Sentences with phrase «based academic departments»

Not exact matches

Thus there were two quite distinct styles of religious instruction on the campuses: disinterested, non-normative studies, conducted in a regular academic department, and ministerial studies based on an assumption of shared commitment, in marginal divinity schools.

To name just four academics sympathetic to sociobiology at work in the biology departments of American universities: Timothy Goldsmith of Yale teaches a course called «Biological Roots of Human Nature»; William Zimmerman of Amherst teaches the «Evolutionary Biology of Human Social Behavior»; David Sloan Wilson (Department of Biology, SUNY «Binghamton) researches the evolutionary basis of human behavior; and Randy Thornhill at the University of New Mexico coauthored the infamous book on the evolution of rape.

Its criteria, Boren said, are athletic department strength, fan base size, media market size, academic strength and «reputation,» whatever that means.

Dr Paul Ramchandani — a researcher and clinical psychiatrist now based at the Academic Unit of Child and Adolescent Psychiatry, Department of Medicine, Imperial College London — led the study, which assessed father - infant interactions in the family home when the child was aged three months and compared them against the child's behaviour at the age of twelve months.

UNICEF has facilitated partnerships with all stakeholders including the State Government, State Nutrition Mission, the Integrated Child Development Services (ICDS), Public Health Department, BPNI (Breastfeeding Promotion Network of India), NGOs, Community Based Organisations (CBOs) and several academic institutions, for this major initiative.

Meanwhile, polytechnics seeking to be converted into Technical Universities should have the following requirements: a) satisfy the existing norms, guidelines and requirements of the National Council for Tertiary Education and the National Accreditation Board for accreditation as a Technical University, b) offer a minimum of four Bachelor of Technology degree programmes in Science and Technology based disciplines c) have academic departments headed by at least a Senior Lecturer with a PhD and professional experience; and d) have at least three full - time lecturers with relevant research master's degree, at least one of whom shall have industry experience.

Shore and her colleagues are based in U-M's Kresge Hearing Research Institute, which is part of the Department of Otolaryngology at Michigan Medicine, U-M's academic medical center.

In selecting a graduate program, one respondent said it was more important to find an open and welcoming academic environment than selecting a department based on its research specialties.

«We had been talking about doing a company for a while in order to optimize the technology in the commercial setting, but I'm an academic and I'm an assistant professor and 99.9 percent of my time is teaching and research,» said Serre, who is based in the Department of Cognitive, Linguistic and Psychological Sciences and (along with Bath) is a faculty affiliate in the Brown Institute for Brain Science.

Professor Hunter is a clinical academic psychologist, and professor in the Health Psychology Section of the Department of Psychology based at Guy's Campus.

With our math department moving towards a standards based grading approach, test corrections are on the radar of ever more of our academic departments.

Previous studies measure research excellence based on number of publications, grants awarded, number of citations, peer / department chair rating, time spent on research activities, faculty membership in academic research societies, and awards for research.

Maurice J. Elias is Professor, Psychology Department, Rutgers University, Director of the Rutgers Social - Emotional Learning Lab, and Academic Director of The Collaborative, Rutgers» Center for Community - Based Research and Service.

Based on performance criteria established by the commissioner, certain school districts may be required to submit their description of academic intervention services for specific schools to the department for review and approval.

A concept paper inviting community - based organizations to partner with the New York City Department of Education (DOE) noted the approach «is based on a growing body of evidence» showing that «an integrated focus» on academics, health and social services, and other community supports are «critical to improving student success.»

SIM is based on extensive research which has been reviewed by scientific panels at the U.S. Department of Education and other public agencies and which has been documented in leading academic publications.

The New York City Department of Education's stunning announcement that it intends to release teacher ratings based on student test scores and academic achievement is the latest example of a growing national movement to fix our country's broken public education system...

Under a contract with the Oregon Department of Education (ODE), Schneider manages a technical assistance project called the Network that provides coaching support to principals at Oregon's lowest performing schools — all designated as Title I based on the poverty level within their boundaries — with the aim of improving academic success for all students.

States must intervene in their lowest - performing schools, for example, in ways that are consistent with the Education Department's «turnaround principles» such as «ensuring that the instructional program is research - based, rigorous, and aligned with State academic content standards.»

The bill being circulated for sponsors by Rep. Dean Knudson, R - Hudson, would require the state Department of Public Instruction to review academic standards every six years on a rotating basis.

It's time for the city Department of Education to admit reality, change course, and pursue evidence - based strategies that have proven successful in improving academic outcomes for children.

(PDE, 2017, August 2) Currently, the SPP, available on the PA Department of Education website for public viewing, evaluates schools based on indicators of academic achievement, indicators of closing the achievement gap (all students), indicators of closing the achievement gap (historically underperforming students), indicators of academic growth, and «other academic indicators.»

Nationwide, traditional teacher preparation programs required an average of 514 student teaching hours during the 2008 - 09 academic year, according to the U.S. Department of Education, far less than the average of 901 required that year by alternative programs that are not based out of universities.

ASU pioneered the iTeachAZ program, which the U.S. Department of Education's Office of Innovation and Improvement recognized as a model program in 2014.42 The program partners with local schools to utilize school sites for its undergraduate classes, where clinical faculty are based, and encourage practical applications of more theoretical pedagogy.43 The program places student teachers in local elementary and middle schools for an academic year, and partners students with mentor teachers to facilitate learning and provide guidance.

The U.S. Department of Education today named 305 schools as 2011 National Blue Ribbon Schools based on their overall academic excellence or for their success in closing achievement gaps.

Alicia Wolcott, a school advisor for Eskolta School Research and Design, a New York - based education - consulting firm that is working with the New York City Department of Education on academic and personal behaviors

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

The findings were released a month after the Victorville - based California Charter Academy shut down 60 campuses under pressure from new state laws and a California Department of Education investigation into its academic and financial practices.

According to West Virginia MetroNews» Brad McElhinny, West Virginia's final ESSA plan — recently approved by the U.S. Education Department — included several changes based on feedback from the federal agency, including how much weight the state «gives to different areas of its academic accountability system,» whether or not the state properly holds counties accountable for English - language proficiency, and the «viability of locally - selected tests in lower grades.»

The U.S. Department of Education had proposed that principals, like teachers, be evaluated as «effective» or «highly effective» based on a year or more of student academic growth across all subgroups.

The ways in which state departments of education measure academic progress — primarily based on standardized tests that measure reading, math and science knowledge — don't assess the social skills students need to become productive adults.

In a new publication entitled «Applying Goal - Based Investing Principles to the Retirement Problem», EDHEC - Risk Institute and Professor John Mulvey of the Operations Research & Financial Engineering Department at Princeton University outline the shortcomings of existing retirement products, and lay the academic foundations for a new generation of risk - controlled target - date funds (TDFs).

Most of its 40 national member organisations aim to bring together interested citizens, regulators and academics on an individual basis, but many have primarily corporate members (most notably local authorities) and some are government departments or agencies.

These meetings have taken place all over the world and have included government officials (e.g. European Union, U.S. Department of Energy, members of congress), representatives from religious and faith - based institutions (e.g. Presbyterian Church USA, United Church of Christ, the Vatican), and officials from non-governmental and academic organizations (e.g. World Bank, Bipartisan Policy Center, and numerous universities).

The DJLS is published once per academic year and maintains a broad subscription base that includes law firms, law school libraries, corporations, government departments, alumni, and legal professionals from around the globe.

ACADEMIC PROJECTS Designed, developed and implemented GUI - based application that stored academic records for school department using AWT and object oriented concepts ACADEMIC PROJECTS Designed, developed and implemented GUI - based application that stored academic records for school department using AWT and object oriented concepts academic records for school department using AWT and object oriented concepts in JAVA.

Maurice Elias is Professor, Psychology Department, Rutgers University, Director of the Rutgers Social - Emotional Learning Lab, and Academic Director of The Collaborative, Rutgers» Center for Community - Based Research and Service.

Maurice J. Elias is Professor, Psychology Department, Rutgers University, Director of the Rutgers Social - Emotional Learning Lab, and Academic Director of The Collaborative, Rutgers» Center for Community - Based Research and Service.