Gotowe bibliografie tematyczne / California, Pa. State College

Gotowa bibliografia na temat „California, Pa. State College”

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Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "California, Pa. State College"

Gastelum-Morales, Maximilian, Lisa Leininger, Joanna Morrissey, Ryan Luke i Mark DeBeliso. "Evaluation of Physical Activity Participation, Self-Efficacy and Outcome Expectancy for Employees Participating in Exercise Is Medicine® On Campus Program". American Journal of Undergraduate Research 17, nr 4 (31.03.2021): 41–48. http://dx.doi.org/10.33697/ajur.2020.034.

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Exercise Is Medicine® On Campus (EIM-OC) is a worldwide initiative from the American College of Sports Medicine (ACSM) to promote physical activity (PA) at universities. California State University, Monterey Bay (CSUMB) implemented this initiative in Fall 2019 with offerings to students and employees. For employees, an “Introduction to Resistance Training Class” was offered. Participants attended classes two times per week, with the sessions lasting approximately fifty minutes. The purpose of this study was to evaluate the EIM-OC employee Introduction to Resistance Training class for its effectiveness on increasing PA, self-efficacy, and outcome expectancy. The research design was pre-post, with participants completing online questionnaires before and after the course. The Godin Leisure Time Physical Activity Questionnaire (LTPQ), Resistance Training Self-Efficacy and Outcome Expectancy Questionnaire, and Self-Efficacy and the Maintenance of Exercise Participation in Older Adults Questionnaire were included. The training class had a total of 14 female participants, 12 of which completed the pre- and post-questionnaires. There was a significant increase (t=-3.2, df=11, p=.004) in resistance training self-efficacy score following the course (M=3.52±1.03 versus M=4.31±.56). Resistance training outcome expectancy score was also statistically significant (t=-2.54, df=11, p=.01) following the course (M=4.48±.53 versus M=4.71±.37). There were increases in strenuous exercise days, physical activity scores, and future resistance training self-efficacy, although they were not statistically significant. The results of this study indicate that employee exercise classes, as part of the EIM-OC initiative, can be effective in increasing resistance training self-efficacy, and outcome expectancy. These indicators are important for individuals to maintain lifelong PA therefore future programming and research on EIM-OC should continue. KEYWORDS: Exercise Is MedicineⓇ-On Campus; Resistance Training; Physical Activity; Exercise; Worksite Health Promotion Program; Self-Efficacy; Outcome Expectancy; Employees; California State University, Monterey Bay

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Janick, Herbert, Stephen S. Gosch, Donn C. Neal, Donald J. Mabry, Arthur Q. Larson, Elizabeth J. Wilcoxson, Paul E. Fuller i in. "Book Reviews". Teaching History: A Journal of Methods 14, nr 2 (5.05.1989): 85–104. http://dx.doi.org/10.33043/th.14.2.85-104.

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Anthony Esler. The Human Venture. Englewood Cliffs, NJ: Prentice-Hall, 1986. Volume I: The Great Enterprise, a World History to 1500. Pp. xii, 340. Volume II: The Globe Encompassed, A World History since 1500. Pp. xii, 399. Paper, $20.95 each. Review by Teddy J. Uldricks of the University of North Carolina at Asheville. H. Stuart Hughes and James Wilkinson. Contemporary Europe: A History. Englewood Clifffs, NJ: Prentice-Hall, 1987. Sixth edition. Pp. xiii, 615. Cloth, $35.33. Review by Harry E. Wade of East Texas State University. Ellen K. Rothman. Hands and Hearts: A History of Courtship in America. Cambridge and London: Harvard University Press, 1987. Pp. xi, 370. Paper, $8.95. Review by Mary Jane Capozzoli of Warren County Community College. Bernard Lewis, ed. Islam: from the Prophet Muhammad to the Capture of Constantinople. Oxford and New York: Oxford University Press, 1987. Volume I: Politics and War. Pp.xxxvii, 226. Paper, $9.95. Volume II: Religion and Society. Pp. xxxix, 310. Paper, $10.95. Review by Calvin H. Allen, Jr. of The School of the Ozarks. Michael Stanford. The Nature of Historical Knowledge. New York: Basil Blackwell, 1986. Pp. vii, 196. Cloth, $45.00; paper, $14.95. Review by Michael J. Salevouris of Webster University. David Stricklin and Rebecca Sharpless, eds. The Past Meets The Present: Essays On Oral History. Lanham, MD: University Press of America, 1988. Pp. 151. Paper, $11.50. Review by Jacob L. Susskind of The Pennsylvania State University. Peter N. Stearns. World History: Patterns of Change and Continuity. New York: Harper and row, 1987. Pp. viii, 598. Paper, $27.00; Theodore H. Von Laue. The World Revolution of Westernization: The Twentieth Century in Global Perspective. New York: Oxford University Press, 1987. Pp. xx, 396. Cloth, $24.95. Review by Jayme A. Sokolow of the National Endowment for the Humanities. Marilyn J. Boxer and Jean R Quataert, eds. Connecting Spheres: Women in the Western World, 1500 to the Present. New York and Oxford: Oxford University Press, 1987. Pp. xvii, 281. Cloth, $29.95; Paper, $10.95. Review by Samuel E. Dicks of Emporia State University. Dietrich Orlow. A History of Modern Germany: 1870 to Present. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1987. Pp. xi, 371. Paper, $24.33. Review by Gordon R. Mork of Purdue University. Gail Braybon and Penny Summerfield. Out of the Cage: Women's Experiences in Two World Wars. Pandora: London and New York, 1987. Pp. xiii, 330. Paper, $14.95. Review by Paul E. Fuller of Transylvania University. Moshe Lewin. The Gorbachev Phenomenon: A Historical Interpretation. Berkeley and Los Angeles: University of California Press, 1988. Pp. xii, 176. Cloth, $16.95; David A. Dyker, ed. The Soviet Union Under Gorbachev: Prospects for Reform. London & New York: Croom Helm, 1987. Pp. 227. Cloth, $35.00. Review by Elizabeth J. Wilcoxson of Northern Essex Community College. Charles D. Smith, Palestine and the Arab-Israeli Conflict. New York: St. Martin's Press, 1988. Pp. viii, 308. Cloth, $35.00. Review by Arthur Q. Larson of Westmar College. Stephen G. Rabe. Eisenhower and Latin America: The Foreign Policy of Anticommunism. Chapel Hill & London: The University of North Carolina Press, 1988. Pp. 237. Cloth $29.95; paper, $9.95. Review by Donald J. Mabry of Mississippi State University. Earl Black and Merle Black. Politics and Society in the South. Cambridge and London: Harvard University Press, 1987. Pp. ix, 363. Cloth, $25.00. Review by Donn C. Neal of the Society of American Archivists. The Lessons of the Vietnam War: A Modular Textbook. Pittsburgh: Center for Social Studies Education, 1988. Teacher edition (includes 64-page Teacher's Manual and twelve curricular units of 31-32 pages each), $39.95; student edition, $34.95; individual units, $3.00 each. Order from Center for Social Studies Education, 115 Mayfair Drive, Pittsburgh, PA 15228. Review by Stephen S. Gosch of the University of Wisconsin-Eau Claire. Media Reviews Carol Kammen. On Doing Local History. Videotape (VIIS). 45 minutes. Presented at SUNY-Brockport's Institute of Local Studies First Annual Symposium, September 1987. $29.95 prepaid. (Order from: Dr. Ronald W. Herlan, Director, Institute of Local Studies, Room 180, Faculty Office Bldg., SUNY-Brockport. Brockport. NY 14420.) Review by Herbert Janick of Western Connecticut State University.

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Selove, Rebecca, Lucy Spalluto, Maureen Sanderson, Laura Ernst i Carolyn Audet. "Abstract B085: Increasing utilization of breast cancer risk assessment tools: Identifying and adapting implementation strategies using multiple stakeholder groups". Cancer Research 84, nr 3_Supplement_1 (1.02.2024): B085. http://dx.doi.org/10.1158/1538-7445.advbc23-b085.

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Abstract Background: Each year ~12,000 female breast cancers are diagnosed in US women ages 18-45 with overrepresentation of aggressive cancers, advanced stage disease at diagnosis, and inferior outcomes. The American College of Radiology and American Society of Breast Surgeons recommend that breast cancer risk assessment (RA) start no later than age 30 to identify high-risk individuals in whom to initiate screening earlier. However, RA tools are currently utilized in as few as 3-26% of eligible women. Methods: Our study aims are to assess feasibility, reach, acceptability, and appropriateness of customized strategies to increase uptake of breast cancer RA. We identified barriers to increasing utilization of RA tools through discussions with long-term community partners in the Tennessee Breast and Cervical Cancer Screening Program (TBCSP), a three-phase adapted Feasibility of Intervention Measure (FIM) in five health clinics, and one-on-one interviews guided by the Consolidated Framework for Implementation Research with 24 providers in public health settings and 37 interviews guided by the Health Belief Model with Black women age 30-50 years with no personal history of breast cancer. Interview data contributed to the development of a conceptual framework to depict influences of provider behavior in the utilization of breast cancer risk assessment. Using the CFIR-ERIC Matching Tool and working with the study’s Community Advisory Board (CAB), the research team identified three potential strategies to increase the use of breast cancer RA in public health settings. Findings: Selected strategies included having a site champion for each clinic, offering a short series of education modules, and distributing print educational materials including a provider education sheet and patient-facing information cards. These strategies were further revised in collaboration with the CAB and patients and providers in Community Engagement Studios. Implications for D&I Research: This project demonstrates the contributions of a long-standing relationship with a state-wide public health agency, implementation science tools, and collaboration with community advisors for identifying and addressing barriers to breast cancer RA. The study has generated replicable scripts for educating providers and community-informed reproducible patient education materials to increase breast cancer RA. Evaluation of the impact of these strategies on provider behavior in six clinical settings is currently underway. Citation Format: Rebecca Selove, Lucy Spalluto, Maureen Sanderson, Laura Ernst, Carolyn Audet. Increasing utilization of breast cancer risk assessment tools: Identifying and adapting implementation strategies using multiple stakeholder groups [abstract]. In: Proceedings of the AACR Special Conference in Cancer Research: Advances in Breast Cancer Research; 2023 Oct 19-22; San Diego, California. Philadelphia (PA): AACR; Cancer Res 2024;84(3 Suppl_1):Abstract nr B085.

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O'Keefe, G., i D. D. Davis. "First Confirmed Report that Puccinia horiana, Causal Agent of Chrysanthemum White Rust, Can Overwinter in Pennsylvania". Plant Disease 96, nr 9 (wrzesień 2012): 1381. http://dx.doi.org/10.1094/pdis-04-12-0400-pdn.

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Chrysanthemum white rust (CWR) is a quarantine-significant pest in the United States (Title 7, Code of Federal Regulations, Part 319.37-2). The causal agent of CWR, Puccinia horiana Henn., is an autoecious, microcyclic rust that is pathogenic on chrysanthemum species (Chrysanthemum spp.) and close relatives within the family Asteraceae. CWR is indigenous to Japan, where it was first reported in 1895 (4). By the 1960s, CWR was found throughout Europe and later spread to Africa, Oceana, South America, and other parts of Asia. In North America, CWR was reported in Mexico and in the United States (New Jersey and Pennsylvania [1977], Oregon and Washington [1990], and California [1991]). Additional detections of CWR were later reported in 22 Pennsylvania counties (2004, 2006 to 2010) (3). These later Pennsylvania reports stated that eradication was attempted at some sites, but unconfirmed observations suggested that the rust pathogen might overwinter in volunteer plants (3). Since “CWR is known to overwinter in Europe where chrysanthemums overwinter (average minimum temperatures ranging from –10°F to 10°F)” (2), the unconfirmed Pennsylvania observations prompted us to determine if P. horiana can overwinter in Pennsylvania. During October 2010, we identified CWR on perennial mums planted at six outdoor garden locations in University Park, PA. Symptomatic plants were quarantined and eradication attempted. Eradicated sites were routinely surveyed and CWR confirmed in July 2011 on volunteer plants at two of the originally infested sites. An additional outdoor garden site with CWR was observed in State College, PA, during October 2011 and eradication attempted. The three infested sites were surveyed throughout the fall and winter of 2011 to 2012. During February 2012, two asymptomatic volunteer plants arising from root pieces were collected from each of the three sites. Each sample was washed with tap water to remove excess soil, examined morphologically, surface sterilized with 10% bleach, and divided into two subsamples. One subsample from each site was divided into crown and root portions and DNA extracted using a Qiagen DNeasy Plant Mini Kit. Molecular analysis was performed using modifications of published primers ITS 5 and Rust1 (1,4). Puccinia horiana was detected in plant roots from one site and in plant crowns from two sites. The remaining two subsamples from each site were transplanted into sterilized potting soil and placed in a clean controlled environment chamber at 18°C and 85% relative humidity (RH). After 6 weeks, six actively growing plants were transferred to a second clean controlled environment chamber at 17°C and 90 to 100% RH. On 6 April 2012, CWR symptoms and signs were confirmed morphologically on two plants that had been removed from one site. On 19 April 2012, CWR signs and symptoms were confirmed morphologically and by molecular analysis on leaves of volunteer plants at one University Park site. DNA extractions were sequenced and shared a 100% maximum identity to a known P. horiana accession (EU816920.1) in GenBank. To our knowledge, this is the first confirmed report of P. horiana overwintering in Pennsylvania. References: (1) H. Alaei et al. Mycol. Res. 113:668, 2009. (2) Anon. Chrysanthemum White Rust Bulletin, Syngenta Flowers Inc., Gilroy, CA, 2010. (3) S. Kim et al. Phytopathology 101:S91, 2011. (4) K. Pedley. Plant Dis. 93:1252, 2009.

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Murray, Hannah Lauren, Christy L. Pottroff, Christine Yao, William Hunt i Anthony G. Cohen. "C19: "Unsettling,": March 17-20, 2016, State College, PA". ESQ: A Journal of Nineteenth-Century American Literature and Culture 63, nr 1 (2017): 144–67. http://dx.doi.org/10.1353/esq.2017.0004.

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Bogart, Quentin J., i Kathleen M. Kistler. "CALIFORNIA COMMUNITY COLLEGE AND CALIFORNIA STATE UNIVERSITY ENGLISH FACULTY GRADING PRACTICES: AN ASSESSMENT". Community Junior College Research Quarterly of Research and Practice 11, nr 1 (styczeń 1987): 39–45. http://dx.doi.org/10.1080/0361697870110105.

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Kahan, David, i Thomas L. McKenzie. "Physical Education and Physical Activity Policies as Described on California Charter School Websites". Health Behavior and Policy Review 6, nr 5 (1.09.2019): 509–21. http://dx.doi.org/10.14485/hbpr.6.5.9.

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Objectives: Nearly all US schools have a website that enables them to inform about and promote physical activity (PA) and physical education (PE). We performed a cross-sectional content analysis of California (state with the most charters) elementary charter school websites' PA/PE content. Methods: We analyzed data (N = 520 schools) using descriptive statistics and cross tabulations to identify associations among school characteristics and the mentioning of PE, PE curriculum, PE teacher, recess, interscholastic sport, and other extracurricular PA. Results: Over a third (39%) of websites did not mention providing either PA or PE opportunities at all. Only 30.6% of websites mentioned PE (mandated by state education code to be delivered for 200 min/10 days to students in grades 1-6). Websites also infrequently mentioned Fitnessgram scores (36.5%), required by state education code to be reported for 5th graders, as well as recess (30.2%), other extracurricular PA (20.4%), and interscholastic sport (16.5%). Conclusions: Schools did not use the full potential of their websites to inform constituents about PA or to promote it on campus. Deficient schools should expand the PE/PA content information available on their websites and be held accountable for such by their parent school district..

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Chiu, Joleen. "Increasing Access to a Four–Year College: Impacts of a California State University Guaranteed Admission Program on College Enrollment Rates". American Journal of Undergraduate Research 20, nr 3 (31.12.2023): 25–49. http://dx.doi.org/10.33697/ajur.2023.094.

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Guaranteed admission programs are a type of college access program that provide students who meet certain criteria (e.g., a minimum GPA) with guaranteed admission to one or more colleges. This paper studies guaranteed admission agreements between California State University San Marcos (CSUSM) and its local school district to evaluate if smaller scale, local guaranteed admission programs have comparable impacts on college enrollment rates to previously studied state-wide programs. Employing a regression discontinuity (RD) design around the program’s GPA cutoff conditional on students satisfying other program requirements, this paper finds that the program significantly increased enrollment at CSUSM and at any California State University (CSU) and increased (not significantly) the likelihood of students enrolling at four-year institutions compared to two-year alternatives. In addition, the program disproportionally affected students from underrepresented backgrounds (e.g., first-generation, nonwhite, and low-income backgrounds), suggesting that local guaranteed admission programs also have the potential to increase representation at four-year public institutions and encourage underrepresented students to enroll at higher-quality postsecondary institutions. KEYWORDS: Guaranteed Admission; College Enrollment; College Admissions; College Access; Higher Education; California State University; Education Policy; Local Policy

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Barnett, John. "Review of The Community College Library: Assessment". Journal of New Librarianship 8, nr 1 (23.02.2023): 69–75. http://dx.doi.org/10.33011/newlibs/13/8.

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A review of the book, The Community College: Assessment (Association of College and Research Libraries, 2022), edited by Janet Pinkley (adjunct librarian, Evelyn and Howard Boroughs Library, Ventura College, and Head of Access Services, California State University, Channel Islands) and Kaela Casey (librarian, Evelyn and Howard Boroughs Library, Ventura College).

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Douglass, John Aubrey. "Can We Save the College Dream?" Boom 1, nr 2 (2011): 25–42. http://dx.doi.org/10.1525/boom.2011.1.2.25.

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This essay discusses the major financial and organizational challenges facing California’s higher education system, and offers a possible pathway to reforms. Most critics and observers of California’s system remain focused on incremental and largely marginal improvements, transfixed by the state’s persistent financial problems and inability to engage in long-range planning for a population that is projected to grow from approximately 37 million to some 60 million by 2050. A number of studies indicate that California’s higher education system will not keep pace with labor needs in the state, let alone affording opportunities for socioeconomic mobility that once characterized California. California needs a “re-imagined” network of colleges and universities and a plan for “Smart Growth.”

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Rozprawy doktorskie na temat "California, Pa. State College"

Mozoras, Abby. "The development of California State College in Coachella Valley". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1766.

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"The purpose of this study is A) to identify the criteria for establishing permanent off-campus facility for existing centers. B) To identify the number of students from College of the Desert (COD) who are planning to continue their education at the California State University, Coachella Valley Campus (CVC.) C) To determine whether a permanent CSU Campus in Coachella Valley will motivate students from College of the Desert (COD) to get their bachelor's degree locally. D) To identify the degree programs in which COD students are most interested-in. E) To determine whether ethnicity (Hispanic students are the target group) plays a role in the students' choice of degree program. For purpose of this study literature pertaining to development of California State University, San Bernardino, and development of CSU off-campus centers was reviewed. Two hundred and thirty one students attending the spring 1999 semester at College of the Desert provided the data for this study."

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Curley, Charles J. "Prepared ground, confirmation and parables of growth in the Gospel of Mark". Chicago, Ill : McCormick Theological Seminary, 1996. http://www.tren.com.

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Shaw, Joseph. "An analysis of regional occupational programs that offer academic credit, college articulation, state licensing, and apprenticeship training credit". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/941.

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This study survey all ROP's in the State. It determined the degree to which the ROP's were meeting the changing need for enhancing and utilization vocation educational programs to meet the mandates of ̲S̲ec̲oṉḏ ṯ̲o Ṉ̲oṉ̲e.

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Aceves, Esperanza Monica. "Food Is a Right| Student Perceptions of College Food Access Programming at a California State University". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839607.

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The problem of food insecurity among students in higher education, specifically students who belong to historically marginalized populations, is a serious national problem that is under researched. While data are not being collected universally, higher education institutions are beginning to report on this issue. Research reflects that 1 in 5 California State University students is experiencing chronic food insecurity and 1 in 10 is reporting experiences of homelessness. Higher education colleges are beginning to address this problem by casting a net of resources like food pantries, meal donations on student cards from other students, emergency funds through grants, CalFresh outreach and enrollment (federally funded program known as Supplemental Nutrition Assistance Program), and other campus-unique programming to serve hard-to-reach, vulnerable students. This study explores such services at a public California State University-Hispanic Serving Institution with the goal of understanding students’ lived experiences related to accessibility of food programming and resources in higher education. By exploring the perceptions of four students that are female who were food insecure related to their utilization of food programs directed at ensuring student food security, this study intends: (1) to explore students’ satisfaction with campus food programming, (2) to describe the participants’ knowledge of campus food programs and healthy food options, and (3) to explore the relationship between food programming and policies and the lived experiences of students. This study is important because oftentimes research is missing the unheard voices of students. By embracing students’ stories, researchers can learn of their real-life experiences. This allows for a greater understanding of the significance of food insecurity and its impact on students using food programs in higher education settings.

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Perez, Saviniano Samuel III. "Computer based training for new California State University, San Bernardino faculty". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1504.

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The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.

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Pratt, Elizabeth. "An Examination of how California Community College Presidents have Responded to Declining State Funds by Developing Alternative Revenue Generating Strategies". Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739290.

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The study examined California Community College president’s (CCCP) perspective on strategies for generating alternative revenue. The research revealed the CCCPs changing leadership roles, identified best practices in generating alternative revenue, and uncovered future strategies for California community college (CCC) leaders to be less dependent on state and local funding. The study advances the understanding of how community colleges are responding to declining state funding, rising operating costs, and the expanded mission of CCC to serve more students with less funding. A three round Delphi policy survey was conducted to determine what current and future revenue generating strategies are the most effective for community colleges. The research revealed that CCCPs have identified three thematic resource development strategies to develop effective approaches to generate alternative revenue. Thematic strategies for generating current and future revenue generation include (a) Expanding public/private partnerships with business and industry including increasing workforce contract education (b) Expanding the capacity of the colleges foundations and fundraising programs including cultivating diverse donors, and (c) Expanding and utilizing resource stewardship and entrepreneurship endeavors through the development of auxiliary services. Contrary to expectations, findings indicate that the majority of CCCPs are resource dependent on the state, and not fully aware or prepared for generating alternative revenue. The findings indicate that the community college culture is a primary barrier to develop innovated and entrepreneurial strategies to generate additional income. The research supports key arguments for CCC executives to be become more innovative and entrepreneurial in their approach to generating alternative revenue. CCCs will benefit from leadership that builds a responsive entrepreneurial culture and climate. The findings suggest that community college leaders would benefit from training in resource development planning, resource management and stewardship. Additional recommendations include the need to build capacity through professional development in order to expand partnering with business and industry and fundraising. The findings conclude that the community college president’s effective abilities to change the mind-set of stakeholders, be a visible leader in the community, and be a good steward of resources, will have the biggest impact on their competence to generate future alternative revenue and to sustain and vitalize CCCs.

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McWhorter, Elizabeth Beeler. "An invisible population speaks| Exploring college decision-making processes of undocumented undergraduates at a California State University campus". Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732254.

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Approximately 65,000 undocumented immigrants graduate from American high schools annually, among them valedictorians and salutatorians. Only about 6,500 of these prospective future leaders go on to college. There are 50 different state-level immigrant-tuition policies, most of which severely limit undocumented students’ college/university and financial aid options. This study is situated in the state of California, whose Master Plan for Higher Education aims to grant college access to all Californians and whose favorable immigrant-tuition policies work toward that end; it could serve as a model for U.S. states with restrictive or neutral immigrant-tuition policies. To date, there is limited discussion of undocumented student college choice in the higher education literature. To explore how undocumented students navigate college decision-making in the U.S., this study uses the conceptual constructs of Perna’s (2006) contextual college choice model, Hossler and Gallagher’s (1987) foundational choice model, and single-element models (chain enrollment and proximity). These frameworks and Dervin’s Sense-making Theory (1999-2014) helped me retrospectively explore the college choice of seven undocumented men and women attending a Bay Area Cal State University campus in 2013.

The study’s purpose warranted a qualitative research design and case study approach. I connected with interested students, shared my background, answered questions, and sent them my IRB-approved Study Information Sheet and demographic survey. We developed rapport over several months, engaging in a series of in-person interviews and other interactions. I kept field notes and journaled reflexively. I transcribed all 14 interview recordings via Dragon speech software, coded the transcripts and analyzed the data via MaxQDA data analysis software.

The findings revealed overarching themes related to: parental expectations and encouragement, habitus (e.g., gender & cultural traditions, birth order & responsibilities, home life), financial situation, K-14 context, higher education context, social context, and policy context. What distinguishes this study is the exploration of undocumented students’ college choice, inclusion of student voices, and implications for public policy and college enrollment professionals’ practice. It provides insight into how undocumented youth choose a college located in a state whose country values the common good and economic success yet is torn on its people’s higher education rights.

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Gonzalez, Maria. "A Qualitative Case Study Exploring the Relationship between California State Financial Aid and Undocumented Student Persistence in a Community College". Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637102.

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This qualitative, phenomenological case study was designed to illuminate the perceptions and experiences of eight undocumented community college students navigating the California public higher education systems with the aim of identifying factors associated with college persistence. These factors fall into three categories: financial, academic, and legal. The specific problem of interest is the lack of undocumented student persistence in California community colleges. Given that college students depend more on financial aid to reach their college goals; it is important to understand the relationship between California State funding and undocumented student persistence. A qualitative case study design enabled the exploration of undocumented students’ perceptions and experiences with financial assistance for college due to the new and changing federal and state immigration policies, and the academic and legal factors that contribute to their persistence. Emerging themes from interviews conducted with eight undocumented student participants were analyzed and coded. The financial factors contributing to persistence included understanding the financial aid process for undocumented students, information on grants and scholarships, and knowledge of AB540 for lower college fees. Academic factors contributing to persistence included support from: Faculty, Dream Club membership, Puente Project, EOPS, and Tutoring Centers. A welcoming campus environment was also a factor in having students feel safe to continue their education. Legal factors contributing to persistence included: knowledge of federal and state laws such as DACA, AB540, and the California DREAM act application for state aid.

One limitation of qualitative research is the reliance on small participant samples, which allows for in-depth explorations but limits generalization. The use of standardized instruments to capture the experiences of undocumented students would also facilitate comparison studies involving students at various institutions and in different states. Given the numerous variations in state and institutional policies this would help researchers, college administrators, and practitioners understand how different policies and practices affect the educational trajectories of undocumented students.

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Reichley, Tammy Louise. "Developing a culminating assessment for psychology undergraduate students". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2095.

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Greene, Joseph Harrison. "Development of a social service program for college health services". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1869.

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The initial development of a social services program in a college health setting is presented, with discussion regarding causes, methods, and outcomes. Both empirical and anecdotal data which were influential in the initial formation of the program are reviewed, in the context of an examination of the research literature relating to this area. The actual development and implementation of the program is followed through its first year of existence. Outcomes are presented in the form of qualitative data analysis and case studies. Discussion of the results and recommendations for both future research and improvements to the program are presented.

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Książki na temat "California, Pa. State College"

Whitson, Helene. The California State University Board of Trustees almanac. Long Beach, Calif: Trustees of California State University, 1989.

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Workshop on Mathematical Linguistics (1998 State College, Pa.). Issues in mathematical linguistics: Workshop on Mathematical Linguistics, State College, Pa., April 1998. Amsterdam: J. Benjamins, 1999.

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Pa.) Reconstructionist Rabbinical College (Wyncote. Expanding our dialogue: Colleagues of other faiths : "House of Israel" in Ghana, Spiritual searchers in Northern California. Wyncote, Pa: Reconstructionist Rabbinical College, 2008.

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McAfee, Ward. In search of community: A history of California State University, San Bernardino. San Bernardino: Foundation for California State University, San Bernardino, 1990.

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Pflueger, Donald H. California State Polytechnic University, Pomona: A legacy and a mission, 1938-1989. Pomona, Calif: [s.n.], 1999.

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Nicholas, Winograd, Parks J. E i International Symposium on Resonance Ionization Spectroscopy and Its Applications (8th : 1996 : State College, Pa.), red. Resonance ionization spectroscopy 1996: Eighth international symposium, State College PA, June 30-July 5, 1996. Woodbury, New York: AIP Press, 1997.

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Flachmann, Michael. Teaching excellence: A collection of essays on college education written by recipients of the California State University trustees' outstanding professor award. [Long Beach, Calif.?]: California State University Institute, 1998.

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Taylor, Dan. The bulldog mutiny: The untold story of one of the greatest upsets of all time. New York: HarperOne, 2009.

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Commission, California Postsecondary Education. A regional study of undergraduate enrollment demand and capacity for the University of California: A report of the California Postsecondary Education Commission. Sacramento, Calif: California Postsecondary Education Commission, 2003.

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Parker, Tara L. Ending college remediation: Consequences for access and oportunity. Ames, Iowa]: Association for the Study of Higher Education, 2007.

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Części książek na temat "California, Pa. State College"

Marsden, George M. "California: Revolution without Much Ideology". W The Soul Of The American University, 134–49. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195070460.003.0009.

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Abstract Rather than warfare, the typical motif in the transition from the old-time colleges to the new universities was peaceful revolution. Few of the old guard were willing to take a stand, as Porter did, that would risk looking sectarian. On the other side, most of the revolutionaries were sons of the evangelical college tradition and wished to emphasize that they were the true heirs to its ideals. While they were well aware of a need for a break from the past, they also saw continuity between the old colleges and the new universities. Nowhere were such continuities suggested in a more intriguing way than in the origins of the University of California out of the College of California. On October 9, 1867, the trustees of the College of California, a private college, voted to cede all its assets to the proposed new state university. The College of California, which had opened its doors in Oakland in 1860, was a typically New England enterprise, conducted by New School Presbyterians and Congregationalists, aspiring to establish the “Yale of the West.” Although the college was struggling and had few students, it was not entirely impoverished. Its most valuable tangible asset, which it donated to the state, was a magnificent tract of land in a nearby area that the college leaders had named Berkeley.

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Alkon, Alison Hope, i Julie Guthman. "Conclusion". W New Food Activism. University of California Press, 2017. http://dx.doi.org/10.1525/california/9780520292130.003.0013.

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IN 2006, WHEN COLLECTING DATA for her book Black, White, and Green, Alison spoke with Kirk, a manager at the first entirely organic farmers’ market in the United States. Like most of the market’s vendors and customers, he was white, college-educated, and politically progressive. Kirk described the farmers’ market as a way to advocate for a healthy environment while working around, rather than challenging, an unresponsive state:...

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Leal-Carrillo, Nadia, Jodi Lewis, Aisha Lowe i Kate Mahar. "Enabling Lifelong Learning in California Community Colleges". W New Models of Higher Education: Unbundled, Rebundled, Customized, and DIY, 219–41. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3809-1.ch011.

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Creating flexible pathways for students, especially those who are caregiving, balancing working and learning, and/or acquiring skills and knowledge outside of classrooms, requires coordinated state- and college-level actions. This chapter describes how the California Community Colleges Chancellor's Office and its supporting Success Center, undergirded by the system's north star, the Vision for Success, established an infrastructure of policy and resources at the state level, especially through credit for prior learning and competency-based education, to enable colleges to better support students' lifelong learning. Colleges such as Shasta College leveraged these pre-conditions to advance new reforms and accelerate existing ones to transform student journeys.

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Erakat, Noura. "The UN Statehood Bid". W Land of Blue Helmets. University of California Press, 2016. http://dx.doi.org/10.1525/california/9780520286931.003.0005.

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This chapter focuses on the United Nations's Palestinian “statehood” bid starting in 2011. In May 2011, the Palestine Liberation Organization (PLO)/Palestinian Authority (PA) announced that it would seek membership as a state within the UN. The UN statehood bid would alter the PLO's status as a nonmember observer entity, conferred upon it by the UN General Assembly in 1974. While the benefits of UN membership, or in the alternative, a UN upgrade, are manifold, none of them guarantee Palestinian self-determination or freedom from Israeli control. The chapter suggests that this statehood bid could have been a pivot away from complete reliance on the United States to deliver independence and a return to multilateralism that positioned the world superpower as part of the problem rather than the solution. However, the promise of multilateralism, signaled by Palestinians in 2011, has not been realized. The Palestinian leadership has responded to the ever-diminishing potential of the US-brokered peace process with incremental steps into international forums.

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Davies, Tom Adam. "Epilogue". W Mainstreaming Black Power. University of California Press, 2017. http://dx.doi.org/10.1525/california/9780520292109.003.0007.

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This epilogue considers the developments in racial progress since the decades covered in this volume. It shows how millions of African Americans find themselves mired in poverty and trapped in a world shaped by post-industrial urban decline and the retrenchment of the welfare state, their chances for a better future severely constrained by the failure of public education and the persistence of discriminatory practices in employment, housing, credit and insurance markets, the criminal justice system, and a range of public institutions. Having more African Americans holding elected office, working in corporate management positions, owning their own businesses, or working and studying on college campuses over the past few decades has not substantially undermined structural inequality or cyclical black poverty.

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"doris davenport". W Writing Appalachia, redaktorzy Katherine Ledford i Theresa Lloyd, 513–19. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0076.

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doris davenport, born and reared in northeast Georgia, continues to identify as an Appalachian despite living and working outside the region. She holds degrees from Paine College (BA), the State University of New York at Buffalo (MA), and the University of Southern California (PhD) and teaches at Stillman College in Tuscaloosa, Alabama....

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Cohen, Robert. "In Defense Of Affirmative Action: The Case Against Proposition 209". W Freedom’s Orator, 399–417. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195182934.003.0025.

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Abstract Affirmative action is under attack in California. Proposition 209, on California’s November ballot, is one of the most important measures that state voters will ever be called upon to decide. This proposition, misleadingly referred to as the California Civil Rights Initiative (CCRI), would end all affirmative action in state government hiring, contracting and college admissions. Its deceptive clause (c) would seriously erode legal protections for women. If passed, this initiative could set back the cause of equality to a time when people’s only legal recourse was mass demonstrations.

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Higgins, Andrew Stone. "Their Struggle Is Our Struggle". W Higher Education for All, 152–79. University of North Carolina PressChapel Hill, NC, 2023. http://dx.doi.org/10.5149/northcarolina/9781469672915.003.0007.

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Abstract Chapter six shows that, rather than fostering a narrow nationalism, the racial exclusions embedded in the Master Plan inspired a wave of multiracial activism on campuses across California. At the UC, CSU, and community college levels, student activists worked together, forming alliances and rainbow coalitions to increase the recruitment and matriculation of diverse working-class youth. This activism was directed, quite consciously, at the exclusionary admissions standards enacted by the Master Plan in 1960. The chapter succinctly explores the Third World Liberation Front (TWLF) at San Francisco State College, which carried out a five month long strike for affirmative action and ethnic studies. The successful strike at SF State established a model for other campus struggles throughout California, including the Third World Strike at UC Berkeley, the Lumumba-Zapata coalition at UC San Diego, and interracial alliances organized at various community colleges.

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Marsden, George M. "Daniel Coit Gilman and the Model for a Modern University". W The Soul of the American University Revisited, 121–36. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190073312.003.0012.

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Daniel Coit Gilman became the founding president of The Johns Hopkins University in 1876. There he established what became the model for modern American universities. Gilman had similar New England roots to other major university leaders. His first experience of leadership was at the University of California. That university started in Berkeley in 1868 when a Presbyterian college, the College of California, ceded itself to the state. Gilman had to negotiate the tensions between being an inclusive state university while having a distinct denominational heritage. The New Johns Hopkins University was accused of being atheistic, but Gilman instituted voluntary chapel and showed concern for including Christian dimensions in the undergraduate curriculum. Following the German model though, he made original scholarship and graduate education the marks of a true university. While not anti-religious, intellectual inquiry was expected to adopt standards that might be called “methodological naturalism.”

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Lattimer, Heather, i Marcos Pizarro. "Building a Framework for Transformation in Higher Education". W Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion, 71–88. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7152-1.ch006.

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In this chapter, the authors share their experiences leading transformation in the Connie L. Lurie College of Education at San José State University in California. They ground their work in an emancipatory education framework that recognizes the histories of inequity, racism, and white supremacy in higher education and centers the voices and experiences of those who have historically been marginalized. Arguing that emancipatory work must move from words to actions, the authors reflect on moments of decision and leadership choices that have moved the culture and norms in the college and refocused the work to consistently prioritize equity in the college's policies and practices.

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Streszczenia konferencji na temat "California, Pa. State College"

Hutchinson, Peter, i Heather Krivos. "ELECTRICAL AND GRAVITY MAPPING OF A SINK HOLE IN STATE COLLEGE, PA". W Symposium on the Application of Geophysics to Engineering and Environmental Problems 2014. Society of Exploration Geophysicists and Environment and Engineering Geophysical Society, 2014. http://dx.doi.org/10.4133/sageep.27-175.

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Burd, Aurora I. "TEACHING EARTH SCIENCE (WITH LAB) THROUGH ANTELOPE VALLEY COLLEGE, INSIDE CALIFORNIA STATE PRISON, LOS ANGELES COUNTY". W GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-339397.

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Soares, Paulo, Mesude Bayrakci-Boz i Jeffrey R. S. Brownson. "GIS Information for Solar PV Energy Siting: A Case Study in the Borough of State College, PA, USA". W 2020 IEEE 47th Photovoltaic Specialists Conference (PVSC). IEEE, 2020. http://dx.doi.org/10.1109/pvsc45281.2020.9300797.

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Abell, Douglas. "INMM Workshop on Advanced Reactor Security ." W Proposed for presentation at the INMM Workshop on Advanced Reactor Security held November 2-4, 2022 in State College, PA. US DOE, 2022. http://dx.doi.org/10.2172/2005937.

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SATA, LEIGH T. "Sustainability Policy and Zero-Carbon Communities: The Role of California’s Community Colleges". W 2021 AIA/ACSA Intersections Research Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.aia.inter.21.35.

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Overwhelming scientific data confirms that the primary cause of global warming is anthropogenic greenhouse gas (GHG) emissions (IPCC, 2014). The resulting extreme weather events (sea level rise and extended wildfire season amongst others) contrast with the discrediting of climate science at the national level beginning as early as the late 1980s (McCright & Dunlap, 2011). This discrediting has led to a lack of national sustainability policy and has compelled the State of California to take a leadership role in addressing the issue. California’s legislative policies and Gubernatorial executive orders include the reduction of GHG and electricity consumption by targeted dates (California Air Resources Board, 2006, California Office of the Governor, 2020). State Agencies, including California’s Community College system, have financial incentives to meet these goals.

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Ngo, Chean Chin, i Sang June Oh. "Current Trends of Mechanical Engineering Undergraduate Curricula in California". W ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11511.

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Abstract This paper reviews and compares 29 ABET accredited mechanical engineering undergraduate curricula in California which include 13 programs from the California State University (Cal State or CSU) System, 8 programs from the University of California (UC) System and 8 programs from private universities. The programs examined in the present paper include both Ph.D.-granting and non-Ph.D.-granting institutions in public and private universities. Some CSU mechanical engineering programs have been taking steps to implement changes recently in their curricula to reduce the total required degree requirement to 120 units and yet satisfy the minimum requirement of general education units. This paper presents a summary of the current curricula structure of these programs in Cal State universities by delving into the study of their degree requirements and compare with that of UC and private universities. For example, the number of units of college level mathematics and basic science required by the program is examined closely and determine if it is beyond the one-year requirement by ABET General Criterion 5 Curriculum. In addition, one of the ABET program criteria requires the mechanical engineering program to prepare students to work professionally in either thermal or mechanical systems. As such, this present paper also examines how each program is proportionately distributing courses in each of these two areas. Attention is also given to how each program integrates first year experience, senior capstone design experience, hands-on laboratory experience and internship experience (if any) in the curriculum. In January 2016, CSU launched the Graduation Initiative (GI) 2025 to increase graduation rates of CSU students while eliminating opportunity gap for underrepresented minorities and Pell-eligible students. One of the main goals of GI 2025 is to increase the freshman 4-year graduation rate of CSU students to 40% by 2025. Part of the strategies for GI 2025 from some CSU campuses is to review the curriculum and identify potential barriers to timely graduation and find strategies to eliminate them. The goal of this paper is to provide educators a timely summary of reference while examining their own curricula. Although different institutions carry curricular revisions that stem from different motivation, the ultimate goal will be the same — provide students optimally the best curriculum to better prepare them for the industry workforce and have positive impact for the society.

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Barnard, Andrew R., Philip Gillett, Kamal Idrisi, Stephen A. Hambric i Marty Johnson. "Noise Levels During College Football Games and Associated Effects on Players and Fans". W ASME 2008 Noise Control and Acoustics Division Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ncad2008-73012.

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Crowd noise levels in large stadiums are often discussed in the press and by the casual stadium patron; however, there has been little scientific evaluation of these levels and their corresponding effects. An effort was undertaken at Penn State University to measure noise on the field at Beaver Stadium (State College, PA: capacity 107,282) during a PSU football game. The two-fold purpose of these measurements was to evaluate the noise levels with respect to how they affect the game and make real-time, calibrated recordings for future use in the football team’s indoor practice facility. Measurements were taken on the field level using sound levels meters and DAT recorders throughout the PSU vs. Ohio State University football game on 27 October 2007. As a point of comparison, similar measurements were conducted by a team of researchers from Virginia Tech during the VT vs. University of Miami game on 17 November 2007 at Lane Stadium (Blacksburg, VA: capacity 66,233). The crowd noise levels are compared between the two stadiums taking into account the circumstances of the two games, time of day, and design of the stadiums. The levels on the field are evaluated in terms of speech intelligibility, i.e. the ability of the players to communicate with each other. In addition, a hearing loss safety assessment for both fans and players is presented.

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Sherlock, Nevin, Eric Neuman i Christopher Diantonio. "Manufacturing of Ferroelectric Material Under a Quality Management System." W Proposed for presentation at the International Workshop on Acoustic Transduction Materials and Devices held May 10-11, 2022 in State College, PA. US DOE, 2022. http://dx.doi.org/10.2172/2003067.

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Rowland, Michael, Shadya Maldonado Rosado, Andrew Hahn i Jacob James. "Use of Modeling and Simulation technologies for Secure By Design (SeBD) Analysis of Advanced Reactors." W Proposed for presentation at the The National Organization of Test, Research and Training Reactors (TRTR) held October 11-14, 2022 in State College, PA United States. US DOE, 2022. http://dx.doi.org/10.2172/2005468.

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Raporty organizacyjne na temat "California, Pa. State College"

Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.

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Johnson, Rucker C. School Funding Effectiveness: Evidence From California’s Local Control Funding Formula. Learning Policy Institute, sierpień 2023. http://dx.doi.org/10.54300/529.194.

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In 2013, California implemented an ambitious school funding reform, the Local Control Funding Formula (LCFF), which allocates state funding by the proportion of unduplicated “high-need” students in the district: those from low-income families, English learners, and those in foster care. Using student-level longitudinal data for all California schoolchildren, the study is the first comprehensive investigation of LCFF’s impacts on student outcomes, including math and reading achievement, grade repetition, school disciplinary incidents, high school graduation, and college readiness. The analyses show that LCFF-induced funding increases significantly improved academic achievement for every grade and subject assessed, reduced grade repetition, and increased the likelihood of students graduating from high school and being college-ready. The impact on student achievement grew with years of exposure to increased funding and with the amount of the funding increase. District investments in instructional inputs, including reduced class size, increased teacher salaries, and teacher retention, were associated with improved student outcomes.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, styczeń 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.

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