Sentences with phrase «value of family background»

Value of family background and clinical features as predictors of long - term outcome in anorexia nervosa: four - year follow - up study of 41 patients

Not exact matches

But a number of these entrepreneurs point to family backgrounds in which immigration played a huge role in developing their families» values.

Isn't it the better part of wisdom to have the advantage of arranging a marriage with the help of the people who love you most - your family - in an effort to harmonize and complement the qualities backgrounds, and value systems of the couple - to - be?

Differences in values, family background, personalities and priorities come to the surface, and are intensified by the demands of caring for an infant and the issues involved in raising and shaping one's own child.

Mr Adonis said: «Teach First graduates are already exceptional individuals who are well equipped to become advocates of higher education, providing structured support and information to bright young people who may not recognise the value of a university education because of their family background.

The foundational elements of a relationship are what create a lasting and happy match — things such as core values, family background, religion or spirituality compatibility, world view and agreement about what makes a good life work well.

They include 1) Beliefs and values, such as spirituality, level of observance and sense of tradition, 2) Core traits, like your emotional temperament, intellect, character and sense of humor, and 3) Key experiences, like your family background and education level.

Open Day is the one day of the year when my teaching and the teaching of all my colleagues is implicitly valued as that single most important driver of student achievement, after family background.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

These include: The Undereducation of American Youth, a study of the 16 - to 24 - year - old population in the 50 states; The Answer: Valuing Youth in Schools and Families, which presents strategies for communities, educators and parents working to keep young people in school and to educate those who have dropped out; and Hispanic Families as Valued Partners: An Educator's Guide, which provides background information about minority families and recommendations for involving them in their children's Families, which presents strategies for communities, educators and parents working to keep young people in school and to educate those who have dropped out; and Hispanic Families as Valued Partners: An Educator's Guide, which provides background information about minority families and recommendations for involving them in their children's Families as Valued Partners: An Educator's Guide, which provides background information about minority families and recommendations for involving them in their children's families and recommendations for involving them in their children's schools.

15:20 Dr. Montecel closes her speech: «The Quality Schools Action Framework speaks to the need and possibility of engaging citizens, leaders and policymakers around high quality data that call all of us as members of the community to act, to establish common ground, to strengthen education, and finally and most importantly and fundamentally, to align our values with our investments in the school system: fundamentals and features that we know are needed — from teaching quality, to engaged students, engaged parents and families, and a high quality, authentic curriculum so that students in every neighborhood and of every background can in fact have equal educational opportunities.»

Sela's vision is of a community of learners striving towards excellence, where children of all backgrounds and abilities are valued members of a safe, nurturing community, in which differences are appreciated, and families are active participants in school life.

In order to work effectively with families from diverse backgrounds, schools professionals need to understand the culture of the families they work with, and design outreach and communication strategies that respond to the specific social, cultural and linguistic needs and values of that group.

It values racial diversity and believes that the varied backgrounds of students and families help create a rich educational environment.

As helping professionals, we must recognize and consider the cultural and family background of each student and how these values might impact their career decision - making.

Family members often thanked me for my kindness and for going out of my way to make everyone as comfortable as possible.I hope you see how my background and character traits can provide value to your team at Central City Hospital.

Human Resource Manager — Duties & Responsibilities Direct human resource operations and support staff ensuring efficient and effective operations Responsible for benefit administration including employee leave, 401 (k)'s, and insurance Oversee payroll, departmental budgets, accounts payable, and accounts receivable Recruit, interview, and hire new employees with input from senior leadership Conduct staff orientation regarding acceptable attire, company brand, policies, and employment law Implement professional development program to enhance team skill sets and employee value Oversee employee recognition program to highlight notable achievements and boost team morale Review employee performance and recommend promotion or disciplinary action as appropriate Resolve disputes between staff members in a fair, professional, and timely manner Ensure company compliance will all applicable employment law and industry best practices Negotiate and confirm contracts with vendors, partners, employees, and clients Create and present financial reports and purchasing proposals to senior management Build and strengthen long term relationships with clients, vendors, and community leaders Direct purchasing and licensing of information technology equipment and software Assist students and families with financial aid application process Provide additional administrative support including data entry, phones, and customer service Utilize proficiencies in English and Spanish to effectively serve clients of varied backgrounds Perform all duties in a positive, professional, and courteous manner

The views and perceptions of families will be gained by interviewing 12 intervention group parents representing different cultural and social backgrounds and different experiences (positive and negative) after the programme to gather information on most and least valued aspects of programme, rating of the facilitators, and ways of improving the programme.

When the experiences, customs and beliefs of children and families from different cultural backgrounds are not recognised or valued, it can lead to miscommunication.

However, when a child feels their family, cultural background and individual uniqueness are respected and valued, their sense of identity, belonging and self - esteem is strengthened.

«Children who feel that their family, cultural background and individual uniqueness are respected and valued have a stronger sense of identity, belonging and self - esteem»

Find out about the social and cultural backgrounds and values of your students and their families and look for ways you may be able to accommodate their needs and perspectives.

When the experiences, practices and beliefs of families from different cultural backgrounds are not recognised or valued, it can also lead to miscommunication or misunderstandings.

The very fact that you have a full team of professionals looking at your case from diverse backgrounds and professional specialties gives your family the best chance of transitioning with the best possible information and support for the very best value.

We value the diversity of racial and cultural identity and background, nationality, sexual and affectional orientation, gender identity and its expression, religious background and belief, marital status, family structure, age, mental and physical health, appearance, size, political perspective, and educational and class status.

Recognize the need to be understanding of different backgrounds, family situations, and values and to implement culturally sensitive services.

Tasks: • Gather financial information: o Document assets, debt, income and expense o Value assets and debt o Document and value potential separate property o Identify each party's initial preferences for asset and debt division o Note any outstanding issues • Develop emotional background: o Family dynamics o Emotional state of each person o Interests • Develop parenting plan: o Identify each person's initial parenting plan preferences o Note any outstanding iValue assets and debt o Document and value potential separate property o Identify each party's initial preferences for asset and debt division o Note any outstanding issues • Develop emotional background: o Family dynamics o Emotional state of each person o Interests • Develop parenting plan: o Identify each person's initial parenting plan preferences o Note any outstanding ivalue potential separate property o Identify each party's initial preferences for asset and debt division o Note any outstanding issues • Develop emotional background: o Family dynamics o Emotional state of each person o Interests • Develop parenting plan: o Identify each person's initial parenting plan preferences o Note any outstanding issues

Understanding the value of how similar backgrounds, traits, and healthy interactional processes can increase the stability of a marriage is important for at least two reasons: First, because low - resource families tend to experience higher levels of stresses and strains compared to high - resource families, they are particularly vulnerable to negative interactional processes that can disrupt functional family patterns and marital relationships (Harris et al. 2012; Schramm et al. 2011).