{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":2,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":30,"n_cols":5,"rows_kept":30,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[2,4,2,5],[3,2,3,3],[4,2,4,3],[5,2,5,3],[8,2,8,3],[8,4,8,5],[9,2,9,3],[9,4,9,5],[10,2,10,3],[11,2,11,3],[12,2,12,3],[13,2,13,3],[14,2,14,3],[15,2,15,3],[16,2,16,3],[18,2,18,3],[19,2,19,3],[23,2,23,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNISA996199773103316"]
[null,null,"Autore",null,"Baeza-Yates R (Ricardo)"]
[null,null,"Titolo",null,"Fifth Mexican International Conference on Computer Science"]
[null,null,"Pubbl/distr/stampa",null,"[Place of publication not identified], : IEEE Computer Society Press, 2004"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,"2.","Record Nr.",null,"UNINA9910975248503321"]
[null,null,"Titolo",null,"America's historically Black colleges and universities / / Giovani Lucisano, editor"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Nova Science Publishers, c2010"]
[null,null,"ISBN",null,"1-61324-174-7"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (201 p.)"]
[null,null,"Collana",null,"Education in a competitive and globalizing world"]
[null,null,"Disciplina",null,"378.73089/96073"]
[null,null,"Soggetti",null,"Historically Black colleges and universities"]
[{"$nulls":4},"African Americans - Education (Higher)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Intro -- AMERICA'S HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- AMERICA'S HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- CONTENTS -- PREFACE -- Chapter 1  MILLER STATEMENT AT COMMITTEE HEARING ON \"AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE\" -- Chapter 2  STATEMENT OF HAZEL O'LEARY, BEFORE THE HOUSE EDUCATION AND LABOR HEARING ON \"AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE -- FISK' S STORIED HISTORY OF ACADEMIC EXCELLENCE -- II. THE TURNING POINT - IMPACT AND OPPORTUNITY -- III. REINVENTING A HISTORICAL EDUCATIONAL INSTITUTION WITH A RACIAL DESIGNATION -- IV. FINANCIAL CHALLENGES -- V. THE PATHWAY FORWARD -- Chapter 3  STATEMENT BY RAYMOND C. PIERCE,  NORTH CAROLINA CENTRAL UNIVERSITY  SCHOOL OF LAW -- Chapter 4  STATEMENT OF EARL S. RICHARDSON, MORGAN STATE UNIVERSITY, COMMITTEE ON EDUCATION AND LABOR UNITED STATES HOUSE OF REPRESENTATIVES \"AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE\" -- Chapter 5  COMMITTEE ON EDUCATION AND LABOR  HEARING TOPIC: AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE -- Chapter 6  STATEMENT OF DOROTHY COWSER YANCY, JOHNSON C. SMITH UNIVERSITY, UNCF MEMBER, NATIONAL ASSOCIATION FOR EQUAL OPPORTUNITY IN HIGHER EDUCATION BEFORE THE HOUSE EDUCATION AND LABOR HEARING ON AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND "]
[{"$nulls":4},"CHALLENGES FOR THE FUTURE -- RECOMMENDATIONS -- OTHER ISSUES AND CHALLENGES -- CONCLUSION -- End Notes -- Chapter 7  LIST OF HBCUS-WHITE HOUSE INITIATIVE ON HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- Chapter 8  FEDERAL RESEARCH AND DEVELOPMENT FUNDING AT HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- SUMMARY -- INTRODUCTION -- HISTORICAL BACKGROUND17 -- CLASSIFICATION OF HBCUS."]
[{"$nulls":4},"FEDERAL RESEARCH AND DEVELOPMENT SUPPORT AT HBCUS -- RESEARCH FUNDING AT HBCUS -- RESEARCH FACILITIES AT HBCUS -- VARIOUS AGENCY PROGRAMS TO ENHANCE SUPPORT OF RESEARCH AT HBCUS52 -- POLICY OPTIONS -- CONGRESSIONAL ACTION IN THE 110TH CONGRESS -- End Notes -- Chapter 9  CAPITAL FINANCING: DEPARTMENT MANAGEMENT IMPROVEMENTS COULD ENHANCE EDUCATION'S LOAN PROGRAM FOR HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- WHY GAO DID THIS STUDY -- WHAT GAO RECOMMENDS -- WHAT GAO FOUND -- ABBREVIATIONS -- RESULTS IN BRIEF -- BACKGROUND -- Program Description -- Federal Credit Reform Act of 1990 -- 2005 Gulf Coast Hurricanes and Disaster Assistance -- Disaster Assistance Agencies -- HBCUS REPORTED SUBSTANTIAL CAPITAL PROJECT NEEDS, BUT ONLY ABOUT HALF OF AVAILABLE PROGRAM FUNDS HAVE BEEN BORROWED -- HBCUs Reported Having Substantial Capital Project Needs, although Such Needs Are Not Well Documented in National Studies -- Approximately 14 Percent of HBCUs Have Borrowed Just Over Half of the Available Program Funds -- Education Has Taken Limited Steps to Determine Schools' Financing Needs and Collect Information and Report on Program Utilization and Effectiveness -- THE PROGRAM PROVIDES NEEDED ACCESS TO LOW-COST CAPITAL FINANCING, BUT CERTAIN LOAN TERMS AND CONDITIONS DISCOURAGE PARTICIPATION -- The Program Provides Low-Cost Financing and Certain Flexibilities in Comparison to Other Capital Funding Sources -- The Escrow Arrangement, among Other Terms and Conditions, Was Cited as a Disincentive to Participating in the Program -- EDUCATION HAS TAKEN SOME STEPS TO IMPROVE THE PROGRAM, BUT WEAKNESSES IN MANAGEMENT CONTROL EXIST -- Education Has Recently Introduced Some Program Improvements, Including Flexible Loan Terms -- Weaknesses in Management Control Exist -- Communication with HBCUs."]
[{"$nulls":4},"Compliance with Program and Budget Laws and Federal Financial Accounting Standards -- Monitoring the Performance of the DBA -- HBCUS AFFECTED BY HURRICANES EXPRESSED SATISFACTION WITH SPECIAL LOAN PROVISIONS AND CONCERNS WITH APPLICATION DEADLINE, WHILE EDUCATION OFFICIALS SAID THEY WOULD EVALUATE LOAN PROCESSES -- Gulf Area HBCUs Experienced Significant Hurricane Damage, and the Full Financial Impact May Remain Unknown for Years -- Schools Found Select Terms for Emergency Loans Favorable, but Said They Would Be Challenged to Make Application in the Time Allotted -- Education Is Preparing to Take Steps to Ensure It Can Provide Loans from Available Funds to Help Hurricane-Affected HBCUs Restore Their Campuses -- CONCLUSION -- RECOMMENDATIONS FOR EXECUTIVE ACTION -- AGENCY COMMENTS -- APPENDIX I: LIST OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES GAO INTERVIEWED -- APPENDIX II: NUMBER OF HBCUS ELIGIBLE TO PARTICIPATE IN CAPITAL FINANCING PROGRAM BY STATE (AS OF AUGUST 31, 2006) -- APPENDIX III: HBCUS LOCATED IN GEOGRAPHIC AREA AFFECTED BY HURRICANE KATRINA IN 2005 -- APPENDIX IV: COMMENTS FROM THE DEPARTMENT OF EDUCATION -- End Notes -- Chapter 10  ECONOMIC IMPACT OF THE NATION'S HISTORICALLY BLACK COLLEGES AND "]
[{"$nulls":4},"UNIVERSITIES -- EXECUTIVE SUMMARY -- ACKNOWLEDGMENTS -- INTRODUCTION -- 2. METHODOLOGY -- 2.1. The Concept of the Short-Term Economic Impact of an HBCU -- 2.2. Identifying the Nation's HBCUs -- 2.3. Analytic Approach -- 2.4. Initial Spending by the Institutions for Wages and Salaries -- 2.5. Initial Spending by the Institutions for Non-Wage and Salary Items -- 2.6. Students' Personal Expenditures -- 3. RESULTS -- 3.2. Total Output Impact -- 3.3. Total Value-Added Impact -- 3.4. Labor Income Impact -- 3.5. Employment Impact -- 4. SUMMARY -- REFERENCES -- APPENDIX A. TABLES -- APPENDIX B. A TEMPLATE FOR PUBLIC HBCUS."]
[{"$nulls":4},"ECONOMIC IMPACT TEMPLATE FOR PUBLIC HBCUS -- Part 1: Estimating the Regional Economic Impact of HBCUs' Spending for Wages &amp -- Salaries -- Part 2: Estimating the Regional Economic Impact of HBCUs' Spending for Other Items (e.g., not Wages and Salaries) -- Part 3: Estimating the Regional Economic Impact of Spending by Undergraduate Students -- Part 4: Estimating the Regional Economic Impact of Spending by Graduate and Professional Students -- Part 5: Estimating the Total Regional Economic Impact of All Spending -- Part 6: Instructions -- APPENDIX C. A TEMPLATE FOR NOT-FOR-PROFIT HBCUS -- ECONOMIC IMPACT TEMPLATE FOR NOT-FOR-PROFIT HBCUS -- Part 1: Estimating the Regional Economic Impact of HBCUs' Spending for Wages &amp -- Salaries -- Part 2: Estimating the Regional Economic Impact of HBCUs' Spending for Other Items (e.g., not Wages &amp -- Salaries) -- Part 3: Estimating the Regional Economic Impact of Spending by Undergraduate Students -- Part 4: Estimating the Regional Economic Impact of Spending by Graduate and Professional Students -- Part 5: Estimating the Total Regional Economic Impact of All Spending -- Part 6: Instructions -- APPENDIX D. TEMPLATE MULTIPLIERS -- APPENDIX E. REGIONAL ECONOMIES AFFECTED BY HBCUS -- Public HBCUs -- Not-for-Profit HBCUs -- End Notes -- CHAPTER SOURCES -- INDEX -- Blank Page."]
[null,null,null,"Sommario/riassunto","This publication highlights the work that must be done to ensure that students at historically African American colleges and universities (HBCUs) and other minority serving schools have the same opportunities as students at other colleges."]