Under the banner of "environmental management," the U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention recommends the following key environmental strategies: (1) Offer and promote social, recreational, extracurricular, and public service options that do not include alcohol and other drugs; (2) Create a social, academic, and residential environment that supports health-promoting norms; (3) Limit alcohol availability both on and off campus; (4) Restrict marketing and promotion of alcoholic beverages both on and off campus; and (5) Develop and enforce campus policies and enforce local, state, and federal laws. (Contains 6 resources.)
Responsible Hospitality. Prevention Updates
Author: Colthurst, Tom
Date: 2004-02-00
Type: Reports - Descriptive
Subjects: Food Service,Drinking,Prevention,Risk Management,Program Effectiveness,College Administration,Guidelines,Student Organizations,School Community Relationship

Responsible Hospitality (RH)--also called Responsible Beverage Service (RBS)--encompasses a variety of strategies for reducing risks associated with the sale and service of alcoholic beverages. RH programs have three goals: (1) to prevent illegal alcohol service to minors; (2) to reduce the likelihood of drinkers becoming intoxicated; and (3) to prevent those who are impaired from harming themselves or others. Research literature suggests that properly implemented and enforced RH strategies can reduce the incidence of intoxication and adverse alcohol-related consequences. RH strategies include policies and practices designed to prevent alcohol sales to minors and intoxicated guests, thereby reducing the risk of alcohol-related harm and resultant civil and criminal liabilities. Campuses can implement RH for commercial settings on campus and for campus-recognized functions regardless of location. They can also join communitywide coalitions to support RH policies. The following three approaches are recommended: (1) Adopt and enforce RH guidelines for on-campus venues that sell or serve alcohol, including cultural and sports facilities (both inside at concession stands and in VIP clubs and luxury boxes and outside where tailgating is permitted), faculty clubs, dining facilities, and student unions; (2) Adopt and enforce RH guidelines for parties sponsored by campus-recognized student organizations such as fraternities and sororities, sports teams, clubs, and other student activities; and (3) Join in partnerships with other community stakeholders to promote RH policies and enforcement at off-campus venues such as bars, restaurants, special events, and retail (off-sale) outlets. (Contains 7 resources.)
Secondary Effects of Heavy Drinking on Campus. Infofacts/Resources
Author: Kapner, Daniel Ari
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Drinking,Alcohol Abuse,College Students,Violence,Sexual Abuse,Community Problems,Prevention,Information Utilization,College Administration,College Environment,Social Environment

While some may view college drinking as a "rite of passage" for students, the consequences of underage and high-risk drinking leave no room for doubt--excessive alcohol use is harmful, affecting both students and the institution as a whole. Not only do heavy drinkers negatively affect their own health and academic potential but also the physical, mental, and emotional well-being of their peers who abstain or drink moderately. The harm experienced by those students who are not heavy drinkers is referred to as "secondary effects." This "Infofacts/Resources" offers an overview of the secondary effects that result from heavy drinking on campus and in surrounding communities and outlines effective prevention approaches that many campuses are currently following to address the problem. (Contains 6 online resources.)
Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments: 2012 Update. Practical Guidelines for the Education of English Language Learners. Book 4
Author: Kieffer, Michael J.
Date: 2012-00-00
Type: Books
Subjects: Testing Accommodations,English Language Learners,Evidence,Meta Analysis,Educational Research,Language Usage,Test Construction,Dictionaries,Language of Instruction,Timed Tests,Effect Size,Reading Aloud to Others,Group Testing,Multilingual Materials,Mathematics Tests,Science Tests,National Competency Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

This report presents results from a new quantitative synthesis of research on the effectiveness and validity of test accommodations for English language learners (ELLs) taking large-scale assessments. In 2006, the Center on Instruction published a review of the literature on test accommodations for ELLs titled &quot;Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for the Use of Accommodations in Large-Scale Assessments&quot; (Francis, Rivera, Lesaux, Kieffer, &amp; Rivera, 2006). This new publication provides an update to the 2006 report, incorporating evidence from nine studies not previously included and providing updated recommendations for educators and policy-makers. Results drawn from 20 studies (including, in total, more than 33,000 students, of whom more than 9,400 were ELLs) were aggregated using meta-analysis. The studies were primarily conducted using researcher-created tests of mathematics and science with items drawn from the National Assessment of Educational Progress (NAEP) in grades 4 and 8. Drawing on the existing evidence, the authors suggest the following recommendations, ordered by the strength of the available evidence: (1) Use simplified English in test design, eliminating irrelevant language demands for all students; (2) Provide English dictionaries/glossaries to ELLs; (3) Match the language of tests and accommodations to the language of instruction; and (4) Provide extended time to ELLs or use untimed tests for all students. Appended are: (1) Characteristics of studies included in the meta-analysis on effectiveness of accommodations; (2) Comparisons of included studies to those included in Francis et al. (2006) and Pennock-Roman (2011) with reasons for inclusion for newly added studies since Francis et al. (2006); (3) Discussion of the choice of unit of analysis; and (4) Reporting of technical results. (Contains 3 tables and 3 footnotes.) [For related reports, see &quot;Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners. Book 1 of 3&quot; (ED517790); &quot;Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3&quot; (ED517791); and &quot;Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3&quot; (ED517792).]
Sexual Violence and Alcohol and Other Drug Use on Campus. Infofacts/Resources
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Violence,Sexual Abuse,Rape,Sexual Harassment,Drinking,Drug Use,College Students,Student Behavior,Crime Prevention,College Administration

This "Infofacts/Resources" describes the scope of the problem of sexual assault on campus, perpetrator characteristics and situational circumstances that may make assaults more likely to happen, and the role alcohol and other drugs, including rape-facilitating drugs, play in sexual assault. This publication also provides an overview of sexual harassment and a sidebar on stalking on campus. While these are complex problems, campuses fortunately can take positive steps to address these issues. This publication outlines a set of principles and processes that institutions of higher education can implement to prevent and mitigate sexual violence on campus. These include: (1) Conducting education programs that convey accurate information, challenge unhealthy beliefs and attitudes, teach skills, and encourage students to form healthy behavioral intentions; (2) Creating systems for investigating and addressing complaints of prohibited behaviors; creating and disseminating materials explaining to students, parents, and employees how to use the complaint procedures; (3) Creating and enforcing policies and laws that convey a clear institutional stance against violence; (4) Reducing vulnerability to victimization; and (5) Implementing comprehensive alcohol and other drug (AOD) prevention programs, including individual and environmental strategies, and ensuring they are integrated with violence prevention efforts. (Contains 7 resources.)
Community College Presidents' Role in Alcohol and Other Drug Abuse Prevention. Prevention Updates
Author: DeJong, William
Date: 2006-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Presidents,Administrator Role,Prevention,Alcohol Abuse,Drug Abuse,College Environment,Social Environment,Student Personnel Services

This publication is designed to guide presidents of community colleges and their administrative staff as they focus on alcohol and other drug (AOD) abuse prevention. The first section reviews the challenges facing community colleges in reducing student substance use and the strengths the colleges draw on in addressing it. The second section introduces "environmental management," a prevention approach developed by the U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention to address AOD-related problems on campus. Several environmental management options are particularly appropriate to community colleges. The third section describes student assistance programs, a case identification and intervention method that is especially well suited to community colleges. (Contains 1 figure, 1 table, and 4 resources.)
Evaluating Environmental Management Approaches to Alcohol and Other Drug Abuse Prevention. Prevention Updates
Author: DeJong, William
Date: 2006-02-00
Type: Reports - Evaluative
Subjects: Prevention,Drinking,Drug Use,College Environment,Social Environment,Program Evaluation,Planning,Program Implementation,Models,Outcome Measures,Behavioral Objectives,Research Design,Evaluation Utilization

Recent years have seen an upsurge in prevention work focused on changing the campus and community environments in which college students make decisions about alcohol and other drug (AOD) use. This approach, called "environmental management," is based on three fundamental premises: (1) Substance use problems are aggravated by a physical, social, economic, and legal environment that increases both the availability and appeal of alcohol and other drugs; (2) The most cost-effective means of reducing the number of AOD problems that a community experiences is to change that environment, thereby increasing motivation to avoid illegal or excessive substance use and its negative consequences; and (3) Successful environmental management requires a coalition of campus and community officials to develop and execute a strategic plan that features science-based programs and policies. Conscientious academic administrators who apply environmental prevention approaches will want to know if their efforts are effectively reducing alcohol and other drug problems. This requires systematic evaluation--a process for collecting, analyzing, and reporting information that can answer that question. This publication is designed to provide interested college and university administrators with a brief orientation to the evaluation of prevention programs that are based on the environmental management approach. In practice, campus officials who have applied an environmental management approach to AOD abuse prevention have found it useful to view program development and evaluation as an iterative process, with evaluation findings helping to inform program modifications. The evaluation process has five steps: (1) describing the intervention; (2) identifying process measures; (3) identifying outcome measures; (4) selecting a research design; and (5) utilizing the results. (Contains 1 figure and 5 resources.)
Ephedra and Energy Drinks on College Campuses. Infofacts/Resources
Author: Kapner, Daniel Ari
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Drug Use,Stimulants,College Students,Federal Regulation,Federal Legislation,Food Standards,Prevention

The February 2003 death of Baltimore Orioles pitcher Steve Bechler, who according to the coroner's report died after taking ephedrine alkaloids (ephedra), has garnered national attention for the topic of nutritional supplements and energy drinks. Energy drinks and energy-enhancing pills, diet aids, muscle-enlargers, and other supplements fall under the 1994 Dietary Supplement Health and Education Act, which states that products deriving from herbs and natural sources are classified as food, rather than as drugs. These legal substances, which produce appealing, steroid-like effects, are marketed heavily to college-age athletes, club-goers, dancers, and partyers. The energy drink and herbal industry's vast marketing presence has created an environment where students understand little about these products' adverse effects. This "Infofacts/Resources" describes the use of ephedra and energy drinks on college campuses, possible effects of their use, and recommendations for institutions of higher education. (Contains 6 online resources.)
College Athletes and Alcohol and Other Drug Use. Infofacts/Resources
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Drinking,Drug Use,Smoking,Stimulants,Marijuana,Athletes,College Athletics,College Students,Student Behavior,Males,Sexual Abuse,Eating Disorders,Females,Prevention,College Administration,College Environment,Change Strategies

Few would argue that athletic success depends on both physical and mental health. Given that, it would be reasonable to expect that college athletes avoid using alcohol and other drugs to preserve their overall health and enhance their athletic performance. In fact, college athletes use alcohol, spit tobacco, and steroids at higher rates than their non-athlete peers. Cocaine attracted publicity for its role in the deaths of star athletes in the 1980s and has since waned as a prevalent drug among college athletes. Even so, cocaine still poses risks for college athletes, as do other drugs such as diet aids, ephedrine, marijuana, and psychedelics. This paper offers strategies for institutions of higher education which include: (1) Promoting Alcohol- and Drug-Free Social, Recreational, and Extracurricular Options and Public Service; (2) Creating a Social, Academic, and Residential Environment That Promotes Healthy Social Norms; (3) Limiting Availability and Access; (4) Limiting Marketing and Promotion of Alcohol; and (5) Enforcing Campus Policy and State and Local Laws. (Contains 1 table and 6 online resources.)
Annotated Bibliography of Alcohol, Other Drug, and Violence Prevention Resources, 2006-2008
Author: Segars, Lance, Ed.
Date: 2009-06-15
Type: Reference Materials - Bibliographies
Subjects: Annotated Bibliographies,Journal Articles,Prevention,Alcohol Abuse,Drug Abuse,Risk,Violence,Higher Education,Sexual Abuse,Sexual Harassment,Suicide,Aggression,College Students,Athletes,Fraternities,Sororities,Minority Group Students,College Freshmen,At Risk Persons,Parents,Gender Differences,Evaluation,Planning,Theories,College Environment,Social Environment

The U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention has developed this annotated bibliography to provide those interested in prevention at colleges and universities--and in surrounding communities--with a ready reference of current, important, and available information resources. While alcohol and other drug abuse and violence (AODV) have been a focus at institutions of higher education for over two decades, relatively little research on what works to prevent these problems has been conducted in a systematic manner. However, as this bibliography reflects, much has been published to inform a greater understanding of how AODV problems develop, and to describe promising theories and practices for preventing and reducing those problems. This bibliography represents some important journal articles for advancing prevention at colleges and universities. The core of the Center's approach to prevention is the concept of environmental management, which focuses attention on those strategies that will change the campus and community environment in which students are making decisions about alcohol and other drug use and violence. Therefore, many materials included in this bibliography reflect research findings, programs, and promising practices aimed at shaping the campus culture. [For related report, " Environmental Management Strategies. Annotated Bibliography of Alcohol and Other Drug Prevention Resources," see ED429249.]
College Academic Performance and Alcohol and Other Drug Use. Infofacts/Resources
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Drinking,Drug Use,College Students,Student Behavior,Academic Achievement,Attendance,Prevention,College Administration,College Environment,Change Strategies

Several national studies have documented high rates of drinking on college campuses and a wide range of negative repercussions of student alcohol use. Associated with fighting, vandalism, acquaintance rape, and unprotected sex, drinking on college campuses has a clear and damaging effect on campus life. Difficulty meeting academic responsibilities is one of the most common consequences of alcohol use. The National Institute on Alcohol Abuse and Alcoholism (NIAAA) Task Force on College Drinking reports that about 25 percent of college students report academic problems caused by alcohol use, such as earning lower grades, doing poorly on exams or papers, missing class, and falling behind. Given alcohol's detrimental effect on student performance, a decrease in drinking on campus should enhance the quality of higher education. Research suggests that the most effective way to change the "culture of drinking" is through "environmental management," that is, by changing the physical, social, legal, and economic environment on and around campus that fosters alcohol use. (Contains 11 online resources.)
Campuses and the Club Drug Ecstasy. Infofacts/Resources
Author: Powell, Amy
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Drug Use,Stimulants,College Students,Student Behavior,Incidence,Prevention,College Administration,College Environment,Change Strategies

Although alcohol is the drug that college students use most frequently and in greatest quantity, the designer drug ecstasy has generated both curiosity and concern in recent years. This Fact Sheet offers an overview of ecstasy, possible effects of its use, and implications for institutions of higher education. Although the number of students involved with ecstasy is relatively low, the recent increase in use challenges colleges and universities to include the drug specifically as they develop and implement prevention and enforcement efforts for alcohol and other drugs. Environmental strategies for reducing ecstasy use include the following: (1) Promoting Alcohol- and Drug-Free Social, Recreational, and Extracurricular Options and Public Service; (2) Creating a Social, Academic, and Residential Environment That Promotes Healthy Social Norms; (3) Limiting Availability and Access; (4) Enforcing Campus Policy and State and Local Laws; and (5) Restricting Marketing and Promotion. (Contains 22 notes and 10 online resources.)