Sample records for academic assistance programs

  1. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  2. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  3. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  4. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Providing tutorials and other academic... tutorials and other academic assistance programs. (a) The program designed by the community organization must include academic counseling, tutorials and other academic assistance programs to enable...

  5. 28 CFR 92.10 - Providing tutorials and other academic assistance programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... must include academic counseling, tutorials and other academic assistance programs to enable... varied academic needs of individual applicants; and (3) Academic and guidance counseling for adults. Specific counseling programs must be designed for individuals who encounter problems with passing the...

  6. Directory of Academic Institutions and Organizations Offering Drug, Alcohol, and Employee Assistance Program Educational Resources.

    ERIC Educational Resources Information Center

    National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD.

    This directory lists academic institutions, State offices of alcohol and drug abuse, and national organizations which offer drug, alcohol, and employee assistance program (EAP) educational resources. A matrix format is used. Entries include name, address, telephone number, and contact person. A dot appears directly under column headings which are…

  7. Educating the Employee Assistance Professional: Cornell University's Employee Assistance Education and Research Program.

    ERIC Educational Resources Information Center

    Quick, R. C.; And Others

    1987-01-01

    Outlines Cornell University's Employee Assistance Education and Research Program, which uses an academic curriculum and field experience to further develop the Employee Assistance Program (EAP) profession. Addresses the dilemma of personnel executives in ensuring quality in EAP programs and staff. (JOW)

  8. Student Assistance Program Implementation and Evaluation.

    ERIC Educational Resources Information Center

    Dykeman, Cass

    Recently, educators have initiated programs to help students address the social and emotional problems which can impair academic performance. This paper reviews current knowledge on one such program called a Student Assistance Program (SAP). SAPs were initially designed to intervene with chemically-dependent high school students, but more…

  9. Challenges of Dental Assisting Students in Their Pursuit of Academic Success.

    PubMed

    Leong, Nancy; Laughter, Lory; Rowe, Dorothy J

    2017-04-01

    The aim of this study was to identify the challenges encountered by dental assisting students, especially those from underrepresented racial and ethnic groups (UREG), that affected their achieving academic success. In 2016, directors of the nine northern California dental assisting programs were contacted via email to explain the study and request an opportunity to administer the 26-item survey to their currently enrolled students. Student responses were entered into a survey research program, which tabulated the data and calculated the frequency of responses to each item. All nine programs participated, and the overall student response rate was 98%. Most (71%) of the 215 respondents agreed that they had experienced challenges in achieving academic success. Respondents reported the following challenges that made it difficult to perform well at school: financial responsibilities (41%), family responsibilities (33%), and language challenges (21%). These challenges, as well as difficulty understanding the language and vocabulary of instructional materials and cost of tuition and supplies, were statistically related to respondents' perceptions of their challenges to academic success. Most (83%) of the respondents perceived that faculty members supported their academic success. One-third of the respondents were from UREG: Hispanic, African American, and Native American. Higher percentages of UREG than non-UREG participants worked more hours/week (p=0.03) and tended to perceive financial (52%/32%) and family (42%/28%) responsibilities as challenges. Since both UREG and non-UREG respondents experienced these challenges, all students should be informed of institutional and programmatic resources that can assist them in achieving academic success.

  10. Student Assistants in Academic Libraries: From Reluctance to Reliance.

    ERIC Educational Resources Information Center

    White, Emilie C.

    1985-01-01

    A survey of the literature reveals that reliance upon student library assistants has become traditional in American institutions of higher education. The recent government-sponsored development of hiring policies, training programs, and evaluation procedures for student employees confirms their stability as academic library personnel. Forty-three…

  11. Effectiveness of Student Assistance Programs in Nebraska Schools.

    ERIC Educational Resources Information Center

    Scott, David M.; Surface, Jeanne L.; Friedli, David; Barlow, Thomas W.

    1999-01-01

    Investigates whether Nebraska schools with Student Assistance Programs (SAP) are associated with reduced alcohol use and a higher level of academic achievement. Results show that students from schools with a SAP reported lower alcohol use and a significant difference in academic achievement. Results suggest that further research is needed.…

  12. The Academic Support Program at the University of Michigan School of Medicine.

    PubMed

    Segal, S S; Giordani, B; Gillum, L H; Johnson, N

    1999-04-01

    The University of Michigan has a support program aimed at early identification, remedial plans, and appropriate academic accommodations for at-risk students in under-graduate colleges and graduate and professional schools. Since 1994, the medical school has formally taken part in this program. Medical students at risk for academic failure (e.g., repeated failure in academic course work, licensure examinations, clinical examinations) are automatically referred to their academic counselors in the Student Programs Office of the medical school. Once a referral is made, the student is evaluated at the Office of Services for Students with Disabilities to identify problem areas. The office makes appropriate recommendations for interventions or accommodation. Tutoring, academic assistance, and other services are available through the medical school, specific divisions of the medical center, and the community. The Student Programs Office acts as a liaison between community and university assistance programs and between the student and the medical school. During the first four years of the program, 28 medical students were identified through it; of these, 24 (86%) were underrepresented minorities. Most (21) were referred during the first and third years of the curriculum. After a range of services for a variety of problems, 26 (93%) of the 28 students either graduated or continued to progress in their studies; the other two left the medical school for academic reasons.

  13. Tips for Implementing a Student Assistance Program.

    ERIC Educational Resources Information Center

    Cooley, Van E.

    1993-01-01

    SAFARI (Student Assistance for At-Risk Individuals) is a nationally recognized, comprehensive K-12 program that addresses drug and alcohol use, sociological concerns, conflicts experienced by students, and at-risk behaviors interfering with academic success. Two neighboring Indiana school districts have combined resources to develop a program…

  14. Academic Self-Concept, Academic Achievement, and Leadership in University Students Studying in a Physical Therapy Program.

    ERIC Educational Resources Information Center

    Gottlieb, Rosemary J.; Rogers, Janet L.

    2002-01-01

    Assessment of the academic self-concept of 32 physical therapy assistant students in a selective admission program revealed a positive correlation between grade point average in the core curriculum and their leadership and initiative scores. (Contains 20 references.) (SK)

  15. A Study of Research Assistants' Perceptions about Academic Adviser and Academic Life through Metaphors

    ERIC Educational Resources Information Center

    Gulmez, Deniz; Kozan, Hatice Irem Ozteke

    2017-01-01

    In current study research assistants' perceptions about the concepts of "Academic adviser" and "Academic life" via metaphors were aimed which is conducted with qualitative research method. Participants of study consist of 82 research assistant (45 of them women) work in Educational Faculties in Turkey. In data collection, for…

  16. A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

    PubMed

    Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

    2016-01-01

    The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly

  17. Student Assistance General Provisions; Federal Pell Grant Program; Academic Competitiveness Grant Program; and National Science and Mathematics Access to Retain Talent Grant Program. Final Rule. Federal Register, Part IV, Department of Education, 34 CFR Parts 668, 690, and 691

    ERIC Educational Resources Information Center

    National Archives and Records Administration, 2006

    2006-01-01

    The Secretary is adopting as final, with changes, interim final regulations in: 34 CFR part 691 for the Academic Competitiveness Grant (ACG) and National Science and Mathematics Access to Retain Talent Grant (National SMART Grant) programs; 34 CFR part 668 (Student Assistance General Provisions); and 34 CFR part 690 (Federal Pell Grant Program).…

  18. A survey of U.S. dental school programs that help students consider academic careers.

    PubMed

    McAndrew, Maureen; Brunson, W David; Kamboj, Karanjit

    2011-11-01

    The faculty shortage in dental education has been reported for many years and is expected to increase. Some dental schools have developed "grow your own" programs that introduce students to academic careers and give them teaching experiences. These programs generally consist of teaching assistant, fellowship, and peer tutoring opportunities. In this study, a nineteen-item survey was sent to fifty-six U.S. dental schools to determine the extent to which such programs were being implemented. Thirty-six out of fifty-six dental schools responded, a response rate of 64 percent. Twenty-five schools or 69 percent of the respondents reported the existence of a formal teaching assistant, fellowship, or peer tutoring program in which students teach in some capacity. The main reasons reported for implementing these programs were to expose students to academia and to address faculty shortages. The respondents reported that positive outcomes for dental student teachers and their students were academic benefits and increased interest in academic life. Among the barriers reported were securing faculty and financial support and problems with scheduling.

  19. Employee Assistance Programs in Higher Education. Alcohol, Mental Health and Professional Development Programming for Faculty and Staff.

    ERIC Educational Resources Information Center

    Thoreson, Richard W., Ed.; Hosokawa, Elizabeth P., Ed.

    The promotion of employee assistance programs (EAP) in higher education is considered in 24 chapters, with an emphasis on enhancing resources and the academic environment for faculty and staff. Seven topical areas are addressed: history of EAP; characteristics of higher education; alcoholism and other risks in the academic life-style; EAP models…

  20. A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

    PubMed Central

    Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

    2016-01-01

    Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor

  1. An Evaluation of Student Assistance Programs in Pennsylvania.

    ERIC Educational Resources Information Center

    Swisher, John D.; And Others

    Student Assistance Programs (SAPs) are considered an effective intervention for at-risk students. School faculty and staff are trained to identify and refer students whose personal and/or academic behaviors change in a problematic way. Once identified, the students are provided special services which include referral to community agencies for…

  2. A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey.

    PubMed

    Kitts, Robert Li; Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

    2015-11-02

    Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. To address the needs of these future health professionals, a novel program-Program for Research Assistant Development and Achievement (PRADA)-was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. High response rate and favorable outlook among respondents

  3. Motivation and Effective Management of Student Assistants in Academic Libraries.

    ERIC Educational Resources Information Center

    Banks, Julie

    1991-01-01

    Discussion of student assistants in academic libraries focuses on a study of 40 academic libraries in Texas with church affiliations that investigated ways to motivate student assistants to shelve more productively. Student attitudes are discussed, and it is concluded that a small across-the-board pay incentive is an effective motivator. (17…

  4. Sex Differences in Academic Rank and Publication Rate at Top-Ranked US Neurology Programs.

    PubMed

    McDermott, Mollie; Gelb, Douglas J; Wilson, Kelsey; Pawloski, Megan; Burke, James F; Shelgikar, Anita V; London, Zachary N

    2018-04-02

    Women are underrepresented in academic neurology, and the reasons for the underrepresentation are unclear. To explore potential sex differences in top-ranked academic neurology programs by comparing the number of men and women at each academic faculty rank and how many articles each group has published. Twenty-nine top-ranked neurology programs were identified by combining the top 20 programs listed on either the 2016 or 2017 Doximity Residency Navigator tool with the top 20 programs listed in the US News and World Report ranking of Best Graduate Schools. An internet search of the departmental websites was performed between December 1, 2015, and April 30, 2016. For each faculty member on a program site, the following biographical information was obtained: first name, last name, academic institution, sex, academic faculty rank, educational leadership (clerkship, fellowship, or residency director/assistant director), and year of medical school graduation. To compare the distribution of men vs women and the number of publications for men vs women at each academic faculty rank. Secondary analyses included Scopus h-index, book authorship, educational leadership (clerkship, residency, or fellowship director/assistant director), and clinical activity as inferred through Medicare claims data in men vs women after controlling for years since medical school graduation. Of 1712 academic neurologists in our sample, 528 (30.8%) were women and 1184 (69.2%) were men (P < .001). Men outnumbered women at all academic faculty ranks, and the difference increased with advancing rank (instructor/lecturer, 59.4% vs 40.5%; assistant professor, 56.7% vs 43.3%; associate professor, 69.8% vs 30.2%; and professor, 86.2% vs 13.8%). After controlling for clustering and years since medical school graduation, men were twice as likely as women to be full professors (odds ratio [OR], 2.06; 95% CI, 1.40-3.01), whereas men and women had the same odds of being associate professors (OR, 1.04; 95

  5. A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey

    PubMed Central

    Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

    2015-01-01

    Background Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. Objective To address the needs of these future health professionals, a novel program—Program for Research Assistant Development and Achievement (PRADA)—was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. Methods In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Results Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. Conclusions High

  6. Homeowners Assistance Program (HAP)

    DTIC Science & Technology

    1992-06-26

    Assistance Program (HAP) References: (a) DoD Instruction 4165.50, "Administration and Operation of the Homeowners Assistance Program ," February 11, 1972...hereby canceled) (b) DoD Directive 5100.54, "Homeowners Assistance Program ," December 29, 1967 (hereby canceled) (c) Section 1013 of Public Law 89-754...Defense Program and annual budgets for the Homeowners Assistance Fund, Defense. m. Publish regulations and forms, subject to review by . the Assistant

  7. The Impact of Personal Digital Assistants on Academic Achievement

    ERIC Educational Resources Information Center

    Bick, Alexander

    2005-01-01

    A positive correlation has been found between laptops and student achievement. Laptops are similar to Personal Digital Assistants (PDAs) in many respects. This study seeks to determine the effect of PDA usage on high school student academic achievement. It was hypothesized that a positive correlation between PDA usage and academic achievement in…

  8. Corpus of High School Academic Texts (COHAT): Data-Driven, Computer Assisted Discovery in Learning Academic English

    ERIC Educational Resources Information Center

    Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

    2015-01-01

    Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…

  9. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  10. The Management Review and Analysis Program: An Assisted Self-Study to Secure Constructive Change in the Management of Research Libraries

    ERIC Educational Resources Information Center

    Webster, Duane E.

    1974-01-01

    The Management Review and Analysis Program, an assisted self-study strategy for large academic and research libraries, assists libraries in reviewing and analyzing their current management policies and practices, and provides guidelines for the application of contemporary principles of management for the improvement of library programs. (Author/LS)

  11. Spawning Academic Programs.

    ERIC Educational Resources Information Center

    Williams, Vernon

    This paper briefly describes initiation of academic programming in the area of student development and transplantation of that programming into departmental and college curricula. Obvious advantages of this approach include placing student development courses in tne hands of staff who know students best, insuring the courses' continued existence,…

  12. Academic Internship Program: Sponsor's Handbook.

    ERIC Educational Resources Information Center

    Charlotte-Mecklenburg Public Schools, Charlotte, NC.

    Since its beginning in 1975 at the West Charlotte High School in North Carolina, the Academic Internship Program has joined over 6,000 high school students in partnerships with more than 600 sponsors from the business community. The program is intended to: (1) provide opportunities for high school students to explore areas of academic, career, or…

  13. Academic Productivity of Faculty Associated With Craniofacial Surgery Fellowship Programs.

    PubMed

    Ruan, Qing Zhao; Ricci, Joseph A; Silvestre, Jason; Ho, Olivia A; Ganor, Oren; Lee, Bernard T

    2017-11-01

    The H-index is increasingly being used as a measure of academic productivity and has been applied to various surgical disciplines. Here the authors calculate the H-index of craniofacial surgery fellowship faculty in North America in order to determine its utility for academic productivity among craniofacial surgeons. A list of fellowship programs was obtained from the website of the American Society of Craniofacial Surgery. Faculty demographics and institution characteristics were obtained from official program websites and the H-index was calculated using Scopus (Elsevier, USA). Data were assessed using bivariate analysis tools (Kruskal-Wallis and Mann-Whitney tests) to determine the relationship between independent variables and career publications, H-index and 5-year H-index (H5-index) of faculty. Dunn test for multiple comparisons was also calculated. A total of 102 faculty members from 29 craniofacial surgery fellowship programs were identified and included. Faculty demographics reflected a median age of 48 (interquartile range [IQR] 13), a predominantly male sample (88/102, 89.7%), and the rank of assistant professor being the most common among faculty members (41/102, 40.2%). Median of career publications per faculty was 37 (IQR 52.5) and medians of H-index and H5-index were 10.0 (IQR 13.75) and 3.5 (IQR 3.25), respectively. Greater age, male gender, Fellow of the American College of Surgeons membership, higher academic rank, and program affiliation with ranked research medical schools were significantly associated with higher H-indices. Variables associated with seniority were positively associated with the H-index. These results suggest that the H-index may be used as an adjunct in determining academic productivity for promotions among craniofacial surgeons.

  14. Academic Program Review: Guidelines and Procedures.

    ERIC Educational Resources Information Center

    State Univ. of New York, Delhi. Agricultural and Technical Coll.

    The Academic Program Review system at the State University Agricultural and Technical College at Delhi consists of two phases: preparation of a self-study report by specialized faculty providing instruction in the particular program, and review of the report and program operation by a visiting panel of experts in the field or academic discipline.…

  15. An Innovative Model to Design an Academic and Social Development Program for International College Students

    ERIC Educational Resources Information Center

    Eldaba, Abir

    2016-01-01

    The globalization of economies and societies has created many positive influences on American universities. One relevant influence is increasing the number of international students. Conversely, these students encounter many social and academic challenges. Therefore, universities should adapt their programs to assist international students in…

  16. Weatherization Assistance Program Technical Assistance Center

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Robert Adams

    2009-01-07

    The following is a synopsis of the major achievements attributed to the operation of the Weatherization Assistance Program Technical Assistance Center (WAPTAC) by the National Association for State Community Services Programs (NASCSP). During the past five years, the WAPTAC has developed into the premier source for information related to operating the Weatherization Assistance Program (WAP) at the state and local levels. The services provide through WAPTAC include both virtual technical support as well as hands-on training and instruction in classroom and in the field. The WAPTAC achieved several important milestones during its operation including the establishment of a national Weatherizationmore » Day now celebrated in most states, the implementation of a comprehensive Public Information Campaign (PIC) to raise the awareness of the Program among policy makers and the public, the training of more than 150 new state managers and staff as they assume their duties in state offices around the country, and the creation and support of a major virtual information source on the Internet being accessed by thousands of staff each month. The Weatherization Assistance Program Technical Assistance Center serves the Department of Energy's (DOE) Office of Weatherization and Intergovernmental Program as a valuable training and technical assistance resource for the network of 54 direct state grantees (50 states, District of Columbia and three Native American tribes) and the network of 900 local subgrantees (comprised of community action agencies, units of local government, and other non-profit organizations). The services provided through WAPTAC focus on standardizing and improving the daily management of the WAP. Staff continually identify policies changes and best practices to help the network improve its effectiveness and enhance the benefits of the Program for the customers who receive service and the federal and private investors. The operations of WAPTAC are separated into

  17. Academic Programs in Alternative Education: An Overview

    ERIC Educational Resources Information Center

    Ruzzi, Betsy Brown; Kraemer, Jacqueline

    2006-01-01

    This paper, second in a series of papers on alternative education, examines the academic programming in alternative education programs by reviewing the literature specifically focused on the academic programs in alternative education and summarizing a survey of fifteen alternative education programs. It suggests options for further research on…

  18. Third Phase: Achievement Gains Associated with Implementation of the Assistant Teacher Program in the First Three Grades.

    ERIC Educational Resources Information Center

    Handley, Herbert M.

    The effectiveness of Mississippi's Assistant Teacher Program (ATP) was evaluated after its third year of operation, determining: (1) whether first graders who were exposed to teachers and assistant teachers who had been in ATP for three years continued to make progress in academic achievement; (2) the effectiveness of ATP in fostering achievement…

  19. Required Academic Proficiency (RAP) Program: Final Report.

    ERIC Educational Resources Information Center

    Ronacher, Karl; And Others

    The Required Academic Proficiency (RAP) program was established by the Houston (Texas) Independent School District to reduce and remediate the academic failure of students. The purpose of the RAP program was twofold: (1) to provide supplemental instruction to students identified as being at risk of failing academic subjects; and (2) to provide…

  20. The Technical Assistance Program: A Program Plan.

    DTIC Science & Technology

    1985-09-01

    interests, talents, and hobbies of current employees who wish to become involved in the technical assistance program . 4. Capitalize on the corporate...Center San Diego, CA 92152 Telephone (619) 225-6281 B-33 TAP ( EMPLOYEE ) QUESTIONNAIRE - The Technical Assistance Program (TAP) links technically skilled...Brochure, "Retired Technologist" C-11 C. Sample Letter to NOSC Employees C-13 Brochure D. The Technical Assistance Program C-15 C-1

  1. Veterans Employment Assistance Program

    DTIC Science & Technology

    1985-03-28

    Department of-Defense ’)IRECTIVE AD-A270 588 March 28, 1985 NUMBER 1341.6 ASD(MI sUBJECT: Veterans Employment Assistance Program Reference: (a) DoD...Instruction 1404.9, "Vietnam Era Veterans Employment Assistance Program ," August 28, 1974 (hereby canceled) (b) Title 38, United States Code, Section...assessment of local needs. b. As considered necessary, each DoD Component shall assess the status of the Veterans Employment Assistance Program and determine

  2. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  3. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  4. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  5. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  6. Implementing a robotics curriculum at an academic general surgery training program: our initial experience.

    PubMed

    Winder, Joshua S; Juza, Ryan M; Sasaki, Jennifer; Rogers, Ann M; Pauli, Eric M; Haluck, Randy S; Estes, Stephanie J; Lyn-Sue, Jerome R

    2016-09-01

    The robotic surgical platform is being utilized by a growing number of hospitals across the country, including academic medical centers. Training programs are tasked with teaching their residents how to utilize this technology. To this end, we have developed and implemented a robotic surgical curriculum, and share our initial experience here. Our curriculum was implemented for all General Surgical residents for the academic year 2014-2015. The curriculum consisted of online training, readings, bedside training, console simulation, participating in ten cases as bedside first assistant, and operating at the console. 20 surgical residents were included. Residents were provided the curriculum and notified the department upon completion. Bedside assistance and operative console training were completed in the operating room through a mix of biliary, foregut, and colorectal cases. During the fiscal years of 2014 and 2015, there were 164 and 263 robot-assisted surgeries performed within the General Surgery Department, respectively. All 20 residents completed the online and bedside instruction portions of the curriculum. Of the 20 residents trained, 13/20 (65 %) sat at the Surgeon console during at least one case. Utilizing this curriculum, we have trained and incorporated residents into robot-assisted cases in an efficient manner. A successful curriculum must be based on didactic learning, reading, bedside training, simulation, and training in the operating room. Each program must examine their caseload and resident class to ensure proper exposure to this platform.

  7. Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women.

    PubMed

    Chang, Shine; Morahan, Page S; Magrane, Diane; Helitzer, Deborah; Lee, Hwa Young; Newbill, Sharon; Peng, Ho-Lan; Guindani, Michele; Cardinali, Gina

    2016-07-01

    For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan-Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention.

  8. The Impact of an After-School Intervention Program on Academic Achievement among Middle School Students

    ERIC Educational Resources Information Center

    Sebastian, JoAnn

    2013-01-01

    The United States Department of Education (2005) cited that during 2005-2006 academic school year an estimated 2 million students across the nation were eligible to receive after-school services. The after-school tutoring program is one of the most effective instructional strategies to assist low-performing students to meet criteria mandated by…

  9. Tips on establishing a robotics program in an academic setting.

    PubMed

    Steers, William D

    2006-02-17

    Over the past 5 years, robotic-assisted laparoscopic surgery has gone from being a novelty to an accepted approach for intra-abdominal and pelvic surgery. Driving this trend has been the large number of robotic-assisted laparoscopic prostatectomies performed throughout the U.S. Nearly a quarter of the prostatectomies done for prostate cancer in the U.S. in 2006 will use robotic assistance, yet reports fail to confirm cost effectiveness. The most important predictor of a successful program is a champion at the institution. Studies have demonstrated safety and immediate benefits with regard to reduced surgical morbidity such as pain, loss of work, quality of life, and blood loss for a variety of surgeries patients. Specific to prostatectomy for cancer, long-term data on biochemical (PSA) failures and cancer cures, as well as validated secondary outcomes for continence and potency, are still unavailable. Benefits accrue for the surgeon as well with improved ergonomics and potential extension of a surgical career. Yet, enthusiasm for robotics must be tempered by this lack of data and economic limitations. However, if a thoughtful and thorough process in initiating a robotic program is undertaken, the risks to the institution can be minimized. With proper training, the risk to the patient is reduced and with due diligence with regard to market and operative resources, the risk to the surgeon can be eliminated. This report reviews the steps to assess, plan, initiate, and maintain a robotics program at an academic institution with the hope that other programs can benefit from lessons acquired by early adopters of this expensive technology.

  10. Do Plastic Surgery Programs with Integrated Residencies or Subspecialty Fellowships Have Increased Academic Productivity?

    PubMed Central

    Duquette, Stephen P.; Valsangkar, Nakul P.; Sood, Rajiv; Socas, Juan; Zimmers, Teresa A.

    2016-01-01

    Background: The aim of this study was to evaluate the effect of different surgical training pathways on the academic performance of plastic surgical divisions. Methods: Eighty-two academic parameters for 338 plastic surgeons (PS), 1737 general surgeons (GS), and 1689 specialist surgeons (SS) from the top 55 National Institutes of Health (NIH)-funded academic departments of surgery were examined using data gathered from websites, SCOPUS, and NIH Research Portfolio Online Reporting Tools. Results: The median size of a PS division was 7 faculty members. PS faculty had lower median publications (P)/citations (C) (ie, P/C) than GS and SS (PS: 25/328, GS: 35/607, and SS: 40/713, P < 0.05). Publication and citation differences were observed at all ranks: assistant professor (PS: 11/101, GS: 13/169, and SS: 19/249), associate professor (PS: 33/342, GS: 40/691, and SS: 44/780), and professor (PS: 57/968, GS: 97/2451, and SS: 101/2376). PS had a lower percentage of faculty with current/former NIH funding (PS: 13.5%, GS: 22.8%, and SS: 25.1%, P < 0.05). Academic productivity for PS faculty was improved in integrated programs. P/C for PS faculty from divisions with traditional 3-year fellowships was 19/153, integrated 6-year residency was 25/329, and both traditional and 6-year programs were 27/344, P < 0.05. Craniofacial and hand fellowships increased productivity within the integrated residency programs. P/C for programs with a craniofacial fellowship were 32/364 and for those that additionally had a hand fellowship were 45/536. PS faculty at divisions with integrated training programs also had a higher frequency of NIH funding. Conclusions: PS divisions vary in degree of academic productivity. Dramatically improved scholarly output is observed with integrated residency training programs and advanced specialty fellowships. PMID:27014543

  11. Employee Assistance Programs.

    ERIC Educational Resources Information Center

    Levine, Hermine Zagat

    1985-01-01

    The author reports company responses to a questionnaire concerning employee assistance programs (EAP). Answers concern EAP structure, staff training, use of outside consultant, services provided by EAPs, program administration, employee confidence in EAPs, advertising the program, program philosophy, problems encountered by EAP users, coverage and…

  12. Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women

    PubMed Central

    Morahan, Page S.; Magrane, Diane; Helitzer, Deborah; Lee, Hwa Young; Newbill, Sharon; Peng, Ho-Lan; Guindani, Michele; Cardinali, Gina

    2016-01-01

    Abstract Background: For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. Methods: We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan–Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. Results: CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. Conclusion: National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention. PMID:27058451

  13. Military and academic programs outperform community programs on the American Board of Surgery Examinations.

    PubMed

    Falcone, John L; Charles, Anthony G

    2013-01-01

    There is a paucity of American Board of Surgery (ABS) Qualifying Examination (QE) and Certifying Examination (CE) outcomes comparing residency programs by academic, community, or military affiliation. We hypothesize that the larger academic programs will outperform the smaller community programs. In this retrospective study from 2002 to 2012, examination performance on the ABS QE and CE were obtained from the ABS for all of the general surgery residency programs. Programs were categorized by academic, community, and military affiliation. Both nonparametric and parametric statistics were used for comparison, using an α = 0.05. There were 137/235 (58.3%) academic programs, 90/235 (38.3%) community programs, and 8/235 (3.4%) military programs that satisfied inclusion criteria for this study. The Mann-Whitney U tests showed that the military programs outperformed academic and community programs on the ABS QE and the ABS CE, and had a higher proportion of examinees passing both examinations on the first attempt (all p≤0.02). One-tailed Student t-tests showed that academic programs had higher pass rates than community programs on the ABS QE (85.4%±9.5% vs. 81.9%±11.5%), higher pass rates on the ABS CE (83.6%±8.3% vs. 80.6%±11.0%), and a higher proportion of examinees passing both examinations on the first attempt (0.73±0.12 vs. 0.68±0.15) (all p≤0.01). The chi-square and Fisher exact tests showed that examinees performed highest in military programs, followed by academic programs, and lowest in community programs on the ABS QE and ABS CE (all p≤ 0.01). Military programs have the highest degrees of success on all of the ABS examinations. Academic programs outperform community programs. These results have the potential to affect application patterns to established general surgery residency programs. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  14. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  15. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  16. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  17. HRD Academic Programs.

    ERIC Educational Resources Information Center

    1996

    This document contains three papers presented at a symposium on human resource development (HRD) academic programs moderated by Gene Audette at the 1996 conference of the Academy of Human Resource Development. "Revisiting Perceptions of HRD Roles: Implications for HRD Curricula" (Danilo M. Baylen, Margaret L. Bailey, Mary Samardzija)…

  18. Real Estate: Homeowners Assistance Program

    DTIC Science & Technology

    1992-06-12

    Army Regulation 405–16 Real Estate Homeowners Assistance Program Headquarters Department of the Army Washington, DC 12 June 1992 UNCLASSIFIED Report...Classification of Abstract unclassified Limitation of Abstract UU Number of Pages 23 SUMMARY of CHANGE AR 405–16 Homeowners Assistance Program This...properties acquired under the Homeowners Assistance Program (HAP) (para 7). o Delegates to Chief of Engineers, with the power to redelegate, execution of deeds

  19. Computer-Assisted Decision Support for Student Admissions Based on Their Predicted Academic Performance.

    PubMed

    Muratov, Eugene; Lewis, Margaret; Fourches, Denis; Tropsha, Alexander; Cox, Wendy C

    2017-04-01

    Objective. To develop predictive computational models forecasting the academic performance of students in the didactic-rich portion of a doctor of pharmacy (PharmD) curriculum as admission-assisting tools. Methods. All PharmD candidates over three admission cycles were divided into two groups: those who completed the PharmD program with a GPA ≥ 3; and the remaining candidates. Random Forest machine learning technique was used to develop a binary classification model based on 11 pre-admission parameters. Results. Robust and externally predictive models were developed that had particularly high overall accuracy of 77% for candidates with high or low academic performance. These multivariate models were highly accurate in predicting these groups to those obtained using undergraduate GPA and composite PCAT scores only. Conclusion. The models developed in this study can be used to improve the admission process as preliminary filters and thus quickly identify candidates who are likely to be successful in the PharmD curriculum.

  20. Medical Assisting Program Guide.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Vocational Education.

    This guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a medical assisting program. The program guide is designed to relate primarily to the development of those skills needed by individuals in the medical assisting field, such as medical law and ethics, typing,…

  1. Tips on Establishing a Robotics Program in an Academic Setting

    PubMed Central

    Steers, William D.

    2006-01-01

    Over the past 5 years, robotic-assisted laparoscopic surgery has gone from being a novelty to an accepted approach for intra-abdominal and pelvic surgery. Driving this trend has been the large number of robotic-assisted laparoscopic prostatectomies performed throughout the U.S. Nearly a quarter of the prostatectomies done for prostate cancer in the U.S. in 2006 will use robotic assistance, yet reports fail to confirm cost effectiveness. The most important predictor of a successful program is a champion at the institution. Studies have demonstrated safety and immediate benefits with regard to reduced surgical morbidity such as pain, loss of work, quality of life, and blood loss for a variety of surgeries patients. Specific to prostatectomy for cancer, long-term data on biochemical (PSA) failures and cancer cures, as well as validated secondary outcomes for continence and potency, are still unavailable. Benefits accrue for the surgeon as well with improved ergonomics and potential extension of a surgical career. Yet, enthusiasm for robotics must be tempered by this lack of data and economic limitations. However, if a thoughtful and thorough process in initiating a robotic program is undertaken, the risks to the institution can be minimized. With proper training, the risk to the patient is reduced and with due diligence with regard to market and operative resources, the risk to the surgeon can be eliminated. This report reviews the steps to assess, plan, initiate, and maintain a robotics program at an academic institution with the hope that other programs can benefit from lessons acquired by early adopters of this expensive technology. PMID:17619728

  2. Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

    PubMed

    Forst, Kimberly A

    Student nurse athletes experience difficulties achieving academic success in nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to their academic success. Athletes ranked time management and prioritization as critical skills to success in the nursing program. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success.

  3. Dental Assisting Program Guide.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Vocational Education.

    This program guide contains the standard dental assisting curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level dental assistants, and includes job skills in the technical areas of preventive dentistry; four-handed dentistry; chairside assisting with emphasis in diagnostics,…

  4. Making the Connections across Institutional Types and Academic Programs: Recommendations for Institutional Research Practice and Future Research

    ERIC Educational Resources Information Center

    King, Beverly Rae

    2016-01-01

    This chapter sheds light on the ways in which institutional research (IR) professionals can be involved in the development and/or modification of high-quality academic programs. Suggestions from authors within this volume for how IR can assist in accomplishing these goals will be integrated and organized in alignment with Terenzini's (1993) three…

  5. The Influence of an Academic Pharmacy Mentorship Program on Mentees' Commitment to Pursue an Academic Career.

    PubMed

    Sierra, Caroline M; Adams, Jennifer

    2017-02-25

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees' attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy.

  6. The Influence of an Academic Pharmacy Mentorship Program on Mentees’ Commitment to Pursue an Academic Career

    PubMed Central

    Sierra, Caroline M.

    2017-01-01

    The objective of this study was to determine the influence of the American Association of Colleges of Pharmacy (AACP) Walmart Scholars Program on mentees’ attitudes towards and decision to pursue a career in academia. Upon completion of the AACP Walmart* Scholars Program, wherein mentor-mentee pairs attend the AACP Annual Meeting to learn about academic pharmacy careers, mentees wrote essays evaluating the program. Their views on academic pharmacy careers were analyzed for themes in the evaluations. Of the mentees who addressed the impact of the program on their perspectives on a career in academic pharmacy, over half stated the program positively influenced pursuit of such a career. This reinforces the importance of mentorship for those interested in or new to academic pharmacy. PMID:28289293

  7. Compendium of Programs to Assist the Transition

    DTIC Science & Technology

    1993-02-01

    Program Description The Interagency Placement Assistance Program (IPAP) offices maintain computerized listings of data on employees faced with...possible reduction in force (RIF) separations. Program Objective To provide placement assistance to employees faced with possible RIF separations by making... employees . 23 2/93 TRANSITION ASSISTANCE PROGRAM Short Name of Program TAP Program Description Begun in 1991, TAP is a joint program of

  8. 10 CFR 455.122 - Applicant certifications for State grants for technical assistance, program assistance, and...

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... assistance, program assistance, and marketing. 455.122 Section 455.122 Energy DEPARTMENT OF ENERGY ENERGY... for State grants for technical assistance, program assistance, and marketing. Applications from States for financial assistance for technical assistance programs, program assistance, and marketing shall...

  9. Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program

    PubMed Central

    Kintner, Eileen; Cook, Gwendolyn; Marti, C. Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A.

    2018-01-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy—Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4–5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p<.001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. PMID:26296595

  10. Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program.

    PubMed

    Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A

    2015-12-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p< .001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. © 2015 Wiley Periodicals, Inc.

  11. New developments in employee assistance programs.

    PubMed

    White, R K; McDuff, D R; Schwartz, R P; Tiegel, S A; Judge, C P

    1996-04-01

    Employee assistance programs have developed from alcoholism assessment and referral centers to specialized behavioral health programs. Comprehensive employee assistance programs are defined by six major components: identification of problems based on job performance, consultation with supervisors, constructive confrontation, evaluation and referral, liaison with treatment providers, and substance abuse expertise. Other services have been added as enhancements to the basic model and include managed behavioral health activities and professional assistance committees, which provide services for impaired professionals and executives. Recent developments in the field are illustrated through examples from the experience of the employee assistance program at the University of Maryland Medical System in Baltimore.

  12. Assistive Technology and Academic Libraries: Legal Issues and Problem Resolution

    ERIC Educational Resources Information Center

    Green, Ravonne A.

    2009-01-01

    Legal issues have increasingly come to the forefront in academic libraries in recent years. Most of these issues involve The Rehabilitation Act, Section 504 (1973) or Americans with Disabilities Act (1990), complaints related to discriminatory practices with regard to accommodations or assistive technologies. This article provides a brief synopsis…

  13. Food Assistance Programs and Child Health

    ERIC Educational Resources Information Center

    Gundersen, Craig

    2015-01-01

    Food assistance programs--including the Supplemental Nutrition Assistance Program (SNAP, or food stamps), the National School Lunch Program, and the School Breakfast Program--have been remarkably successful at their core mission: reducing food insecurity among low-income children. Moreover, writes Craig Gundersen, SNAP in particular has also been…

  14. Physician assistant students' attitudes and behaviors toward cheating and academic integrity.

    PubMed

    Dereczyk, Amy; Bozimowski, Greg; Thiel, Linda; Higgins, Rose

    2010-01-01

    To examine physician assistant (PA) students' attitudes towards academic integrity. Three integrity factors were assessed: academic environment, personal cheating behaviors, and perceived seriousness of specific cheating behaviors. After receiving local IRB approval, an anonymous online survey was disseminated to PA students at the University of Detroit Mercy. Ninety-four potential participants were contacted through the university's email account. Respondents were directed to an online site to complete the academic integrity survey. This descriptive study was part of a larger study of students in the whole college, including the PA department, in order to determine baseline data prior to instituting a college-wide honor code. The response rate was 52% (n = 49). The majority of respondents (86%) indicated "never" having seen another student cheat during an exam. Respondents perceived cheating during a test or exam campuswide as occurring "never" (47%) or "very seldom" (42%). All (100%) respondents reported that they had "never" personally turned in work done by another student or purchased from a "paper mill." All participants (100%) responded "never" to not taking vital signs and reporting approximates. A few respondents (8%) reported getting test questions and answers from another student. Respondents' perceptions of the seriousness of cheating behaviors varied. Working with others when asked to do individual work was considered "not cheating" by 14% of respondents; 35% indicated that not taking vital signs and reporting approximates was less serious than cheating. PA students have a self-reported high level of integrity in general course assignments, tests and exams, and clinical courses. This apparent high level of academic integrity may be a result of admissions practices and of various program practices throughout the curriculum, including an honor agreement acknowledged by PA students that reinforces what is expected of them.

  15. 2015 Stewardship Science Academic Programs Annual

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Stone, Terri; Mischo, Millicent

    The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago tomore » engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.« less

  16. Student supports: developmental education and other academic programs.

    PubMed

    Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

    2013-01-01

    Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

  17. National Geospatial-Intelligence Agency Academic Research Program

    NASA Astrophysics Data System (ADS)

    Loomer, S. A.

    2004-12-01

    "Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

  18. A Program for Training Special Education Consultants in Remediating Academic and Social Behaviors of Handicapped Children. Final Report.

    ERIC Educational Resources Information Center

    Harris, Jasper W.; And Others

    Presented is the final report of a 4-year project to develop and evaluate a prototype program for training special education consultants who are qualified to assist school personnel and parents in remediating academic and social behaviors of handicapped children in the Kansas City (Missouri) area. An overview and introduction are provided in the…

  19. Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program

    ERIC Educational Resources Information Center

    Ellis, Keyana Chamere

    2013-01-01

    The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the…

  20. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  1. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  2. 25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Standard V-Minimum academic programs/school calendar. 36... ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum Program of Instruction § 36.20 Standard V—Minimum academic programs/school calendar. (a...

  3. Employee assistance programs: history and program description.

    PubMed

    Gilbert, B

    1994-10-01

    1. The history and development of Employee Assistance Programs (EAPs) can be traced back to the 1800s. There are currently over 10,000 EAPs in the United States. 2. Standards for program accreditation and counselor certification have been established for EAPs. The "core technology of Employee Assistance Programs" includes identification of behavioural problems based on job performance issues, expert consultation with supervisors, appropriate use of constructive confrontation, microlinkages with treatment providers and resources, macrolinkages between providers, resources, and work organizations, focus on substance abuse, and evaluation of employee success based on job performance. 3. Some EAPs take a broad brush approach, and incorporate health promotion and managed care functions.

  4. ASHE Reader on Academic Programs in Colleges and Universities.

    ERIC Educational Resources Information Center

    Conrad, Clifton F., Ed.

    Historical and philosophical perspectives on college academic programs, current curriculum practices and agendas, and academic program development and implementation are considered in 20 articles in a reader designed for graduate classes in higher education administration. Titles and authors are as follows: "Frames of Reference" (Frederick…

  5. 1999 commuter assistance program evaluation manual

    DOT National Transportation Integrated Search

    2001-01-01

    This manual was developed to assist Florida's Commuter Assistance Programs (CAP) to measure and evaluate their performance. It provides information necessary for a CAP to create and implement its own evaluation program. It discusses performance measu...

  6. 49 CFR 266.3 - Rail Service Assistance Program.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... construction assistance; (6) Planning assistance; and (7) Program operations assistance. (b) Special limitations on planning assistance and program operation assistance. (1) A State is eligible to receive up to $100,000, or 5 percent of its entitlement, whichever is greater, as planning assistance; and (2) A...

  7. Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

    PubMed

    Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

    2017-10-25

    Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p < 0.0001). Furthermore, 42% of RR are still active in research compared to 29% of CR (p = 0.04), but no statistical difference in postgraduate academic productivity identified. The CSTP increased academic productivity during residency for the residents and the program. However, this program did not lead to a clear increase in academic productivity after residency and did not result in more trainees choosing a career as clinician-scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  8. Strategies and perceived barriers to recruitment of underrepresented minority students in physician assistant programs.

    PubMed

    DiBaise, Michelle; Salisbury, Helen; Hertelendy, Attila; Muma, Richard D

    2015-03-01

    The purpose of this descriptive cross-sectional study was to identify the characteristics and effectiveness of recruitment strategies for underrepresented minorities (URM) and barriers to URM applicants to physician assistant programs. A 108-question survey was e-mailed to 168 physician assistant programs; 36 partial and 67 fully completed surveys were returned. The fully completed surveys were used in the data analysis. Participants were asked about the use of 20 recruitment strategies and the importance of 34 perceived barriers to enrollment of URM applicants. Of the 20 recruitment strategies, only 4 were used by close to 50% or more of programs: site visits (61.2%), preadmission counseling (58.2%), student loans (57.6%), and presentations targeted to minority students (47.8%). Only 9% of programs used enrichment courses, but this strategy was rated as most effective. Of the 34 barriers, the most frequent was low undergraduate grade point average (GPA) (82.5%). Self-reported success in recruitment was correlated with increased URM matriculation. Higher proportion of African American and Hispanic faculty on admissions committees was correlated with increased rates of URM matriculation. According to a similar survey, compared with medical schools, physician assistant programs use URM recruitment strategies less frequently and perceive financial barriers as a larger problem. The academically competitive physician assistant applicant pool decreases the need for recruitment of all students. Use of GPA and standardized test scores as sole criteria for admission and lack of recruitment of URM students lead to a decrease in diversity. If the physician assistant profession desires to improve student diversity in programs, they should consider using a more holistic approach for the admission process, which may allow for a more flexible and individualized review of applicants.

  9. Academic plastic surgery: faculty recruitment and retention.

    PubMed

    Chen, Jenny T; Girotto, John A; Kitzmiller, W John; Lawrence, W Thomas; Verheyden, Charles N; Vedder, Nicholas B; Coleman, John J; Bentz, Michael L

    2014-03-01

    A critical element of a thriving academic plastic surgery program is the quality of faculty. A decline in recruitment and retention of faculty has been attributed to the many challenges of academic medicine. Given the substantial resources required to develop faculty, academic plastic surgery has a vested interest in improving the process of faculty recruitment and retention. The American Council of Academic Plastic Surgeons Issues Committee and the American Society of Plastic Surgeons/Plastic Surgery Foundation Academic Affairs Council surveyed the 83 existing programs in academic plastic surgery in February of 2012. The survey addressed the faculty-related issues in academic plastic surgery programs over the past decade. Recruitment and retention strategies were evaluated. This study was designed to elucidate trends, and define best strategies, on a national level. Academic plastic surgery programs have added substantially more full-time faculty over the past decade. Recruitment efforts are multifaceted and can include guaranteed salary support, moving expenses, nurse practitioner/physician's assistant hires, protected time for research, seed funds to start research programs, and more. Retention efforts can include increased compensation, designation of a leadership appointment, protected academic time, and call dilution. Significant change and growth of academic plastic surgery has occurred in the past decade. Effective faculty recruitment and retention are critical to a successful academic center. Funding sources in addition to physician professional fees (institutional program support, grants, contracts, endowment, and so on) are crucial to sustain the academic missions.

  10. Effectiveness of Computer-Assisted Mathematics Education (CAME) over Academic Achievement: A Meta-Analysis Study

    ERIC Educational Resources Information Center

    Demir, Seda; Basol, Gülsah

    2014-01-01

    The aim of the current study is to determine the overall effects of Computer-Assisted Mathematics Education (CAME) on academic achievement. After an extensive review of the literature, studies using Turkish samples and observing the effects of Computer-Assisted Education (CAE) on mathematics achievement were examined. As a result of this…

  11. Development of a pharmacy student research program at a large academic medical center.

    PubMed

    McLaughlin, Milena M; Skoglund, Erik; Bergman, Scott; Scheetz, Marc H

    2015-11-01

    A program to promote research by pharmacy students created through the collaboration of an academic medical center and a college of pharmacy is described. In 2009, Midwestern University Chicago College of Pharmacy and Northwestern Memorial Hospital (NMH) expanded their existing partnership by establishing a program to increase opportunities for pharmacy students to conduct clinical-translational research. All professional year 1, 2, or 3 students at the college, as well as professional year 4 students on rotation at NMH, can participate in the program. Central to the program's infrastructure is the mentorship of student leads by faculty- and hospital-based pharmacists. The mentors oversee the student research projects and guide development of poster presentations; student leads mentor junior students and assist with orientation and training activities. Publication of research findings in the peer-reviewed literature is a key program goal. In the first four years after program implementation, participation in a summer research program grew nearly 10-fold (mainly among incoming professional year 2 or 3 students, and student poster presentations at national pharmacy meetings increased nearly 20-fold; the number of published research articles involving student authors increased from zero in 2009 to three in 2012 and two in 2013. A collaborative program between an academic medical center and a college of pharmacy has enabled pharmacy students to conduct research at the medical center and has been associated with increases in the numbers of poster presentations and publications involving students. Copyright © 2015 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  12. 10 CFR 455.144 - Grant awards for State programs to provide technical assistance, program assistance, and marketing.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 3 2010-01-01 2010-01-01 false Grant awards for State programs to provide technical assistance, program assistance, and marketing. 455.144 Section 455.144 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION GRANT PROGRAMS FOR SCHOOLS AND HOSPITALS AND BUILDINGS OWNED BY UNITS OF LOCAL GOVERNMENT AND PUBLIC CARE INSTITUTIONS Grant Awards §...

  13. Using bibliometrics to analyze the state of academic productivity in US pediatric surgery training programs.

    PubMed

    Desai, Nidhi; Veras, Laura V; Gosain, Ankush

    2018-06-01

    The Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements state that faculty must establish and maintain an environment of inquiry and scholarship. Bibliometrics, the statistical analysis of written publications, assesses scientific productivity and impact. The goal of this study was to understand the state of scholarship at Pediatric Surgery training programs. Following IRB approval, Scopus was used to generate bibliometric profiles for US Pediatric Surgery training programs and faculty. Statistical analyses were performed. Information was obtained for 430 surgeons (105 female) from 48 US training programs. The mean lifetime h-index/surgeon for programs was 14.4 +/- 4.7 (6 programs above 1 SD, 9 programs below 1 SD). The mean 5-yearh-index/surgeon for programs was 3.92 +/- 1.5 (7 programs above 1 SD, 8 programs below 1 SD). Programs accredited after 2000 had a lower lifetime h-index than those accredited before 2000 (p=0.0378). Female surgeons had a lower lifetime h-index (p<0.0001), 5-yearh-index (p=0.0049), and m-quotient (p<0.0001) compared to males. Mean lifetime h-index increased with academic rank (p<0.0001), with no gender differences beyond the assistant professor rank (p=NS). Variability was identified based on institution, gender, and rank. This information can be used for benchmarking the academic productivity of faculty and programs and as an adjunct in promotion/tenure decisions. Original Research. n/a. Copyright © 2018 Elsevier Inc. All rights reserved.

  14. Jones Center Vocational/Academic Program (JCVA).

    ERIC Educational Resources Information Center

    Rydalch, Jeff

    This document provides information on the Jones Center Vocational/Academic Program of the Granite School District (Utah), the purpose of which is to maintain or reintegrate students who are potential high school dropouts or dropouts into appropriate educational alternatives. Its mission statement is followed by a list of program components,…

  15. Legal Services: The Army Legal Assistance Program

    DTIC Science & Technology

    1996-02-21

    Army Regulation 27–3 Legal Services The Army Legal Assistance Program Headquarters Department of the Army Washington, DC 21 February 1996 REPORT...1996 to xx-xx-1996 4. TITLE AND SUBTITLE The Army Legal Assistance Program Unclassified 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT...Z39.18 SUMMARY of CHANGE AR 27–3 The Army Legal Assistance Program This change 2 corrects the title page of this regulation. This change 2-- o Corrects

  16. A Multicomponent Library Resource Model to Enhance Academic Global Health Education Among Residency Programs.

    PubMed

    Patel, Rupa R; Ravichandran, Sandhiya; Doering, Michelle M; Hardi, Angela C

    2017-01-01

    Global health is becoming an increasingly important component of medical education. Medical libraries have an opportunity to assist global health residents with their information needs, but first it is important to identify what those needs are and how best they can be addressed. This article reports a collaboration between global health faculty and an academic medical librarian to assess the information needs of global health pathway residents and how assessment data are used to create a multicomponent program designed to enhance global health education.

  17. Academic Support Services Programs in Higher Education.

    ERIC Educational Resources Information Center

    Sharma, Shiva C.

    Programs providing academic support services in colleges and universities and the evaluation of these services are reviewed. Attention is also directed to the need for opportunities in higher education for students with marginal high school academic records, and responses to the need by institutions of higher education. It is suggested that there…

  18. 10 CFR 26.35 - Employee assistance programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 1 2010-01-01 2010-01-01 false Employee assistance programs. 26.35 Section 26.35 Energy NUCLEAR REGULATORY COMMISSION FITNESS FOR DUTY PROGRAMS Program Elements § 26.35 Employee assistance programs. (a) Each licensee and other entity who is subject to this part shall maintain an EAP to...

  19. 10 CFR 26.35 - Employee assistance programs.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 10 Energy 1 2011-01-01 2011-01-01 false Employee assistance programs. 26.35 Section 26.35 Energy NUCLEAR REGULATORY COMMISSION FITNESS FOR DUTY PROGRAMS Program Elements § 26.35 Employee assistance programs. (a) Each licensee and other entity who is subject to this part shall maintain an EAP to...

  20. 10 CFR 26.35 - Employee assistance programs.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 10 Energy 1 2013-01-01 2013-01-01 false Employee assistance programs. 26.35 Section 26.35 Energy NUCLEAR REGULATORY COMMISSION FITNESS FOR DUTY PROGRAMS Program Elements § 26.35 Employee assistance programs. (a) Each licensee and other entity who is subject to this part shall maintain an EAP to...

  1. 10 CFR 26.35 - Employee assistance programs.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 10 Energy 1 2014-01-01 2014-01-01 false Employee assistance programs. 26.35 Section 26.35 Energy NUCLEAR REGULATORY COMMISSION FITNESS FOR DUTY PROGRAMS Program Elements § 26.35 Employee assistance programs. (a) Each licensee and other entity who is subject to this part shall maintain an EAP to...

  2. 10 CFR 26.35 - Employee assistance programs.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 10 Energy 1 2012-01-01 2012-01-01 false Employee assistance programs. 26.35 Section 26.35 Energy NUCLEAR REGULATORY COMMISSION FITNESS FOR DUTY PROGRAMS Program Elements § 26.35 Employee assistance programs. (a) Each licensee and other entity who is subject to this part shall maintain an EAP to...

  3. Incorporating Health Education into Employee Assistance Programs.

    ERIC Educational Resources Information Center

    Miller, Richard E.

    1985-01-01

    Methods of aligning health education with the goals and functions of employee assistance programs are discussed. The role of the health educator in developing these programs is explained in a description of employee assistance program service standards and specific sub-tasks. (DF)

  4. Computer-Assisted College Administration. Final Report.

    ERIC Educational Resources Information Center

    Punga, V.

    Rensselaer Polytechnic Institute of Connecticut offered a part-time training program "Computer-Assisted-College-Administration" during the academic year 1969-70. Participants were trained in the utilization of computer-assisted methods in dealing with the common tasks of college administration, the problems of college development and…

  5. Academic Program Review--Concerns and Justification.

    ERIC Educational Resources Information Center

    Heldman, D. R.

    Academic program review should not be considered a new phenomenon in higher education; reviews of various types have been conducted on a continuing basis. The renewed importance of an organized effort has been stimulated by the inability of funding sources to maintain levels of support required to insure quality in all on-going programs. Current…

  6. 46 CFR 16.401 - Employee Assistance Program (EAP).

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 1 2010-10-01 2010-10-01 false Employee Assistance Program (EAP). 16.401 Section 16.401 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY MERCHANT MARINE OFFICERS AND SEAMEN CHEMICAL TESTING Employee Assistance Programs § 16.401 Employee Assistance Program (EAP). The employer shall provide an...

  7. 34 CFR 477.1 - What is the State Program Analysis Assistance and Policy Studies Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... ANALYSIS ASSISTANCE AND POLICY STUDIES PROGRAM General § 477.1 What is the State Program Analysis Assistance and Policy Studies Program? The State Program Analysis Assistance and Policy Studies Program... 34 Education 3 2011-07-01 2011-07-01 false What is the State Program Analysis Assistance and...

  8. 34 CFR 477.1 - What is the State Program Analysis Assistance and Policy Studies Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... ANALYSIS ASSISTANCE AND POLICY STUDIES PROGRAM General § 477.1 What is the State Program Analysis Assistance and Policy Studies Program? The State Program Analysis Assistance and Policy Studies Program... 34 Education 3 2010-07-01 2010-07-01 false What is the State Program Analysis Assistance and...

  9. 7 CFR 762.150 - Interest assistance program.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 7 2014-01-01 2014-01-01 false Interest assistance program. 762.150 Section 762.150 Agriculture Regulations of the Department of Agriculture (Continued) FARM SERVICE AGENCY, DEPARTMENT OF AGRICULTURE SPECIAL PROGRAMS GUARANTEED FARM LOANS § 762.150 Interest assistance program. (a) Requests for...

  10. 26 CFR 1.127-2 - Qualified educational assistance program.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 2 2011-04-01 2011-04-01 false Qualified educational assistance program. 1.127... Qualified educational assistance program. (a) In general. A qualified educational assistance program is a plan established and maintained by an employer under which the employer provides educational assistance...

  11. Implementing an Employee Assistance Program.

    ERIC Educational Resources Information Center

    Gam, John; And Others

    1983-01-01

    Describes in detail the implementation of an employee assistance program in a textile plant. Reviews the historical development, referral process, and termination guidelines of the program and contains descriptive statistics for six periods of the program's operation. (Author/JAC)

  12. Science CAP: Curriculum Assistance Program. [Multimedia.

    ERIC Educational Resources Information Center

    DEMCO, Inc., Madison, WI.

    Science Curriculum Assistance Program (Science CAP(TM)) is a multimedia package developed to create a model for preserving classroom science activities that can be shared and customized by teachers. This program is designed to assist teachers in preparing classroom science activities for grades five through eight, and to foster an environment of…

  13. Assessment of preclinical students' academic motivation before and after a three-day academic affair program.

    PubMed

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Medical students' motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students' motivation to study. An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students' academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach's alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Students' academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students' self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). After experiencing a three-day intervention, the new students' motivation advanced along the

  14. Dental Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the dental assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

  15. Nurse Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the nurse assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

  16. Mississippi Curriculum Framework for Dental Assisting Technology Programs (Program CIP: 51.0601--Dental Assistant). Postsecondary Programs.

    ERIC Educational Resources Information Center

    Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

    This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II…

  17. Predicting Success: A Study of Admission Processes and Passing the National Physical Therapy Examination for Physical Therapist Assistants

    ERIC Educational Resources Information Center

    Shaab, Kathryn R.

    2013-01-01

    In order to practice physical therapy, physical therapist assistants (PTAs) must graduate from an accredited academic program and pass the National Physical Therapy Examination for Physical Therapist Assistants (PTA-NPTE). The primary objective of academic programs is to prepare students to successfully complete these two milestones to become…

  18. Understanding the Organizational Context of Academic Program Development

    ERIC Educational Resources Information Center

    Dee, Jay R.; Heineman, William A.

    2016-01-01

    This chapter provides a conceptual model that academic leaders can use to navigate the complex, and often contentious, organizational terrain of academic program development. The model includes concepts related to the institution's external environment, as well as internal organizational structures, cultures, and politics. Drawing from the…

  19. 10 CFR 455.121 - Grant applications for State technical assistance, program assistance, and marketing programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... costs for such program; (4) The energy conservation measures funded from non-Federal sources under this... non-Federal sources of funding to carry out the State's program(s) for energy conservation measures... 10 Energy 3 2010-01-01 2010-01-01 false Grant applications for State technical assistance, program...

  20. Academic Pre-Orientation Program for Dental Students: Beginning and End of Program Evaluations, 1998-2016.

    PubMed

    D'Silva, Evan R; Woolfolk, Marilyn W; Duff, Renee E; Inglehart, Marita R

    2018-04-01

    Admitting students from non-traditional or disadvantaged backgrounds can increase the diversity of dental school classes. The aims of this study were to analyze how interested non-traditional incoming dental students were at the beginning of an academic pre-orientation program in learning about basic science, dentistry-related topics, and academic skills; how confident they were in doing well in basic science and dentistry-related courses; and how they evaluated the program at the end. The relationships between personal (interest/confidence) and structural factors (program year, number of participants) and program evaluations were also explored. All 360 students in this program at the University of Michigan from 1998 to 2016 were invited to participate in surveys at the beginning and end of the educational intervention. A total of 353 students responded at the beginning (response rate 98%), and 338 responded at the end (response rate 94%). At the beginning, students were more interested in learning about basic science and dentistry-related topics than about academic skills, and they were more confident in their dentistry- related than basic science-related abilities. At the end, students valued basic science and dentistry-related education more positively than academic skills training. Confidence in doing well and interest in basic science and dentistry-related topics were correlated. The more recent the program was, the less confident the students were in their basic science abilities and the more worthwhile they considered the program to be. The more participants the program had, the more confident the students were, and the better they evaluated their basic science and dentistry-related education. Overall, this academic pre-orientation program was positively evaluated by the participants.

  1. Employee Assistance Programs

    ERIC Educational Resources Information Center

    Googins, Bradley

    1975-01-01

    This article describes employee assistance programs in business and industry which offer social work the opportunity to intervene in the world of work. They present a challenge to develop a social service network and a new field in which to deliver services. (Author)

  2. New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics.

    PubMed

    Pachter, Lee M; Kodjo, Cheryl

    2015-07-01

    This article describes a program aimed to increase workforce diversity and underrepresented minority (URM) representation in academic pediatric medicine. The New Century Scholars (NCScholars) program is a core program in the Academic Pediatric Association, the largest national organization for academic pediatric generalists. The program selects URM pediatric (or medicine-pediatrics) residents who are interested in academic careers and provides each NCScholar with a junior and senior mentor, as well as travel grants to the Pediatric Academic Societies annual meeting where activities specific to the program are held, and provides ongoing mentorship and career counseling support.The authors discuss the origination, operation, and changes to the program over the first 10 years of its existence, as well as outcome data for the participants in the program. To date, 60 of the 63 NCScholars have finished residency and/or have made postresidency plans, and 38 of these URM pediatricians (63%) have entered academic careers. The authors suggest that this type of mentorship program for URM pediatric trainees can be used as a model for other specialties and medical organizations.

  3. Impact of fellowship training on research productivity in academic ophthalmology.

    PubMed

    Huang, Grace; Fang, Christina H; Lopez, Santiago A; Bhagat, Neelakshi; Langer, Paul D; Eloy, Jean Anderson

    2015-01-01

    To assess whether scholarly impact of academic ophthalmologists, as measured using the h-index, is affected by fellowship training status and to further characterize differences in productivity among the various subspecialties and by departmental rank. A descriptive and correlational design was used. In total, 1440 academic ophthalmologists from 99 ophthalmology training programs were analyzed. The h-index data were obtained from the Scopus database. Faculty members were classified by academic rank and grouped into 10 categories based on fellowship training: anterior segment, corneal and external disease, glaucoma, uveitis and ocular immunology, vitreoretinal disease, ophthalmic plastic surgery, pediatric ophthalmology, neuro-ophthalmology, ophthalmic pathology, and "other." A one-way analysis of variance or Student t test using Microsoft Excel and "R" statistical software were used for comparison of continuous variables, with significance set at p < 0.05. Faculty working in academic ophthalmology residency training programs in the United States whose information is stored in the American Medical Association's Fellowship and Residency Electronic Interactive Database. Fellowship-trained ophthalmologists had significantly higher research productivity, as measured using the h-index, than non-fellowship-trained ophthalmologists in this study (p < 0.0005). Academic ophthalmologists trained in vitreoretinal disease or ophthalmic pathology had the highest scholarly productivity compared with those in other ophthalmology subspecialties (p < 0.05). There was a significant increase in scholarly productivity with increasing academic rank from Assistant Professor to Professor (p < 0.05). A significant difference in productivity between fellowship-trained and non-fellowship-trained ophthalmologists existed individually only at the level of Assistant Professor (p < 0.0005). Academic ophthalmologists with fellowship training have significantly higher scholarly output than non

  4. Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Ladyshewsky, Richard K.

    2012-01-01

    This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

  5. 75 FR 25103 - Tree Assistance Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-07

    ... 1416 RIN 0560-AH96 Tree Assistance Program AGENCY: Farm Service Agency and Commodity Credit Corporation, USDA. ACTION: Final rule. SUMMARY: This rule implements specific requirements for the Tree Assistance... provides disaster assistance to eligible orchardists and nursery tree growers to replant or rehabilitate...

  6. Assessing the effects of employee assistance programs: a review of employee assistance program evaluations.

    PubMed

    Colantonio, A

    1989-01-01

    Employee assistance programs have grown at a dramatic rate, yet the effectiveness of these programs has been called into question. The purpose of this paper was to assess the effectiveness of employee assistance programs (EAPs) by reviewing recently published EAP evaluations. All studies evaluating EAPs published since 1975 from peer-reviewed journals in the English language were included in this analysis. Each of the articles was assessed in the following areas: (a) program description (subjects, setting, type of intervention, format), (b) evaluation design (research design, variables measured, operational methods), and (c) program outcomes. Results indicate numerous methodological and conceptual weaknesses and issues. These weaknesses included lack of controlled research designs and short time lags between pre- and post-test measures. Other problems identified are missing information regarding subjects, type of intervention, how variables are measured (operational methods), and reliability and validity of evaluation instruments. Due to the aforementioned weaknesses, positive outcomes could not be supported. Recommendations are made for future EAP evaluations.

  7. Assessing the effects of employee assistance programs: a review of employee assistance program evaluations.

    PubMed Central

    Colantonio, A.

    1989-01-01

    Employee assistance programs have grown at a dramatic rate, yet the effectiveness of these programs has been called into question. The purpose of this paper was to assess the effectiveness of employee assistance programs (EAPs) by reviewing recently published EAP evaluations. All studies evaluating EAPs published since 1975 from peer-reviewed journals in the English language were included in this analysis. Each of the articles was assessed in the following areas: (a) program description (subjects, setting, type of intervention, format), (b) evaluation design (research design, variables measured, operational methods), and (c) program outcomes. Results indicate numerous methodological and conceptual weaknesses and issues. These weaknesses included lack of controlled research designs and short time lags between pre- and post-test measures. Other problems identified are missing information regarding subjects, type of intervention, how variables are measured (operational methods), and reliability and validity of evaluation instruments. Due to the aforementioned weaknesses, positive outcomes could not be supported. Recommendations are made for future EAP evaluations. PMID:2728498

  8. Assessing an Academic Library Professional Development Program

    ERIC Educational Resources Information Center

    Harker, Karen R.; O'Toole, Erin; Sassen, Catherine

    2018-01-01

    Professional development programs have been established in many academic libraries to support the research and scholarly activities of librarians. Continuous assessment can contribute to the sustainability and effectiveness of these programs. This study describes how measures of need, participation, satisfaction, and impact were employed to assess…

  9. Students' Perception of IS Academic Programs, IS Careers, and Outsourcing

    ERIC Educational Resources Information Center

    Martz, Ben; Cata, Teuta

    2008-01-01

    The authors compared the perceptions of information systems (IS) students with those of IS practitioners regarding IS careers, the practice of outsourcing, and academic programs. Results indicate that students and practitioners appreciate the integration of real-life practice in academic programs and that the general perception of IS careers is…

  10. 40 CFR 52.183 - Small business assistance program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 3 2013-07-01 2013-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Arkansas § 52.183 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program...

  11. 40 CFR 52.183 - Small business assistance program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 3 2012-07-01 2012-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Arkansas § 52.183 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program...

  12. 40 CFR 52.183 - Small business assistance program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 3 2014-07-01 2014-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Arkansas § 52.183 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program...

  13. 40 CFR 52.183 - Small business assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 3 2010-07-01 2010-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Arkansas § 52.183 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program...

  14. 40 CFR 52.183 - Small business assistance program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 3 2011-07-01 2011-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Arkansas § 52.183 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program...

  15. 40 CFR 52.991 - Small business assistance program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 3 2012-07-01 2012-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Louisiana § 52.991 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to meet...

  16. 40 CFR 52.991 - Small business assistance program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 3 2013-07-01 2013-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Louisiana § 52.991 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to meet...

  17. 40 CFR 52.991 - Small business assistance program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 3 2014-07-01 2014-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Louisiana § 52.991 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to meet...

  18. 40 CFR 52.991 - Small business assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 3 2010-07-01 2010-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Louisiana § 52.991 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to meet...

  19. 40 CFR 52.991 - Small business assistance program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 3 2011-07-01 2011-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS Louisiana § 52.991 Small business assistance... a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to meet...

  20. 76 FR 12073 - Extension of Web-Based TRICARE Assistance Program Demonstration Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-04

    ... DEPARTMENT OF DEFENSE Office of the Secretary Extension of Web-Based TRICARE Assistance Program Demonstration Program AGENCY: Department of Defense. ACTION: Notice of a Two Year Extension of the Web-Based..., entitled Web-Based TRICARE Assistance Program. This demonstration was effective August 1, 2009, as...

  1. Peer tutoring program for academic success of returning nursing students.

    PubMed

    Bryer, Jennifer

    2012-01-01

    High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

  2. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    PubMed Central

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Background Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study. Design and methods An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Results Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). Conclusion After experiencing a three

  3. 75 FR 6263 - Biomass Crop Assistance Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-08

    ... Part II Department of Agriculture Commodity Credit Corporation 7 CFR Part 1450 Biomass Crop... RIN 0560-AH92 Biomass Crop Assistance Program AGENCY: Commodity Credit Corporation and Farm Service... to implement the new Biomass Crop Assistance Program (BCAP) authorized by the Food, Conservation, and...

  4. New Impetus for Several General Assistance Programs.

    ERIC Educational Resources Information Center

    Reeder, Rick

    1999-01-01

    Describes 1999 federal funding to large general-assistance programs affecting small towns and rural areas (including Housing and Urban Development, federal disaster relief, rural extension activities, and Bureau of Indian Affairs assistance programs); increased funding for Empowerment Zones/Enterprise Communities; reauthorization of the Economic…

  5. Resident assistant training program for increasing alcohol, other drug, and mental health first-aid efforts.

    PubMed

    Thombs, Dennis L; Gonzalez, Jennifer M Reingle; Osborn, Cynthia J; Rossheim, Matthew E; Suzuki, Sumihiro

    2015-05-01

    In college and university residence halls, resident assistants (RAs) are expected to serve as first-aid providers to students who may have alcohol, other drug, mental health, and academic problems. Despite this responsibility, evidence-based, first-aid programs have not been developed and tested for the RA workforce. The current study examined effects of an investigational first-aid program designed specifically for RAs. The online Peer Hero Training program is a novel approach to RA training in its use of interactive video dramatizations of incidents involving substance-using or distressed residents. A 9-month randomized trial conducted on eight US campuses compared RAs who participated in the Peer Hero Training program to RAs who received training-as-usual. Participation in the Peer Hero Training program significantly increased RA first-aid efforts for residential students who may have had alcohol, other drug, mental health, or academic problems 6 months after baseline. Compared with those in the training-as-usual condition, RAs in the Peer Hero Training program made more than 10 times as many first-aid efforts for possible alcohol problems, almost 14 times the number of first-aid efforts for possible drug use, almost 3 times the number of first-aid efforts for possible mental health problems, and 3 times the number of first-aid efforts for academic problems. There was no evidence that measured RA attitudes mediated the effects of the intervention. Results of this preliminary evaluation trial suggest that online training using interactive video dramatizations is a viable approach to strengthening RAs' ability to provide alcohol, other drugs, and mental health first-aid to undergraduates.

  6. A Growth Model for Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis

    ERIC Educational Resources Information Center

    Acquah, Edward H. K.

    2010-01-01

    Academic program life cycle concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to enrolment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The regression analysis yield…

  7. 76 FR 69242 - Application for New Awards; College Assistance Migrant Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-08

    ... Program: The purpose of CAMP is to provide academic and financial support to help migrant and seasonal... work study, exposure to academic programs and careers in STEM-related fields, and providing support services. These could include services to improve participants' academic skills and knowledge so that they...

  8. CLR Academic Library Management Intern Program: A Symposium.

    ERIC Educational Resources Information Center

    Gwinn, Nancy E.; And Others

    1980-01-01

    A program to develop managers for academic and research libraries is reviewed through the eyes of eight participants. Former interns relate their experiences and impressions while in the program and its effect on their professional careers. (RAA)

  9. Academic Library Development Program: A Self Study.

    ERIC Educational Resources Information Center

    Carnegie-Mellon Univ., Pittsburgh, PA. University Libraries.

    Results of a 4-month library self-evaluation program conducted by staff members at Carnegie-Mellon University Libraries are reported in this document. The study was conducted using the Academic Library Development Program (ALDP), a self-improvement strategy for libraries to evaluate and develop their performance. The study team consisting of four…

  10. Interservice Physician Assistant Program: Educators for an Expanding Profession.

    PubMed

    Brock, Douglas M; Orrahood, Scott A; Cooper, Christopher K; Alvitre, John J; Tozier, William

    2017-10-01

    The number of physician assistant (PA) programs has increased exponentially across the past decade, and the demand for PAs will likely remain strong through 2025. Because of this rapid growth, both new and established PA programs face significant challenges in recruiting experienced educators. We describe the value of using PAs trained through the Interservice Physician Assistant Program (IPAP) as civilian PA educators. The literature on IPAP and its graduates proved too limited to conduct a formal systematic review. We searched the PubMed and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases for works speaking to the value that IPAP-trained PAs may bring to civilian PA training. Those findings were supplemented with informal conversations with IPAP-trained PAs currently employed in the military and those working in civilian PA education. Themes were identified supporting the potential value of IPAP-trained PAs in civilian training. Military PAs work within hierarchical organizations and may transition easily to academic settings. They leave military service not only as highly trained and proficient primary care providers but also as experienced educators. Military PAs must demonstrate professionalism across their entire military careers. They serve as leaders and work in teams, but they are also experienced in negotiating up chains of command. They are trained in and apply the latest innovations in health care delivery and have provided care with a degree of autonomy uncommon in civilian PA practice. The PAs trained through IPAP leave the service with skills and experiences valuable to civilian PA training. Employing these PAs in civilian education honors their service contributions while addressing emerging PA educator workforce demands.

  11. "When You Fail, You Feel Like a Failure": One Student's Experience of Academic Probation and an Academic Support Program

    ERIC Educational Resources Information Center

    Arcand, Isabelle; LeBlanc, Raymond N.

    2012-01-01

    This in-depth, qualitative study explored the experience of academic probation. It recounts the story of Mark, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. His story is contrasted to the current literature on academic probation and is considered in light of Dewey's…

  12. The academic differences between students involved in school-based robotics programs and students not involved in school-based robotics programs

    NASA Astrophysics Data System (ADS)

    Koumoullos, Michael

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N=121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these students was compared to a group of students who were members of school based sports teams and to a group of students who were not part of either of the first two groups. Academic record was defined as overall GPA, English grade, mathematics grade, mathematics-based standardized state exam scores, and attendance rates. All of the participants of this study were students in a large, urban career and technical education high school. As STEM (Science, Technology, Engineering, and Mathematics) has come to the forefront of educational focus, robotics programs have grown in quantity. Starting robotics programs requires a serious commitment of time, money, and other resources. The benefits of such programs have not been well analyzed. This research study had three major goals: to identify the academic characteristics of students who are drawn to robotics programs, to identify the academic impact of the robotics program during the robotics season, and to identify the academic impact of the robotics program at the end of the school year. The study was a non-experiment. The researchers ran MANOVS, repeated measures analyses, an ANOVA, and descriptive statistics to analyze the data. The data showed that students drawn to robotics were academically stronger than students who did not participate in robotics. The data also showed that grades and attendance did not significantly improve or degrade either during the robotics season or at year-end. These findings are significant because they show that robotics programs attract students who are academically strong. This information can be very useful in high school articulation programs

  13. Vandalized: Educational Opportunity, Inclusion, and Academic Outsiders at the University of Idaho

    ERIC Educational Resources Information Center

    Clyde, Scott

    2013-01-01

    This dissertation employed a critical action research methodology to problematize the University of Idaho's observed failure to successfully integrate nontraditional scholars into its academic culture. This dissertation explores the appropriate role and responsibility of the embedded educational opportunity programs in assisting academic outsiders…

  14. Current Practices in Resident Assistant Training

    ERIC Educational Resources Information Center

    Koch, Virginia Albaneso

    2016-01-01

    Developing resident assistant (RA) training is a challenge for most housing and residence life staff. Grounded in the author's doctoral research on the curricular design of RA training programs, this study summarizes current practices in three types of RA training programs--preservice training, in-service training, and academic courses--and…

  15. Animal-Assisted Stress Reduction Programs in Higher Education

    ERIC Educational Resources Information Center

    Haggerty, Julie M.; Mueller, Megan Kiely

    2017-01-01

    This study investigated the prevalence of increasingly popular animal-assisted stress relief programs at higher education institutions across the United States. Although research on animal-assisted programs is increasing, there is still a lack of information documenting implementation of these programs. Therefore, the purpose of this study was to…

  16. Critical Care Organizations: Building and Integrating Academic Programs.

    PubMed

    Moore, Jason E; Oropello, John M; Stoltzfus, Daniel; Masur, Henry; Coopersmith, Craig M; Nates, Joseph; Doig, Christopher; Christman, John; Hite, R Duncan; Angus, Derek C; Pastores, Stephen M; Kvetan, Vladimir

    2018-04-01

    Academic medical centers in North America are expanding their missions from the traditional triad of patient care, research, and education to include the broader issue of healthcare delivery improvement. In recent years, integrated Critical Care Organizations have developed within academic centers to better meet the challenges of this broadening mission. The goal of this article was to provide interested administrators and intensivists with the proper resources, lines of communication, and organizational approach to accomplish integration and Critical Care Organization formation effectively. The Academic Critical Care Organization Building section workgroup of the taskforce established regular monthly conference calls to reach consensus on the development of a toolkit utilizing methods proven to advance the development of their own academic Critical Care Organizations. Relevant medical literature was reviewed by literature search. Materials from federal agencies and other national organizations were accessed through the Internet. The Society of Critical Care Medicine convened a taskforce entitled "Academic Leaders in Critical Care Medicine" on February 22, 2016 at the 45th Critical Care Congress using the expertise of successful leaders of advanced governance Critical Care Organizations in North America to develop a toolkit for advancing Critical Care Organizations. Key elements of an academic Critical Care Organization are outlined. The vital missions of multidisciplinary patient care, safety, and quality are linked to the research, education, and professional development missions that enhance the value of such organizations. Core features, benefits, barriers, and recommendations for integration of academic programs within Critical Care Organizations are described. Selected readings and resources to successfully implement the recommendations are provided. Communication with medical school and hospital leadership is discussed. We present the rationale for critical

  17. Demand Estimation for Collegiate Aviation Academic Programs.

    ERIC Educational Resources Information Center

    Goodell, Phillips W.

    This paper addresses the issue of how one might go about providing a reasonable answer to the question of how many students will enroll in a new academic program at a university and applies the principles to the process of estimating demand for a new collegiate aviation program. A combination of approaches is suggested, including the following:…

  18. 44 CFR 361.5 - Criteria for program assistance, matching contributions, and return of program assistance funds.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... statement of work is approved. (Approved by the Office of Management and Budget under OMB control number... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false Criteria for program... Management and Assistance FEDERAL EMERGENCY MANAGEMENT AGENCY, DEPARTMENT OF HOMELAND SECURITY PREPAREDNESS...

  19. Tapping into the Forest Management Assistance Programs

    Treesearch

    John L. Greene; Terry K. Haines

    1998-01-01

    Use of federal and state forest management assistance programs can enable nonindustial private forest owners to reduce their management expenses and practice better stewardship. This paper summarizes six federal and twelve state assistance programs available to owners in the North Central states. It also describes how to calculate the amount of a government...

  20. The Strategic Thinking and Learning Community: An Innovative Model for Providing Academic Assistance

    ERIC Educational Resources Information Center

    Commander, Nannette Evans; Valeri-Gold, Maria; Darnell, Kim

    2004-01-01

    Today, academic assistance efforts are frequently geared to all students, not just the underprepared, with study skills offered in various formats. In this article, the authors describe a learning community model with the theme, "Strategic Thinking and Learning" (STL). Results of data analysis indicate that participants of the STL…

  1. Employee Assistance Programs in Canada.

    ERIC Educational Resources Information Center

    Jaffe, Peter; And Others

    1988-01-01

    Employee assistance programs (EAP) are evaluated in questionnaire responses from 73 of 109 (67 percent) Canadian school boards and 35 (50 percent) of the clients of the EAP in London, Ontario. Explores the nature of current programs and emerging trends in this field. (MLF)

  2. Towards a More Meaningful Involvement of Librarians in Academic Program Reviews

    ERIC Educational Resources Information Center

    Bowker, Lynne

    2018-01-01

    Purpose: Using a descriptive case study approach, this paper aims to validate academic librarians' perceptions that they are marginalized by faculty during academic program reviews, and recommends ways for the two groups to collaborate more effectively to make program reviews more meaningful. Design/methodology/approach: The paper describes a case…

  3. Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

    PubMed

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-10-15

    To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

  4. Designing an Elderly Assistance Program Based-on Home Care

    NASA Astrophysics Data System (ADS)

    Umusya'adah, L.; Juwaedah, A.; Jubaedah, Y.; Ratnasusanti, H.; Puspita, R. H.

    2018-02-01

    PKH (Program Keluarga Harapan) is a program of Indonesia’s Government through the ministry of social directorate to accelerate the poverty reduction and the achievement of Millennium Development Goals (MDGs) target as well as the policies development in social protection and social welfare domain or commonly referred to as Indonesian Conditional Cash Transfer (CCT) Program. This research is motivated that existing participants of the family expectation program (PKH) that already exist in Sumedang, Indoensia, especially in the South Sumedang on the social welfare components is only limited to the health checking, while for assisting the elderly based Home Care program there has been no structured and systematic, where as the elderly still need assistance, especially from the family and community environment. This study uses a method of Research and Development with Model Addie which include analysis, design, development, implementation and evaluation. Participants in this study using purposive sampling, where selected families of PKH who provide active assistance to the elderly with 82 participants. The program is designed consists of program components: objectives, goals, forms of assistance, organizing institutions and implementing the program, besides, program modules include assisting the elderly. Form of assistance the elderly cover physical, social, mental and spiritual. Recommended for families and companions PKH, the program can be implemented to meet the various needs of the elderly. For the elderly should introspect, especially in the health and follow the advice recommended by related parties

  5. Status Report on the Virginia Beginning Teacher Assistance Program.

    ERIC Educational Resources Information Center

    Caldwell, Michael

    This report presents a description of the Virgina Beginning Teacher Assistance Program (BTAP), its background and rationale, development, major program assumptions, and major program activities. The Virginia BTAP has three major components: teacher assessment, teacher assistance, and program management. The development and implementation of each…

  6. Reduced Resources and the Academic Program

    ERIC Educational Resources Information Center

    DeCosmo, Richard

    1978-01-01

    Analyzes the concepts of "planning and reallocation" and "pruning and grafting" as approaches to reducing academic costs when reductions are inevitable. The former concept involves long-range planning and organizational analysis of present programs and future goals; the latter focuses on elimination and consolidation of courses in accordance with…

  7. Peer Assistance and Leadership (PAL) Program. Program Summary.

    ERIC Educational Resources Information Center

    Thomas, H. Grant, Jr.

    This document describes the Peer Assistance and Leadership (PAL) Program, a peer helping program developed by the Austin Independent School District in Austin, Texas. It explains how selected high school students are trained to work as peer facilitators with younger students either on their own campus or from feeder junior high or elementary…

  8. 78 FR 31535 - Assistive Technology Alternative Financing Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-24

    ... DEPARTMENT OF EDUCATION Assistive Technology Alternative Financing Program AGENCY: Office of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice. Catalog of Federal... developed for the Assistive Technology (AT) Alternative Financing Program (AFP) in fiscal year (FY) 2012 to...

  9. Deaf studies alumni perceptions of the academic program and off-campus internship.

    PubMed

    Cooper, Sheryl B; Emanuel, Diana C; Cripps, Jody H

    2012-01-01

    Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in the general university population. It was found that most of the alumni reported using the knowledge and skills from the Deaf studies program in their current job. Current employment among alumni was almost 100%, and most of the alumni had positive perceptions regarding their personal, academic, and professional growth as it related to their internship and undergraduate Deaf studies program. The study findings underscore the need for continued support of Deaf studies programs. Suggestions are provided for program directors regarding the development of internships and academic programs for students in Deaf studies.

  10. Public Sector Employee Assistance Programs.

    ERIC Educational Resources Information Center

    Kemp, Donna R.; Verlinde, Beverly

    This document discusses employee assistance programs (EAPs), programs which have been developed to help employees deal with personal problems that seriously affect job performance. It reviews literature which specifically addresses EAPs in the public sector, noting that there are no exact figures on how many public entities have EAPs. Previous…

  11. Mississippi Curriculum Framework for Medical Assisting Technology Programs (CIP: 51.0801--Medical Assistant). Postsecondary Programs.

    ERIC Educational Resources Information Center

    Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

    This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the medical assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

  12. Survey of academic pediatric hospitalist programs in the US: organizational, administrative, and financial factors.

    PubMed

    Gosdin, Craig; Simmons, Jeffrey; Yau, Connie; Sucharew, Heidi; Carlson, Douglas; Paciorkowski, Natalia

    2013-06-01

    Many pediatric academic centers have hospital medicine programs. Anecdotal data suggest that variability exists in program structure. To provide a description of the organizational, administrative, and financial structures of academic pediatric hospital medicine (PHM). This online survey focused on the organizational, administrative, and financial aspects of academic PHM programs, which were defined as hospitalist programs at US institutions associated with accredited pediatric residency program (n = 246) and identified using the Accreditation Council for Graduate Medical Education (ACGME) Fellowship and Residency Electronic Interactive Database. PHM directors and/or residency directors were targeted by both mail and the American Academy of Pediatrics Section on Hospital Medicine LISTSERV. The overall response rate was 48.8% (120/246). 81.7% (98/120) of hospitals reported having an academic PHM program, and 9.1% (2/22) of hospitals without a program reported plans to start a program in the next 3 years. Over a quarter of programs provide coverage at multiple sites. Variability was identified in many program factors, including hospitalist workload and in-house coverage provided. Respondents reported planning increased in-house hospitalist coverage coinciding with the 2011 ACGME work-hour restrictions. Few programs reported having revenues greater than expenses (26% single site, 4% multiple site). PHM programs exist in the majority of academic centers, and there appears to be variability in many program factors. This study provides the most comprehensive data on academic PHM programs and can be used for benchmarking as well as program development. Copyright © 2013 Society of Hospital Medicine.

  13. The effect of health care reform on academic medicine in Canada. Editorial Committee of the Canadian Institute for Academic Medicine.

    PubMed

    Hollenberg, C H

    1996-05-15

    Although Canadian health care reform has constrained costs and improved efficiency, it has had a profound and mixed effect on Canadian academic medicine. Teaching hospitals have been reduced in number and size, and in patient programs have shifted to ambulatory and community settings. Specialized care programs are now multi-institutional and multidisciplinary. Furthermore, the influence of regional planning bodies has grown markedly. Although these changes have likely improved clinical service, their impact on the quality of clinical education is uncertain. Within the academic clinical department, recruitment of young faculty has been greatly complicated by constraints on licensing, billing numbers, fee-for-service income and research funding. The departmental practice plan based on university funds and fee-for-service income is being replaced by less favourable funding arrangements. However, emphasis on multidisciplinary programs has rendered these departments more flexible in structure. The future of Canadian academic medicine depends on an effective alliance with government. Academia and government must agree, particularly on human-resource requirements, research objectives and the delivery of clinical and academic programs in regional and community settings. The establishment of focal points for academic health sciences planning within academic health sciences centres and within governments would assist in these developments. Finally, government and the academic health sciences sector must work together to remove the current impediments to the recruitment of highly qualified young faculty.

  14. Burnout among physical therapist assistant program directors: a nationwide survey and analysis.

    PubMed

    Berry, Justin W; Hosford, Charles C

    2014-01-01

    The purpose of this study was to assess burnout in directors of physical therapist assistant (PTA) programs and to analyze the relationship between individual and institutional variables and burnout. Surveys were completed by 120 directors from accredited PTA programs. The surveys consisted of demographic information and the Maslach Burnout Inventory-Educators Survey (MBI-ES). The MBI-ES assesses burnout in the areas of emotional exhaustion, depersonalization, and personal accomplishment. PTA program directors showed moderate levels of emotional exhaustion, low levels of depersonalization, and high levels of personal accomplishment. Gender, the number of faculty in a department, and length of academic contract had no correlation with participant burnout levels. Significantly lower levels of emotional exhaustion were found in participants who were in their current position for more than 11 years and those who planned to remain in their current position or within higher education for at least 5 additional years. A significant negative correlation was found between participant age and depersonalization. PTA program directors and their institutions should develop strategies to minimize the effects of burnout in younger program directors and those in the early years of their position.

  15. Weatherization Assistance Program Fact Sheet

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    None

    The U.S. Department of Energy’s (DOE) Weatherization Assistance Program reduces energy costs for low-income households by increasing the energy e ciency of their homes, while ensuring their health and safety. The Program supports 8,500 jobs and provides weatherization services to approximately 35,000 homes every year using DOE funds.

  16. Federal Student Assistance and Categorical Programs. 1981 Edition.

    ERIC Educational Resources Information Center

    Balz, Frank J.

    The fourth edition of analyses of selected federal student assistance and categorical programs prepared by the National Institute of Independent Colleges and Universities is presented. Sections include: (1) federal student assistance--undergraduate programs (Pell Grants, Supplemental Educational Opportunity Grants, State Student Incentive Grants,…

  17. 40 CFR 52.2307 - Small business assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Texas § 52.2307 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  18. 40 CFR 52.1935 - Small business assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Oklahoma § 52.1935 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  19. 40 CFR 52.1935 - Small business assistance program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 4 2014-07-01 2014-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Oklahoma § 52.1935 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  20. 40 CFR 52.2307 - Small business assistance program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 5 2013-07-01 2013-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Texas § 52.2307 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  1. 40 CFR 52.1935 - Small business assistance program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 4 2011-07-01 2011-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Oklahoma § 52.1935 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  2. 40 CFR 52.2307 - Small business assistance program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 5 2012-07-01 2012-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Texas § 52.2307 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  3. 40 CFR 52.2307 - Small business assistance program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 5 2014-07-01 2014-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Texas § 52.2307 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  4. 40 CFR 52.1935 - Small business assistance program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 4 2012-07-01 2012-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Oklahoma § 52.1935 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  5. 40 CFR 52.2307 - Small business assistance program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 4 2011-07-01 2011-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Texas § 52.2307 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  6. 40 CFR 52.1935 - Small business assistance program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 4 2013-07-01 2013-07-01 false Small business assistance program. 52... (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Oklahoma § 52.1935 Small business... implement a Small Business Stationary Source Technical and Environmental Compliance Assistance Program to...

  7. 40 CFR 35.9070 - National program assistance agreements.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... FEDERAL ASSISTANCE STATE AND LOCAL ASSISTANCE Financial Assistance for the National Estuary Program § 35... award of NEP funds for work that has broad applicability to estuaries of national significance. These...

  8. 40 CFR 35.9070 - National program assistance agreements.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... FEDERAL ASSISTANCE STATE AND LOCAL ASSISTANCE Financial Assistance for the National Estuary Program § 35... award of NEP funds for work that has broad applicability to estuaries of national significance. These...

  9. 40 CFR 35.9070 - National program assistance agreements.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... FEDERAL ASSISTANCE STATE AND LOCAL ASSISTANCE Financial Assistance for the National Estuary Program § 35... award of NEP funds for work that has broad applicability to estuaries of national significance. These...

  10. 40 CFR 35.9070 - National program assistance agreements.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... FEDERAL ASSISTANCE STATE AND LOCAL ASSISTANCE Financial Assistance for the National Estuary Program § 35... award of NEP funds for work that has broad applicability to estuaries of national significance. These...

  11. 40 CFR 35.9070 - National program assistance agreements.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... FEDERAL ASSISTANCE STATE AND LOCAL ASSISTANCE Financial Assistance for the National Estuary Program § 35... award of NEP funds for work that has broad applicability to estuaries of national significance. These...

  12. Federal Assistance for Programs Serving the Handicapped. Third Edition.

    ERIC Educational Resources Information Center

    Office of Human Development (DHEW), Washington, DC. Office for Handicapped Individuals.

    The guide presents information on more than 200 federally assisted programs serving the handicapped. Information on uses and restrictions, types of assistance, eligibility requirements; application procedures, appropriations, program accomplishments, enabling legislation, and contact persons are listed for programs receiving four types of…

  13. A Graduate Academic Program in Medical Information Science.

    ERIC Educational Resources Information Center

    Blois, Marsden S., Jr.; Wasserman, Anthony I.

    A graduate academic program in medical information science has been established at the University of California, San Francisco, for the education of scientists capable of performing research and development in information technology in the health care setting. This interdisciplinary program, leading to a Doctor of Philosophy degree, consists of an…

  14. Students perceived stress in academic programs: consequences for its management.

    PubMed

    Neveu, D; Doron, J; Visier, L; Boiché, J; Trouillet, R; Dujols, P; Ninot, G

    2012-08-01

    Academic stress contributes to the deterioration of the students' quality of life. Psychological determinants involved in the stress process, trait anxiety and coping, have been neglected when assessing the role of academic programs in stress. This study aimed at determining whether academic programs are associated with a high level of perceived stress above and beyond potential personal and environmental risk factors, as well as coping strategies. A cross-sectional survey was conducted in 2009 among third-year medical (total n=170, participants 88%), dental (n=63, 94%), psychology (n=331, 61%) and sports sciences (n=312, 55%) students in Montpellier (France). The stress level experienced during the last 2months, trait anxiety and coping strategies were appraised. Substance use, psychological care, and stress triggers were also collected using a self-administered questionnaire. Compared with medicine and after adjusting for gender and age, only the sports program was associated with a lower perceived stress risk: adjusted odds ratio: 0.54 [95% Confidence interval: 0.30; 0.99]. Substantial reductions in perceived stress risks were observed in science students after additional adjustments for non-academic stress triggers, substance use, psychological care (adjusted odds ratio: 0.20 [95% Confidence interval: 0.09; 0.41]), and also for trait anxiety and coping strategies (adjusted odds ratio: 0.23 [95% Confidence interval: 0.10; 0.54]). Compared with medicine and after these additional adjustments, psychology had a significantly lower perceived stress risk (0.34 [0.18; 0.64]; 0.40 [0.19; 0.86], respectively), dentistry had a similar risk (0.82 [0.35; 1.91]; 0.53 [0.20; 1.43], respectively). Sports and psychology programs had a lower perceived stress risk compared with medicine. Personal and environmental risk factors and coping strategies modified the association between academic program and perceived stress. Developing efficient coping strategies in students and

  15. Limitations on post-processing assisted quantum programming

    NASA Astrophysics Data System (ADS)

    Heinosaari, Teiko; Miyadera, Takayuki; Tukiainen, Mikko

    2017-03-01

    A quantum multimeter is a programmable device that can implement measurements of different observables depending on the programming quantum state inserted into it. The advantage of this arrangement over a single-purpose device is in its versatility: one can realize various measurements simply by changing the programming state. The classical manipulation of measurement output data is known as post-processing. In this work we study the post-processing assisted quantum programming, which is a protocol where quantum programming and classical post-processing are combined. We provide examples showing that these two processes combined can be more efficient than either of them used separately. Furthermore, we derive an inequality relating the programming resources to their corresponding programmed observables, thereby enabling us to study the limitations on post-processing assisted quantum programming.

  16. Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics

    ERIC Educational Resources Information Center

    Beghetto, Ronald A.; Kaufman, James C.

    2009-01-01

    Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and…

  17. Reaching Out, But In Which Direction? The Future Focus of Academic Outreach Programs.

    ERIC Educational Resources Information Center

    Rodriguez, Roberto

    1997-01-01

    A new trend in academic outreach programs, initiated to inspire and motivate minority students to prepare generally for college, is to create curriculum-based programs targeting students' specific academic or career interests. The MESA (Mathematics, Science, Engineering Achievement) Program serves as a model for development of other…

  18. An Holistic Approach for Assisting Educationally Underprepared Students.

    ERIC Educational Resources Information Center

    Greenbaum, Allen

    1981-01-01

    Describes the Supportive Services Program (SSP) at the University of Minnesota, Duluth, focusing on program objectives and components, the three-stage academic assessment process, the structure of SSP courses, the use of peer assistants, cluster scheduling, advising, and the experiences and reactions of SSP students. (AYC)

  19. Peer Assisted Study Sessions for Postgraduate International Students in Australia

    ERIC Educational Resources Information Center

    Zaccagnini, Melissa; Verenikina, Irina

    2013-01-01

    Peer Assisted Study Sessions (PASS), a peer led academic support program that has multiple documented academic, social, and transition benefits, is increasingly being utilised in Australian institutions. Whilst PASS has been evaluated from multiple angles in regard to the undergraduate cohort, there is limited research regarding the benefits of…

  20. Tuition Assistance Program (TAP) at Court Reporting Institute (CRI). Audit for 1989-1990 through 1994-1995 Academic Years.

    ERIC Educational Resources Information Center

    Maldonado, Carmen

    The State of New York conducted an audit on the Court Reporting Institute (CRI), a two-year registered business school, to determine whether CRI's management complied with relevant laws and regulations for certifying students as eligible for the Tuition Assistance Program (TAP) awards. Results indicated that CRI was overpaid a total of $817,909 in…

  1. Local Technical Assistance Program Field Manual

    DOT National Transportation Integrated Search

    1997-02-01

    The FHWA Local Technical Assistance Program (LTAP) provides technology transfer products to local highway departments. One of the most valuable and well-received resources of the program, the LTAP (or T 2 ) centers, have proven themselves invaluable ...

  2. Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

    ERIC Educational Resources Information Center

    Callahan, Kadian M.

    2009-01-01

    Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini,…

  3. 75 FR 13521 - Centers for Independent Living Program-Training and Technical Assistance

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-22

    ... DEPARTMENT OF EDUCATION Centers for Independent Living Program--Training and Technical Assistance... for Independent Living Program--Training and Technical Assistance (CIL-TA program). The Assistant... appropriated for the CIL program to provide training and technical assistance to CILs, agencies eligible to...

  4. Back to the future: A practice led transition program from Assistant in Nursing to Enrolled Nurse.

    PubMed

    Faithfull-Byrne, Annette; Thompson, Lorraine; Welch, Tony; Williamson, Moira; Schafer, Keppel; Hallinan, Claire

    2017-01-01

    Continuing professional development is an essential element in professional nursing practice. In our Hospital and Health service, a gap in existing nursing pathways was identified for Assistants in Nursing (AINs), who wished to further their career in nursing and progress to Enrolled Nurse (EN). There is also little in the literature that addresses Assistants in Nursing wishing to progress their career to Enrolled Nurses. This article describes a quality improvement project designed to address this gap. The project was a collaborative venture between a Queensland Hospital and Health Service and an Institute of Tertiary and Further Education (TAFE). The focus was on creating a flexible career path for Assistants in Nursing, wishing to become Enrolled Nurses. The project resulted in the Diploma of Nursing program (theory and practice) being delivered within the hospital setting by nurse educators and clinical nurse consultants. This is unusual in that the program is normally delivered in the tertiary setting, by academic staff from the Institute of Further Education. Program implementation is described along with the challenges encountered. Outcomes from the project were: 78% completion rate; 100% employment on completion of their course of study; and 18% progressing to further their education such as Advance Enrolled Nurse or Registered Nurse. Student satisfaction regarding the program was also positive. The initiative established a local career path for Assistants in Nursing wishing to progress to Enrolled Nurse. This quality project demonstrates that collaborative ventures between the tertiary sector and hospital and health services, can create innovative flexible solutions for staff wishing to further their career in nursing. Copyright © 2016 Elsevier Ltd. All rights reserved.

  5. Facts on Employee Assistance Programs. Clearinghouse Fact Sheet.

    ERIC Educational Resources Information Center

    Desmond, Thomas C.

    Employee Assistance Programs (EAPs) offer employees confidential, professional assistance for the kinds of personal problems that adversely affect their lives and their jobs. These programs started when acute worker shortages during World War II, coupled with the successes of Alcoholic Anonymous, prompted some companies in the 1940s to develop…

  6. Employee Assistance Programs: Effective Tools for Counseling Employees.

    ERIC Educational Resources Information Center

    Kraft, Ed

    1991-01-01

    College employee assistance program designs demonstrate the varied needs of a workforce. Whatever the model, the helping approach remains to (1) identify problem employees through performance-related issues; (2) refer them to the assistance program for further intervention; and (3) follow up with employee and supervisor to ensure a successful…

  7. Association between food assistance program participation and overweight

    PubMed Central

    Chaparro, M Pia; Bernabe-Ortiz, Antonio; Harrison, Gail G

    2014-01-01

    OBJECTIVE The objective of this study was to investigate the association between food assistance program participation and overweight/obesity according to poverty level. METHODS A cross-sectional analysis of data from 46,217 non-pregnant and non-lactating women in Lima, Peru was conducted; these data were obtained from nationally representative surveys from the years 2003, 2004, 2006, and 2008-2010. The dependent variable was overweight/obesity, and the independent variable was food assistance program participation. Poisson regression was used to stratify the data by family socioeconomic level, area of residence (Lima versus the rest of the country; urban versus rural), and survey year (2003-2006 versus 2008-2010). The models were adjusted for age, education level, urbanization, and survey year. RESULTS Food assistance program participation was associated with an increased risk of overweight/obesity in women living in homes without poverty indicators [prevalence ratio (PR) = 1.29; 95% confidence interval (CI) 1.06;1.57]. When stratified by area of residence, similar associations were observed for women living in Lima and urban areas; no associations were found between food assistance program participation and overweight/obesity among women living outside of Lima or in rural areas, regardless of the poverty status. CONCLUSIONS Food assistance program participation was associated with overweight/obesity in non-poor women. Additional studies are required in countries facing both aspects of malnutrition. PMID:26039391

  8. Association between food assistance program participation and overweight.

    PubMed

    Chaparro, M Pia; Bernabe-Ortiz, Antonio; Harrison, Gail G

    2014-12-01

    OBJECTIVE The objective of this study was to investigate the association between food assistance program participation and overweight/obesity according to poverty level. METHODS A cross-sectional analysis of data from 46,217 non-pregnant and non-lactating women in Lima, Peru was conducted; these data were obtained from nationally representative surveys from the years 2003, 2004, 2006, and 2008-2010. The dependent variable was overweight/obesity, and the independent variable was food assistance program participation. Poisson regression was used to stratify the data by family socioeconomic level, area of residence (Lima versus the rest of the country; urban versus rural), and survey year (2003-2006 versus 2008-2010). The models were adjusted for age, education level, urbanization, and survey year. RESULTS Food assistance program participation was associated with an increased risk of overweight/obesity in women living in homes without poverty indicators [prevalence ratio (PR) = 1.29; 95% confidence interval (CI) 1.06;1.57]. When stratified by area of residence, similar associations were observed for women living in Lima and urban areas; no associations were found between food assistance program participation and overweight/obesity among women living outside of Lima or in rural areas, regardless of the poverty status. CONCLUSIONS Food assistance program participation was associated with overweight/obesity in non-poor women. Additional studies are required in countries facing both aspects of malnutrition.

  9. How we developed the GIM clinician-educator mentoring and scholarship program to assist faculty with promotion and scholarly work.

    PubMed

    Bertram, Amanda; Yeh, Hsin Chieh; Bass, Eric B; Brancati, Frederick; Levine, David; Cofrancesco, Joseph

    2015-02-01

    Clinician Educators' (CEs) focus on patient care and teaching, yet many academic institutions require dissemination of scholarly work for advancement. This can be difficult for CEs. Our division developed the Clinician-Educator Mentoring and Scholarship Program (CEMSP) in an effort to assist CEs with scholarship, national reputation, recognition, promotion and job satisfaction. The key components are salary-supported director and co-director who coordinate the program and serve as overall mentors and link CEs and senior faculty, and a full-time Senior Research Coordinator to assist with all aspects of scholarship, a close relationship with the General Internal Medicine (GIM) Methods Core provides advanced statistical support. Funding for the program comes from GIM divisional resources. Perceived value was evaluated by assessing the number of manuscripts published, survey of faculty regarding usage and opinion of CEMSP, and a review of faculty promotions. Although impossible to attribute the contributions of an individual component, a program specifically aimed at helping GIM CE faculty publish scholarly projects, increase participation in national organizations and focus on career progression can have a positive impact.

  10. The Learning Community: A Program to Address Issues of Academic Achievement and Retention.

    ERIC Educational Resources Information Center

    Hummel, Mary; Steele, Claude

    1996-01-01

    Describes the 21st Century Program at the University of Michigan, a program to address issues of academic achievement and student retention in higher education. The conceptual basis for this program comes from C. Steele's work that finds that there are disruptive pressures tied to racial stereotypes that in turn diminish academic performance. (SLD)

  11. The Impact of Modernization Programs on Academic Teachers' Work: A Mexican Case Study

    ERIC Educational Resources Information Center

    Zavala, Blanca Arciga

    2006-01-01

    For more than ten years, academics of public universities in Mexico have endured modernization programs that promote individual productivity and operate as a mechanism of selection and assessment. The implementation of the programs has exposed a tension between the values implicit in the programs and the values of the academic teachers. There is a…

  12. The Impact of the College Assistance Migrant Program on Migrant Student Academic Achievement in the California State University System

    ERIC Educational Resources Information Center

    Ramirez, Adrian D.

    2012-01-01

    The 7-year longitudinal study examined the College Assistance Migrant Program (CAMP) impact on migrant student achievement in the California State University system. Participants included migrant students, Latinos, and general student populations from 2002-2009. The analysis of variance and chi-square test of independence were used to explore…

  13. Employee assistance programs: an overview and suggested roles for psychiatrists.

    PubMed

    Brill, P; Herzberg, J; Speller, J L

    1985-07-01

    Although employee assistance programs are rapidly becoming the predominant vehicle for the delivery of mental health services in occupational settings, few programs employ a psychiatrist on either a part-time or a full-time basis. After providing an overview of the need for, cost-effectiveness of, and current status of employee assistance programs, the authors draw on their own experiences with employee assistance programs to present four broad categories of roles the psychiatrist can assume in such programs: clinician, supervisor and educator, administrator, and organizational consultant. Problems encountered in these roles are also discussed.

  14. Security Force Assistance: What Right Looks Like

    DTIC Science & Technology

    2013-03-01

    manuscript is submitted in partial fulfillment of the requirements of the Master of Strategic Studies Degree. The views expressed in this student academic...Education Accreditation. The views expressed in this student academic research paper are those of the author and do not reflect the official policy...partner capacity the institution can learn from the program executed by the U.S. Army Europe (USAREUR) to assist the Romanian Land Forces. The

  15. Academic Competitiveness and SMART Grant Programs: First-Year Lessons Learned

    ERIC Educational Resources Information Center

    Choy, Susan P.; Berkner, Lutz; Lee, John; Topper, Amelia

    2009-01-01

    The "Higher Education Reconciliation Act of 2005" created two new grant programs for undergraduates: the Academic Competitiveness Grant (ACG) program and National Science and Mathematics Access to Retain Talent (National SMART) Grant program. The ACG program is intended to encourage students to take challenging courses in high school and thus…

  16. Employee Assistance Program Issues

    NASA Technical Reports Server (NTRS)

    Gettleman, Alan G.; McGuire, William

    1999-01-01

    Employee Assistance Program (EAP) officers, as well as personnel in other disciplines from eight NASA Centers, attended this breakout session. Ms. Brenda Blair, MA, CEAP, a guest speaker at the conference, also attended as a consultant. Representatives from the NASA Centers introduced themselves and spoke briefly about their programs. In a discussion related to the conference theme on benchmarking, quality control issues within the EAP community and adequate documentation of cases were addressed. Disposition and provision for quality assurance checks for EAP providers in single person offices were also discussed. Ms. Blair presented methods for consulting with other NASA personnel in single person EAP offices as a quality control measure. EAP intervention in critical incidents was discussed. The question of whether EAP assistance is an asset or a potential liability in those situations was addressed. Suggestions were made of topics for future EAP video-teleconference topics. A program on EAP ethics was planned for a September video teleconference. Each person was asked to provide intake forms they use to Mr. Gettleman or Ms. Blair. Ms. Blair said she would review the forms to ensure that adequate notification is provided to the client for confidentiality. She would also review them to ensure they have adequate limits of confidentiality--a topic for future video teleconferencing. Mr. Gettleman described the NASA initiative to reduce stresses in the workplace, and the activities of an ad-hoc EAP group that will make recommendations to NASA senior management. Alternative training methods were discussed for reaching target audiences such as employees at risk, supervisors, and others. Pfc. David A. Pendleton, Victim Assistance Coordinator, U.S. Capitol Police. U.S. House of Representatives made a special presentation. Pfc. Pendleton was on duty during the tragic shooting of two Federal guards at the U.S. Capitol. He related the events immediately after the incident. He

  17. Mississippi Curriculum Framework for Health Care Assistant (Program CIP: 51.1614--Nursing Assistant/Aide). Postsecondary Programs.

    ERIC Educational Resources Information Center

    Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

    This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the health care assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the nurse…

  18. Tracking the careers of academic general pediatric fellowship program graduates: academic productivity and leadership roles.

    PubMed

    Szilagyi, Peter G; Haggerty, Robert J; Baldwin, Constance D; Paradis, Heather A; Foltz, Jennifer L; Vincelli, Phyllis; Blumkin, Aaron; Cheng, Tina L

    2011-01-01

    Little is known about the careers of graduates of academic general pediatric (AGP) fellowship programs. We evaluated the careers of 2 cohorts of AGP fellowship graduates: an early cohort trained during 1978 to 1988, and a later cohort trained during 1989 to 1999. We surveyed all known AGP fellowship graduates in both cohorts by using a confidential mailed survey. We assessed graduates' current professional work and analyzed curricula vitae for principal investigator (PI) grants; first-authored, peer-reviewed publications; and leadership positions. From the early cohort, 95 of 131 eligible graduates (73%) responded; from the later cohort, 93 of 133 (70%) responded. Two thirds of each cohort remain in academics; of these, nearly half are on tenure tracks and over half have major educational roles within their university. The percentage in the early cohort who have been PI on a research grant by 5, 10, and 15 years postfellowship was 44%, 53%, and 54%, respectively; in the later cohort, it was 62%, 75%, and 75%, respectively (P = .004 vs early cohort). During the 10 years postfellowship, the early and later cohorts averaged 5.5 and 7.4 first-authored, peer-reviewed papers, respectively (P = .4). By 10 years, a high proportion of both cohorts had become division chief (19% vs 16%), had other academic leadership positions (43% vs 59%), or were leaders in professional organizations (20% vs 30%; all P = NS). Graduates of AGP fellowship programs have achieved considerable academic success. Recently trained fellows appear even more successful. The academic outcomes of these AGP fellows bode well for the future of AGP. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  19. 25 CFR 170.161 - What is the Indian Local Technical Assistance Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What is the Indian Local Technical Assistance Program... Technical Assistance Program § 170.161 What is the Indian Local Technical Assistance Program? The Indian Local Technical Assistance Program (Indian LTAP) is authorized under 23 U.S.C. 504(b), and §§ 170.161...

  20. Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program.

    PubMed

    Aritzeta, Aitor; Soroa, Goretti; Balluerka, Nekane; Muela, Alexander; Gorostiaga, Arantxa; Aliri, Jone

    2017-09-01

    The aim of this study was to analyze the influence of a biofeedback relaxation training program on anxiety and academic performance. The program consisted of five biofeedback sessions coupled with three training activities focused on deep breathing, guided imagery, and muscle relaxation. The participants were second-year psychology undergraduates from the University of the Basque Country (UPV/EHU, northern Spain). The experimental group comprised 152 students (M age  = 19.6, SD = 0.74; 74% women) and the control group 81 students (M age   = 19.4, SD = 0.92; 71% women). Results showed that after participating in the program, students in the experimental group had lower levels of anxiety and increased academic performance. Furthermore, they scored lower on anxiety and higher on academic performance in comparison with the control subjects. This suggests that the inclusion of biofeedback training programs in educational contexts could be a way of reducing anxiety and improving academic performance. It may also deepen our understanding of the dynamic interplay between psychophysiological, cognitive, and emotional processes.

  1. 7 CFR 4279.279 - Domestic lamb industry adjustment assistance program.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 15 2013-01-01 2013-01-01 false Domestic lamb industry adjustment assistance program. 4279.279 Section 4279.279 Agriculture Regulations of the Department of Agriculture (Continued) RURAL... Biorefinery Assistance Loans § 4279.279 Domestic lamb industry adjustment assistance program. The provisions...

  2. 7 CFR 4279.279 - Domestic lamb industry adjustment assistance program.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 15 2012-01-01 2012-01-01 false Domestic lamb industry adjustment assistance program. 4279.279 Section 4279.279 Agriculture Regulations of the Department of Agriculture (Continued) RURAL... Biorefinery Assistance Loans § 4279.279 Domestic lamb industry adjustment assistance program. The provisions...

  3. 7 CFR 4279.279 - Domestic lamb industry adjustment assistance program.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 15 2014-01-01 2014-01-01 false Domestic lamb industry adjustment assistance program. 4279.279 Section 4279.279 Agriculture Regulations of the Department of Agriculture (Continued) RURAL... Biorefinery Assistance Loans § 4279.279 Domestic lamb industry adjustment assistance program. The provisions...

  4. Technical Assistance and Program Support; DOD Historical Black Colleges and Universities and Minority Institutions Program.

    DTIC Science & Technology

    2000-04-01

    AD Award Number: DAMD17-98-2-8012 TITLE: Technical Assistance and Program Support; DOD Historical Black Colleges and Universities and Minority...2000 3. REPORT TYPE AND DATES COVERED Annual (1 May 99 - 30 Apr 00): 4. TITLE AND SUBTITLE Technical Assistance and Program Support; DOD...UNCF’s Infrastructure Development Assistance Program (IDAP) has been involved myriad of tasks to support the Department of Defense’s interest to

  5. Gatekeeping practices of music therapy academic programs and internships: a national survey.

    PubMed

    Hsiao, Feilin

    2014-01-01

    Gatekeeping safeguards access to the practice of a profession to ensure the quality of clinical services. It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy. This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management. Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships. A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship. Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  6. Measuring faculty retention and success in academic medicine.

    PubMed

    Ries, Andrew; Wingard, Deborah; Gamst, Anthony; Larsen, Catherine; Farrell, Elizabeth; Reznik, Vivian

    2012-08-01

    To develop and demonstrate the usefulness of quantitative methods for assessing retention and academic success of junior faculty in academic medicine. The authors created matched sets of participants and nonparticipants in a junior faculty development program based on hire date and academic series for newly hired assistant professors at the University of California, San Diego (UCSD), School of Medicine between 1988 and 2005. They used Kaplan-Meier and Cox proportional hazards survival analyses to characterize the influence of covariates, including gender, ethnicity, and program participation, on retention. They also developed a new method for quantifying academic success based on several measures including (1) leadership and professional activities, (2) honors and awards, (3) research grants, (4) teaching and mentoring/advising activities, and (5) publications. The authors then used these measures to compare matched pairs of participating and nonparticipating faculty who were subsequently promoted and remained at UCSD. Compared with matched nonparticipants, the retention of junior faculty who participated in the faculty development program was significantly higher. Among those who were promoted and remained at UCSD, the academic success of faculty development participants was consistently greater than that of matched nonparticipants. This difference reached statistical significance for leadership and professional activities. Using better quantitative methods for evaluating retention and academic success will improve understanding and research in these areas. In this study, use of such methods indicated that organized junior faculty development programs have positive effects on faculty retention and may facilitate success in academic medicine.

  7. 31 CFR 205.5 - What are the thresholds for major Federal assistance programs?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... assistance programs? (a) Table A of this section defines major Federal assistance programs based on the... locate the appropriate row in Column A based upon the total amount of Federal assistance received. In... Federal Assistance Program means any Federal assistance program that exceed these levels: Between zero and...

  8. Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review.

    PubMed

    Knopf, John A; Hahn, Robert A; Proia, Krista K; Truman, Benedict I; Johnson, Robert L; Muntaner, Carles; Fielding, Jonathan E; Jones, Camara Phyllis; Fullilove, Mindy T; Hunt, Pete C; Qu, Shuli; Chattopadhyay, Sajal K; Milstein, Bobby

    2015-01-01

    Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011). Standardized mean difference. Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.

  9. Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review

    PubMed Central

    Knopf, John A.; Hahn, Robert A.; Proia, Krista K.; Truman, Benedict I.; Johnson, Robert L.; Muntaner, Carles; Fielding, Jonathan E.; Jones, Camara Phyllis; Fullilove, Mindy T.; Hunt, Pete C.; Qu, Shuli; Chattopadhyay, Sajal K.; Milstein, Bobby

    2015-01-01

    Context Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education. Objective This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity. Design Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985–2003) was supplemented with a Community Guide update (search period 2003–2011). Main Outcome Measure Standardized mean difference. Results Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes. Conclusions OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs. PMID:26062096

  10. Designing Academic Leadership Minor Programs: Emerging Models

    ERIC Educational Resources Information Center

    Diallo, Lamine; Gerhardt, Kris

    2017-01-01

    With a growing number of leadership programs in universities and colleges in North America, leadership educators and researchers are engaged in a wide ranging dialogue to propose clear processes, content, and designs for providing academic leadership education. This research analyzes the curriculum design of 52 institutions offering a "Minor…

  11. [Gross characteristics of placentas from an assisted reproduction program].

    PubMed

    Tabs, Dunja; Vejnović, Tihomir; Lalosević, Dusan; Radunović, Nebojsa

    2006-01-01

    Even though placentas from assisted reproduction programs often differ from placentas of women who conceived naturally, they are rarely examined. The aim of our investigation was to determine some gross characteristics of placentas of women who conceived with assisted reproduction. We examined 30 placentas from an assisted reproduction program (20 from in vitro fertilization and 10 from intrauterine insemination) and 30 placentas of women who conceived naturally. All women were age matched. All the women were at term. The mean weight of placentas from assisted reproduction program was 573 g and of those after natural conception--582.67g. The mean length of the umbilical cords was 64.3cm after assisted reproduction and 66.3cm after natural conception. The mean placenta thickness after assisted reproduction was 2,22 cm and after natural conception 2.28 cm. Eight placentas of the study group had a marginal insertion of the umbilical cord, which lead to a statistically significant difference when compared to placentas of women who conceived naturally: chi-square = 7.07; p>0.01. Marginal cord insertion into the placenta after assisted reproduction is also often described in the literature (as a possible "consequence" of embryo-transfer). There were no statistically significant differences in the mean weight and dimensions of placentas, length of the umbilical cord, gross pathological features of placentas and cords, mean birth weight of babies and placental/fetal ratios between women from assisted reproduction program and those who conceived naturally.

  12. Comparison of In-House and Contracted-Out Employee Assistance Programs.

    ERIC Educational Resources Information Center

    Straussner, Shulamith Lala Ashenberg

    1988-01-01

    Compared 15 selected management-sponsored in-house and eight contracted-out employee assistance programs in the New York area. Examined advantages and disadvantages of in-house and contractual programs from the viewpoints of top management, employees, and the employee assistance program itself. Concluded that which program model was best depended…

  13. Directory of Academic Programs in Occupational Safety and Health.

    ERIC Educational Resources Information Center

    Weis, William J., III; And Others

    This booklet describes academic program offerings in American colleges and universities in the area of occupational safety and health. Programs are divided into five major categories, corresponding to each of the core disciplines: (1) occupational safety and health/industrial hygiene, (2) occupational safety, (3) industrial hygiene, (4)…

  14. Patient Care Assistant. Florida Vocational Program Guide.

    ERIC Educational Resources Information Center

    Florida State Univ., Tallahassee. Center for Instructional Development and Services.

    This program guide identifies primary considerations in the organization, operation, and evaluation of a patient care assistant program. An occupational description and program content are presented. A curriculum framework specifies the exact course title, course number, levels of instruction, major course content, laboratory activities, special…

  15. Employee Assistance Programs in Higher Education.

    ERIC Educational Resources Information Center

    Lew, Aimee T.; Ashbaugh, Donald L.

    1993-01-01

    A discussion of employee assistance programs for faculty and other college personnel looks at the rationale for such programs, their goals, associated administrative problems and issues, and evaluation of their effectiveness. It is concluded that colleges have a responsibility for employee well-being and personal and professional development. (MSE)

  16. 75 FR 66201 - Biomass Crop Assistance Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-27

    ... Part III Department of Agriculture Commodity Credit Corporation 7 CFR Part 1450 Biomass Crop... Part 1450 RIN 0560-AH92 Biomass Crop Assistance Program AGENCY: Commodity Credit Corporation and Farm Service Agency, USDA. ACTION: Final rule. SUMMARY: This rule implements the new Biomass Crop Assistance...

  17. A Statewide Information Databases Program: What Difference Does It Make to Academic Libraries?

    ERIC Educational Resources Information Center

    Lester, June; Wallace, Danny P.

    2004-01-01

    The Oklahoma Department of Libraries (ODL) launched Oklahoma's statewide database program in 1997. For the state's academic libraries, the program extended access to information, increased database use, and fostered positive relationships among ODL, academic libraries, and Oklahoma State Regents for Higher Education (OSRHE), creating a more…

  18. The Mobility Assistance Program. A Comprehensive Evaluation Report.

    ERIC Educational Resources Information Center

    Hicks, Laurabeth H.

    The Mobility Assistance Program (MAP) was established to assist U.S. Department of Education employees affected by the reduction in force (RIF). MAP's mission was to provide career transition and outplacement job search assistance to RIF-affected employees. It provided these services: job search, personnel support, training, and professional…

  19. Computer Assistance for Writing Interactive Programs: TICS.

    ERIC Educational Resources Information Center

    Kaplow, Roy; And Others

    1973-01-01

    Investigators developed an on-line, interactive programing system--the Teacher-Interactive Computer System (TICS)--to provide assistance to those who were not programers, but nevertheless wished to write interactive instructional programs. TICS had two components: an author system and a delivery system. Underlying assumptions were that…

  20. Facilitating Scholarly Writing in Academic Medicine

    PubMed Central

    Pololi, Linda; Knight, Sharon; Dunn, Kathleen

    2004-01-01

    Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants’ future academic productivity requires long-term follow-up. PMID:14748862

  1. Analysis of Organizational Architectures for the Air Force Tuition Assistance Program

    DTIC Science & Technology

    2003-03-01

    FORCE TUITION ASSISTANCE PROGRAM THESIS Krista Zimmerman LaPietra AFIT/GOR/ENS/03-15 DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY AIR...ANALYSIS OF ORGANIZATIONAL ARCHITECTURES FOR THE AIR FORCE TUITION ASSISTANCE PROGRAM THESIS Presented to the Faculty Department...ANALYSIS OF ORGANIZATIONAL ARCHITECTURES FOR THE AIR FORCE TUITION ASSISTANCE PROGRAM Krista Zimmerman LaPietra, BS

  2. 76 FR 23272 - FY 2011 Emergency Food Assistance Annual Program Statement

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-26

    ... Emergency Food Assistance Annual Program Statement Pursuant to the Food for Peace Act of 2008 and the Foreign Assistance Act of 1961 (FAA), notice is hereby given that the FY 2011 Emergency Food Assistance... to review, the FY 2011 Emergency Food Assistance Annual Program Statement is available via the Food...

  3. Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs

    ERIC Educational Resources Information Center

    Bippert, Kelli; Harmon, Janis

    2017-01-01

    Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed…

  4. 75 FR 41397 - Asparagus Revenue Market Loss Assistance Payment Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-16

    ... Revenue Market Loss Assistance Payment Program AGENCY: Commodity Credit Corporation and Farm Service... to implement the new Asparagus Revenue Market Loss Assistance Payment (ALAP) Program authorized by the Food, Conservation, and Energy Act of 2008 (the 2008 Farm Bill). The purpose of the program is to...

  5. Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.

    The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects…

  6. Creating a Speech-Language Pathology Assistant Program.

    ERIC Educational Resources Information Center

    Hambrecht, Georgia, Ed.; Stimley, Mark, Ed.

    This document consists of 11 short articles about the development of the Associate of Science degree program for speech-language pathology assistants (SLPAs) at Indiana State University. The three sections address the program's background, course planning, and program implementation, respectively. Individual articles are: (1) "Top 10 List of…

  7. The Evaluation of an Employee Assistance Program.

    ERIC Educational Resources Information Center

    Gam, John; And Others

    1983-01-01

    Presents the results of an evaluative study of an employee assistance program sponsored by the Russell Corporation, an apparel manufacturing firm. Results suggested that the program is beneficial in terms of both productivity enhancement and humanitarianism. (Author)

  8. Building an undergraduate physics program with Learning Assistants

    NASA Astrophysics Data System (ADS)

    Price, Edward

    2013-04-01

    In 2007, the CSUSM Physics Department began offering a B.S. in Applied Physics, its first physics bachelors degree program. The program has grown from 11 majors in 2008 to over 80 in 2012, due in part to recruiting students from local high schools and community colleges. More broadly, because most CSUSM students come from the local region, the longer-term health of the Department is coupled with the vitality and strength of local high school physics education. In addition, establishing a new physics degree required curriculum development and offered the opportunity to incorporate recent innovations in physics education when developing courses. A Learning Assistants (LA) Program, established by the Department in 2008, has been a critical component in these efforts to recruit students, build local educational networks, and implement innovative curricula. In an LA Program, undergraduate Learning Assistants assist faculty in class, meet regularly with the course instructor, and participate in a weekly seminar on teaching and learning, which provides guidance on effective instruction and an opportunity to reflect on their experiences in the classroom. The LA program promotes course transformation, improved student learning, and teacher recruitment. This talk will describe the CSUSM LA Program and its role in support of our growing applied physics degree program.

  9. Guide to Selected Federal Assistance Programs for Undergraduate Students.

    ERIC Educational Resources Information Center

    Stedman, Jim; Scott, Marcia

    Information is provided on 14 federal programs providing financial assistance to undergraduate students in universities, colleges, and vocational/technical schools. The programs provide three different types of assistance: grants (or scholarships), loans, and job earnings. Grants and scholarships do not have to be repaid, but loans do. Some of the…

  10. A Structured Career Intervention Program for Academically Challenged Students

    ERIC Educational Resources Information Center

    Salleh, Amla; Abdullah, Syed Mohamad; Mahmud, Zuria; Ghavifekr, Simin; Ishak, Noriah

    2013-01-01

    A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students' career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and…

  11. Employee Assistance: Policies and Programs. Pamphlet Series.

    ERIC Educational Resources Information Center

    Milgram, Gail Gleason

    Approximately six to eight percent of the nation's workers have problems which affect their job performance; without assistance, these problems become worse, affect others, and may have serious consequences to the employer as well. The Employee Assistance Program (EAP) is a pragmatic but compassionate attempt to improve performance by constructing…

  12. Cultivating the Academic Integrity of Urban Adolescents with Ethical Philosophy Programming

    ERIC Educational Resources Information Center

    Seider, Scott; Novick, Sarah; Gomez, Jessica

    2013-01-01

    This mixed-methods study considered the effects of ethical philosophy programming at a high-performing, high-poverty urban high school upon the academic integrity of participating adolescents ("n" = 279). Analyses of pre-post survey data revealed that participating adolescents reported significantly higher levels of academic integrity…

  13. Improving Academic Performance in a Bilingual Education Classroom.

    ERIC Educational Resources Information Center

    Golub, Lester S.; Sweeney, Gladys M.

    The purpose of this study is twofold. First, it evaluates the effectiveness of token economy programs in increasing academic performance in a bilingual education classroom setting. Second, it attempts to train the teacher in the basic behavior modification principles and assist her/him in the delivery of appropriate and consistent reinforcement…

  14. Physician Assistant Programs. Summary. Third Revised Edition.

    ERIC Educational Resources Information Center

    Health Careers of Ohio, Columbus.

    The document provides information on the name of the program, the institution, prerequisites, length of course, and certificate or degree offered for 81 programs for the training of physician assistants as part of Operation MEDIHC (Military Experience Directed Into Health Careers). Fifty-three programs are in primary care; the remaining 28 are…

  15. Comparative study of an externship program versus a corporate-academic cooperation program for enhancing nursing competence of graduating students

    PubMed Central

    2013-01-01

    Background New graduates report intense stress during the transition from school to their first work settings. Managing this transition is important to reduce turnover rates. This study compared the effects of an externship program and a corporate-academic cooperation program on enhancing junior college students’ nursing competence and retention rates in the first 3 months and 1 year of initial employment. Methods This two-phase study adopted a pretest and posttest quasi-experimental design. All participants were graduating students drawn from a 5-year junior nursing college in Taiwan. There were 19 and 24 students who participated in the phase I externship program and phase II corporate-academic cooperation program, respectively. The nursing competence of the students had to be evaluated by mentors within 48 hours of practicum training and after practicum training. The retention rate was also surveyed at 3 months and 1 year after beginning employment. Results Students who participated in the corporate-academic cooperation program achieved a statistically significant improvement in nursing competence and retention rates relative to those who participated in the externship program (p < 0.01 and p < 0.05, respectively). Conclusions The corporate-academic cooperation program facilitates the transition of junior college nursing students into independent staff nurses, enhances their nursing competence, and boosts retention rates. PMID:23945287

  16. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  17. Information about the Catalog of Federal Domestic Assistance and EPA Programs

    EPA Pesticide Factsheets

    The primary purpose of the Catalog is to assist potential applicants in identifying programs which meet their specific objectives & to provide general information on Federal assistance programs. In 1977 Congress passed the Federal Program Information Act.

  18. 14 CFR 120.115 - Employee Assistance Program (EAP).

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... (CONTINUED) AIR CARRIERS AND OPERATORS FOR COMPENSATION OR HIRE: CERTIFICATION AND OPERATIONS DRUG AND ALCOHOL TESTING PROGRAM Drug Testing Program Requirements § 120.115 Employee Assistance Program (EAP). (a... the employee and supervisor EAP training in the employer's drug testing program. [Doc. No. FAA-2008...

  19. Employee assistance program evaluation. Employee perceptions, awareness, and utilization.

    PubMed

    Moore, T

    1989-12-01

    Periodic evaluation is necessary to maintain a quality employee assistance program. This survey was undertaken to determine employee awareness of the existing EAP and their satisfaction with the program. Likewise, the survey allowed for employee input on areas of the program they had concerns with that may have caused hesitancy in further use of the program. The survey not only documents to management that the program is of value to employees and identifies areas where changes may be focused in the future to meet employee needs, but actually serves as a communication tool in itself as a reminder of the availability of the Employee Assistance Program.

  20. Preliminary Evaluation of Office of Academic Achievement's Programs 1990-1991. Report No. 91-4.

    ERIC Educational Resources Information Center

    Swanson, Judy

    Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The…

  1. 45 CFR 205.50 - Safeguarding information for the financial assistance programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 2 2013-10-01 2012-10-01 true Safeguarding information for the financial assistance programs. 205.50 Section 205.50 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH...

  2. 45 CFR 205.50 - Safeguarding information for the financial assistance programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 2 2012-10-01 2012-10-01 false Safeguarding information for the financial assistance programs. 205.50 Section 205.50 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH...

  3. 45 CFR 205.50 - Safeguarding information for the financial assistance programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 2 2014-10-01 2012-10-01 true Safeguarding information for the financial assistance programs. 205.50 Section 205.50 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH...

  4. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  5. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  6. Federal Assistance for Programs Serving the Handicapped.

    ERIC Educational Resources Information Center

    Office of Human Development (DHEW), Washington, DC. Office for Handicapped Individuals.

    Presented is information on approximately 100 Federal programs designed to assist the handicapped and/or people working with or for them. It is explained that the compilation was excerpted from the 1975 Catalog of Federal Domestic Assistance, gathered from material provided by the Library of Congress, and augmented by a survey of Federal agencies…

  7. Means-Tested Public Assistance Programs and Adolescent Political Socialization.

    PubMed

    Barnes, Carolyn Y; Hope, Elan C

    2017-07-01

    In recent years, scholars have pointed to the politically demobilizing effects of means-tested assistance programs on recipients. In this study, we bridge the insights from policy feedback literature and adolescent political socialization research to examine how receiving means-tested programs shapes parent influence on adolescent political participation. We argue that there are differences in pathways to political participation through parent political socialization and youth internal efficacy beliefs for adolescents from households that do or do not receive means-tested assistance. Using data from a nationally representative sample of 536 Black, Latino, and White adolescents (50.8% female), we find that adolescents from means-tested assistance households report less parent political socialization and political participation. For all youth, parent political socialization predicts adolescent political participation. Internal political efficacy is a stronger predictor of political participation for youth from a non-means-tested assistance household than it is for youth from a household receiving means-tested assistance. These findings provide some evidence of differential paths to youth political participation via exposure to means-tested programs.

  8. Characteristics of Supplemental Nutrition Assistance Program Households: Fiscal Year 2012. Nutrition Assistance Program Report Series. No. SNAP-14-CHAR

    ERIC Educational Resources Information Center

    Gray, Kelsey Farson; Eslami, Esa

    2014-01-01

    The Supplemental Nutrition Assistance Program (SNAP) serves as the foundation of America's national nutrition safety net. It is the nation's first line of defense against food insecurity and offers a powerful tool to improve nutrition among low-income individuals. SNAP is the largest of the 15 domestic food and nutrition assistance programs…

  9. Preparing Marriage and Family Therapy Students to Become Employee Assistance Professionals.

    ERIC Educational Resources Information Center

    Smith, Thomas A., Jr.; And Others

    1989-01-01

    Addresses issues pertinent to training Marriage and Family Therapy (MFT) students to develop the skills needed to become Employee Assistance Programs (EAP) professionals. Describes qualifications for becoming EAP professional. Suggests how skills may be taught within the framework of an academically based MFT training program. (Author/ABL)

  10. 14 CFR 120.115 - Employee Assistance Program (EAP).

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... (CONTINUED) AIR CARRIERS AND OPERATORS FOR COMPENSATION OR HIRE: CERTIFICATION AND OPERATIONS DRUG AND ALCOHOL TESTING PROGRAM Drug Testing Program Requirements § 120.115 Employee Assistance Program (EAP). (a... employer's drug testing plan submitted to the FAA for approval. ...

  11. 14 CFR 120.115 - Employee Assistance Program (EAP).

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... (CONTINUED) AIR CARRIERS AND OPERATORS FOR COMPENSATION OR HIRE: CERTIFICATION AND OPERATIONS DRUG AND ALCOHOL TESTING PROGRAM Drug Testing Program Requirements § 120.115 Employee Assistance Program (EAP). (a... employer's drug testing plan submitted to the FAA for approval. ...

  12. 14 CFR 120.115 - Employee Assistance Program (EAP).

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... (CONTINUED) AIR CARRIERS AND OPERATORS FOR COMPENSATION OR HIRE: CERTIFICATION AND OPERATIONS DRUG AND ALCOHOL TESTING PROGRAM Drug Testing Program Requirements § 120.115 Employee Assistance Program (EAP). (a... employer's drug testing plan submitted to the FAA for approval. ...

  13. 14 CFR 120.115 - Employee Assistance Program (EAP).

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... (CONTINUED) AIR CARRIERS AND OPERATORS FOR COMPENSATION OR HIRE: CERTIFICATION AND OPERATIONS DRUG AND ALCOHOL TESTING PROGRAM Drug Testing Program Requirements § 120.115 Employee Assistance Program (EAP). (a... employer's drug testing plan submitted to the FAA for approval. ...

  14. FBI's Employee Assistance Program: an advanced law enforcement model.

    PubMed

    McNally, V J

    1999-01-01

    As we approach the 21st century the FBI has enhanced its Employee Assistance Program (EAP) to include EAP services, Peer Support and Critical Incident Stress Management/Debriefing (CISM/D) and Chaplains' Program. This EAP is now anticipating the future to include a Compassion Fatigue Program for its counselors and coordinators, as well as developing CISD protocols for incidents involving weapons of mass destruction. As the FBI has accepted new challenges in the investigative arena throughout the world, so the FBI's Employee Assistance and related programs have set out to support their employees and family members with a continuum of integrated confidential services. The FBI recognizes that its most important asset is its personnel, and EAP is the vehicle to assist the FBI family in remaining healthy and strong for the continuous quest to fulfill its mission.

  15. Aligning Accreditation and Academic Program Reviews: A Canadian Case Study

    ERIC Educational Resources Information Center

    Bowker, Lynne

    2017-01-01

    Purpose: This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach. Design/methodology/approach: The paper describes two Canadian graduate programs that are subject to both external professional…

  16. 10 CFR 455.134 - Forwarding of applications for State grants for technical assistance, program assistance, and...

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 3 2010-01-01 2010-01-01 false Forwarding of applications for State grants for technical assistance, program assistance, and marketing. 455.134 Section 455.134 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION GRANT PROGRAMS FOR SCHOOLS AND HOSPITALS AND BUILDINGS OWNED BY UNITS OF LOCAL GOVERNMENT AND PUBLIC CARE INSTITUTIONS State...

  17. Exercise Science Academic Programs and Research in the Philippines

    PubMed Central

    MADRIGAL, NORBERTO; REYES, JOSEPHINE JOY; PAGADUAN, JEFFREY; ESPINO, REIL VINARD

    2010-01-01

    In this invited editorial, professors from leading institutions in the Philippines, share information regarding their programs relating to Exercise Science. They have provided information on academic components such as entrance requirements, progression through programs, and professional opportunities available to students following completion; as well as details regarding funding available to students to participate in research, collaboration, and specific research interests. PMID:27182343

  18. State Employee Assistance Programs: Organization and Services.

    ERIC Educational Resources Information Center

    Kemp, Donna R.

    1985-01-01

    Describes a study conducted to determine how many state governments had established employee assistance programs (EAPs). Results concerned how state EAPs are organized, services provided, cost of programs, what dollars or productive benefits were calculated, and what problems have been encountered by state EAPs. (CT)

  19. Up from Dependency: A New National Public Assistance Strategy. Supplement 1: The National Public Assistance System. Volume 3: A Compendium of Public Assistance Programs; Major Federal Health, Service, Employment, and Education Programs, Other Federal and State Programs.

    ERIC Educational Resources Information Center

    Interagency Low Income Opportunity Advisory Board, Washington, DC.

    This volume contains the second half of part 1 of a 4-part compendium of information about low income assistance programs plus the remaining 3 parts of the compendium. Part 1 contains detailed information about 59 major federally supported public assistance programs, each of which annually spent over $20 million in fiscal year 1985, and applied a…

  20. Academic Support as a Predictor of Retention to Graduation: New Insights on the Role of Tutoring, Learning Assistance, and Supplemental Instruction

    ERIC Educational Resources Information Center

    Grillo, Michael C.; Leist, Cathy W.

    2013-01-01

    This study seeks to examine the relationship between the long-term use of academic support services such as tutoring, learning assistance, and supplemental instruction and retention to graduation. Little research has been devoted to the relationship between academic support and retention to graduation in both the literatures on retention and…

  1. Survey for rural transit assistance program.

    DOT National Transportation Integrated Search

    2006-02-01

    Currently, the California Association for Coordinated Transportation Inc. (CalACT) is under contract to the Department of Transportation, Division of Mass Transportation (DMT) to implement all aspects of Rural Transit Assistance Program. (RTAP). RTAP...

  2. Promoting First-Generation College Students' Mental Well-Being: Student Perceptions of an Academic Enrichment Program

    ERIC Educational Resources Information Center

    Swanbrow Becker, Martin A.; Schelbe, Lisa; Romano, Kelly; Spinelli, Carmella

    2017-01-01

    Academic enrichment programs seek to address the challenges first-generation students face, but research tends to focus on academic outcomes. In this study we investigated first-generation students' perceptions of how a program addresses their mental well-being. A total of 25 undergraduate students who were enrolled in an academic enrichment…

  3. Assisted Workouts: Starting My Own Workout Program

    ERIC Educational Resources Information Center

    Cousminer, Douglas

    2003-01-01

    As an undergraduate student with cerebral palsy, I found it difficult to achieve my goal of starting a regular exercise program at my school, the University of Central Florida. However, when I started a program called Assisted Workouts in spring 2003. the struggle proved to be well worth it. The program is not only beneficial to me, but it has…

  4. The professional socialization of the graduate assistant athletic trainer.

    PubMed

    Mazerolle, Stephanie M; Eason, Christianne M; Clines, Stephanie; Pitney, William A

    2015-05-01

    The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. To understand the socialization process for graduate assistant ATs during their graduate experience. Qualitative study. We conducted phone interviews with all participants. A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

  5. 76 FR 6313 - Asparagus Revenue Market Loss Assistance Payment Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-04

    ... Revenue Market Loss Assistance Payment Program AGENCY: Commodity Credit Corporation and Farm Service Agency, USDA. ACTION: Final rule. SUMMARY: This rule implements the Asparagus Revenue Market Loss Assistance Payment (ALAP) Program authorized by the Food, Conservation and Energy Act of 2008 (the 2008 Farm...

  6. 31 CFR 205.1 - What Federal assistance programs are covered by this part?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ...; and (2) All Federal program agencies, except the Tennessee Valley Authority (TVA) and its Federal assistance programs. (b) Only programs listed in the Catalog of Federal Domestic Assistance, as established... 31 Money and Finance:Treasury 2 2013-07-01 2013-07-01 false What Federal assistance programs are...

  7. 31 CFR 205.1 - What Federal assistance programs are covered by this part?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...; and (2) All Federal program agencies, except the Tennessee Valley Authority (TVA) and its Federal assistance programs. (b) Only programs listed in the Catalog of Federal Domestic Assistance, as established... 31 Money and Finance:Treasury 2 2011-07-01 2011-07-01 false What Federal assistance programs are...

  8. 31 CFR 205.1 - What Federal assistance programs are covered by this part?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...; and (2) All Federal program agencies, except the Tennessee Valley Authority (TVA) and its Federal assistance programs. (b) Only programs listed in the Catalog of Federal Domestic Assistance, as established... 31 Money and Finance: Treasury 2 2014-07-01 2014-07-01 false What Federal assistance programs are...

  9. 31 CFR 205.1 - What Federal assistance programs are covered by this part?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...; and (2) All Federal program agencies, except the Tennessee Valley Authority (TVA) and its Federal assistance programs. (b) Only programs listed in the Catalog of Federal Domestic Assistance, as established... 31 Money and Finance:Treasury 2 2012-07-01 2012-07-01 false What Federal assistance programs are...

  10. Academic Planning through Program Review: Can It Work?

    ERIC Educational Resources Information Center

    Fernandez, Thomas V.; Raab, Marjorie K.

    Nassau Community College (NCC) is currently working with a program evaluation model in which faculty from one department serve as peer evaluation consultants to direct the self-evaluations of other departments. The four functional objectives initially motivating the development of NCC's plan directed that: real decisions about academic programs…

  11. The Academic I-BEST: A Model for Precollege Student Success in College Transfer Programs

    ERIC Educational Resources Information Center

    Emory, Doug; Raymond, Linda; Lee, Karen; Twohy, Sean

    2016-01-01

    Beginning in 2011, Lake Washington Institute of Technology initiated an I-BEST (Integrated Basic Education and Skills Training) program designed to allow upper-level basic education students to directly enter academic courses required by college transfer degrees. This program, the Academic I-BEST, represents one of the earliest examples of the…

  12. 76 FR 6810 - Announcement of Funding Awards for the Special Needs Assistance Programs-Technical Assistance...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-08

    ...In accordance with section 102(a)(4)(C) of the Department of Housing and Urban Development Reform Act of 1989, this announcement notifies the public of funding decisions made by the Department in a competition for funding under the Notice of Funding Availability (NOFA) for the Special Needs Assistance Programs Technical Assistance program. This announcement contains the names of the awardees and amounts of the awards made available by HUD.

  13. [International academic mobility program in nursing experience report].

    PubMed

    de Oliveira, Mariana Gonçalves; Pagliuca, Lorita Marlena Freitag

    2012-03-01

    An experience of studying abroad or of academic exchange, really adds value to the professional and personal development of exchange students. This report aims to describe a student's experience in an international academic mobility program. It was developed from 2008 to 2009 in Brazil and Spain. The experiences, observations and activities of the student were emphasized believing that the training of students and researchers is not only restricted to the university and the students' home country, and that it is important to have possibilities of new experiences and differentiated knowledge. The conclusion is that this opportunity promoted a profound effect on psychological, cultural social and scientific development of the exchange student.

  14. Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

    ERIC Educational Resources Information Center

    Day, Sandra K.

    2012-01-01

    This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

  15. Student Assistance Programs: New Approaches for Reducing Adolescent Substance Abuse.

    ERIC Educational Resources Information Center

    Moore, David D.; Forster, Jerald R.

    1993-01-01

    Describes school-based Student Assistance Programs (SAPs), which are designed to reduce adolescents' substance abuse. Notes that SAPs, modeled after Employee Assistance Programs in workplace, are identifying, assessing, referring, and managing cases of substance-abusing students. Sees adoption of SAP model as accelerating in response to growing…

  16. Discipline-Specific Practica for International Teaching Assistants

    ERIC Educational Resources Information Center

    Gorsuch, Greta J.

    2006-01-01

    A topic of continued discussion has been whether international teaching assistant (ITA) education is best done within academic departments, or within university-wide programs organized by English as a Second Language (ESL) specialists. This report describes a pilot ITA practicum which may potentially combine the best of both approaches: Academic…

  17. Limitations on Change: Current Conditions Influencing Academic Intransigence in Educational Administration Programs.

    ERIC Educational Resources Information Center

    Logan, Connie Stokes; Pounder, Diana G.

    An analysis of academic intransigence (resistance to change) in educational administrative preparation programs is presented in this paper. Drawing upon two conceptual frameworks, the stakeholder perspective and Porter's (1980) five-force model of industry structure and competitive influence, two factors contributing to academic intransigence are…

  18. Relationship Between Physician Assistant Program Length and Physician Assistant National Certifying Examination Pass Rates.

    PubMed

    Colletti, Thomas P; Salisbury, Helen; Hertelendy, Attila J; Tseng, Tina

    2016-03-01

    This study was conducted to examine the relationship between physician assistant (PA) educational program length and PA programs' 5-year average Physician Assistant National Certifying Examination (PANCE) first-time pass rates. This was a retrospective correlational study that analyzed previously collected data from a nonprobability purposive sample of accredited PA program Web sites. Master's level PA programs (n = 108) in the United States with published average PANCE scores for 5 consecutive classes were included. Provisional and probationary programs were excluded (n = 4). Study data were not normally distributed per the Kolmogorov-Smirnov test, P = .00. There was no relationship between program length and PANCE pass rates, ρ (108) = -0.04, P = .68. Further analyses examining a possible relationship between program phase length (didactic and clinical) and PANCE pass rates also demonstrated no differences (ρ [107] = -0.05, P = .60 and ρ [107] = 0.02, P = .80, respectively). The results of this study suggest that shorter length PA programs perform similarly to longer programs in preparing students to pass the PANCE. In light of rapid expansion of PA educational programs, educators may want to consider these findings when planning the length of study for new and established programs.

  19. Creative Programming for Young Minds...on the TRS-80. I-Volume VII and All Stars Programs.

    ERIC Educational Resources Information Center

    Brown, Devin

    These manuals provide self-teaching and individualized instruction activities to assist students in learning BASIC programming. Originally planned as a mathematics enrichment program for academically gifted children, three series of instructional workbooks and supplementary projects for seven microcomputers are now included to accommodate…

  20. Contributions of Academic Emergency Medicine Programs to U.S. Health Care: Summary of the AAAEM-AACEM Benchmarking Data.

    PubMed

    Reznek, Martin A; Scheulen, James J; Harbertson, Cathi A; Kotkowski, Kevin A; Kelen, Gabor D; Volturo, Gregory A

    2018-04-01

    The societal contribution of emergency care in the United States has been described. The role and impact of academic emergency departments (EDs) has been less clear. Our report summarizes the results of a benchmarking effort specifically focused on academic emergency medicine (EM) practices. From October through December 2016, the Academy of Academic Administrators of Emergency Medicine (AAAEM) and the Association of Academic Chairs of Emergency Medicine (AACEM) jointly administered a benchmarking survey to allopathic, academic departments and divisions of emergency medicine. Participation was voluntary and nonanonymous. The survey queried various aspects of the three components of the tripartite academic mission: clinical care, education and research, and faculty effort and compensation. Responses reflected a calendar year from July 1, 2015, to June 30, 2016. Of 107 eligible U.S. allopathic, academic departments and divisions of emergency medicine, 79 (74%) responded to the survey overall, although individual questions were not always answered by all responding programs. The 79 responding programs reported 6,876,189 patient visits at 97 primary and affiliated academic clinical sites. A number of clinical operations metrics related to the care of these patients at these sites are reported in this study. All responding programs had active educational programs for EM residents, with a median of 37 residents per program. Nearly half of the overall respondents reported responsibility for teaching medical students in mandatory EM clerkships. Fifty-two programs reported research and publication activity, with a total of $129,494,676 of grant funding and 3,059 publications. Median faculty effort distribution was clinical effort, 66.9%; education effort, 12.7%; administrative effort, 12.0%; and research effort, 6.9%. Median faculty salary was $277,045. Academic EM programs are characterized by significant productivity in clinical operations, education, and research. The

  1. Academic musculoskeletal radiology: influences for gender disparity.

    PubMed

    Qamar, Sadia R; Khurshid, Kiran; Jalal, Sabeena; Bancroft, Laura; Munk, Peter L; Nicolaou, Savvas; Khosa, Faisal

    2018-03-01

    Research productivity is one of the few quintessential gauges that North American academic radiology departments implement to determine career progression. The rationale of this study is to quantify the relationship of gender, research productivity, and academic advancements in the musculoskeletal (MSK) radiology to account for emerging trends in workforce diversity. Radiology residency programs enlisted in the Fellowship and Residency Electronic Interactive Database (FREIDA), Canadian Resident Matching Service (CaRMS) and International Skeletal Society (ISS) were searched for academic faculty to generate the database for gender and academic profiles of MSK radiologists. Bibliometric data was collected using Elsevier's SCOPUS archives, and analyzed using Stata version 14.2. Among 274 MSK radiologists in North America, 190 (69.34%) were men and 84 (30.66%) were women, indicating a statistically significant difference (χ2 = 6.34; p value = 0.042). The available number of female assistant professors (n = 50) was more than half of the male assistant professors (n = 88), this ratio however, plummeted at higher academic ranks, with only one-fourth of women (n = 11) professors compared to men (n = 45). The male MSK radiologist had 1.31 times the odds of having a higher h-index, keeping all other variables constant. The trend of gender disparity exists in MSK radiology with significant underrepresentation of women in top tiers of academic hierarchy. Even with comparable h-indices, at the lower academic ranks, a lesser number of women are promoted relative to their male colleagues. Further studies are needed to investigate the degree of influence research productivity has, in determining academic advancement of MSK radiologists.

  2. A Growth Model for the Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis. IR Applications, Volume 33

    ERIC Educational Resources Information Center

    Acquah, Edward H. K.

    2012-01-01

    The academic program life cycle (APLC) concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to annual enrollment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The…

  3. Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2014-01-01

    Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

  4. The Academic Motivation of At-Risk Students in a Counseling Prevention Program

    ERIC Educational Resources Information Center

    Scheel, Michael John; Madabhushi, Soumya; Backhaus, Autumn

    2009-01-01

    School dropout is a problem that has distressing personal and societal consequences. Not surprising, students who drop out are typically not academically motivated. This phenomenological study examined the meanings that students construct about academic motivation while participating in a dropout prevention program that primarily uses counseling.…

  5. Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

    ERIC Educational Resources Information Center

    Solikhah, Imroatus

    2015-01-01

    This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…

  6. Rethinking the "Apprenticeship of Liberty": The Case for Academic Programs in Community Engagement in Higher Education

    ERIC Educational Resources Information Center

    Butin, Dan W.

    2012-01-01

    This article articulates a model for the "engaged campus" through academic programs focused on community engagement, broadly construed. Such academic programs--usually coalesced in certificate programs, minors, and majors--provide a complementary vision for the deep institutionalization of civic and community engagement in the academy that can…

  7. Use of school gardens in academic instruction.

    PubMed

    Graham, Heather; Beall, Deborah Lane; Lussier, Mary; McLaughlin, Peggy; Zidenberg-Cherr, Sheri

    2005-01-01

    To determine the status of gardens in California schools. A self-administered Internet and mailed survey was sent to all California principals (N = 9805). 4194 California school principals. School garden practices, attitudes associated with the use of gardens in schools, and perceptions of barriers to having and using school gardens in academic instruction. Descriptive statistics and chi-square; P < .05. A 43% response rate was achieved. The most frequent reason for having a garden was for enhancement of academic instruction. Gardens were most commonly used for teaching science, environmental studies, and nutrition. Principals strongly agreed that resources such as curriculum materials linked to academic instruction and lessons on teaching nutrition in the garden would assist in the school garden being used for academic instruction. Principals deemed the garden as being not to slightly effective at enhancing the school meal program. School gardens appear to be predominantly used by most schools to enhance academic instruction. There is a need for curriculum materials and teacher training for gardening and nutrition. The link between the garden and the school meal program is an area that clearly requires attention. School lunch would be a logical setting for provision of edible produce, in addition to taste-testing of fresh produce in the garden or classroom setting.

  8. 75 FR 34805 - Program Integrity Issues

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-18

    ...The Secretary proposes to improve integrity in the programs authorized under title IV of the Higher Education Act of 1965, as amended (HEA) by amending the regulations for Institutional Eligibility Under the HEA, the Secretary's Recognition of Accrediting Agencies, the Secretary's Recognition Procedures for State Agencies, the Student Assistance General Provisions, the Federal Family Education Loan (FFEL) Program, the William D. Ford Federal Direct Loan Program, the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program, the Federal Pell Grant Program, and the Academic Competitiveness Grant (AGC) and National Science and Mathematics Access to Retain Talent Grant (National Smart Grant) Programs.

  9. A Program to Enhance the Effectiveness of Teaching Assistants.

    ERIC Educational Resources Information Center

    Cornell Univ., Ithaca, NY. Coll. of Engineering.

    This manual is the final report on a two-year project to enhance the effectiveness of teaching assistants. It is designed as a workbook for persons conducting instructional programs for teaching assistants and is specific to teaching assistants in engineering and the natural sciences. The manual contains an introduction and six chapters. Chapter…

  10. Training and technical assistance to enhance capacity building between prevention research centers and their partners.

    PubMed

    Spadaro, Antonia J; Grunbaum, Jo Anne; Dawkins, Nicola U; Wright, Demia S; Rubel, Stephanie K; Green, Diane C; Simoes, Eduardo J

    2011-05-01

    The Centers for Disease Control and Prevention has administered the Prevention Research Centers Program since 1986. We quantified the number and reach of training programs across all centers, determined whether the centers' outcomes varied by characteristics of the academic institution, and explored potential benefits of training and technical assistance for academic researchers and community partners. We characterized how these activities enhanced capacity building within Prevention Research Centers and the community. The program office collected quantitative information on training across all 33 centers via its Internet-based system from April through December 2007. Qualitative data were collected from April through May 2007. We selected 9 centers each for 2 separate, semistructured, telephone interviews, 1 on training and 1 on technical assistance. Across 24 centers, 4,777 people were trained in 99 training programs in fiscal year 2007 (October 1, 2006-September 30, 2007). Nearly 30% of people trained were community members or agency representatives. Training and technical assistance activities provided opportunities to enhance community partners' capacity in areas such as conducting needs assessments and writing grants and to improve the centers' capacity for cultural competency. Both qualitative and quantitative data demonstrated that training and technical assistance activities can foster capacity building and provide a reciprocal venue to support researchers' and the community's research interests. Future evaluation could assess community and public health partners' perception of centers' training programs and technical assistance.

  11. MEDICAL LABORATORY ASSISTANT, A SUGGESTED GUIDE FOR A TRAINING PROGRAM.

    ERIC Educational Resources Information Center

    Office of Education (DHEW), Washington, DC.

    INFORMATION IS GIVEN TO ASSIST IN ORGANIZING AND ADMINISTERING A TRAINING PROGRAM FOR MEDICAL LABORATORY ASSISTANTS IN A VARIETY OF SETTINGS AND TO PROVIDE GUIDANCE IN ESTABLISHING NEW PROGRAMS AND IN EVALUATING EXISTING ONES. THE MATERIAL WAS PREPARED UNDER THE DIRECTION OF THE NATIONAL COMMITTEE FOR CAREERS IN MEDICAL TECHNOLOGY. PATHOLOGISTS…

  12. 75 FR 15693 - Extension of Web-Based TRICARE Assistance Program Demonstration Project

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-30

    ... DEPARTMENT OF DEFENSE Office of the Secretary Extension of Web-Based TRICARE Assistance Program Demonstration Project AGENCY: Department of Defense (DoD). ACTION: Notice of a Web-Based TRICARE Assistance... States Code, Section 1092, entitled Web-Based TRICARE Assistance Program. This demonstration was...

  13. Trial of the University Assistance Program for Alcohol Use Among Mandated Students*

    PubMed Central

    Amaro, Hortensia; Ahl, Marilyn; Matsumoto, Atsushi; Prado, Guillermo; Mulé, Christina; Kemmemer, Amaura; Larimer, Mary E.; Masi, Dale; Mantella, Philomena

    2009-01-01

    Objective: The aim of this study was to investigate the effectiveness of a brief intervention for mandated students in the context of the University Assistance Program, a Student Assistance Program developed and modeled after workplace Employee Assistance Programs. Method: Participants were 265 (196 males and 69 females) judicially mandated college students enrolled in a large, urban university in the northeast United States. All participants were sanctioned by the university's judicial office for an alcohol- or drug-related violation. Participants were randomized to one of two intervention conditions (the University Assistance Program or services as usual) and were assessed at baseline and 3 and 6 months after intervention. Results: Growth curve analyses showed that, relative to services as usual, the University Assistance Program was more efficacious in reducing past-90-day weekday alcohol consumption and the number of alcohol-related consequences while increasing past-90-day use of protective behaviors and coping skills. No significant differences in growth trajectories were found between the two intervention conditions on past-90-day blood alcohol concentration, total alcohol consumption, or weekend consumption. Conclusions: The University Assistance Program may have a possible advantage over services as usual for mandated students. PMID:19538912

  14. Trial of the university assistance program for alcohol use among mandated students.

    PubMed

    Amaro, Hortensia; Ahl, Marilyn; Matsumoto, Atsushi; Prado, Guillermo; Mulé, Christina; Kemmemer, Amaura; Larimer, Mary E; Masi, Dale; Mantella, Philomena

    2009-07-01

    The aim of this study was to investigate the effectiveness of a brief intervention for mandated students in the context of the University Assistance Program, a Student Assistance Program developed and modeled after workplace Employee Assistance Programs. Participants were 265 (196 males and 69 females) judicially mandated college students enrolled in a large, urban university in the northeast United States. All participants were sanctioned by the university's judicial office for an alcohol- or drug-related violation. Participants were randomized to one of two intervention conditions (the University Assistance Program or services as usual) and were assessed at baseline and 3 and 6 months after intervention. Growth curve analyses showed that, relative to services as usual, the University Assistance Program was more efficacious in reducing past-90-day weekday alcohol consumption and the number of alcohol-related consequences while increasing past-90-day use of protective behaviors and coping skills. No significant differences in growth trajectories were found between the two intervention conditions on past-90-day blood alcohol concentration, total alcohol consumption, or weekend consumption. The University Assistance Program may have a possible advantage over services as usual for mandated students.

  15. 18 CFR 740.10 - Program review and assistance.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 18 Conservation of Power and Water Resources 2 2011-04-01 2011-04-01 false Program review and assistance. 740.10 Section 740.10 Conservation of Power and Water Resources WATER RESOURCES COUNCIL STATE... the request of the State, specific technical assistance in water resources management; (ii) Determine...

  16. 18 CFR 740.10 - Program review and assistance.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 18 Conservation of Power and Water Resources 2 2014-04-01 2014-04-01 false Program review and assistance. 740.10 Section 740.10 Conservation of Power and Water Resources WATER RESOURCES COUNCIL STATE... the request of the State, specific technical assistance in water resources management; (ii) Determine...

  17. 18 CFR 740.10 - Program review and assistance.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Program review and assistance. 740.10 Section 740.10 Conservation of Power and Water Resources WATER RESOURCES COUNCIL STATE... the request of the State, specific technical assistance in water resources management; (ii) Determine...

  18. 18 CFR 740.10 - Program review and assistance.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 18 Conservation of Power and Water Resources 2 2012-04-01 2012-04-01 false Program review and assistance. 740.10 Section 740.10 Conservation of Power and Water Resources WATER RESOURCES COUNCIL STATE... the request of the State, specific technical assistance in water resources management; (ii) Determine...

  19. 18 CFR 740.10 - Program review and assistance.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 18 Conservation of Power and Water Resources 2 2013-04-01 2012-04-01 true Program review and assistance. 740.10 Section 740.10 Conservation of Power and Water Resources WATER RESOURCES COUNCIL STATE... the request of the State, specific technical assistance in water resources management; (ii) Determine...

  20. Academics in CTE Programs: Fully Preparing Students for Their Next Step

    ERIC Educational Resources Information Center

    MacQuarrie, David L.

    2008-01-01

    An echo can often be heard in career and technical education (CTE) hallways, "How am I going to fit academic skills into this program." They have a choice! They could pick up a math or English book and start selecting something to separately add in. Perhaps an academic consultant could be tapped to separately add to the task list. Another option…

  1. Undergraduate Program Review Processes: A Case Study in Opportunity for Academic Libraries

    ERIC Educational Resources Information Center

    Costella, John; Adam, Tom; Gray, Fran; Nolan, Nicole; Wilkins, Catherine

    2013-01-01

    How can an academic library most effectively participate and expand its contributions to program reviews at the institutional level? By becoming involved in undergraduate reviews, college and university libraries can articulate new and enhanced roles for themselves on campus. Academic libraries have always contributed to a variety of institutional…

  2. Robot-Assisted Thoracic Surgery (RATS): Perioperative Nursing Professional Development Program.

    PubMed

    Sarmanian, Julie D

    2015-09-01

    Robot-assisted surgery continues to grow in popularity worldwide. Competency and training of personnel for robot-assisted thoracic surgery (RATS) is less established compared with other robot-assisted specialties. Major differences between minimally invasive approaches to thoracic surgery (eg, video-assisted thoracoscopic surgery) and RATS are presented to address a paucity of literature on the subject. Although perioperative nursing considerations are universal to all robot-assisted procedures, there are nursing consideration specific to RATS. This article provides a RATS perioperative nursing development program for RN circulators and scrub personnel. Development of perioperative nursing knowledge and skills through implementation of targeted training programs enables nurses to provide a safe surgical experience for patients undergoing RATS. Copyright © 2015 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  3. 75 FR 11840 - Biorefinery Assistance Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-12

    ... DEPARTMENT OF AGRICULTURE Rural Business-Cooperative Service Biorefinery Assistance Program AGENCY: Rural Business-Cooperative Service (RBS), (USDA). ACTION: Notice of Funding Availability (NOFA); new... Availability (NOFA) has been approved by the Office of Management and Budget (OMB) under OMB Control Number...

  4. Awareness of pharmaceutical cost-assistance programs among inner-city seniors.

    PubMed

    Federman, Alex D; Safran, Dana Gelb; Keyhani, Salomeh; Cole, Helen; Halm, Ethan A; Siu, Albert L

    2009-04-01

    Lack of awareness may be a significant barrier to participation by low- and middle-income seniors in pharmaceutical cost-assistance programs. The goal of this study was to determine whether older adults' awareness of 2 major state and federal pharmaceutical cost-assistance programs was associated with the seniors' ability to access and process information about assistance programs. Data were gathered from a cross-sectional study of independently living, English- or Spanish-speaking adults aged > or =60 years. Participants were interviewed in 30 community-based settings (19 apartment complexes and 11 senior centers) in New York, New York. The analysis focused on adults aged > or =65 years who lacked Medicaid coverage. Multivariable logistic regression was used to model program awareness as a function of information access (family/social support, attendance at senior or community centers and places of worship, viewing of live health insurance presentations, instrumental activities of daily living, site of medical care, computer use, and having a proxy decision maker for health insurance matters) and information-processing ability (education level, English proficiency, health literacy, and cognitive function). The main outcome measure was awareness of New York's state pharmaceutical assistance program (Elderly Pharmaceutical Insurance Coverage [EPIC

  5. The Economics of Academic Advancement Within Surgery.

    PubMed

    Baimas-George, Maria; Fleischer, Brian; Korndorffer, James R; Slakey, Douglas; DuCoin, Christopher

    The success of an academic surgeon's career is often viewed as directly related to academic appointment; therefore, the sequence of promotion is a demanding, rigorous process. This paper seeks to define the financial implication of academic advancement across different surgical subspecialties. Data was collected from the Association of American Medical College's 2015 report of average annual salaries. Assumptions included 30 years of practice, 5 years as assistant professor, and 10 years as associate professor before advancement. The base formula used was: (average annual salary) × (years of practice [30 years - fellowship/research years]) + ($50,000 × years of fellowship/research) = total adjusted lifetime salary income. There was a significant increase in lifetime salary income with advancement from assistant to associate professor in all subspecialties when compared to an increase from associate to full professor. The greatest increase in income from assistant to associate professor was seen in transplant and cardiothoracic surgery (35% and 27%, respectively). Trauma surgery and surgical oncology had the smallest increases of 8% and 9%, respectively. With advancement to full professor, the increase in lifetime salary income was significantly less across all subspecialties, ranging from 1% in plastic surgery to 8% in pediatric surgery. When analyzing the economics of career advancement in academic surgery, there is a substantial financial benefit in lifetime income to becoming an associate professor in all fields; whereas, advancement to full professor is associated with a drastically reduced economic benefit. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  6. Gender Differences in Scholarly Productivity Within Academic Gynecologic Oncology Departments

    PubMed Central

    Hill, Emily K.; Blake, Rachel A.; Emerson, Jenna B.; Svider, Peter; Eloy, Jean Anderson; Raker, Christina; Robison, Katina; Stuckey, Ashley

    2016-01-01

    OBJECTIVE To estimate whether there is a gender difference in scholarly productivity among academic gynecologic oncologists. METHODS In this cross-sectional study, the academic rank and gender of gynecologic oncology faculty in the United States were determined from online residency and fellowship directories and departmental web sites. Each individual’s h-index and years of publication were determined from Scopus (a citation database of peer-reviewed literature). The h-index is a quantification of an author’s scholarly productivity that combines the number of publications with the number of times the publications have been cited. We generated descriptive statistics and compared rank, gender, and productivity scores. RESULTS Five hundred seven academic faculty within 137 U.S. teaching programs were identified. Of these, 215 (42%) were female and 292 (58%) were male. Men had significantly higher median h-indices than women, 16 compared with 8, respectively (P<.001). Women were more likely to be of junior academic rank with 63% of assistant professors being female compared with 20% of full professors. When stratifying h-indices by gender and academic rank, men had significantly higher h-indices at the assistant professor level (7 compared with 5, P<.001); however, this difference disappeared at the higher ranks. Stratifying by the years of active publication, there was no significant difference between genders. CONCLUSION Female gynecologic oncologists at the assistant professor level had lower scholarly productivity than men; however, at higher academic ranks, they equaled their male counterparts. Women were more junior in rank, had published for fewer years, and were underrepresented in leadership positions. PMID:26551177

  7. Gender Differences in Scholarly Productivity Within Academic Gynecologic Oncology Departments.

    PubMed

    Hill, Emily K; Blake, Rachel A; Emerson, Jenna B; Svider, Peter; Eloy, Jean Anderson; Raker, Christina; Robison, Katina; Stuckey, Ashley

    2015-12-01

    To estimate whether there is a gender difference in scholarly productivity among academic gynecologic oncologists. In this cross-sectional study, the academic rank and gender of gynecologic oncology faculty in the United States were determined from online residency and fellowship directories and departmental web sites. Each individual's h-index and years of publication were determined from Scopus (a citation database of peer-reviewed literature). The h-index is a quantification of an author's scholarly productivity that combines the number of publications with the number of times the publications have been cited. We generated descriptive statistics and compared rank, gender, and productivity scores. Five hundred seven academic faculty within 137 U.S. teaching programs were identified. Of these, 215 (42%) were female and 292 (58%) were male. Men had significantly higher median h-indices than women, 16 compared with 8, respectively (P<.001). Women were more likely to be of junior academic rank with 63% of assistant professors being female compared with 20% of full professors. When stratifying h-indices by gender and academic rank, men had significantly higher h-indices at the assistant professor level (7 compared with 5, P<.001); however, this difference disappeared at the higher ranks. Stratifying by the years of active publication, there was no significant difference between genders. Female gynecologic oncologists at the assistant professor level had lower scholarly productivity than men; however, at higher academic ranks, they equaled their male counterparts. Women were more junior in rank, had published for fewer years, and were underrepresented in leadership positions. III.

  8. Exploring Vocational and Academic Fields of Study: Development and Validation of the Flemish SIMON Interest Inventory (SIMON-I)

    ERIC Educational Resources Information Center

    Fonteyne, Lot; Wille, Bart; Duyck, Wouter; De Fruyt, Filip

    2017-01-01

    A new, Holland-based Interest Inventory is proposed, intended to facilitate the transition from secondary to tertiary education. Specific interest items were designed to grasp activities that are prevalent during tertiary studies, including an Academic-track-scale to assist in the choice between academic and vocational-oriented programs. Interest…

  9. Academic Productivity in Psychiatry: Benchmarks for the H-Index.

    PubMed

    MacMaster, Frank P; Swansburg, Rose; Rittenbach, Katherine

    2017-08-01

    Bibliometrics play an increasingly critical role in the assessment of faculty for promotion and merit increases. Bibliometrics is the statistical analysis of publications, aimed at evaluating their impact. The objective of this study is to describe h-index and citation benchmarks in academic psychiatry. Faculty lists were acquired from online resources for all academic departments of psychiatry listed as having residency training programs in Canada (as of June 2016). Potential authors were then searched on Web of Science (Thomson Reuters) for their corresponding h-index and total number of citations. The sample included 1683 faculty members in academic psychiatry departments. Restricted to those with a rank of assistant, associate, or full professor resulted in 1601 faculty members (assistant = 911, associate = 387, full = 303). h-index and total citations differed significantly by academic rank. Both were highest in the full professor rank, followed by associate, then assistant. The range in each, however, was large. This study provides the initial benchmarks for the h-index and total citations in academic psychiatry. Regardless of any controversies or criticisms of bibliometrics, they are increasingly influencing promotion, merit increases, and grant support. As such, benchmarking by specialties is needed in order to provide needed context.

  10. The Attitudes of Teachers towards 2005 Academic Year Primary Education Program

    ERIC Educational Resources Information Center

    Dogan, Suleyman

    2010-01-01

    This study is considered to be significant in objectively analyzing the negative-positive effects of the program during the process of learning, teacher's acquaintance to the new program in a closer way and acquiring a positive perspective of the program. This study has been conducted in order to discover the effects of 2005-2006 academic year…

  11. Application of the h-Index in Academic Plastic Surgery.

    PubMed

    Therattil, Paul J; Hoppe, Ian C; Granick, Mark S; Lee, Edward S

    2016-05-01

    The h-index is a measure designed to assess the quantity and significance of an individual's academic contributions. The objective of this study was to determine whether the h-index of plastic surgeons correlates with academic rank and whether there is a difference based on academic rank, residency training model, sex, geographic region, faculty size, and departmental status. A database of all US academic plastic surgeons was created. The rank and sex of each surgeon were obtained, as were characteristics of their plastic surgery program. The Scopus database was queried to determine each surgeon's h-index. The 592 plastic surgeons in our database had a mean h-index of 8.97. The h-index increased with academic rank: 4.59 for assistant professors, 9.10 for associate professors, and 15.30 for professors. There was no significant difference in the h-index between chairpersons and chiefs. Plastic surgeons on faculty in integrated plastic surgery programs had significantly higher h-indices (9.64) than those at traditional programs (6.28). Those who were on faculty at larger programs also had higher h-indices. Male plastic surgeons had higher h-indices (9.57) than did female plastic surgeons (6.07), although this was insignificant when taking other variables into account. There was no correlation between the h-index and location or departmental status. The h-index of plastic surgeons seems to correlate with academic rank and has potential as a tool to measure academic productivity within plastic surgery. Plastic surgeons on faculty in integrated plastic surgery programs, those at larger programs, and male plastic surgeons tend to have higher h-indices. The difference between sexes seems to be, at least in part, due to the higher number of men in high academic positions. There does not seem to be a regional difference with regard to h-indices or a difference with regard to departmental status.

  12. An Evaluative Overview of the Gloria Floyd Community School Academic Excellence Program.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL. Office of Educational Accountability.

    The Gloria Floyd Academic Excellence Program (AEP) was designed as a school-based enrichment program for average and above-average students in grades one through six. The evaluation of this program involved discussions with the school administrator and program teacher, as well as a questionnaire-survey of AEP students, their parents, and regular…

  13. Medical Assistant. [FasTrak Specialization Integrated Technical and Academic Competency (ITAC).] 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This curriculum for a medical assistant program is designed for students interested in caring for the sick, injured, convalescent, or disabled under the direction of the family, physicians, and credentialed nurses. The curriculum is divided into 12 units: orientation to medical assisting; principles of medical ethics; risk management; infection…

  14. EPA Program Offices that Provide Assistance Agreements

    EPA Pesticide Factsheets

    EPA's mission is to protect human health and to safeguard the natural environment. Through environmental statutes, EPA has nine program offices, that provide financial support through assistance agreements.

  15. 75 FR 29366 - ``Homeless Veterans' Reintegration Program (HVRP) National Technical Assistance Center...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-25

    ... ``Homeless Veterans' Reintegration Program (HVRP) National Technical Assistance Center Cooperative Agreement...). Section 2021 authorizes programs to expedite the reintegration of homeless Veterans into the labor force... Technical Assistance Center (NTAC) for the Homeless Veterans' Reintegration Program (HVRP) to include the...

  16. 26 CFR 1.127-1 - Amounts received under a qualified educational assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... employee under a qualified educational assistance program described in § 1.127-2, or (2) The value of... assistance program. 1.127-1 Section 1.127-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Income § 1.127-1 Amounts received under a qualified educational assistance program. (a) Exclusion from...

  17. The positive impact of a facilitated peer mentoring program on academic skills of women faculty.

    PubMed

    Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

    2012-03-23

    In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  18. The Professional Socialization of the Graduate Assistant Athletic Trainer

    PubMed Central

    Mazerolle, Stephanie M.; Eason, Christianne M.; Clines, Stephanie; Pitney, William A.

    2015-01-01

    Context: The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective: To understand the socialization process for graduate assistant ATs during their graduate experience. Design: Qualitative study. Setting: We conducted phone interviews with all participants. Patients or Other Participants: A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis: We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results: The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions: Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional

  19. 44 CFR 204.25 - FEMA-State agreement for fire management assistance grant program.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... GRANT PROGRAM Declaration Process § 204.25 FEMA-State agreement for fire management assistance grant... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false FEMA-State agreement for fire management assistance grant program. 204.25 Section 204.25 Emergency Management and Assistance FEDERAL...

  20. 44 CFR 204.25 - FEMA-State agreement for fire management assistance grant program.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... GRANT PROGRAM Declaration Process § 204.25 FEMA-State agreement for fire management assistance grant... 44 Emergency Management and Assistance 1 2014-10-01 2014-10-01 false FEMA-State agreement for fire management assistance grant program. 204.25 Section 204.25 Emergency Management and Assistance FEDERAL...

  1. 44 CFR 204.25 - FEMA-State agreement for fire management assistance grant program.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... GRANT PROGRAM Declaration Process § 204.25 FEMA-State agreement for fire management assistance grant... 44 Emergency Management and Assistance 1 2011-10-01 2011-10-01 false FEMA-State agreement for fire management assistance grant program. 204.25 Section 204.25 Emergency Management and Assistance FEDERAL...

  2. 44 CFR 204.25 - FEMA-State agreement for fire management assistance grant program.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... GRANT PROGRAM Declaration Process § 204.25 FEMA-State agreement for fire management assistance grant... 44 Emergency Management and Assistance 1 2012-10-01 2011-10-01 true FEMA-State agreement for fire management assistance grant program. 204.25 Section 204.25 Emergency Management and Assistance FEDERAL...

  3. 44 CFR 204.25 - FEMA-State agreement for fire management assistance grant program.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... GRANT PROGRAM Declaration Process § 204.25 FEMA-State agreement for fire management assistance grant... 44 Emergency Management and Assistance 1 2013-10-01 2013-10-01 false FEMA-State agreement for fire management assistance grant program. 204.25 Section 204.25 Emergency Management and Assistance FEDERAL...

  4. 75 FR 12226 - Privacy Act of 1974; Computer Matching Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-15

    ... include: the Federal Pell Grant Program; the Academic Competitiveness Grant Program; the National Science... the VIS database for the purpose of confirming the immigration status of applicants for assistance, as...

  5. 34 CFR 379.42 - What are the special requirements pertaining to the Client Assistance Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Client Assistance Program? 379.42 Section 379.42 Education Regulations of the Offices of the Department... requirements pertaining to the Client Assistance Program? Each grantee under a program covered by this part... availability and purposes of the State's Client Assistance Program, including information on seeking assistance...

  6. Implementing Adolescent Male Leadership Model to Enhance Behavior, Academic Success

    ERIC Educational Resources Information Center

    Beliele, Laressa

    2012-01-01

    Schools are challenged to assist struggling youth. This study used a mixed methods design to evaluate how the school-based program Men of Distinction helps struggling male students develop leadership skills, promoting academic and social success. Quantitative data included attendance, grade point averages, the number of days in in-school…

  7. 15 CFR 8.6 - Applicability of this part to Department assisted programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF COMMERCE-EFFECTUATION OF TITLE VI OF THE CIVIL... § 8.6 Applicability of this part to Department assisted programs. The following examples illustrate.... A current example of such assistance is that received by State maritime academies or colleges, by...

  8. 15 CFR 8.6 - Applicability of this part to Department assisted programs.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF COMMERCE-EFFECTUATION OF TITLE VI OF THE CIVIL... § 8.6 Applicability of this part to Department assisted programs. The following examples illustrate.... A current example of such assistance is that received by State maritime academies or colleges, by...

  9. 15 CFR 8.6 - Applicability of this part to Department assisted programs.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF COMMERCE-EFFECTUATION OF TITLE VI OF THE CIVIL... § 8.6 Applicability of this part to Department assisted programs. The following examples illustrate.... A current example of such assistance is that received by State maritime academies or colleges, by...

  10. 15 CFR 8.6 - Applicability of this part to Department assisted programs.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF COMMERCE-EFFECTUATION OF TITLE VI OF THE CIVIL... § 8.6 Applicability of this part to Department assisted programs. The following examples illustrate.... A current example of such assistance is that received by State maritime academies or colleges, by...

  11. 15 CFR 8.6 - Applicability of this part to Department assisted programs.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF COMMERCE-EFFECTUATION OF TITLE VI OF THE CIVIL... § 8.6 Applicability of this part to Department assisted programs. The following examples illustrate.... A current example of such assistance is that received by State maritime academies or colleges, by...

  12. 7 CFR 247.14 - Other public assistance programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... children applicants with written information on the following nutrition, health, or public assistance....14 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS COMMODITY SUPPLEMENTAL FOOD PROGRAM § 247.14 Other public...

  13. 7 CFR 247.14 - Other public assistance programs.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... children applicants with written information on the following nutrition, health, or public assistance....14 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS COMMODITY SUPPLEMENTAL FOOD PROGRAM § 247.14 Other public...

  14. 7 CFR 247.14 - Other public assistance programs.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... children applicants with written information on the following nutrition, health, or public assistance....14 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS COMMODITY SUPPLEMENTAL FOOD PROGRAM § 247.14 Other public...

  15. 7 CFR 247.14 - Other public assistance programs.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... children applicants with written information on the following nutrition, health, or public assistance....14 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS COMMODITY SUPPLEMENTAL FOOD PROGRAM § 247.14 Other public...

  16. 7 CFR 247.14 - Other public assistance programs.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... children applicants with written information on the following nutrition, health, or public assistance....14 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS COMMODITY SUPPLEMENTAL FOOD PROGRAM § 247.14 Other public...

  17. At-a-Glance B3 Resource Guide for Supporting Academic Achievement for Students with Disabilities

    ERIC Educational Resources Information Center

    Regional Resource Center Program, 2011

    2011-01-01

    This results improvement resource guide includes a listing of TA&D programs and centers that provide technical assistance related to academic achievement results improvement for students with disabilities. The website URL, target audience(s), and purpose are provided for each center/program. In addition, a brief example describing the…

  18. Pathways to Academic Leadership in Plastic Surgery: A Nationwide Survey of Program Directors, Division Chiefs, and Department Chairs of Plastic Surgery.

    PubMed

    Fishman, Jordan E; Pang, John Henry Y; Losee, Joseph E; Rubin, J Peter; Nguyen, Vu T

    2018-06-01

    Many aspire to leadership in academic plastic surgery yet there is no well-documented pathway. Information regarding plastic surgery residencies and program directors was obtained from the American Medical Association's FREIDA database. The division chief or department chair (academic head) of every academic plastic surgery program was identified. One Internet-based survey was distributed to academic heads; another, to program directors. Ninety academic heads were identified, 35 of whom also serve as program director. Sixty-seven unique program directors were identified. There was a 51 percent academic head response rate and a 65 percent program director response rate. Academic plastic surgery is overwhelmingly administered by midcareer men. The average program director was appointed at age 45 and has served for 7 years. She or he was trained through the independent track, completed additional training in hand surgery, and is a full professor. She or he publishes two or three peer-reviewed manuscripts per year and spends 9 hours per week in administration. The average academic head was appointed at age 45 and has held the position for 12 years. She or he was trained in the independent model, completed fellowship training, and is a full professor. She or he publishes five peer-reviewed manuscripts per year and spends 12 hours per week involved in administration. Program directors and academic heads serve nonoverlapping roles. Few program directors will advance to the role of academic head. Successful applicants to the program director position often serve as an associate program director and are seen as motivated resident educators. In contrast, those faculty members selected for the academic head role are academically accomplished administrators with business acumen.

  19. An Update: Changes Abound in Forestry Cost-Share Assistance Programs

    Treesearch

    Robert J. Moulton

    1999-01-01

    There have been some major changes in the line-up and funding for federal incentive programs that provide technical and financial assistance to non-industrial private forest (NIPF) landowners since I last reported on this subject ("Sorting Through Cost-Share Assistance Programs," Nov./Dec. 1994 Tree Farmer). The purpose of this article is to bring you up to...

  20. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2016

    2016-01-01

    The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

  1. Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings

    ERIC Educational Resources Information Center

    Gambescia, Stephen F.; Paolucci, Rocco

    2009-01-01

    As stakeholders continue to discuss, debate, and advocate their positions related to the value of online learning at colleges and universities, one element that will continue to be discussed, regardless of the specific issue at hand, is "academic integrity and fidelity". Academic fidelity of online degree program offerings is defined in this study…

  2. Evaluation of the Refugee Targeted Assistance Grants Program: Phase I, Final Report.

    ERIC Educational Resources Information Center

    Cichon, Donald; And Others

    This report presents findings of the first phase of an evaluation of the Targeted Assistance Program (TAP), A Federal program which funds services and projects that assist refugees in attaining economic self-sufficiency and reduced dependency upon public assistance. Following an executive summary and other materials, the report is divided into…

  3. 75 FR 65423 - Crop Assistance Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-25

    ... provide emergency assistance to reestablish the purchasing power of eligible producers of rice, cotton... related conditions in 2009, the Secretary of Agriculture determined that producers of rice, upland cotton... of rice, upland cotton, soybeans, and sweet potatoes. CAP is a limited one-time program to...

  4. Computer-Assisted Programmed Instruction in Textiles.

    ERIC Educational Resources Information Center

    Kean, Rita C.; Laughlin, Joan

    Students in an introductory textiles course at the University of Nebraska's College of Home Economics actively participate in the learning experience through a self-paced instructional technique. Specific learning packets were developed adapting programmed instructional learning materials to computer assisted instruction (CAI). A study booklet…

  5. US Food assistance programs and trends in children's weight.

    PubMed

    Ver Ploeg, Michele; Mancino, Lisa; Lin, Biing-Hwan; Guthrie, Joanne

    2008-01-01

    OBJECTIVES. High rates of overweight and obesity among low-income children have led some to question whether participation in US domestic food assistance programs contributes to this health problem. We use multiple years of data to examine trends in children's body weight and participation in the Food Stamp Program (FSP) or Special Supplemental Nutrition Program for Women, Infants, and Children (WIC). Specifically, we assess whether a consistent relationship between program participation and body weight exists over time. METHODS. Data from multiple waves of the National Health and Nutrition Examination Surveys (NHANES) are used to examine the relationship between children's body weight and food assistance programs between 1976 and 2002. Linear regression models are used to estimate BMI and logit models are used to predict the probabilities of at-risk of overweight and overweight. Food assistance program participants (either FSP or WIC participants depending on age) are compared with income eligible non-participants and higher income children. RESULTS. Results show no systematic relationship over time between FSP participation and weight status for school-aged children (age 5-17). For children aged 2-4, no differences in weight status between WIC participants and eligible non-participants were found. However, recent data show some differences between WIC participants and higher income children. CONCLUSIONS. Our analysis does not find evidence of a consistent relationship between childhood obesity and participation in the FSP or WIC programs.

  6. 40 CFR 52.2060 - Small Business Assistance Program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 4 2010-07-01 2010-07-01 false Small Business Assistance Program. 52.2060 Section 52.2060 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Pennsylvania § 52.2060 Small...

  7. 40 CFR 52.2060 - Small Business Assistance Program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 5 2014-07-01 2014-07-01 false Small Business Assistance Program. 52.2060 Section 52.2060 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Pennsylvania § 52.2060 Small...

  8. 40 CFR 52.2060 - Small Business Assistance Program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 5 2012-07-01 2012-07-01 false Small Business Assistance Program. 52.2060 Section 52.2060 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Pennsylvania § 52.2060 Small...

  9. 40 CFR 52.2060 - Small Business Assistance Program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 4 2011-07-01 2011-07-01 false Small Business Assistance Program. 52.2060 Section 52.2060 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Pennsylvania § 52.2060 Small...

  10. 40 CFR 52.2060 - Small Business Assistance Program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 5 2013-07-01 2013-07-01 false Small Business Assistance Program. 52.2060 Section 52.2060 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) APPROVAL AND PROMULGATION OF IMPLEMENTATION PLANS (CONTINUED) Pennsylvania § 52.2060 Small...

  11. Diversity in Libraries: Academic Residency Programs. Contributions in Librarianship and Information Science.

    ERIC Educational Resources Information Center

    Cogell, Raquel V., Ed.; Gruwell, Cindy A., Ed.

    This book contains 15 essays written by 19 librarians who participated in minority residency programs in academic libraries and 5 essays written by 6 professionals who served as residency program administrators. The following essays are included: (1) "The University of California, Santa Barbara Fellowship--A Program in Transition" (Detrice…

  12. An employee assistance program for caregiver support.

    PubMed

    Mains, Douglas A; Fairchild, Thomas J; René, Antonio A

    2006-01-01

    The Comprehensive Caregiver Choices Program provided support for employee caregivers of elderly people for employees at a hospital in Fort Worth, Texas. Key informant interviews and focus groups provided direction for program development and implementation. A full-time MSW and professionals with expertise in gerontology/geriatrics provided education and care coordination services to caregivers. Approximately 4% of the hospital's workforce participated in the program. Attendees evaluated educational sessions and follow-up interviews were conducted with program participants. Caregiver support programs must continue to seek innovative and creative marketing and service delivery methods to reach out and assist working caregivers in need of support.

  13. Social Work Education in a Hostile Environment: Programs Under Academic Attack

    ERIC Educational Resources Information Center

    Shimer, Eliot R.

    1977-01-01

    Administrative and structural positions of undergraduate social work programs are examined vis a vis other academic disciplines in liberal arts colleges. Causes of departmental dissention both indicating and contraindicating separation are discussed with emphasis on programs operating in a hostile atmosphere or in one that places them at a…

  14. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  15. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  16. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  17. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic Learning...

  18. Recruiting Strategically: Increasing Enrollment in Academic Programs of Agriculture

    ERIC Educational Resources Information Center

    Baker, Lauri M.; Settle, Quisto; Chiarelli, Christy; Irani, Tracy

    2013-01-01

    Agriculture continues to struggle to find enough qualified students to advance the industry. Thus, recruiting practice improvement is imperative. This study assessed the efficacy of message strategies, message channels, recruiting materials, and messages for recruiting students into an academic program with low enrollment. Focus groups were…

  19. 31 CFR 205.3 - What Federal assistance programs are subject to this subpart A?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... programs which: (1) Are listed in the Catalog of Federal Domestic Assistance; (2) Meet the funding... Federal assistance programs subject to subpart A if a State or Federal Program Agency fails to comply with... 31 Money and Finance:Treasury 2 2011-07-01 2011-07-01 false What Federal assistance programs are...

  20. 31 CFR 205.3 - What Federal assistance programs are subject to this subpart A?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... programs which: (1) Are listed in the Catalog of Federal Domestic Assistance; (2) Meet the funding... Federal assistance programs subject to subpart A if a State or Federal Program Agency fails to comply with... 31 Money and Finance:Treasury 2 2012-07-01 2012-07-01 false What Federal assistance programs are...

  1. 31 CFR 205.3 - What Federal assistance programs are subject to this subpart A?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... programs which: (1) Are listed in the Catalog of Federal Domestic Assistance; (2) Meet the funding... Federal assistance programs subject to subpart A if a State or Federal Program Agency fails to comply with... 31 Money and Finance:Treasury 2 2013-07-01 2013-07-01 false What Federal assistance programs are...

  2. 31 CFR 205.3 - What Federal assistance programs are subject to this subpart A?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... programs which: (1) Are listed in the Catalog of Federal Domestic Assistance; (2) Meet the funding... Federal assistance programs subject to subpart A if a State or Federal Program Agency fails to comply with... 31 Money and Finance: Treasury 2 2014-07-01 2014-07-01 false What Federal assistance programs are...

  3. 31 CFR 205.3 - What Federal assistance programs are subject to this subpart A?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... programs which: (1) Are listed in the Catalog of Federal Domestic Assistance; (2) Meet the funding... Federal assistance programs subject to subpart A if a State or Federal Program Agency fails to comply with... 31 Money and Finance: Treasury 2 2010-07-01 2010-07-01 false What Federal assistance programs are...

  4. 75 FR 66831 - Program Integrity Issues

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-29

    ...The Secretary is improving integrity in the programs authorized under title IV of the Higher Education Act of 1965, as amended (HEA), by amending the regulations for Institutional Eligibility Under the HEA, the Secretary's Recognition of Accrediting Agencies, the Secretary's Recognition Procedures for State Agencies, the Student Assistance General Provisions, the Federal Family Education Loan (FFEL) Program, the William D. Ford Federal Direct Loan Program, the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program in part 686, the Federal Pell Grant Program, and the Academic Competitiveness Grant (AGC) and National Science and Mathematics Access to Retain Talent Grant (National Smart Grant) Programs.

  5. Adapting Animal-Assisted Therapy Trials to Prison-Based Animal Programs.

    PubMed

    Allison, Molly; Ramaswamy, Megha

    2016-09-01

    Prison-based animal programs have shown promise when it comes to increased sociability, responsibility, and levels of patience for inmates who participate in these programs. Yet there remains a dearth of scientific research that demonstrates the impact of prison-based animal programs on inmates' physical and mental health. Trials of animal-assisted therapy interventions, a form of human-animal interaction therapy most often used with populations affected by depression/anxiety, mental illness, and trauma, may provide models of how prison-based animal program research can have widespread implementation in jail and prison settings, whose populations have high rates of mental health problems. This paper reviews the components of prison-based animal programs most commonly practiced in prisons today, presents five animal-assisted therapy case studies, evaluates them based on their adaptability to prison-based animal programs, and discusses the institutional constraints that act as barriers for rigorous prison-based animal program research implementation. This paper can serve to inform the development of a research approach to animal-assisted therapy that nurses and other public health researchers can use in working with correctional populations. © 2016 Wiley Periodicals, Inc.

  6. 25 CFR 170.921 - What emergency or disaster assistance programs are available?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... have been damaged due to natural disasters (floods, hurricanes, tornadoes, etc.). (b) The Federal... 25 Indians 1 2010-04-01 2010-04-01 false What emergency or disaster assistance programs are... emergency or disaster assistance programs are available? (a) FHWA operates two emergency relief programs: (1...

  7. 25 CFR 170.921 - What emergency or disaster assistance programs are available?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... have been damaged due to natural disasters (floods, hurricanes, tornadoes, etc.). (b) The Federal... 25 Indians 1 2011-04-01 2011-04-01 false What emergency or disaster assistance programs are... emergency or disaster assistance programs are available? (a) FHWA operates two emergency relief programs: (1...

  8. 25 CFR 170.921 - What emergency or disaster assistance programs are available?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... have been damaged due to natural disasters (floods, hurricanes, tornadoes, etc.). (b) The Federal... 25 Indians 1 2013-04-01 2013-04-01 false What emergency or disaster assistance programs are... emergency or disaster assistance programs are available? (a) FHWA operates two emergency relief programs: (1...

  9. 25 CFR 170.921 - What emergency or disaster assistance programs are available?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... have been damaged due to natural disasters (floods, hurricanes, tornadoes, etc.). (b) The Federal... 25 Indians 1 2014-04-01 2014-04-01 false What emergency or disaster assistance programs are... emergency or disaster assistance programs are available? (a) FHWA operates two emergency relief programs: (1...

  10. 25 CFR 170.921 - What emergency or disaster assistance programs are available?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... have been damaged due to natural disasters (floods, hurricanes, tornadoes, etc.). (b) The Federal... 25 Indians 1 2012-04-01 2011-04-01 true What emergency or disaster assistance programs are... emergency or disaster assistance programs are available? (a) FHWA operates two emergency relief programs: (1...

  11. 34 CFR 642.10 - Activities the Secretary assists under the Training Program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Secretary assists under the Training Program. (a) A Training Program project trains the staff and leadership... 34 Education 3 2010-07-01 2010-07-01 false Activities the Secretary assists under the Training... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO...

  12. 10 CFR 455.122 - Applicant certifications for State grants for technical assistance, program assistance, and...

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... sources, energy conservation measures for eligible buildings consistent with this part; (b) Will not... 10 Energy 3 2010-01-01 2010-01-01 false Applicant certifications for State grants for technical assistance, program assistance, and marketing. 455.122 Section 455.122 Energy DEPARTMENT OF ENERGY ENERGY...

  13. The Relationship between Participation in Campus Recreation Programs and College Student Academic Success

    ERIC Educational Resources Information Center

    Kiss, Jessica E.

    2017-01-01

    The academic success of undergraduate students is necessary for degree attainment and fulfilling career goals. Universities recognize factors that affect academic achievement and promote strategies that support satisfactory grades, progression through degree programs, and graduation for students. It is essential to determine predictors of success…

  14. Academic Executive Programs in Public Administration and Management: Some Variety across Europe

    ERIC Educational Resources Information Center

    Reichard, Christoph

    2017-01-01

    Universities and other higher education institutions in Europe offer a vast and increasing number of academic degree programs in the broad field of Public Administration. A subset of these programs is those offering postgraduate degrees to experienced students being already employed by public or private organisations. These executive programs are…

  15. Accreditation and Educational Quality: Are Students in Accredited Programs More Academically Engaged?

    ERIC Educational Resources Information Center

    Cole, James S.; Cole, Shu T.

    2008-01-01

    There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…

  16. 78 FR 4156 - Notice of Proposed Information Collection: Comment Request; Assisted Living Conversion Program...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-18

    ... Information Collection: Comment Request; Assisted Living Conversion Program (ALCP) for Eligible Multifamily.... This Notice also lists the following information: Title of Proposal: Assisted Living Conversion Program.... Description of the need for the information and proposed use: The Assisted Living Conversion Program and the...

  17. Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience.

    PubMed

    Mazerolle, Stephanie M; Clines, Stephanie; Eason, Christianne M; Pitney, William A

    2015-12-01

    The graduate-assistant position can be a highly influential experience because it is often the first time novice athletic trainers (ATs) are practicing autonomously. To gain an understanding of how graduate-assistant ATs (GAATs) perceive professional socialization and mentorship during their assistantships. Semistructured phone interviews. Graduate-assistant ATs in various clinical settings. Twenty-five GAATs (20 women, 5 men) studying in 1 of 3 academic tracks (postprofessional athletic training = 8, athletic training-based curriculum = 11, non-athletic training-based curriculum = 6). Median age was 24 years. Phone interviews were digitally recorded and transcribed verbatim. Data analysis used principles of the general inductive approach. Credibility was maintained using peer review, field notes, and intercoder reliability. Participants identified peer support throughout their experiences, in both academic and clinical settings. The GAATs frequently relied on other GAATs for support due to shared experiences and understanding of workloads. Participants described difficulty receiving supervisor support from full-time staff ATs due to the supervisors' workload and time constraints, limiting their availability for mentoring. Guidance from academic support personnel occurred only in athletic training-centered academic programs. Communication emerged as helpful for incoming GAATs; the previous GAATs provided formal mentorship via job descriptions highlighting role responsibilities and expectations. Differences between assistantship types were noted only in terms of receiving balanced mentorship between the academic and clinical staffs, such that students studying in postprofessional athletic training programs perceived more balanced support. Our results confirm the literature regarding the GAAT's pursuit of continued formal mentoring. The GAATs perceived less support from full-time AT staff members due to limited availability. Therefore, GAATs leaned on their peers for

  18. 42 CFR 457.810 - Premium assistance programs: Required protections against substitution.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ..., must provide the protections against substitution of CHIP coverage for coverage under group health... under premium assistance programs must not be greater than the cost of other CHIP coverage for these... of coverage for children under premium assistance programs to the cost of other CHIP coverage for...

  19. 42 CFR 457.810 - Premium assistance programs: Required protections against substitution.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., must provide the protections against substitution of CHIP coverage for coverage under group health... under premium assistance programs must not be greater than the cost of other CHIP coverage for these... of coverage for children under premium assistance programs to the cost of other CHIP coverage for...

  20. 42 CFR 457.810 - Premium assistance programs: Required protections against substitution.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., must provide the protections against substitution of CHIP coverage for coverage under group health... under premium assistance programs must not be greater than the cost of other CHIP coverage for these... of coverage for children under premium assistance programs to the cost of other CHIP coverage for...

  1. 42 CFR 457.810 - Premium assistance programs: Required protections against substitution.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ..., must provide the protections against substitution of CHIP coverage for coverage under group health... under premium assistance programs must not be greater than the cost of other CHIP coverage for these... of coverage for children under premium assistance programs to the cost of other CHIP coverage for...

  2. 34 CFR 370.1 - What is the Client Assistance Program (CAP)?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the Client Assistance Program (CAP)? 370.1 Section 370.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION CLIENT ASSISTANCE PROGRAM General...

  3. Land Acquisition and Relocation Assistance for Airport Improvement Program (AIP) Assisted Projects

    DOT National Transportation Integrated Search

    2017-07-10

    This advisory circular (AC) provides guidance to sponsors of airport projects developed under the Airport Improvement Program (AIP) to meet the requirements of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (Pl 9...

  4. Employee assistance programs in the hospital industry.

    PubMed

    Howard, J C; Szczerbacki, D

    1988-01-01

    The health care literature describes the industry's need for employee assistance programs (EAPs). New research results show the degree to which EAPs are used in the industry and ways to determine their success.

  5. Final priority; Rehabilitation Services Administration--Assistive Technology Alternative Financing Program. Final priority.

    PubMed

    2014-08-14

    The Assistant Secretary for Special Education and Rehabilitative Services announces a priority under the Assistive Technology Alternative Financing Program administered by the Rehabilitation Services Administration (RSA). The Assistant Secretary may use this priority for competitions in fiscal year (FY) 2014 and later years. This priority is designed to ensure that the Department funds high-quality assistive technology (AT) alternative financing programs (AFPs) that meet rigorous standards in order to enable individuals with disabilities to access and acquire assistive technology devices and services necessary to achieve education, community living, and employment goals.

  6. Developing an Online Certification Program for Nutrition Education Assistants

    ERIC Educational Resources Information Center

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    Objective: To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. Design: An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and…

  7. The Impact of a Nutritional Intervention Program on Academics in Selected Public Schools

    ERIC Educational Resources Information Center

    Rich, Stacy

    2011-01-01

    The purpose of this quantitative quasi-experimental study is to examine the effectiveness of the "Healthy Kids, Smart Kids" intervention program on academics. Extant data will be used to determine if a statistically significant difference in academics exist between experimental schools implementing the "Healthy Kids, Smart…

  8. The New Jersey Police Technical Assistance Program

    DOT National Transportation Integrated Search

    2007-03-01

    The Police Technical Assistance Program (PTAP), a federal model, was adopted to support the New Jersey Department of Transportation (NJDOT)s safety mission. Several activities were included in this initiative: conducting assessments, providing tec...

  9. 15 CFR 700.55 - Assistance programs with Canada and other nations.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... the United Kingdom in support of approved programs. (b) Canada. (1) The joint U.S.-Canadian military arrangements for the defense of North America and the integrated nature of their defense industries as set... Assistance programs with Canada and other nations. (a) To promote military assistance to foreign nations...

  10. 15 CFR 700.55 - Assistance programs with Canada and other nations.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... the United Kingdom in support of approved programs. (b) Canada. (1) The joint U.S.-Canadian military arrangements for the defense of North America and the integrated nature of their defense industries as set... Assistance programs with Canada and other nations. (a) To promote military assistance to foreign nations...

  11. 15 CFR 700.55 - Assistance programs with Canada and other nations.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... the United Kingdom in support of approved programs. (b) Canada. (1) The joint U.S.-Canadian military arrangements for the defense of North America and the integrated nature of their defense industries as set... Assistance programs with Canada and other nations. (a) To promote military assistance to foreign nations...

  12. 15 CFR 700.55 - Assistance programs with Canada and other nations.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... the United Kingdom in support of approved programs. (b) Canada. (1) The joint U.S.-Canadian military arrangements for the defense of North America and the integrated nature of their defense industries as set... Assistance programs with Canada and other nations. (a) To promote military assistance to foreign nations...

  13. 15 CFR 700.55 - Assistance programs with Canada and other nations.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... the United Kingdom in support of approved programs. (b) Canada. (1) The joint U.S.-Canadian military arrangements for the defense of North America and the integrated nature of their defense industries as set... Assistance programs with Canada and other nations. (a) To promote military assistance to foreign nations...

  14. 34 CFR 389.2 - Who is eligible for assistance under this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Who is eligible for assistance under this program? 389.2 Section 389.2 Education Regulations of the Offices of the Department of Education (Continued... CONTINUING EDUCATION PROGRAMS General § 389.2 Who is eligible for assistance under this program? Those...

  15. Employee assistance programs in the new millennium.

    PubMed

    Masi, Dale A

    2005-01-01

    This article presents an overall view of Employee Assistance Programs (EAPs). Beginning with the history, this article describes various models and essential ingredients of EAPs. It then discusses current trends including integration with Work/Life, web-based services, EAP accreditation, and the growth of international programs. Several issues are discussed including the need for licensing done nationally rather than by states and the effect the lack of substance abuse and brief counseling education has had on the delivery of EAP services. Future directions for EAPs emphasize the importance of quality assurance and the development of performance measurements, performance guarantees, and outcome measurements. The formation of the Alliance for Employee Assistance Advancement, an organization of organizations, completes the description and shows a new direction for EAPs in the next millennium.

  16. Special Programs for Minorities and Women in Higher Education.

    ERIC Educational Resources Information Center

    Council for Financial Aid to Education, New York, NY.

    This volume describes and discusses numerous educational programs for minorities and women conducted and/or supported by academic and nonacademic institutions and organizations. Included are general assistance programs conducted at black, minority, and women's colleges and specific/career oriented programs supported by corporations. Information is…

  17. Business Planning Methodology to Support the Development of Strategic Academic Programs

    ERIC Educational Resources Information Center

    Philbin, Simon P.; Mallo, Charles A.

    2016-01-01

    Higher education institutions are often required to design and deliver a range of strategic academic programs in order to remain competitive, support growth and ensure operations are financially sustainable. Such programs may include the creation of new research centers and institutes as well as the installation of major new research facilities.…

  18. Increasing benefits of energy assistance programs through oil furnace retrofits

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Not Available

    1981-07-01

    Four million low income households in the Unites States heat with fuel oil. Those in colder climates are confronting severe hardships. The Fuel Oil Marketing Advisory Committee (FOMAC) of the US Department of Energy (DOE) has documented the desperate nature of this situation, which continues to worsen as prices rise. For FY 1982, the Administration has proposed that HHS administer a four-year block grant to states combining LIEAP with emergency assistance to the needy, and has requested an authorization of $1.875 billion annually for the two combined programs. HHS has taken the position that states should now have the optionmore » of using Low Income Energy Assistance Program (LIEAP) monies for low cost weatherization including furnace retrofits. This report is intended for those who may be involved in making decisions about the nature of future energy assistance programs. The major sections of the report are evaluation of the Phildelphia Pilot Program, economics of an Oil Furnace Retrofit Program, and administrators' considerations. Each section is supported by appendices as listed in the table of contents.« less

  19. 42 CFR 457.810 - Premium assistance programs: Required protections against substitution.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ..., must provide the protections against substitution of CHIP coverage for coverage under group health... assistance programs must not be greater than the cost of other CHIP coverage for these children; and (2) The... children under premium assistance programs to the cost of other CHIP coverage for these children, done on a...

  20. Assistance and Enforcement as Strategies for Knowledge Transfer and Program Reform.

    ERIC Educational Resources Information Center

    Firestone, William A.; Wilson, Bruce L.

    Focusing on the promotion of reform and knowledge use in school districts, this paper reports on data from a study investigating assistance and enforcement strategies adopted by three types of regional educational service agencies. Assistance in this context means provision of legal or program knowledge needed to operate successful programs.…

  1. The positive impact of a facilitated peer mentoring program on academic skills of women faculty

    PubMed Central

    2012-01-01

    Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty. PMID:22439908

  2. 30 CFR 942.795 - Small operator assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 3 2010-07-01 2010-07-01 false Small operator assistance program. 942.795 Section 942.795 Mineral Resources OFFICE OF SURFACE MINING RECLAMATION AND ENFORCEMENT, DEPARTMENT OF THE INTERIOR PROGRAMS FOR THE CONDUCT OF SURFACE MINING OPERATIONS WITHIN EACH STATE TENNESSEE § 942.795 Small...

  3. 30 CFR 903.795 - Small operator assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 3 2010-07-01 2010-07-01 false Small operator assistance program. 903.795 Section 903.795 Mineral Resources OFFICE OF SURFACE MINING RECLAMATION AND ENFORCEMENT, DEPARTMENT OF THE INTERIOR PROGRAMS FOR THE CONDUCT OF SURFACE MINING OPERATIONS WITHIN EACH STATE ARIZONA § 903.795 Small...

  4. 30 CFR 905.795 - Small operator assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 3 2010-07-01 2010-07-01 false Small operator assistance program. 905.795 Section 905.795 Mineral Resources OFFICE OF SURFACE MINING RECLAMATION AND ENFORCEMENT, DEPARTMENT OF THE INTERIOR PROGRAMS FOR THE CONDUCT OF SURFACE MINING OPERATIONS WITHIN EACH STATE CALIFORNIA § 905.795 Small...

  5. School Employee Assistance Programs in New York State.

    ERIC Educational Resources Information Center

    Stevens, R. Craig

    1986-01-01

    The article reports on the following aspects of employee assistance programs (EAPs), which are designed to counter employee personal problems that could impair work performance: 1) administrative views on EAPs; 2) district ratings of EAPs; 3) funding; 4) types of problems handled; and 5) success of the programs. (PS)

  6. 34 CFR 389.2 - Who is eligible for assistance under this program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Who is eligible for assistance under this program? 389.2 Section 389.2 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... PROGRAMS General § 389.2 Who is eligible for assistance under this program? Those agencies and...

  7. 24 CFR 578.37 - Program components and uses of assistance.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ...-term (up to 3 months) and/or medium-term (for 3 to 24 months) tenant-based rental assistance, as set... providing short-term and/or medium-term rental assistance to program participants, the rental assistance is... ensuring long-term housing stability. The project is exempt from this requirement if the Violence Against...

  8. 24 CFR 578.37 - Program components and uses of assistance.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ...-term (up to 3 months) and/or medium-term (for 3 to 24 months) tenant-based rental assistance, as set... providing short-term and/or medium-term rental assistance to program participants, the rental assistance is... ensuring long-term housing stability. The project is exempt from this requirement if the Violence Against...

  9. Educational Debt Burden: Law School Assistance Programs--A Review of Existing Programs and a Proposed New Approach.

    ERIC Educational Resources Information Center

    Vernon, David H.

    1989-01-01

    The paper reviews and critiques the 13 existing (1987) law school assistance programs and proposes a national repayment-assistance debt-forgiveness program which would involve an income-contingent repayment "tax" coupled with an assurance to creditors of repayment by means of a "guarantee" or "insurance" fund. (DB)

  10. 76 FR 52006 - Announcement of Funding Awards for the Assisted Living Conversion Program; Fiscal Year 2009

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-19

    ... Awards for the Assisted Living Conversion Program; Fiscal Year 2009 AGENCY: Office of the Assistant... funding under the Notice of Funding Availability (NOFA) for the Assisted Living Conversion Program (ALCP... for this program is 14.314. The Assisted Living Conversion Program is designed to provide funds to...

  11. 78 FR 28606 - Announcement of Funding Awards for the Assisted Living Conversion Program Fiscal Year 2012

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-15

    ... Awards for the Assisted Living Conversion Program Fiscal Year 2012 AGENCY: Office of the Assistant... funding under the Notice of Funding Availability (NOFA) for the Assisted Living Conversion Program (ALCP... for this program is 14.314. The Assisted Living Conversion Program is designed to provide funds to...

  12. A Cooperative Education Program for Nurse Practitioners/Physician's Assistants.

    ERIC Educational Resources Information Center

    Fowkes, Virginia; And Others

    1979-01-01

    Traditionally, nurse practitioners and physician's assistants have been trained separately. In l977, the Family Nurse Practitioner Program at the University of California, Davis, and the Primary Care Associate Program at Stanford University merged clinical curricula. The cooperative program is described and its first year evaluated. (Author/JMD)

  13. Enlistment Effects and Policy Implications of the Educational Assistance Test Program.

    ERIC Educational Resources Information Center

    Fernandez, Richard L.

    In 1976 Congress terminated the largest federal program of direct student assistance, the GI Bill. This study followed in the wake of growing dissatisfaction with the existing program and of recruiting difficulties experienced by the services during the late 1970s. This report presents the history and results of the Educational Assistance Test…

  14. 34 CFR 280.1 - What is the Magnet Schools Assistance Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false What is the Magnet Schools Assistance Program? 280.1 Section 280.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION MAGNET SCHOOLS ASSISTANCE PROGRAM General § 280.1 What is the...

  15. 34 CFR 280.1 - What is the Magnet Schools Assistance Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What is the Magnet Schools Assistance Program? 280.1 Section 280.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION MAGNET SCHOOLS ASSISTANCE PROGRAM General § 280.1 What is the...

  16. 77 FR 3788 - Announcement of Funding Awards for the Assisted Living Conversion Program; Fiscal Year 2010

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-01-25

    ... Awards for the Assisted Living Conversion Program; Fiscal Year 2010 AGENCY: Office of the Assistant... competition for funding under the Notice of Funding Availability (NOFA) for the Assisted Living Conversion... Assistance number for this program is 14.314. The Assisted Living Conversion Program is designed to provide...

  17. A Copay Foundation Assistance Support Program for Patients Receiving Intravenous Cancer Therapy

    PubMed Central

    Rajurkar, Swapnil P.; Presant, Cary A.; Bosserman, Linda D.; McNatt, Wendy J.

    2011-01-01

    Purpose: With the advent of newer cancer therapies (eg, biologic and cytotoxic), treatment is becoming increasingly expensive for patients with cancer. Patients enrolled in Medicare and commercial insurance plans often have large copay requirements with each treatment cycle. Often, these patients undergo significant financial hardship, and some patients decline treatment. We have developed a support program that works closely with all copay assistance foundations to secure financial assistance to facilitate appropriate treatment. Methods: In September, 2008 we initiated a coordinated program with various copay assistance foundations, including Healthwell, Cancer Care, Patient Access, Chronic Disease Fund, Beckstrand Cancer, Lilly Cares and the Leukemia and Lymphoma Society. Patients requesting assistance with chemotherapy copay were enrolled in this program. Information about income level, chemotherapy regimens, and associated copay was given to these foundations, who then determined the amount of monetary assistance. Results: Since the initiation of this program, of 201 patients who began receiving chemotherapy, 25 (12.4%) requested assistance with this program for either intravenous or oral treatments. The current results of time delays for foundation decision, success rates and administrative costs to secure funding will be presented at the time of the poster presentation. Conclusion: Copay for chemotherapy drugs is a financial hardship for a significant number of patients. Coordinated resources must be provided and reimbursed to facilitate appropriate and sustainable cancer care. This program is a successful model for other centers to adopt. PMID:21731517

  18. Student Performance in Computer-Assisted Instruction in Programming.

    ERIC Educational Resources Information Center

    Friend, Jamesine E.; And Others

    A computer-assisted instructional system to teach college students the computer language, AID (Algebraic Interpretive Dialogue), two control programs, and data collected by the two control programs are described. It was found that although first response errors were often those of AID syntax, such errors were easily corrected. Secondly, while…

  19. 7 CFR 225.7 - Program monitoring and assistance.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... school closures during the period from October through April (or at any time of the year in an area with... available all necessary Program materials in sufficient time to enable applicant sponsors to prepare adequately for the Program. (c) Food specifications and meal quality standards. With the assistance of the...

  20. Student Assistance Program in Pennsylvania. Evaluation Final Report.

    ERIC Educational Resources Information Center

    Fertman, Carl I.; Schlesinger, Jo; Fichter, Cele; Tarasevich, Susan; Zhang, Xiaoyan; Wald, Holly

    This report contains the second year evaluation of the Student Assistance Program (SAP) in Pennsylvania. These school-based and school-linked programs address barriers to learning for youth at risk for social and emotional problems, drug and alcohol use and abuse, and depression. Second year evaluation focused on identifying essential components…

  1. Reaching Resisters in a Teaching Assistant Training Program

    ERIC Educational Resources Information Center

    Brown, Carolyn I.

    2016-01-01

    In the past decade, there has been limited longitudinal qualitative research examining the effects of training programs on graduate students' teaching performance. One gap in this research is a discussion of Teaching Assistants (TAs) who resist such programs and an examination of strategies for overcoming this resistance. This action research…

  2. Faculty Members' Lived Experiences with Academic Quality in For-Profit On-Ground Gainful Employment Programs

    ERIC Educational Resources Information Center

    Booton, Carol M.

    2013-01-01

    Academic quality in for-profit vocational (Gainful Employment) programs is a concern for all stakeholders. However, academic quality is not easily defined. The Department of Education's Gainful Employment Rule defines academic quality With a few easily measured metrics such as student retention and job placement rate, despite the fact that…

  3. Federal Student Assistance and Categorical Programs.

    ERIC Educational Resources Information Center

    Fadil, Virginia, Comp.; Thrift, Julianne Still, Comp.

    A collection of descriptions and funding histories of federal student assistance and categorical programs of concern to independent institutions is presented. Designed to be used as a quick-reference guide for public policy deliberations, this is the first report produced by the NAICU Office of Research for the State-National Information Network…

  4. A Report of Employee Assistance Programs.

    ERIC Educational Resources Information Center

    Saint Louis Public Schools, MO.

    The evaluation of employee assistance program (EAP) providers was designed to provide information necessary to the selection of an EAP provider for the Saint Louis Public Schools, Missouri. The most widely recognized functions of an EAP are to provide a confidential consultation to individuals with personal problems and to serve as a management…

  5. Occupational Therapy Assistants Program. Demonstration Project.

    ERIC Educational Resources Information Center

    Wisconsin State Board of Health, Madison.

    Between November 1964 and June 1967, 85 women and five men completed a 4-month course held in several Wisconsin locations to prepare them as Certified Occupational Therapy Assistants to (1) plan and direct a general activity or supportive program of occupational therapy, (2) train individual patients in independent performance of activities of…

  6. Elections: DOD Can Strengthen Evaluation of Its Absentee Voting Assistance Program

    DTIC Science & Technology

    2010-06-01

    Evaluation of Its Absentee Voting Assistance Program June 2010 GAO-10-476 Report Documentation Page Form ApprovedOMB No. 0704-0188 Public...4. TITLE AND SUBTITLE Elections: DOD Can Strengthen Evaluation of Its Absentee Voting Assistance Program 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c...PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES

  7. An evaluation of client satisfaction with training programs and technical assistance provided by Florida's Coordinated School Health Program Office.

    PubMed

    Weiler, R M; Pigg, R M

    2000-11-01

    Client or customer satisfaction surveys assess the perceived quality of programs, products, services, and employee performance. Such assessments prove beneficial for evaluation and planning purposes. This survey examined the satisfaction of clients using the programs, services, and technical assistance provided through the Coordinated School Health Program Office (CSHPO) in the Florida Department of Education. Using the 42-item Client Satisfaction Survey, data were collected in summer 1999 from 300 of 574 clients (52.3%) who attended training sessions or sought technical assistance from CSHPO during 1996-1999. More than two-thirds (67.2%) of clients rated the training program as "very good" or "excellent" at increasing their understanding about the concept of a coordinated school health program. Overall, 69.7% of clients rated the training programs they attended as "very good" or "excellent." Resource materials and staff effectiveness rated positively as well. Findings confirmed client satisfaction with CSHPO's training programs, technical assistance, and staff. Information obtained through the client satisfaction survey can be used by CSHPO to assist in future program planning and resource allocations.

  8. Educating Organizational Consumers about Employee Assistance Programs.

    ERIC Educational Resources Information Center

    Roman, Paul M.; And Others

    1987-01-01

    Provides an overview of the value of employee assistance programs (EAP) as mechanisms to solve organizational problems. The article is based on a field study of 480 EAPs in private sector organizations with 500 or more employees. (JOW)

  9. 25 CFR 20.505 - What services are provided jointly with the Child Assistance Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What services are provided jointly with the Child... SERVICES FINANCIAL ASSISTANCE AND SOCIAL SERVICES PROGRAMS Child Assistance How Child Assistance Funds Can Be Used § 20.505 What services are provided jointly with the Child Assistance Program? The services...

  10. Academic Quality Control: The Case of College Programs on Military Bases.

    ERIC Educational Resources Information Center

    Bailey, Stephen K.

    The quality of college programs at 13 U.S. military bases and the activities of various agencies for maintaining quality control were evaluated. Based on site visits to military bases in the continental United States and Hawaii in 1978, some academic programs appeared to have few standards and practices that promote quality. It is claimed that…

  11. Peer Assisted Study Sessions and Student Performance: The Role of Academic Engagement, Student Identity, and Statistics Self-Efficacy

    ERIC Educational Resources Information Center

    Spedding, Jason; Hawkes, Amy J.; Burgess, Matthew

    2017-01-01

    The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively…

  12. Employee assistance programs: a preventive, cost-effective benefit.

    PubMed

    Cohen, G S; Gard, L H; Heffernan, W R

    1998-01-01

    Employee Assistance Programs (EAPs) provide a much-needed service to the employees of corporations. In these times of reduced benefits and diminished community resources, EAPs can dramatically compensate for those shortages. This article will explore the role of an EAP, the models of service available, and the selection process for choosing a program.

  13. The Transformation of the Supplemental Nutrition Assistance Program

    ERIC Educational Resources Information Center

    Klerman, Jacob Alex; Danielson, Caroline

    2011-01-01

    Between 2000 and 2005, the Supplemental Nutrition Assistance Program (SNAP, until recently, the Food Stamp Program) caseload increased by half. As the Great Recession unfolded, the SNAP caseload grew even more rapidly. Further, over the past two decades the composition of the caseload has shifted sharply away from families combining food and cash…

  14. When Reading Gets Ruff: Canine-Assisted Reading Programs

    ERIC Educational Resources Information Center

    Lane, Holly B.; Zavada, Shannon D. W.

    2013-01-01

    Canine-assisted reading programs show promise as an innovative method for engaging reluctant readers and motivating them to practice. In such programs, specially trained dogs visit classrooms and libraries, and children read to them. Children who struggle with reading may be motivated to read more because they find dogs to be calming and…

  15. Information Management and Employee Assistance Program Imperatives.

    ERIC Educational Resources Information Center

    Bickerton, Richard

    1987-01-01

    The ALMACA Clearinghouse for Employee Assistance Program (EAP) Information collects and disseminates EAP-specific data to provide subscribers with information to maintain their own competence and to improve upon the understanding and use of EAP practices and procedures. (JOW)

  16. Long-term follow-up of a facilitated peer mentoring program.

    PubMed

    Mayer, Anita P; Blair, Janis E; Ko, Marcia G; Patel, Salma I; Files, Julia A

    2014-03-01

    Mentoring plays an important role in career success of academic medical faculty. New mentoring models such as peer mentoring have emerged. To evaluate the long-term impact of a facilitated peer mentoring program on academic achievements. Women faculty at the instructor or assistant professor rank were recruited to voluntarily participate in a facilitated peer mentoring program. Recruitment occurred over 3.8 years between 2005 and 2009. A 26-item questionnaire to assess academic skill, career satisfaction, and self-efficacy was administered before program participation and again with seven additional questions in 2011. Curriculum vitae were reviewed retrospectively to tally peer-reviewed publications, other academic activities, and promotions. Participants had long-term improvement in their perceived mastery of academic skills. Peer-reviewed publications, book chapters, abstracts, posters, and other academic activities increased when activities before the program were compared to those in the five years after program enrollment. At follow-up, participants reported positive perceptions of the program and 44% continued to work with their original peer mentor groups. Involvement in the facilitated peer mentoring program was associated with increased skills and academic activities for most participants. Future studies are needed to assess its applicability and success among various demographic groups in academic medicine.

  17. The use of numerical programs in research and academic institutions

    NASA Astrophysics Data System (ADS)

    Scupi, A. A.

    2016-08-01

    This paper is conceived on the idea that numerical programs using computer models of physical processes can be used both for scientific research and academic teaching to study different phenomena. Computational Fluid Dynamics (CFD) is used today on a large scale in research and academic institutions. CFD development is not limited to computer simulations of fluid flow phenomena. Analytical solutions for most fluid dynamics problems are already available for ideal or simplified situations for different situations. CFD is based on the Navier- Stokes (N-S) equations characterizing the flow of a single phase of any liquid. For multiphase flows the integrated N-S equations are complemented with equations of the Volume of Fluid Model (VOF) and with energy equations. Different turbulent models were used in the paper, each one of them with practical engineering applications: the flow around aerodynamic surfaces used as unconventional propulsion system, multiphase flows in a settling chamber and pneumatic transport systems, heat transfer in a heat exchanger etc. Some of them numerical results were validated by experimental results. Numerical programs are also used in academic institutions where certain aspects of various phenomena are presented to students (Bachelor, Master and PhD) for a better understanding of the phenomenon itself.

  18. Assessing the Role of RCM in Decision-Making about Discontinuing Academic Programs and Restructuring Academic Units

    ERIC Educational Resources Information Center

    Mayer, Louis J.

    2011-01-01

    The path of growth and development for many American colleges and universities is to add new programs, majors, minors, departments, institutes, and centers to their academic portfolios in order to meet new demands and pursue new knowledge. Their source of funding is primarily through raising tuition rates and increasing non-tuition financial…

  19. Best Practices in Academic Mentoring: A Model for Excellence

    PubMed Central

    Nick, Jan M.; Delahoyde, Theresa M.; Del Prato, Darlene; Mitchell, Claudia; Ortiz, Jennifer; Ottley, Clarise; Young, Patricia; Cannon, Sharon B.; Lasater, Kathie; Reising, Deanna; Siktberg, Linda

    2012-01-01

    Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities. PMID:22685645

  20. A Program Certification Assistant Based on Fully Automated Theorem Provers

    NASA Technical Reports Server (NTRS)

    Denney, Ewen; Fischer, Bernd

    2005-01-01

    We describe a certification assistant to support formal safety proofs for programs. It is based on a graphical user interface that hides the low-level details of first-order automated theorem provers while supporting limited interactivity: it allows users to customize and control the proof process on a high level, manages the auxiliary artifacts produced during this process, and provides traceability between the proof obligations and the relevant parts of the program. The certification assistant is part of a larger program synthesis system and is intended to support the deployment of automatically generated code in safety-critical applications.

  1. The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

    2009-01-01

    The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

  2. School-based sleep education program improves sleep and academic performance of school-age children.

    PubMed

    Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

    2016-05-01

    The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

  3. Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience

    PubMed Central

    Mazerolle, Stephanie M.; Clines, Stephanie; Eason, Christianne M.; Pitney, William A.

    2015-01-01

    Context  The graduate-assistant position can be a highly influential experience because it is often the first time novice athletic trainers (ATs) are practicing autonomously. Objective  To gain an understanding of how graduate-assistant ATs (GAATs) perceive professional socialization and mentorship during their assistantships. Design  Semistructured phone interviews. Setting  Graduate-assistant ATs in various clinical settings. Patients or Other Participants  Twenty-five GAATs (20 women, 5 men) studying in 1 of 3 academic tracks (postprofessional athletic training = 8, athletic training-based curriculum = 11, non–athletic training-based curriculum = 6). Median age was 24 years. Data Collection and Analysis  Phone interviews were digitally recorded and transcribed verbatim. Data analysis used principles of the general inductive approach. Credibility was maintained using peer review, field notes, and intercoder reliability. Results  Participants identified peer support throughout their experiences, in both academic and clinical settings. The GAATs frequently relied on other GAATs for support due to shared experiences and understanding of workloads. Participants described difficulty receiving supervisor support from full-time staff ATs due to the supervisors' workload and time constraints, limiting their availability for mentoring. Guidance from academic support personnel occurred only in athletic training-centered academic programs. Communication emerged as helpful for incoming GAATs; the previous GAATs provided formal mentorship via job descriptions highlighting role responsibilities and expectations. Differences between assistantship types were noted only in terms of receiving balanced mentorship between the academic and clinical staffs, such that students studying in postprofessional athletic training programs perceived more balanced support. Conclusions  Our results confirm the literature regarding the GAAT's pursuit of continued formal

  4. 75 FR 32480 - Funding Opportunity: Affordable Care Act Medicare Beneficiary Outreach and Assistance Program...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-08

    ... Care Act Medicare Beneficiary Outreach and Assistance Program Funding for Title VI Native American Programs Purpose of Notice: Availability of funding opportunity announcement. Funding Opportunity Title/Program Name: Affordable Care Act Medicare Beneficiary Outreach and Assistance Program Funding for Title...

  5. Team Development Manual. Family Nurse Practitioner/Physician Assistant Program.

    ERIC Educational Resources Information Center

    Dostal, Lori

    A manual is presented to help incorporate team development into training programs for nurse practitioners, physician assistants, and primary care physicians. It is also directed to practitioners who wish to improve teamwork and is designed to improve the utilization of the nurse practitioners and physician assistants. A group of one or more…

  6. Manual of an Instructional Program in Dental Assisting.

    ERIC Educational Resources Information Center

    Gilbert, Maud R., Ed.; Fiedler, Belle, Ed.

    This manual is for administrator and teacher use in planning a program and individual courses for adults in dental assisting in vocational, technical, and adult programs. The manual was developed by a supervisor, a teacher-coordinator, teachers, and dentists at the local level and tested in the local school. The objectives are to prepare…

  7. Computer-Assisted Instruction: Stanford's 1965-66 Arithmetic Program.

    ERIC Educational Resources Information Center

    Suppes, Patrick; And Others

    A review of the possibilities and challenges of computer-assisted instruction (CAI), and a brief history of CAI projects at Stanford serve to give the reader the context of the particular program described and analyzed in this book. The 1965-66 arithmetic drill-and-practice program is described, summarizing the curriculum and project operation. An…

  8. Employee assistance programs: a primer for buyer and seller.

    PubMed

    Dixon, K

    1988-06-01

    A growing number of firms in private industry now sponsor or contract with groups of mental health professionals to provide employee assistance programs (EAPs). Factors that have influenced the increasing demand for EAPs include corporations' humanitarian concern for employees with mental health problems, a desire to contain rising health costs and reduce corporate losses, and the need for effective supervisory systems for managing troubled employees. To assist corporate consumers in judging the quality of EAP services and to guide mental health practitioners who wish to enter the EAP field, criteria are provided for evaluating the following aspects of EAP programs: policy development, employee orientation, supervisor training, availability during nonbusiness hours, assessment and diagnostic services, crisis counseling, referral, quality assurance, program evaluation, and cost.

  9. The glass ceiling in academe: health administration is no exception.

    PubMed

    Stoskopf, C H; Xirasagar, S

    1999-01-01

    This paper reviews gender issues in academe and presents findings of a limited survey of ACEHSA-accredited health administration graduate programs. The survey shows gender ratios adverse to women at the full, associate, and assistant professor levels. Men to women ratio among faculty was 1.98, among full-time faculty it was 2.24, and among tenured/tenure-track faculty it was 2.69, despite an excess of female students over male students in graduate programs, and despite equal proportions of women and men faculty holding doctoral degrees. Distribution by rank showed 48.5 percent full professors, 27.8 percent associate professors, and, 20.1 percent assistant professors among men, vs. 27.4 percent, 41.1 percent, and 31.5 percent respectively among women. In other academic fields similar gender ratios prevail, and many researchers have documented evidence of continuing gender inequities in tenure, promotion and salary, given comparable performance, despite the enactment of Title IX in 1972. Gender disparities are rooted in a complex web of gender-specific constraints interwoven with secular human capital and structural variables, and confounded by sexist discriminatory factors. In light of these issues, recommendations are made toward creating an equitable academic climate without compromising the ideal of meritocracy, through gender-sensitive initiatives and vigilance mechanisms to bring policies to fruition.

  10. 40 CFR 52.2732 - Small business technical and environmental compliance assistance program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (CONTINUED) Puerto Rico § 52.2732 Small business technical and environmental compliance assistance program. On November 16, 1992, the Puerto Rico Environmental Quality Board submitted a plan for the... Assistance Program for incorporation in the Puerto Rico state implementation plan. This plan meets the...

  11. 40 CFR 52.2732 - Small business technical and environmental compliance assistance program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (CONTINUED) Puerto Rico § 52.2732 Small business technical and environmental compliance assistance program. On November 16, 1992, the Puerto Rico Environmental Quality Board submitted a plan for the... Assistance Program for incorporation in the Puerto Rico state implementation plan. This plan meets the...

  12. 40 CFR 52.2732 - Small business technical and environmental compliance assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (CONTINUED) Puerto Rico § 52.2732 Small business technical and environmental compliance assistance program. On November 16, 1992, the Puerto Rico Environmental Quality Board submitted a plan for the... Assistance Program for incorporation in the Puerto Rico state implementation plan. This plan meets the...

  13. 38 CFR 21.3002 - Administration of Survivors' and Dependents' Educational Assistance Program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Administration of Survivors' and Dependents' Educational Assistance Program. Subpart D of this part applies to... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Administration of Survivors' and Dependents' Educational Assistance Program. 21.3002 Section 21.3002 Pensions, Bonuses, and...

  14. 38 CFR 21.3002 - Administration of Survivors' and Dependents' Educational Assistance Program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Administration of Survivors' and Dependents' Educational Assistance Program. Subpart D of this part applies to... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Administration of Survivors' and Dependents' Educational Assistance Program. 21.3002 Section 21.3002 Pensions, Bonuses, and...

  15. Outsourcing Academic Development in Higher Education: Staff Perceptions of an International Program

    ERIC Educational Resources Information Center

    Dickson, Kerry; Hughes, Kate; Stephens, Bruce

    2017-01-01

    Increasingly, higher education support services are being outsourced. Our case study was of a program from a global, USA-based, non-profit organisation. From in-depth interviews, we investigated staff perceptions of academic development workshops and the efficacy of outsourcing to a transnational tertiary-support program. We found that…

  16. Deaf Studies Alumni Perceptions of the Academic Program and Off-Campus Internship

    ERIC Educational Resources Information Center

    Cooper, Sheryl B.; Emanuel, Diana C.; Cripps, Jody H.

    2012-01-01

    Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in…

  17. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2014 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2014

    2014-01-01

    Community colleges across Iowa are working with business and industry through sector boards to develop training programs for jobs that have applicant shortages. The state Pathways for Academic Career and Employment (PACE) program enables community colleges to offer in-demand training, making education affordable for low income or unemployed…

  18. The Medical Academic Advancement Program at the University of Virginia School of Medicine.

    PubMed

    Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

    1999-04-01

    Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

  19. 76 FR 30243 - Community Volunteer Income Tax Assistance (VITA) Matching Grant Program-Availability of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-24

    ... DEPARTMENT OF THE TREASURY Internal Revenue Service Community Volunteer Income Tax Assistance... application packages for the 2012 Community Volunteer Income Tax Assistance (VITA) Matching Grant Program... Community Volunteer Income Tax Assistance (VITA) Matching Grant Program is contained in the Department of...

  20. 77 FR 20694 - Community Volunteer Income Tax Assistance (VITA) Matching Grant Program-Availability of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-05

    ... DEPARTMENT OF THE TREASURY Internal Revenue Service Community Volunteer Income Tax Assistance... application package for the 2013 Community Volunteer Income Tax Assistance (VITA) Matching Grant Program... the Community Volunteer Income Tax Assistance (VITA) Matching Grant Program is contained in the...

  1. 75 FR 22437 - Community Volunteer Income Tax Assistance (VITA) Matching Grant Program-Availability of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-28

    ... DEPARTMENT OF THE TREASURY Internal Revenue Service Community Volunteer Income Tax Assistance... application packages for the 2011 Community Volunteer Income Tax Assistance (VITA) Matching Grant Program... for the 2011 Community Volunteer Income Tax Assistance (VITA) Matching Grant Demonstration Program for...

  2. 78 FR 23775 - Notice of Proposed Information Collection; Comment Request: Tax Credit Assistance Program (TCAP)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-22

    ... Information Collection; Comment Request: Tax Credit Assistance Program (TCAP) AGENCY: Office of the Chief... information: Title of Proposed: Tax Credit Assistance Program (TCAP). OMB Approval Number: 2506-0181. Form Numbers: None. Description of the need for the information and proposed use: Tax Credit Assistance Program...

  3. Building a Sustainable Global Surgical Program in an Academic Department of Surgery.

    PubMed

    Zhang, Linda P; Silverberg, Daniel; Divino, Celia M; Marin, Michael

    Global surgery and volunteerism in surgery has gained significant interest in recent years for general surgery residents across the country. However, there are few well-established long-term surgical programs affiliated with academic institutions. The present report discusses the implementation process and challenges facing an academic institution in building a long-term sustainable global surgery program. As one of the pioneer programs in global surgery for residents, the Icahn School of Medicine at Mount Sinai global surgery rotation has been successfully running for the last 10 years in a small public hospital in the Dominican Republic. The present report details many key components of implementing a sustainable global surgery program and the evolution of this program over time. Since 2005, 80 general surgery residents have rotated through Juan Pablo Pina Hospital in the Dominican Republic. They have performed a total of 1239 major operations and 740 minor operations. They have also participated in 328 emergency cases. More importantly, this rotation helped shape residents' sense of social responsibility and ownership in their surgical training. Residents have also contributed to the training of local residents in laparoscopic skills and through cultural exchange. As interest in global surgery grows among general surgery residents, it is essential that supporting academic institutions create sustainable and capacity-building rotations for their residents. These programs must address many of the barriers that can hinder maintenance of a sustainable global surgery experience for residents. After 10 years of sending our residents to the Dominican Republic, we have found that it is possible and valuable to incorporate a formal global surgery rotation into a general surgery residency. Copyright © 2016. Published by Elsevier Inc.

  4. Technical Assistance Program: Off to a Running Start (Newsletter)

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Not Available

    This newsletter describes key activities of the DOE Office of Indian Energy Policy and Programs for Winter 2012. Between December 2, 2011, and January 15, 2012, 46 American Indian and Alaska Native Tribes submitted applications to receive technical assistance through the program, which provides Tribes with on-the-ground technical support from DOE and National Renewable Energy Laboratory (NREL) staff to help move tribal energy efficiency and renewable energy projects forward. The applications are being considered through the Strategic Technical Assistance Response Team (START) selection process, which incorporates expert reviews and outreach to Tribes who present a need for assistance with theirmore » community-based energy efficiency and renewable energy projects. The final successful applicants will be selected based on the clarity of their requests for technical assistance and the ability of START to successfully work with each unique project or community. At least three selected Tribes in Alaska will receive technical assistance between March and May 2012, and up to five selected Tribes in the contiguous United States will receive technical assistance between March and August 2012. During the months of START Program activity, DOE and NREL experts will work in the two locations. In Alaska, START experts will work directly with community-based project teams to analyze local energy issues and provide assistance with energy projects and cost savings initiatives. This effort will be bolstered by DOE-IE's partnership with the Denali Commission, which will provide further assistance and expertise. In the lower 48 states, NREL experts will work with the selected renewable energy START projects to evaluate financial and technical feasibility and provide early development technical assistance to better position the projects for financing and construction. This on-the-ground technical assistance is part of a broader DOE-IE effort to make reliable, accurate technical

  5. Influence of Formal Academic Leadership Programs on Undergraduates' Leadership Mindset: An Assessment of a Corps of Cadets Program

    ERIC Educational Resources Information Center

    Dunn, Allison L.; Ho, Sarah P.; Odom, Summer F.; Perdue, Emily R.

    2016-01-01

    Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students…

  6. Personalized Computer-Assisted Mathematics Problem-Solving Program and Its Impact on Taiwanese Students

    ERIC Educational Resources Information Center

    Chen, Chiu-Jung; Liu, Pei-Lin

    2007-01-01

    This study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of Taiwanese fourth grade students. The purpose of this study was to determine whether the personalized computer-assisted program improved student performance and attitude over the nonpersonalized program.…

  7. A Retrospective View of Selective Admission of Physical Therapist Assistants.

    ERIC Educational Resources Information Center

    Pape, C. Dale; Casey, John P.

    1986-01-01

    This study was an attempt to evaluate how well a specific selection formula for admission to a physical therapist assistant program worked. It compared the relative selective admission score with the clinical and academic success of those students who completed the course of study; this necessitated a retrospective analysis. (Author/CT)

  8. 40 CFR 52.1690 - Small business technical and environmental compliance assistance program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (CONTINUED) New York § 52.1690 Small business technical and environmental compliance assistance program. On January 11, 1993, the New York State Department of Environmental Conservation submitted a plan for the... Assistance Program for incorporation in the New York state implementation plan. This plan meets the...

  9. The Intersections of Living-Learning Programs and Social Identity as Factors of Academic Achievement and Intellectual Engagement

    ERIC Educational Resources Information Center

    Pasque, Penny A.; Murphy, Rena

    2005-01-01

    Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small…

  10. New Start Program Report: September 1985--June 1989.

    ERIC Educational Resources Information Center

    Winchell, Anne

    In 1985, Kingsborough Community College (KCC) in Brooklyn, established the New Start Program to assist students who began their post-secondary education at cooperating senior colleges, but encountered academic difficulties there. The program offers individual and group counseling to help participants overcome previous difficulties and work toward…

  11. 10 CFR Appendix A to Subpart E of... - DOE Federally Assisted Programs Containing Age Distinctions

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 10 Energy 4 2013-01-01 2013-01-01 false DOE Federally Assisted Programs Containing Age...) NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OR ACTIVITIES Nondiscrimination on the Basis of Age-Age... Federally Assisted Programs Containing Age Distinctions Statute, Name, Public Law, and U.S. Code Section and...

  12. Advising International Students in Engineering Programs: Academic Advisors' Perceptions of Intercultural Communication Competence

    ERIC Educational Resources Information Center

    Zhang, Yi Leaf; Dinh, Trang V.

    2017-01-01

    In recent years, an increasing number of international students have enrolled in engineering programs in U.S. colleges and universities. These students often encounter challenges, and academic advisors play a significant role in international students' academic success. Using a model of intercultural communication competence, we explored attitudes…

  13. Perceptions of Collegiate Student-Athletes' Programming Needs Based on Gender, Ethnicity, and Academic Class

    ERIC Educational Resources Information Center

    Arvan, April Anita

    2010-01-01

    Student-athletes are often disengaged in campus programming due to their academic and athletic commitments. Previous research explored various facets of student-athlete development, particularly academic development in relation to NCAA Division I student-athletes. The purpose of this quantitative, causal-comparative study was to determine…

  14. An Evaluation of Academic Training Program (ÖYP) from Professional Socialisation and Identity Perspective

    ERIC Educational Resources Information Center

    Tülübas, Tijen; Göktürk, Söheyda

    2017-01-01

    Academic identity is significant in terms of taking the responsibilities of professional roles and performing them adequately. Identity formation starts from the early socialisation experiences of graduate students and develops on what they have acquired during this process. Therefore, Academic Training Program is significant for determining the…

  15. Developing an online certification program for nutrition education assistants.

    PubMed

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and Nutrition Education Program core competencies was delivered to employees of both programs. Traditional vs online training was compared. Course content validity was determined through expert review by registered dietitians. Parameters studied included increase of nutrition knowledge and teaching technique/ability, educator satisfaction, and programming costs related to training. Utah State University Extension. Twenty-two Supplemental Nutrition Assistance Program-Education and Expanded Food and Nutrition Education Program educators in Utah. Knowledge and skills were measured using pre/posttest statistics. Participant satisfaction was measured with a survey. Paired t test; satisfaction survey. The change in paraprofessional knowledge score was statistically significant (P < .001). Forty percent of paraprofessionals strongly agreed and 60% agreed they were better prepared as nutrition educators because of the training. An estimated $16,000 was saved by providing the training online as compared to a face-to-face training. This interactive online program is a cost-effective way to increase paraprofessional knowledge and job satisfaction. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  16. Homeland Security Education: Managerial versus Nonmanagerial Market Perspectives of an Academic Program

    ERIC Educational Resources Information Center

    Doss, Daniel; Henley, Russ; McElreath, David; Lackey, Hilliard; Jones, Don; Gokaraju, Balakrishna; Sumrall, William

    2016-01-01

    The authors discuss the findings of a market study that preceded the offering of an academic program in homeland security. The university disseminated a mail survey to gain data for analysis of variance testing of several hypotheses regarding market perceptions of the intended homeland security program offering. Stratification involved segregating…

  17. Frequently Asked Questions about the Indian Environmental General Assistance Program (GAP)

    EPA Pesticide Factsheets

    Answers to frequently asked questions about the Indian Environmental General Assistance Program (GAP) Guidance on the Award and Management of General Assistance Agreements for Tribes and Intertribal Consortia (Guidance)

  18. Holistic Growth of College Peer Study Group Participants: Prompting Academic and Personal Development

    ERIC Educational Resources Information Center

    Arendale, David R.; Hane, Amanda R.

    2014-01-01

    This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team…

  19. 7 CFR 3015.154 - Application for Federal assistance (nonconstruction programs).

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false Application for Federal assistance (nonconstruction programs). 3015.154 Section 3015.154 Agriculture Regulations of the Department of Agriculture (Continued) OFFICE OF THE CHIEF FINANCIAL OFFICER, DEPARTMENT OF AGRICULTURE UNIFORM FEDERAL ASSISTANCE REGULATIONS...

  20. 7 CFR 3015.155 - Application for Federal assistance (construction programs).

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false Application for Federal assistance (construction programs). 3015.155 Section 3015.155 Agriculture Regulations of the Department of Agriculture (Continued) OFFICE OF THE CHIEF FINANCIAL OFFICER, DEPARTMENT OF AGRICULTURE UNIFORM FEDERAL ASSISTANCE REGULATIONS...

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