ethanporcaro/eric-fulltext-meta huggingface dataset:
Care of Victims of Child Maltreatment: The School Nurse's Role. Position Statement
Author: Ondeck, Lynnette
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Child Abuse,Victims of Crime,School Nurses,Role,Recognition (Psychology),School Health Services,Identification,Prevention,Students,Well Being,Academic Achievement,Position Papers

It is the position of the National Association of School Nurses (NASN) that prevention, early recognition, intervention and treatment of child maltreatment are critical to the physical well-being and academic success of students. Registered professional school nurses (hereinafter referred to as school nurses) serve a vital role in the recognition of early signs of child maltreatment, assessment, identification, intervention, reporting, referral and follow-up of children in need. School nurses are uniquely qualified to participate as members of interdisciplinary teams to collaborate with school personnel, community healthcare professionals, students and families. [This document replaces the Issue Brief &quot;Child Maltreatment&quot; (adopted January 2012).]
Do Not Attempt Resuscitation (DNAR)--The Role of the School Nurse. Position Statement
Author: Tuck, Christine M.
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,Individualized Programs,Health Services,Emergency Programs,Medical Services,Chronic Illness,Students,Position Papers

It is the position of the National Association of School Nurses (NASN) that each student with a Do Not Attempt Resuscitation (DNAR) order have an Individualized Healthcare Plan (IHP) and an Emergency Care Plan (ECP) developed by the registered professional school nurse (hereinafter referred to as school nurse) with input from parents or guardians, the student's healthcare provider, the palliative care team, administrators, teachers, local emergency medical services, local funeral director and, when appropriate, the student in order to support the student's access to education and palliative health care. Furthermore, a DNAR order for a student should be evaluated individually at the district level with input from the school district's legal counsel for consideration of state and local laws. [This document replaces the Issue Brief &quot;Do Not Resuscitate&quot; (Adopted June 2012).]
Nursing Delegation to Unlicensed Assistive Personnel in the School Setting. Position Statement. Revised
Author: Cagginello, Joan
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Allied Health Personnel,School Health Services,Nursing,State Legislation,Compliance (Legal),Responsibility,Position Papers

It is the position of the National Association of School Nurses (NASN) that the delegation of nursing tasks in the school setting can be a valuable tool for the registered professional school nurse (hereinafter referred to as school nurse), when based on the nursing definition of delegation (American Nurses Association [ANA], 2012) and in compliance with state nursing laws and/or regulations and guidance. Delegation may occur when the school nurse determines it is appropriate, but such delegation may not be appropriate for all students or all school nurse practice settings. The legal parameters for nursing delegation are defined by state laws that regulate nursing, State Board of Nursing guidelines, and Nursing Administrative Rules/Regulations (ANA, 2012; American Academy of Pediatrics [AAP], 2009).
Immunizations. Position Statement. Revised
Author: Bobo, Nichole
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Staff Role,Immunization Programs,Disease Control,Prevention,Information Dissemination,Information Systems,Barriers,Clinics,Health Education,Students,Position Papers,Child Health

It is the position of the National Association of School Nurses (NASN) that immunizations are essential to primary prevention of disease from infancy through adulthood. Promotion of immunizations by the registered professional school nurse (hereinafter referred to as school nurse) is central to the public health focus of school nursing practice (American Nurses Association [ANA] &amp; NASN, 2011). NASN supports the Advisory Committee on Immunization Practices (ACIP) vaccine recommendations that are adopted by the Centers for Disease Control and Prevention (CDC) (CDC, 2014a, 2014b). The school nurse is well-poised to create awareness and influence action to increase the uptake of mandated and recommended immunizations. The school nurse should use evidence-based immunization strategies, such as school-located vaccination clinics, reminders about vaccine schedules, state immunization information systems (IIS), strong vaccination recommendations, and vaccine education for students, staff, and families. Using these strategies will help reduce health-related barriers to learning (Guide to Community Preventive Services, 2008, 2009, 2010; Ylitalo, Lee, &amp; Mehta, 2013; Bobo, Carlson, &amp; Swaroop, 2013).
Service Animals in School. Position Statement
Author: Garret, Jennifer
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Animals,Federal Legislation,School Policy,Disabilities,Staff Role,Position Papers

It is the position of the National Association of School Nurses (NASN) that registered school nurses (hereinafter referred to as school nurses) are integral to the team planning process necessary to successfully integrate &quot;service animals&quot; into schools. A request to bring a service animal into the school setting presents questions due to the complex disability discrimination laws, emerging medical and psychological data concerning service animal benefits (Winkle, Crowe &amp; Hendrix, 2012), various interpretations of what criteria to use to distinguish between a trained service animal and a household pet, and potential effects on other students and staff. School nurses assess, plan, and coordinate care to develop an Individualized Healthcare Plans (IHP) for students with special healthcare needs, including students who may require the use of a service animal during the school day. Just as a student may need a wheelchair or other adaptive device, service animals are essential to some students' ability to be at school. School nurses are leaders in the development and evaluation of school health policies and programs that address the health and safety needs of students in the school environment (ANA &amp; NASN, 2011). [This document replaces the Issue Brief &quot;Service Animals in Schools&quot; (Adopted January 2012).]
School Nurse Role in Electronic School Health Records. Position Statement
Author: Hiltz, Cynthia
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Records (Forms),Medical Evaluation,Electronic Publishing,Staff Role,Child Health,Administrators,Cooperation,Standards,Risk,Databases,Students,Position Papers

It is the position of the National Association of School Nurses (NASN) that Electronic Health Records (EHRs) are essential for the registered professional school nurse (hereinafter referred to as school nurse) to provide efficient and effective care in the school and monitor the health of the entire student population. It is also the position of NASN that it is the school nurse's role to collaborate with school administrators to ensure that EHRs use meets the highest quality standards for the safety and protection of student, family and staff information. The meaningful use of EHRs in the school setting has the potential to maximize quality, decrease cost, and prevent errors, as well as promote the interoperability of school health records with providers in other care settings (Johnson &amp; Bergren, 2011). Additionally, EHRs in the school setting provide a means of integrating health and educational data in a way that addresses the needs of children at risk for poor health or academic outcomes. EHRs also facilitate the sharing of data into a national database of student health data. This document replaces the Issue Briefs &quot;School Health Records&quot; (July 2004) and Privacy Standards for Student Health Records (2004).]
Corporate Recruiters Survey: 2014 Survey Report
Author: Estrada Worthington, Rebecca
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Business Administration Education,College Graduates,Employment,Personnel Selection,Employers,Surveys,Recruitment,Employment Patterns,Trend Analysis,Compensation (Remuneration),Job Placement,Student Mobility,Internship Programs,Job Skills,Foreign Countries

The 2014 Corporate Recruiters Survey Report examines the current hiring outlook for graduate business students and analyzes demand by industry and world region, salaries, job functions, and mobility in regional job placement. It also explores recruiter behavior, including recruitment practices and school and candidate selection criteria, and presents new analysis of skills sets and proficiency levels that employers expect in new hires. [This report was produced in partnership with MBA Career Services &amp; Employer Alliance and EFMD.]
Item Pool Construction Using Mixed Integer Quadratic Programming (MIQP). GMAC® Research Report RR-14-01
Author: Han, Kyung T.
Date: 2014-06-10
Type: Reports - Research
Subjects: Item Banks,Programming,Computer Assisted Testing,Adaptive Testing,Models,Test Construction,Comparative Analysis,College Entrance Examinations,Graduate Study

This study uses mixed integer quadratic programming (MIQP) to construct multiple highly equivalent item pools simultaneously, and compares the results from mixed integer programming (MIP). Three different MIP/MIQP models were implemented and evaluated using real CAT item pool data with 23 different content areas and a goal of equal information functions across pools and within each content area. The study addresses two important practical questions: (a) how many evaluation points should the objective functions of the MIP/MIQP models use when the targets have numerous non~N(0,1) distributions, and (b) how should the solver be structured when an item bank is gigantic? The study finds that all three MIP/MIQP models could be used effectively to construct highly parallel item pools and content bins when five evaluation points were used. Utilization of these techniques can replace current laborious manual pool construction methods. The report also includes an appendix: &quot;Cases With a Deficient Item Bank.&quot;
Unsupervised Ontology Generation from Unstructured Text. CRESST Report 827
Author: Mousavi, Hamid
Date: 2013-04-00
Type: Reports - Research
Subjects: Taxonomy,Automation,Artificial Intelligence,Graphs,Accuracy

Ontologies are a vital component of most knowledge acquisition systems, and recently there has been a huge demand for generating ontologies automatically since manual or supervised techniques are not scalable. In this paper, we introduce &quot;OntoMiner&quot;, a rule-based, iterative method to extract and populate ontologies from unstructured or free text. OntoMiner transforms text into a graph structure called a &quot;textGraph&quot; in which nodes are candidate terms and words from the text and edges are grammatical, semantic, and categorical relations between nodes. OntoMiner iteratively uses graph pattern rules over the textGraphs to mine ontological information and at the end of each iteration, based on the newly found information, OntoMiner improves the existing ontology. Our preliminary experiments indicate that OntoMiner achieves up to 93.4% accuracy, which to our knowledge exceeds the accuracy levels of previous work.
Educational Interests, Needs and Learning Preferences of Immigrant Farmers
Author: McCamant, Thaddeus
Date: 2014-00-00
Type: Reports - Research
Subjects: Immigrants,Agricultural Occupations,Rural Areas,Agricultural Education,Continuing Education,Preferences,Educational Needs,Hmong People,Hispanic Americans,Demography,Business Skills,Business Administration,Comparative Analysis,Surveys

The immigrant population is growing in rural Minnesota, and those who are interested in farming will be replacing a dwindling population of traditionally white farmers. Like traditional American farmers, immigrant farmers have a need for continuing education to keep them up on best practices and new technology in agriculture. Minnesota's agriculture educators have a unique opportunity to provide education through programs that already exist, but need some adaptation to fit language and cultural needs. This report presents results from a survey conducted in the fall of 2012 in conjunction with the Center's survey of continuing education needs for all farmers in Minnesota, examining specifically the needs and preferences of immigrant farmers when it comes to continuing education. Two immigrant groups were invited to take part: Hmong farmers (men and women) and Hispanic farmers, and those who wanted to become farmers.
Measurement Error in Multilevel Models of School and Classroom Environments: Implications for Reliability, Precision, and Prediction. CRESST Report 828
Author: Schweig, Jonathan
Date: 2013-05-00
Type: Reports - Research
Subjects: Error of Measurement,Hierarchical Linear Modeling,Educational Environment,Classroom Environment,Generalizability Theory,Comparative Analysis,Surveys,Reliability,Elementary Secondary Education

Measuring school and classroom environments has become central in a nation-wide effort to develop comprehensive programs that measure teacher quality and teacher effectiveness. Formulating successful programs necessitates accurate and reliable methods for measuring these environmental variables. This paper uses a generalizability theory framework to compare and contrast four widely used approaches for accounting for measurement error in school and classroom level variables. Then, this paper uses two empirical examples to demonstrate how each of these approaches lead to different conclusions about measurement precision, and influences the conclusions about relationships between the environmental variables and policy-relevant outcomes. Additionally, this paper shows how one widely used model may misrepresent the structure of the data in many survey administration scenarios. The following are appended: (1) A: provides detail on the models used to estimate variance components and syntax for estimating these models in MPlus and in the nlme package in R; (2) B: provides syntax (R and MPlus) for estimating contextual effects models for Designs A, B, and C; (3) C: provides detail on the Expected Mean Squares (EMS) basis for the variance components in Designs B, C, and E; and (4) D: provides detail on the equivalence of the group-mean reliabilities for Design B and Design E.
Testing the Assumption of Cross-Level Measurement Invariance in Multilevel Models: Evidence from School and Classroom Environment Surveys. CRESST Report 829
Author: Schweig, Jonathan
Date: 2013-06-00
Type: Reports - Research
Subjects: Hierarchical Linear Modeling,Educational Environment,Classroom Environment,Surveys,Measurement,Models,Factor Analysis,Factor Structure,Elementary Secondary Education

Measures of classroom and school environments are a central component of policy efforts that assess school and teacher quality. These measures are often formed by aggregating individual survey responses to form group-level measures, and assume an invariant measurement model holds at both the individual and group level. This paper explores the tenability of this assumption by applying multilevel factor analysis to two well-known surveys: the Working Conditions Survey, which assesses school environments, and the Tripod Classroom Environment Survey. The examples illustrate the consequences of using common factor analytic methods that assume cross-level invariance. Importantly, distorted perceptions of factorial structure can obscure the assessment of intervention effectiveness on key classroom outcomes, or the role of classrooms as mediators of educational interventions.
Inspiring Minds through a Professional Alliance of Community Teachers (IMPACT): Evaluation Results of the Cohort 1 Math and Science Apprentice Teachers. CRESST Report 826
Author: Wang, Jia
Date: 2013-03-00
Type: Reports - Research
Subjects: Mathematics Teachers,Science Teachers,Teacher Education Programs,Program Evaluation,Program Effectiveness,Apprenticeships,Pedagogical Content Knowledge,Teacher Attitudes,Program Attitudes,Teaching Methods,Urban Schools,Urban Teaching,Differences,Formative Evaluation,Teacher Effectiveness

This evaluation reports findings from a study of a UCLA teacher education program called IMPACT, Inspiring Minds through a Professional Alliance of Community Teachers. To measure program quality and goal attainment, the evaluation team used a comprehensive, multiple measures approach which included instructional artifacts, classroom logs, measures of pedagogical content knowledge, performance assessments, and teaching attitudes and beliefs. The evaluation team found that math and science teacher apprentices who completed the IMPACT program generally had a positive opinion of the program and applied what they learned in the classroom to their teaching. However, the team also found that the program did not significantly increase the pedagogical content knowledge of teachers nor contribute to substantial changes in teacher instructional strategies across lessons. Differences found in the experience and practices of math and science teacher apprentices suggest different support needs between the two groups. Study limitations and recommendations are discussed. Three appendices are included: (1) Accompanying Tables; (2) IMPACT Math/Science Mentor Survey Results; and (3) IQA Rubrics.
Monitoring Progress: How the 2012 National Survey of Science and Mathematics Education Can Inform a National K-12 STEM Education Indicator System
Author: Fulkerson, William O.
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: National Surveys,Science Education,Mathematics Education,STEM Education,Elementary Secondary Education,Educational Indicators,Enrollment,Time Management,Elementary School Science,Educational Opportunities,Academic Standards,State Standards,Instructional Materials,Pedagogical Content Knowledge,Elementary School Teachers,Secondary School Teachers,Faculty Development,Teacher Participation,Science Teachers,Mathematics Teachers,Middle School Teachers,High Schools

&quot;Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing?&quot; (National Research Council, 2013) describes a set of 14 indicators for assessing and tracking the health of pre-college STEM education in the United States. This 2012 National Survey of Science and Mathematics Education (NSSME), is the fifth in a series of studies dating back to 1977 and describes how the 2012 NSSME instruments align with the indicators, relevant results from the study, and lessons learned from the NSSME about how the indicators could be measured in the future. The report contains an appendix of Survey Questionnaires.
Implementation and Effects of LDC and MDC in Kentucky Districts. Policy Brief No. 13
Author: Herman, Joan
Date: 2015-00-00
Type: Reports - Research
Subjects: Academic Standards,State Standards,College Readiness,Career Readiness,Literacy,Mathematics Instruction,Secondary School Mathematics,Middle School Teachers,Secondary School Teachers,Content Area Writing,Content Area Reading,Grade 8,Grade 9,Middle School Students,High School Students,Program Implementation,Program Effectiveness,History Instruction,Social Studies

Kentucky has been a leader in the movement to more rigorous college and career ready standards to support their students' success in the 21st century. Kentucky was the first state to adopt new college and career ready standards (CCRS)--termed the Kentucky Core Academic Standards. Many of Kentucky's districts have moved proactively and strategically to meet the challenge of more rigorous expectations, and to facilitate educators' and students' transition to the new demands. All students are to be on a trajectory to graduate high school, and should be prepared for college and career success. Basic skills have given way to goals for deeper learning, where students are expected to apply, reason with, communicate, and use their knowledge to solve complex problems. This brief summarizes early evidence on the success of two tools Kentucky districts have used to support their teachers' transition to these more demanding goals: Literacy Design Collaborative (LDC), and Math Design Collaborative (MDC). LDC and MDC tools have been designed and implemented to embody the key shifts in teaching and learning that the new standards demand. Teachers engage in new pedagogy, and address relevant learning goals of the Kentucky Core Academic Standards through the implementation of these tools. A brief background on the two tools and the evaluation methodology are provided, as well as the findings for each intervention and the implications of findings across the two studies. The study is based on a limited sample of schools and teachers in select subjects and grade levels who participated in the piloting of the tools. These included eighth grade social studies/history and science teachers, and ninth grade Algebra 1 teachers who initiated their tool use during the 2010-11 or 2011-12 school years. Study results are based on data from the 2012-2013 school year.
Marijuana and Children. Position Statement
Author: Endsley, Patricia
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Marijuana,Children,Child Health,Wellness,Drug Use,Federal Legislation,Position Papers

Registered professional school nurses (hereinafter referred to as school nurses) promote wellness and disease prevention to improve health outcomes for our nation's children. It is the position of the National Association of School Nurses (NASN) that the marijuana plant remain under the United States Drug Enforcement Agency's (DEA) Schedule I category of the Controlled Substances Act (CSA), 21 U.S.C. § 801, et seq. (DEA, 2011, p.2). To date there is not sufficient scientific evidence for U.S. Food and Drug Administration (FDA) to approve the smoked marijuana plant for medical use. NASN believes any marijuana made available for the purpose of adult recreational use facilitates youth access and is not in the best interest of the health and well-being of students.
Transition Planning for Students with Chronic Health Conditions. Position Statement
Author: Baszler, Rita
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Chronic Illness,Students,Individualized Programs,Health Programs,Child Health,School Nurses,School Health Services,Transitional Programs,Position Papers

It is the position of the National Association of School Nurses (NASN) that all children with chronic health conditions should receive coordinated and deliberate transition planning to maximize lifelong functioning and well-being. Transition planning refers to a coordinated set of activities to assist students with chronic health conditions to begin in school, and then move from one school to another, from hospitalization back to school, and from the secondary school system into their next stage of life (Selekman, Bocheneck, &amp; Lukens, 2013). The registered professional school nurse has the perspective and skills to provide care coordination and lead the planning team to address transitions for students with chronic health conditions. [This Position Statement replaces the Issue Brief &quot;Transition Planning for Students with Chronic Health Conditions,&quot; adopted June 2012 (see ED539227).]