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  <id>tag:tagteam.harvard.edu,2005:/hubs/secondaryinseconds/user/apassov/atom</id>
  <link rel="alternate" type="text/html" href="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
  <link rel="self" type="application/atom+xml" href="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov/atom"/>
  <title>Items tagged by apassov in Secondary Data</title>
  <updated>2019-03-12T14:14:20-04:00</updated>
  <generator>TagTeam social RSS aggregrator</generator>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2476149</id>
    <published>2019-03-12T14:14:20-04:00</published>
    <updated>2019-03-12T14:14:20-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.wsj.com/graphics/how-does-your-pay-stack-up/"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>See How Your Salary Compares</title>
    <category term="employer" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="salary" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="industry" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;For the second year, most publicly traded U.S. companies are disclosing how much a typical employee makes. Compare yourself with the median employee at particular companies or across an entire sector, using data from MyLogIQ.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2471751</id>
    <published>2019-01-14T08:15:30-05:00</published>
    <updated>2019-01-14T08:15:30-05:00</updated>
    <link rel="alternate" type="text/html" href="https://www.nytimes.com/2019/01/11/upshot/big-cities-low-skilled-workers-wages.html"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>What if Cities Are No Longer the Land of Opportunity for Low-Skilled Workers? - The New York Times</title>
    <category term="workforce" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="labor" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="demand" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;&lt;span&gt;Workers, whether with a college degree or not, could long count on earning more in denser urban areas than in rural ones. Today, that pattern holds for highly educated workers — and has in fact grown much stronger. For workers without any college education, the added wage benefits of dense cities have mostly disappeared in Mr. Autor’s data:&lt;/span&gt;&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2471577</id>
    <published>2019-01-10T15:56:28-05:00</published>
    <updated>2019-01-10T15:56:28-05:00</updated>
    <link rel="alternate" type="text/html" href="http://osav-usdot.opendata.arcgis.com/datasets/ee7ebaa9768941c8b3a41e793d82f7a2_0?selectedAttributes%5B%5D=STATE_TERR&amp;chartType=bar"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Military Bases by State</title>
    <category term="military" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="data" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;&lt;span&gt;The Military Bases dataset is as of May 5, 2017, and is part of the U.S. Department of Transportation (USDOT)/Bureau of Transportation Statistics's (BTS's) National Transportation Atlas Database (NTAD). The dataset depicts the authoritative boundaries of the most commonly known Department of Defense (DoD) sites, installations, ranges, and training areas in the United States and Territories. These sites encompass land which is federally owned or otherwise managed. &lt;/span&gt;&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2471576</id>
    <published>2019-01-10T15:54:01-05:00</published>
    <updated>2019-01-10T15:54:01-05:00</updated>
    <link rel="alternate" type="text/html" href="https://www.dmdc.osd.mil/appj/dwp/dwp_reports.jsp"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>DoD Personnel, Workforce Reports &amp; Publications</title>
    <category term="military" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="population" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="data" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;Data on active military personnel in the USA&lt;/p&gt;

&lt;p&gt;DMDC maintains a DoD Personnel, Workforce Reports &amp;amp; Publications site. Users of this site may view and print DoD Personnel and U.S. Military casualty statistics, as well as, historical DoD procurement reports and data files.&lt;/p&gt;

&lt;p&gt;For the Military and Civilian Personnel by Service/Agency by State/Country Reports, the DMDC data only reflects personnel who are permanently assigned for duty at these locations. Starting in December 2017, the table no longer includes personnel on temporary duty, or deployed in support of contingency operations.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2471436</id>
    <published>2019-01-08T13:40:55-05:00</published>
    <updated>2019-01-08T13:40:55-05:00</updated>
    <link rel="alternate" type="text/html" href="https://www.nytimes.com/2019/01/08/business/dealbook/education-student-loans-lambda-schools.html"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>No Tuition, but You Pay a Percentage of Your Income (if You Find a Job) </title>
    <category term="tuition" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="students" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="program" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="design" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;&lt;span&gt;The concept is deceptively simple: Instead of charging students tuition — which often requires them to take out thousands of dollars in loans — students go to school for free and are required to pay back a percentage of their income after graduation, but only if they get a job with a good salary.&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;span&gt;Student debt reached a new height last year — a whopping $1.5 trillion. A typical student borrower &lt;/span&gt;&lt;a href="https://www.nytimes.com/interactive/2018/08/25/opinion/sunday/student-debt-loan-default-college.html?module=inline" title=""&gt;will have $22,000 in debt&lt;/a&gt;&lt;span&gt; by graduation, according to the National Center for Education Statistics.&lt;/span&gt;&lt;/p&gt;

&lt;p&gt; &lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2470505</id>
    <published>2018-12-19T08:28:43-05:00</published>
    <updated>2018-12-19T08:31:43-05:00</updated>
    <link rel="alternate" type="text/html" href="https://www.nytimes.com/interactive/2018/01/04/upshot/male-nurses.html?fallback=0&amp;recId=1EZgfelgyQjzYEX5GbvLL8XBKyb&amp;locked=0&amp;geoContinent=NA&amp;geoRegion=DC&amp;recAlloc=contextual-bandit-story-desks&amp;geoCountry=US&amp;blockId=signature-journalism-vi&amp;imp_id=913613861"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Male Nurses Explain Why Nursing Is a Job of the Future for Men</title>
    <category term="workforce" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="employment" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="nursing" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;&lt;span&gt;Only 13 percent of nurses in the United States are men, but that share has grown steadily since 1960, when the number was 2 percent, according to &lt;/span&gt;&lt;a href="http://equitablegrowth.org/working-papers/rising-share-men-nursing/"&gt;a working paper&lt;/a&gt;&lt;span&gt; published in October by the Washington Center for Equitable Growth.&lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;span&gt;Nursing is growing &lt;/span&gt;&lt;a href="https://www.bls.gov/ooh/healthcare/registered-nurses.htm"&gt;much faster&lt;/a&gt;&lt;span&gt; than the average occupation, and wages have increased steadily since 1980. The median salary is $68,450, about the same as the median salary for college-educated workers over all.&lt;/span&gt;&lt;/p&gt;</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2464754</id>
    <published>2018-10-12T16:35:43-04:00</published>
    <updated>2018-11-12T10:15:26-05:00</updated>
    <link rel="alternate" type="text/html" href="http://www.projectionscentral.com/Projections/LongTerm"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Statewide Occupational Projections</title>
    <category term="state" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="bls" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="demand" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="employers" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="projections" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="labormarket" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;&lt;span&gt;This page allows you to sort, search and export long-term, statewide projections. To sort the data click on the header of the column to sort. You can filter the data by clicking on the "Search" button at the bottom of the grid. Click the "Export - CSV" button to export the data based on the current sort and filter options. If the grid below is blank when a particular state is selected, it means that that state has not yet submitted their projections. You can go to the "Projections Site" link at the left and select individual state links for more information.&lt;/span&gt;&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465814</id>
    <published>2018-10-25T12:54:40-04:00</published>
    <updated>2018-10-25T12:54:40-04:00</updated>
    <link rel="alternate" type="text/html" href="https://code.org/files/2018_state_of_cs.pdf"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>2018 State of Computer Science Education</title>
    <category term="computer" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="science" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="skills" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="curriculum" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="demographics" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;This report contains the status of computer science education policy across the nation and a first look at school-by-school data on the availability of computer science in high schools. Across 24 states, only 35% percent of high schools in the US teach computer science. In addition, Black and Hispanic students, students receiving free and reduced lunch, and students from rural areas are less likely to attend a school that provides access to this critical subject.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465813</id>
    <published>2018-10-25T12:51:12-04:00</published>
    <updated>2018-10-25T12:51:12-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.scholarships.com/college-search"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Scholarships.com</title>
    <category term="scholarship" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="admissions" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="search" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="tuition" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="enrollments" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="students" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;&lt;span&gt;Search colleges by state, college name, college type or academic major. Get detailed information including Cost of Tuition/Attendance, Number of Degrees Conferred, Predominant Programs/Majors, Varsity Teams, NCAA Programs, Admissions Requirements, Number of Students Enrolled and much more. Discover your dream college in a matter of minutes!&lt;/span&gt;&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465811</id>
    <published>2018-10-25T12:47:45-04:00</published>
    <updated>2018-10-25T12:47:45-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.eab.com/research-and-insights/student-affairs-forum/studies/2015/reimagining-experiential-learning"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Reimagining Experiential Learning</title>
    <category term="experiential" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="practical" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="eab" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="differentiate" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;“According to EAB research, equipping students with the ability to articulate skills gained through co-curricular experiences differentiates students in the job market. For more information about experiential learning, see EAB’s &lt;a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.eab.com%2Fresearch-and-insights%2Fstudent-affairs-forum%2Fstudies%2F2015%2Freimagining-experiential-learning&amp;amp;data=02%7C01%7CAPassov%40eab.com%7C20668ef91310467007bd08d6383093fb%7Cac1f7d2bc74143f69893d39b22c46953%7C0%7C0%7C636758178614104186&amp;amp;sdata=f0bciwo5sUZVtImmkjVBFd%2F9BI4UHjPLbUlKm7O6LBQ%3D&amp;amp;reserved=0"&gt;Reimagining Experiential Learning&lt;/a&gt; study.”&lt;/p&gt;

&lt;p&gt;&lt;/p&gt;

&lt;p&gt;*Make sure member has SAF subscription if you link to study in-text or in foot note*&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465810</id>
    <published>2018-10-25T12:44:53-04:00</published>
    <updated>2018-10-25T12:44:53-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.census.gov/"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>US Census Bureau</title>
    <category term="demographics" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="data" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="census" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html"/>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465808</id>
    <published>2018-10-25T12:40:35-04:00</published>
    <updated>2018-10-25T12:40:35-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www2.deloitte.com/us/en/pages/consumer-business/articles/sports-business-trends-disruption.html"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>2018 sports industry starting lineup</title>
    <category term="sports" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="industry" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="millennials" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;Over the past few years, we’ve seen increased splintering of the cable TV bundle and the proliferation of streaming services that deliver programming. In the same way that sports viewership has been upended by changes in the media industry, we’re also starting to see a shift in how teams and brands serve ads to fans consuming their content. Soon to be gone are the days of mass marketing home games on billboards and TV commercials. Instead, as individuals increasingly watch sporting events over digital platforms such as SlingTV or DirecTV Now, the data trail left behind will be used to target fans with personalized offers to buy tickets or merchandise.6&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465806</id>
    <published>2018-10-25T12:37:21-04:00</published>
    <updated>2018-10-25T12:37:21-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.professionalsciencemasters.org/reports-statistics/data-visualization"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Current PSM Programs from STEM Fields</title>
    <category term="psm" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="stem" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="data" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="visualization" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;Interactive data resource.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465804</id>
    <published>2018-10-25T12:36:04-04:00</published>
    <updated>2018-10-25T12:36:04-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.professionalsciencemasters.org/sites/default/files/psm_program_development_overview_0.pdf"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>PSM PROGRAM DEVELOPMENT OVERVIEW</title>
    <category term="psm" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="program" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="development" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="guidelines" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;The core curricular elements of PSM programs include:  A majority of the course content in the natural sciences, technology, engineering, mathematics and/or computational sciences  A professional skills component that must be developed in consultation with leaders from industry, business, government, or non-profit organizations  an experiential component that must include at least one capstone project, supervised collaboratively by faculty and employers, evaluated or graded by faculty and typically developed with an employer(s), which integrates the practical application of scientific and professional knowledge, behavior, and skills&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465803</id>
    <published>2018-10-25T12:34:09-04:00</published>
    <updated>2018-10-25T12:34:09-04:00</updated>
    <link rel="alternate" type="text/html" href="http://www.naceweb.org/career-readiness/competencies/employers-verbal-communication-most-important-candidate-skill/"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>EMPLOYERS: VERBAL COMMUNICATION MOST IMPORTANT CANDIDATE SKILL</title>
    <category term="skills" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="competencies" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="employers" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;&lt;span&gt;Employers rated verbal communication skills (4.63 on a five-point scale) highest this year, above teamwork (4.62) and the ability to make decisions and solve problems (4.49), the two skills that tied for the top spot last year.&lt;/span&gt;&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465799</id>
    <published>2018-10-25T12:29:04-04:00</published>
    <updated>2018-10-25T12:29:04-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www-01.ibm.com/common/ssi/cgi-bin/ssialias?htmlfid=IML14576USEN&amp;"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>THE QUANT CRUNCH: HOW THE DEMAND FOR DATA SCIENCE SKILLS IS DISRUPTING THE JOB MARKET</title>
    <category term="data" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="science" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="analytics" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="industry" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="employer" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="demand" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;We project that by 2020 the number of positions for data and analytics talent in the United States will increase by 364,000 openings, to 2,720,000. In 2020, job openings for data scientists and similar advanced analytical roles will reach 61,799. This is a significant number, but it represents just 2% of the projected demand across all job roles requiring data and analytics skill.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465797</id>
    <published>2018-10-25T12:25:58-04:00</published>
    <updated>2018-10-25T12:30:41-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.mckinsey.com/business-functions/sustainability-and-resource-productivity/our-insights/sustainabilitys-strategic-worth-mckinsey-global-survey-results"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Sustainability’s strategic worth: McKinsey Global Survey results</title>
    <category term="sustainable" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="sustainability" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="business" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="employers" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="development" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;According to executives, sustainability is becoming a more strategic and integral part of their businesses. In past surveys, when asked about their companies’ reasons for pursuing sustainability, respondents most often cited cost cutting or reputation management. Now 43 percent (and the largest share) say their companies seek to align sustainability with their overall business goals, mission, or values2 —up from 30 percent who said so in 2012 (Exhibit 1).&lt;/p&gt;</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465796</id>
    <published>2018-10-25T12:24:21-04:00</published>
    <updated>2018-10-25T12:24:21-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.bsr.org/reports/2017_BSR_Sustainable-Business-Survey.pdf"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Sustainable Business Survey</title>
    <category term="sustainable" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="sustainability" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="business" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="development" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="employers" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;The 2017 survey examines business’ response to changing dynamics in American society, and offers unique insights on how companies are implementing sustainability goals, being bold in their strategies, and reacting to recent global developments in climate change and sustainability. • This year, we benefit from the perspectives of nearly 300 experienced professionals representing more than 150 companies. Collectively, this is a highly informed group of corporate professionals on the leading edge of sustainable business. Their views provide deep insight into the current state of sustainable business, future opportunities, and challenges in the landscape of business and society.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465794</id>
    <published>2018-10-25T12:20:03-04:00</published>
    <updated>2018-10-25T12:20:03-04:00</updated>
    <link rel="alternate" type="text/html" href="http://reports.weforum.org/future-of-jobs-2016/employment-trends/"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>World Economic Forum: Employment Trends</title>
    <category term="employment" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="labormarket" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="workforce" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;&lt;span&gt;Recent discussions about the employment impact of disruptive change have often been polarized between those who foresee limitless opportunities in newly emerging job categories and prospects that improve workers’ productivity and liberate them from routine work, and those that foresee massive labour substitution and displacement of jobs. &lt;/span&gt;&lt;/p&gt;

&lt;p&gt;&lt;span&gt;Our dataset aims to bring specificity to the debate and to the options for action, by providing the perspective of Chief Human Resources Officers of leading employers who are among those at the frontline of the emerging trends and are key actors in implementing future workforce strategies.&lt;/span&gt;&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465488</id>
    <published>2018-10-22T11:08:48-04:00</published>
    <updated>2018-10-25T12:15:11-04:00</updated>
    <link rel="alternate" type="text/html" href="https://eab.app.box.com/file/326088170535"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>US Citizenship and Immigration Services and STEM Graduates </title>
    <category term="finance" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="investing" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="stem" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="marketing" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="immigration" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="international" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="students" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;he Department of Homeland Security, U.S. Citizenship and Immigration Services (USCIS) offers F-1 Visa holders in STEM fields a 24-month extension to complete Post-Completion Optional Practical Training (OPT).9OPT allows international graduates to pursue employment in the U.S. for up to 60 days after program completion.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465490</id>
    <published>2018-10-22T11:14:27-04:00</published>
    <updated>2018-10-22T11:14:27-04:00</updated>
    <link rel="alternate" type="text/html" href="https://learning.linkedin.com/resources/workplace-learning-report-2018"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>LinkedIn Workforce Report</title>
    <category term="jobs" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="data" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="workforce" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="labormarket" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;Workforce report released monthly. Includes up to date labor market data.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465489</id>
    <published>2018-10-22T11:11:36-04:00</published>
    <updated>2018-10-22T11:11:36-04:00</updated>
    <link rel="alternate" type="text/html" href="https://secure-media.collegeboard.org/digitalServices/pdf/research/2017/Student-Score-Distributions-2017.pdf"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>AP Exam Student Score Distributions</title>
    <category term="student" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="curriculum" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="ap" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;Number of high school students that took each AP. This can reflect the number of students potentially interested in majoring in certain subjects.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465487</id>
    <published>2018-10-22T10:57:58-04:00</published>
    <updated>2018-10-22T10:57:58-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.census.gov/programs-surveys/acs/"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>American Community Survey</title>
    <category term="data" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="census" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="demographics" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt; &lt;/p&gt;

&lt;p&gt;The American Community Survey (ACS) helps local officials, community leaders, and businesses understand the changes taking place in their communities. It is the premier source for detailed population and housing information about our nation.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465486</id>
    <published>2018-10-22T10:56:36-04:00</published>
    <updated>2018-10-22T10:56:36-04:00</updated>
    <link rel="alternate" type="text/html" href="http://www.learninghouse.com/wp-content/uploads/2017/10/OCS-2017-Report.pdf"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Online College Students 2017</title>
    <category term="online" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="modality" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="students" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="trends" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;This report can help institutions identify how to best serve an online audience and stand out in an increasingly crowded marketplace. No longer can online education be seen only as “flexible” and “convenient.” The conversation needs to become more nuanced, and institutions need to more clearly share the positive outcomes that come with completing degree and certificate programs online, such as career advancement, new employment opportunities, and a sense of personal satisfaction.&lt;/p&gt;
</summary>
  </entry>
  <entry>
    <id>tag:tagteam.harvard.edu,2005:FeedItem/2465485</id>
    <published>2018-10-22T10:53:48-04:00</published>
    <updated>2018-10-22T10:53:48-04:00</updated>
    <link rel="alternate" type="text/html" href="https://www.petersons.com/"/>
    <author>
      <name></name>
    </author>
    <content type="html"/>
    <title>Contact List Building Resource</title>
    <category term="contact" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="list" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="peer" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="program" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="comparable" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="institution" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <category term="communication" scheme="https://tagteam.harvard.edu/hubs/secondaryinseconds/user/apassov"/>
    <summary type="html">&lt;p&gt;Tool for contact list building and school profiling.&lt;/p&gt;
</summary>
  </entry>
</feed>
