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Full-Text Articles in Education
Fact Book 1983, Uno Office Of Institutional Effectiveness
Fact Book 1983, Uno Office Of Institutional Effectiveness
Fact Book
This second issue of the University of Nebraska at Omaha Fact Book has been designed to present a variety of information and data about the University in a concise, easily-used format. I hope this provides a profile of UNO that will expand your understanding of our institution.
Finance 1983-84, Uno Office Of Institutional Effectiveness
Finance 1983-84, Uno Office Of Institutional Effectiveness
IPEDS Finance
IPEDS Finance annual report contains the following information: • Revenues by source (e.g., tuition and fees, government, private gifts) • Expenses by function (e.g., instruction, research, plant maintenance and operation) • Scholarships, physical plant assets and indebtedness • Assets, liabilities and net assets • Different formats are used based on the institution’s accounting standards
Human Resources 1983-84, Uno Office Of Institutional Effectiveness
Human Resources 1983-84, Uno Office Of Institutional Effectiveness
IPEDS Human Resources
IPEDS Human Resources annual report contains the following information: • Employees by primary occupational activity, faculty status, full and part time (collected separately for medical schools) • Full-time instructional staff by academic rank, gender and function • Total salary outlay and number of months covered by academic rank and gender
Fall Enrollment 1983-84, Uno Office Of Institutional Effectiveness
Fall Enrollment 1983-84, Uno Office Of Institutional Effectiveness
IPEDS Fall Enrollment
IPEDS Fall Enrollment annual report contains the following information: • Full- and part-time fall enrollments by level, by race/ethnicity and gender of student • Number of students engaged in distance education, by level and location • Age distributions by student level (odd-numbered years) • State of residence of first-time first-year students (even-numbered years) • Total number of students in the entering class • Fall-to-fall retention rates of full-time and part-time, first-time degree/certificate-seeking undergraduate students (less than 4-year institutions), and first-time bachelor’s degree-seeking students (4-year institutions)
Undergraduate Catalog (1983-1985), University Of Nebraska At Omaha
Undergraduate Catalog (1983-1985), University Of Nebraska At Omaha
Undergraduate Catalogs
The University of Nebraska at Omaha was founded in 1908 as the University of Omaha, a private, nonsectarian college. Its campus was at 24th and Pratt Streets in northeast Omaha. The first term of the co-educational college began in 1909, under the leadership of Dr. Daniel E. Jenkins.
Graduate Academic Catalog (1983-85), University Of Nebraska At Omaha
Graduate Academic Catalog (1983-85), University Of Nebraska At Omaha
Graduate Catalogs
Graduate Catalog, 1983-85
Enrollment Report - Fall 1983, Uno Office Of Institutional Effectiveness
Enrollment Report - Fall 1983, Uno Office Of Institutional Effectiveness
Enrollment Reports
The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity.
Curriculum For Caring: Service Learning With Behaviorally Disordered Students, Abe Nicolaou, Larry K. Brendtro
Curriculum For Caring: Service Learning With Behaviorally Disordered Students, Abe Nicolaou, Larry K. Brendtro
Disabilities
The difficulty that seriously emotionally disturbed persons experience in forming or maintaining effective interpersonal relationships is an almost universal component of federal and state definitions for this disability. Yet, in the face of this impediment in the social domain, our curricular approaches in behavior disorders have been almost exclusively individualistic. While we are able to document our successes in instructing to precisely measured objectives, we too often have fallen short of the goal of instilling prosocial, responsible, caring interpersonal behavior in troubled children and adolescents.
Nonhandicapped Peers As Tutors Of Severely Behaviorally Disordered Students, William Stainback, Susan Stainback
Nonhandicapped Peers As Tutors Of Severely Behaviorally Disordered Students, William Stainback, Susan Stainback
Disabilities
Peer tutoring is not a new concept and there are a number of excellent reviews of research on the topic (Ehly & Larsen, 1980; Strain. 1981). However, there is little or no literature that directly relates nonhandicapped peer tutoring to the integration of severely behaviorally disordered students into regular schools. It is important that this void in the literature be corrected since increasing numbers of severely behaviorally disordered students are being integrated into regular neighborhood public schools. Many of these students require individual help with a wide array of rather ordinary behaviors such as staying on tasks, finding their way …