Sentences with phrase «research workforce programs»

On 10 August, biologist Kay Lund became the inaugural director of the National Institutes of Health (NIH) Division of Biomedical Research Workforce Programs.

Kay Lund left a long career in academia to lead NIH's new Division of Biomedical Research Workforce Programs

Not exact matches

With a highly skilled and educated workforce, more than 150 + leading research facilities, five Centres of Excellence such as Waterloo Centre for Automotive Research (WatCAR) and world - class incubators and accelerator programs, we are accelerating theresearch facilities, five Centres of Excellence such as Waterloo Centre for Automotive Research (WatCAR) and world - class incubators and accelerator programs, we are accelerating theResearch (WatCAR) and world - class incubators and accelerator programs, we are accelerating the future.

In an attempt to hold on to those shareholders, the company made deeper cuts in the workforce than previously planned and curtailed early - stage research programs.

According to current research and emerging best practices, managers should keep a few important points in mind when creating recognition programs for Millennial members of their workforce.

The unique Council partnership has resulted in a strategic approach to high tech economic development that involves matching funds research, workforce development and a marketing program leveraging governmental, corporate and economic development organization budgets on a regional rather than local basis.

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Gov. Andrew Cuomo said all of the proposals from New York will be supported by a full complement of state incentives, including Excelsior tax credits tied to potential job creation and other assistance with the development of office space, workforce development, educational programming and research collaborations.

An article this week in Science looks at the challenge of organizing and maintaining research programs at 2 - year institutions, and the faculty who take it on — partly to prepare their students for futures in the scientific workforce and partly to suit their own desire to keep doing research.

The impetus for the new program, called «Training for a New Interdisciplinary Research Workforce,» came from a strategic plan (the Roadmap) drawn up by NIH Director Elias Zerhouni after his arrival in Bethesda 2 years ago.

The U.S. National Institutes of Health (NIH) has a long history of working to increase the diversity of its intramural and extramural biomedical research workforce, especially through programs such as Minority Access to Research Careers, Minority Biomedical Research Support, Research Centers at Minority Institutions, and Diversity Suppresearch workforce, especially through programs such as Minority Access to Research Careers, Minority Biomedical Research Support, Research Centers at Minority Institutions, and Diversity SuppResearch Careers, Minority Biomedical Research Support, Research Centers at Minority Institutions, and Diversity SuppResearch Support, Research Centers at Minority Institutions, and Diversity SuppResearch Centers at Minority Institutions, and Diversity Supplements.

The program managers themselves exemplify NIH's goal of diversifying the nation's biomedical research workforce.

He praised Marrett's «willingness to take on such an important leadership role» and said that Olsen would help improve NSF - wide management practices «in areas such as strengthening merit review and interdisciplinary research processes, workforce planning, Program Officer training and development, and succession planning.»

This was the subject of a recent meeting convened by the Network on the Scientific Workforce of the National Bureau for Economic Research and the Labor and Workforce Program of Harvard Law School.

The program supports advances in research on STEM learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering.

TWD is the focal point for NIGMS programs aimed at developing a strong and diverse biomedical research workforce.

PDEF programs contribute to innovative research and a more knowledgeable, advanced technologist workforce.

Dr. Vishwanatha is actively involved in mentorship and networking programs to diversify the biomedical research workforce, and has mentored numerous undergraduate and graduate students from under represented groups in biomedical sciences.

The overarching goal of the Professional Development Core (PDC) is to address the unmet need for more diversity in the biomedical research workforce by creating and nationally disseminating transformative, high - impact, professional development programs to support mentees from diverse backgrounds in biomedical / bio-behavioral disciplines.

As one component of a broad, trans - NIH strategy to address the need to promote diversity in the biomedical research workforce, the Common Fund has established the «Enhancing the Diversity of the NIH - Funded Workforce»workforce, the Common Fund has established the «Enhancing the Diversity of the NIH - Funded Workforce»Workforce» program.

C.M.S. is supported by the DOE, Office of Science, Office of Workforce Development for Teachers and Scientists, Office of Science Graduate Student Research (SCGSR) program.

The National Human Genome Research Institute (NHGRI) supports programs that foster research training and the development of a highly trained and diverse biomedical research woResearch Institute (NHGRI) supports programs that foster research training and the development of a highly trained and diverse biomedical research woresearch training and the development of a highly trained and diverse biomedical research woresearch workforce.

Through its dedicated disability employment portfolio, the Center conducts research and performs evaluation activities that seeks to generate new knowledge about the impact of public policies and programs on the inclusion of people with disabilities into the workforce, and identify, through rigorous research and evaluation, promising «to work» strategies and practices in the field that are showing success in helping people with disabilities to seek and retain competitive employment.

, based at Rutgers, the State University of New Jersey, is a nationally recognized research and policy institute dedicated to raising the effectiveness of the American workplace by strengthening workforce education, training, programs, policies and practices.

The John J. Heldrich Center for Workforce Development, based at Rutgers, the State University of New Jersey, is a nationally recognized research and policy institute dedicated to raising the effectiveness of the American workplace by strengthening workforce education, training, programs, policies and pWorkforce Development, based at Rutgers, the State University of New Jersey, is a nationally recognized research and policy institute dedicated to raising the effectiveness of the American workplace by strengthening workforce education, training, programs, policies and pworkforce education, training, programs, policies and practices.

The Washington - based center is a nonprofit organization that conducts research, runs academic standards projects, and oversees school leadership and workforce development programs.

In some cases, that support has been prodded along by the business community's long - term concerns about workforce preparation and by advocates touting research on the value of such programs...

For example, Head Start has been and continues to be a leader in its focus on family engagement and comprehensive services, on children with disabilities, and on children from diverse cultural and linguistic backgrounds; in its commitments to accountability for program quality; in its investments in the professional development of the early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievement gap.

Through this program, The University of Texas at Dallas Education Research Center maintains an unparalleled source of PK - 16 data, allowing researchers to follow Texas students from pre-K through college and into the Texas workforce.

And as the student population continues to grow more racially, ethnically, and linguistically diverse, the teacher workforce remains overwhelmingly white.3 Research shows, however, that students of color benefit from having teachers with whom they share the same race or ethnicity, 4 and white students benefit from having nonwhite teachers as well.5 In order to increase the number of teacher candidates of color enrolling in and graduating from teacher preparation programs, several states are developing initiatives to intentionally recruit high - achieving people of color into the teaching profession.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

Her publications draw connections between research evidence and early childhood programs, classroom practices, and workforce issues.

Research shows that people of color remain scarce in the STEM workforce and are underrepresented in teacher preparation programs.

Create an implementation evaluation framework to inform future research into workforce education partnerships and programming

This two - page brief explains the formation of the New York City Early Childhood Research Network Summary and current studies examining the early care and education workforce within New York City's Universal Prekindergarten Program.

The Charles H. Houston Center for the Study of the Black Experience in Education conducts empirical research, disseminates scholarly information, examines research - based best practices, addresses critical educational issues, and strives to produce research that makes a difference which informs the development of practices, policies, programs, and scholarship impacting educational and workforce outcomes among African Americans.

Through this program, AACTE supports teams of established and emerging researchers with the goal of developing a sustained research agenda on high - impact practices, dynamics and economics of educator workforce development, and other critical issues in educator preparation.

Some of the proposals «highlights» include: (1) fully eliminating the Office of Energy Efficiency and Renewable Energy, slashing the $ 3.2 billion budget, and eliminating proposed advanced nuclear energy technology programs from the Office of Nuclear Energy; (2) eliminating the Innovative Technology Loan Guarantee Program; (3) cutting $ 1.59 billion from the Office of Science, including the elimination of two of the four Energy Innovation Hubs, elimination of the 46 Energy Frontier Research Centers (EFRCs), elimination of the Workforce Development for Teachers and Scientists Program, and a broad range of other cuts to basic energy sciences; (4) eliminating the power marketing administrations; and (5) cutting the administration's FY2012 budget request for ARPA - E from $ 650 million to $ 300 million.

Oral Health Workforce Research Center The Dental Assistant Workforce in the United States, 2015: Brief The Dental Assistant Workforce in the United States, 2015: Full Article Foundation of Workplace Chemical Safety Programs

TARGET: CONSULTANT Strategic Development, Change Management Operations Management, Risk Management, Program Management CORE PROFESSIONAL COMPETENCIES Strategic Planning Client Relationship Cultivation Research Resource Allocation Action Plan Creation Workforce Supervision -LSB-...] Continue Reading →

1http: / / www.bls.gov/careeroutlook/2015/article/projections-occupation.htm 2Georgetown University Center on Education and the Workforce, The College Payoff, 2014, https://cew.georgetown.edu/wp-content/uploads/2014/11/collegepayoff-summary.pdf 3http://www.bls.gov/ooh/healthcare/pharmacy-technicians.htm 4According to research conducted by UMA comparing a variety of career schools with similar programs.

1http: / / www.bls.gov/careeroutlook/2015/article/projections-occupation.htm 2Georgetown University Center on Education and the Workforce, The College Payoff, 2014, https://cew.georgetown.edu/wp-content/uploads/2014/11/collegepayoff-summary.pdf 3http://www.bls.gov/ooh/Office-and-Administrative-Support/Secretaries-and-administrative-assistants.htm#tab-6 4According to research conducted by UMA comparing a variety of career schools with similar programs.

Seek a Compliance position where development of strong workforce training programs, excellent legal research and internal operation / plan benefit changes are held at a premium for an organization poised for growth.

Research shows that the quality of early childhood education and care programs is associated with the wages of the workforce and wages are a key factor in the recruitment and retention of trained early childhood educators.

Research shows that the quality of early childhood education and care programs is associated with the wages of the workforce; in other words, if early childhood educators are well - compensated the quality of an ECEC program will be higher says Dr. Rachel Langford, President of the AECEO.

The Childhoods in Changing Contexts Research Group focuses on early childhood education and care workforce; evaluation of early childhood programs, policies and initiatives; cultural and multilingual contexts and childhoods; and young children's rights and citizenships.

Research has demonstrated the short - and long - term benefits for children who participate in high - quality early learning programs, and more than 15 million children have both parents in the workforce — making access to high - quality early learning programs an economic necessity.

A research fellow at the Baker IDI Heart and Diabetes Institute in Melbourne, Phillips pointed to evidence that self - determination is «the factor that makes a difference» in health and social outcomes — more than workforce capacity, funding levels, and the design of programs.

about Examining the Associations Between Infant / Toddler Workforce Preparation, Program Quality and Child Outcomes: A Review of the Research Evidence

Ten grants were awarded to Indigenous researchers.37 For example, James Cook University's Building Indigenous Research Capacity grant (2007) saw support for 19 Indigenous research scholars and, by 2013, for each NHMRC dollar invested in the project, Indigenous researchers generated three in grant, research and scholarship funding.38 To date, there have been one successful Australian Research Council Fellowship, four PhD and three Masters graduations, and 10 continuing enrolments in higher degree research programs.38 Expansion of the Indigenous workforce in health research is also being seen in other areas of rResearch Capacity grant (2007) saw support for 19 Indigenous research scholars and, by 2013, for each NHMRC dollar invested in the project, Indigenous researchers generated three in grant, research and scholarship funding.38 To date, there have been one successful Australian Research Council Fellowship, four PhD and three Masters graduations, and 10 continuing enrolments in higher degree research programs.38 Expansion of the Indigenous workforce in health research is also being seen in other areas of rresearch scholars and, by 2013, for each NHMRC dollar invested in the project, Indigenous researchers generated three in grant, research and scholarship funding.38 To date, there have been one successful Australian Research Council Fellowship, four PhD and three Masters graduations, and 10 continuing enrolments in higher degree research programs.38 Expansion of the Indigenous workforce in health research is also being seen in other areas of rresearch and scholarship funding.38 To date, there have been one successful Australian Research Council Fellowship, four PhD and three Masters graduations, and 10 continuing enrolments in higher degree research programs.38 Expansion of the Indigenous workforce in health research is also being seen in other areas of rResearch Council Fellowship, four PhD and three Masters graduations, and 10 continuing enrolments in higher degree research programs.38 Expansion of the Indigenous workforce in health research is also being seen in other areas of rresearch programs.38 Expansion of the Indigenous workforce in health research is also being seen in other areas of rresearch is also being seen in other areas of researchresearch.