ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Anthropometric Characteristics and Physical Fitness Parameters of Figure Skating Athletes
Author: Kutlay, Emine
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Fitness,Athletes,Athletics,Training,Human Body,Body Composition,Body Weight,Body Height,Psychomotor Skills,Gender Differences,Muscular Strength,Physiology,Preadolescents,Adolescents,Foreign Countries,Individual Characteristics,Age Differences,Experience,Maturity (Individuals)

In order to monitor training effects and physical developments in elite sports, it may be beneficial to perform anthropometric measurements and physical fitness tests regularly. In this study, the relationship between the anthropometric properties and physical fitness values of elite figure skating athletes were investigated. 21 elite athletes in the 11-16 age group, female (n=12) and male (n=9), participated in the study. Anthropometric measurements were taken in accordance with The International Society for the Advancement of Kinanthropometry (ISAK) protocol. [sigma]6 and [sigma]8 skinfold thickness, body fat ratio (BF%), body mass index (BMI), Manouvrier Index (MI), waist/hip ratio and somatotype components in girls Group II, III and in boys Group II were calculated. Also, balance, flexibility, handgrip strength, vertical jump, agility, medicine ball overhead back throw, speed, and endurance tests were applied to all groups. Descriptive statistical analyzes were made using the IBM SPSS 25.0 statistics program. The relationship between variables was calculated by the Pearson Correlation coefficient. The significance level was taken as p&lt;0.01 and p&lt;0.05. In boys, body weight, body height and arm span, sitting height, BMI, humerus breadth and foot length were observed to be associated with all physical fitness parameters (p&lt;0.01, p&lt;0.05), except balance and agility; Girth measurements were related to handgrip strength, vertical jump, overhead medicine ball backward throw, speed and endurance (p&lt;0.01, p&lt;0.05). Negative relationships of the endomorphic feature with flexibility and endurance were determined (p&lt;0.05). In girls, it was found that body weight, body height, and arm span, sitting height and BMI were related to flexibility, handgrip strength, medicine ball overhead back throw (p&lt;0.01, p&lt;0.05); girth measurements were found to be related to flexibility, handgrip strength, vertical jump, overhead medicine ball back throw (p&lt;0.01, p&lt;0.05); also, significant correlations (p&lt;0.01, p&lt;0.05) were found between the handgrip strength and breadth measurements. Assessment of the relationship between morphological features and motor skills with specific field tests and standardized tests performed at regular intervals in athletes can contribute to the athletes' selection and training planning of the relevant federations and orientating towards their goals.
A Status and Perceived Attitude towards Child Abuse among Upper Primary Students
Author: Khandagale, Vidyanand S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Abuse,Elementary School Students,Student Attitudes,Knowledge Level,Parent Child Relationship,Foreign Countries,Gender Differences,Child Safety

Child abuse impedes an individual personality and leaves mark on the heart of an individual eventually and affects the growth and development. The children are most vulnerable and can be easily exploits. Child Abuse refers to the action which hurt or harms children in terms physical, emotional, sexual etc. The study was intended to find out the status and perceived attitude towards the child abuse among upper primary school students of Kolhapur city. A descriptive survey was conducted and the data was collected from 221 Upper Primary School students using structured questionnaire of child abuse. The findings of study were parents do not talk about the uncomfortable situations their child might face in absence of them along with and let the child make it know about the uncomfortable situation faced by their child to the responsible adult and the child to deal with such situations at school, movie, by doctor, friend or at a workshop. This is serious concern as parents must make aware about child abuse among their wards and Most of the Boys and Girls don't know what to do if they will have to face any of the above mentioned situations.
An Examination of Prior Learning Assessment Policy and Practice as Experienced by Academic Records Professionals and Students. Recognition of Prior Learning in the 21st Century
Author: Kilgore, Wendy
Date: 2020-00-00
Type: Reports - Research
Subjects: College Students,Prior Learning,Student Evaluation,Student Attitudes,Educational Policy,Fees,College Credits,Time to Degree,Standardized Tests,School Location,Selective Admission,Credentials,Academic Degrees,Student Records,Barriers,Paying for College

The American Association of Collegiate Registrars and Admissions Officers (AACRAO) surveyed member institutions to better understand institutional policies and practices related to prior learning assessment (PLA) and fielded a student survey to understand student perspectives on PLA. This brief shares findings and recommendations from this research.
Promoting Financial Success in the United States: National Strategy for Financial Literacy, 2016 Update
Author: Financial Literacy and Education Commission (FLEC)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Money Management,Consumer Education,National Programs,Well Being,Fiscal Capacity,Access to Education,Educational Development,Objectives,Evidence Based Practice

In 2011, the Financial Literacy and Education Commission (FLEC) developed a national strategy, &quot;Promoting Financial Success in the United States: National Strategy for Financial Literacy,&quot; which established goals for the various sectors seeking to increase financial literacy and improve individual financial well-being. The goals included: (1) increase awareness of and access to effective financial education; (2) determine and integrate core financial competencies; (3) improve financial education infrastructure; and (4) identify, enhance, and share effective practices. The &quot;2016 National Financial Literacy Strategy Update&quot; highlights progress in financial education since the release of the &quot;2011 National Strategy&quot; and the actions the FLEC has taken to advance the action areas of policy, education, practice, research, and coordination, and identifies next steps in these areas. In addition, the &quot;National Strategy Update&quot; summarizes what research has uncovered about financial literacy and financial well-being since 2011, and highlights key factors that will impact future efforts to improve Americans' financial well-being. The purpose of the &quot;National Strategy Update&quot; is not to revise but rather to build upon the overarching strategic framework that was laid out in 2011, so that all organizations involved with personal finance education, research, practice, and policy will find this &quot;National Strategy Update&quot; useful to help guide their work. The aim is for stakeholders across the country--within the federal government and beyond--to develop, implement and evaluate specific objectives that support and advance the elements of the National Strategy while working together to achieve a shared vision of financial well-being for all people in the United States. This document is intended to summarize the learning and achievements of recent years, as well as highlight areas where efforts can continue to evolve toward attaining a shared vision. [For &quot;Promoting Financial Success in the United States: National Strategy for Financial Literacy, 2011,&quot; see ED524620.]
Accountability in Massachusetts&apos; Remote Learning Regulations. White Paper No. 214
Author: Clancy, David S.
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: State Regulation,Distance Education,Accountability,Elementary Secondary Education,Time on Task,School Safety,COVID-19,Pandemics,Blended Learning,Synchronous Communication,Asynchronous Communication,State Departments of Education,School Districts,State School District Relationship

The Massachusetts Department of Elementary and Secondary Education (DESE) has solicited public comment on pandemic-related revisions to its important &quot;Learning Time&quot; regulation, 603 CMR 27.00. The revisions establish baseline procedural and substantive requirements for in-person, hybrid, and remote learning. Appreciating that the regulation is meant to set forth only the most fundamental matters, with many other matters contained in a parallel guidance document. The revised regulation states that remote learning must be &quot;aligned to state standards.&quot; This policy brief responds to the DESE's solicitation of public comments on the regulation. The Pioneer Institute for Public Policy Research continues to advocate for those recommendations, and for maximum preparedness and rigor in the actual delivery of remote learning. At this moment, Pioneer emphasizes these important areas: training for teachers and parents, which addresses both technical and substantive aspects of remote learning; highly accessible lines of communication between school personnel and families--such as online or audio hotlines--so technological and other problems can be resolved quickly and during as much of the day as reasonably possible; and a constant process of critical self-evaluation, resolving problems and making improvements wherever possible.
Workforce Success Relies on Transparent Postsecondary Data: A Federal Student-Level Data Network Would Enable Students to Make Informed Education and Career Decisions
Author: Peña, Christina
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Employment Qualifications,Job Skills,Program Effectiveness,Postsecondary Education,Employment Level,Wages,Outcomes of Education,Data Collection,Data Use,Federal Government,State Government,College Students,Access to Information,Information Security,Privacy,Educational Legislation,Parent Rights,Student Records,Student Financial Aid,Federal Legislation,Higher Education

Employers are demanding higher skilled and better educated workers. Yet employer sentiment and the high default rate on student loans suggests a mismatch between the programs students are completing and the work they are able to find. To report on trends in postsecondary education, the U.S. Department of Education (ED) mostly relies on surveys of postsecondary institutions for its Integrated Postsecondary Education Data System (IPEDS). The information does not include employment and earnings outcomes. ED also oversees the production of the College Scorecard, which incorporates annual earnings data gathered from the U.S. Department of the Treasury, but these data are limited to federally aided students, and ED does not report the results for individual programs of study or majors, only for institutions as a whole. Many states have longitudinal data systems that connect postsecondary data with state quarterly Unemployment Insurance (UI) wage data for research and accountability. However, state UI wage records do not include military personnel, those who go out of state to work, work for the federal government, or are self-employed. Moreover, the majority of states lack any quality consumer reports that show median wages of postsecondary degrees by program. If the federal government had a student-level data network (SLDN), then it could account for the outcomes of almost all postsecondary students. An SLDN would allow ED's statistical agency, the National Center for Education Statistics (NCES), to securely match several essential data points on postsecondary students to produce aggregated information on postsecondary and workforce outcomes, as well as information disaggregated for key demographic groups. Education is the most important investment both for a person's future, and the nation's economy. Americans need the information to make the decisions that they see as right for themselves, and an SLDN would go a long way in helping them to make those decisions.
Arkansas Education to Employment Report, 2013
Author: Arkansas Research Center (ARC)
Date: 2014-02-00
Type: Reports - Research
Subjects: Outcomes of Education,Educational Attainment,Employment Level,Public Colleges,Salaries,Intellectual Disciplines,Industry,High School Graduates,Dropouts,High School Equivalency Programs,Academic Degrees,Educational Certificates,Correlation,Wages,Occupations,College Graduates

This report analyzes 2012 employment outcomes for Arkansas residents by level of educational attainment. This work builds on previous research presented in the 2011 Arkansas Education to Employment Report (see ED607464), using new and expanded data to investigate employment outcomes for Arkansas residents who achieved their highest levels of education between 2002 and 2011. The report provides a snapshot of what these individuals' employment outcomes are in 2012, as well as one year, two years, and five years after attaining their highest level of education. The report is designed to study the value of public higher education in the state of Arkansas by addressing the following questions: (1) What are the employment outcomes of individuals who achieved their highest level of educational attainment between 2002 and 2011, as of 2012, in the state? (2) How does level of education impact salary? (3) What is the median salary by level of attainment and field of study of Arkansas residents? and (4) In which industry areas are Arkansas residents employed after they achieve their highest level of education? Compared to the 2011 Arkansas Education to Employment Report, this version extends the analysis by including information regarding individuals who did not graduate from high school, high school graduates, GED certificate holders, individuals who attended college but did not earn a degree (referred to as &quot;some college&quot; in this report), and individuals who have earned a post-master's certificate. In keeping with the 2011 report, this analysis again analyzes employment outcomes for individuals with a variety of postsecondary awards, from certificates of proficiency through doctoral degrees. Arkansas data for graduates of the state's public colleges and universities, as well as individuals with lower levels of educational attainment, confirm that the more education an individual achieves, the stronger employment outcomes he or she will experience. Of particular note, the analysis illustrates how higher levels of education correspond to higher salaries and more time employed (measured in terms of average quarters worked). [This report was co-produced by Hanover Research in cooperation with the Arkansas Department of Higher Education, Arkansas Department of Workforce Services, Arkansas Department of Career Education, and the Arkansas Department of Education.]
Arkansas Education to Employment Report, 2011
Author: Walker, Jake
Date: 2011-00-00
Type: Reports - Research
Subjects: Outcomes of Education,Educational Attainment,Employment Level,Public Colleges,Salaries,Intellectual Disciplines,Industry,Academic Degrees,Educational Certificates,Correlation,Wages,Occupations,Place of Residence,College Graduates

The 2011 Arkansas Education to Employment report analyzes employment outcomes for graduates of Arkansas public colleges and universities for the academic years 2002 through 2009. It provides a snapshot of what these graduates' employment outcomes are in 2010, as well as, one year, two years, and five years after their graduation. The report is designed to study the value of public higher education in the state of Arkansas by addressing the following questions: (1) What are the employment outcomes of graduates from 2002 to 2009 as of 2010 in the state? (2) What percentage of Arkansas residents and non-Arkansas residents who graduate from public colleges and universities remain in Arkansas either in the workforce or enrolled in the higher education system? (3) How does level of education impact salary? (4) What is the median salary by field of study and level of degree of Arkansas graduates? and (5) In which industry areas are Arkansas graduates employed after they finish college? The report also examines the differences in employment outcomes for resident and non-resident graduates. Based on the findings, there is tremendous room for growth in degree output by Arkansas' higher education institutions. As the state is able to increase the number of degrees obtained, Arkansas will naturally see an increase in its median salary. Additionally, as the degree level rises, the less likely it is that employment data can be found for those individuals in Arkansas. This indicates that Arkansas' most highly educated individuals are leaving the state. Policies designed to address and prevent this 'brain drain' are necessary to secure Arkansas' future. [This report was produced in cooperation with the Arkansas Department of Higher Education and the Arkansas Department of Workforce Services.]
Five Things Not to Do in Developing Surveys for Assessment in Student Affairs. NASPA Research and Policy Institute Issue Brief
Author: Sriram, Rishi
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Surveys,Test Construction,Student Personnel Services,Test Use,Data Interpretation,Measures (Individuals),Test Format,Test Validity,Test Reliability

When student affairs professionals assess their work, they often employ some type of survey. The use of surveys stems from a desire to objectively measure outcomes, a demand from someone else (e.g., supervisor, accreditation committee) for data, or the feeling that numbers can provide an aura of competence. Although surveys are effective tools for gathering information, many people don't know how to create a survey that accurately measures what they want to know. Better survey instruments will enable student affairs professionals to use the outcomes to drive decision making. This brief offers five suggestions for avoiding common mistakes in survey design and use, and for facilitating the development of high-quality surveys that can be used to gather data for evidence-based decisions. Senior administrators and their staffs can use the brief as an introductory guide and a checklist of the fundamentals of survey development, implementation, and data interpretation. Rather than merely proving that the work of student affairs matters, a well-done assessment should focus on improving such work. Research and assessment moves the field forward by supplying information about what works for students, what does not work, and the causes of successes and failures. Just as medical doctors study and share the factors that promote health, student affairs practitioners have an obligation to empirically demonstrate effective methods of promoting student learning. If surveys are a primary tool for gaining this kind of knowledge, they must be done correctly. This brief is a starting point for better surveys and more robust analysis of the data resulting from them.
50-State Comparison: Statewide Longitudinal Data Systems
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,State Programs,State Policy,Federal Aid,Grants,Student Records,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Labor Force,Databases,State Agencies,State Legislation,Agency Cooperation,Administrative Organization,Reference Materials

Education Commission of the States researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. For the purposes of this 50-State Comparison, an SLDS is defined as one with formal connections across two or more of these core agencies. States with at least two of these core agencies in their data systems are designated as having established an SLDS. As such, the data systems that meet this definition might not always be those systems associated with the federal SLDS Grant Program. This resource includes data for all 50 states in 11 categories: (1) Did the state receive a federal SLDS grant?; (2) Years of the grant; (3) How much funding did the state receive for each grant year?; (4) Does the state have a statewide longitudinal data system?; (5) What is the name of the SLDS?; (6) How was the SLDS established?; (7) Established citation; (8) How are the connections structured?; (9) Which of the four core agencies (early learning, K12, postescondary, workforce) are included?; (10) Does the SLDS include a publicly available data dictionary?; and (11) Data dictionary citation.
Which of the Four Core Agencies (EL, K12, PS, WF) Are Included? 50-State Comparison: Statewide Longitudinal Data Systems
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,State Programs,State Policy,Student Records,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Labor Force,Databases,State Agencies

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. ECS designated four state agencies as core agencies within any SLDS: early learning, K-12, postsecondary, and workforce. As states continue to build full P20W systems, some states currently make connections between two or three of these types of data. This resource indicates which of the four core agencies are included in each state.
How Was the SLDS Established? 50-State Comparison: Statewide Longitudinal Data Systems
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,State Programs,State Policy,Federal Aid,Grants,Student Records,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Labor Force,Databases,State Legislation,Agency Cooperation,State Agencies

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. States create their SLDS through a variety of means. The main methods examined in this 50-State Comparison are: statute/legislation, executive order, Memorandums of Understanding (MOUs) between agencies and federal SLDS grants. ECS attempted to identify the primary method of establishment. However, in some cases, states created their data systems using more than one of these approaches. In other cases, state agencies had been sharing data informally even before one of these methods was used.
Does the State Have an SLDS? What Is the Name of the SLDS? 50-State Comparison: Statewide Longitudinal Data Systems
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,State Programs,Student Records,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Labor Force,Databases

Education Commission of the States (ECS) researched Statewide Longitudinal Data Systems (SLDS) policies in all states, the District of Columbia and Puerto Rico to provide this comprehensive resource. For purposes of this 50-State Comparison, an SLDS is defined as one with formal connections across two or more of the four core agencies (early learning, K-12, postsecondary and workforce). If a state data system only contains one type of data (e.g., only K-12 data), the state is not designated as having established an SLDS. States including at least two of these core agencies in their data systems are designated as having established an SLDS. As such, the data systems that meet this definition might not always be those systems associated with the federal SLDS Grant Program. If a state's SLDS is still in development, the state is not designated as having established an SLDS. However, ECS made its best efforts to identify such states and designate them as being in the process of establishing an SLDS.