Sentences with phrase «defined by academics»

Risk is often defined by academics as price volatility.

In order to qualify you must have been registered at a minimum as a half time student as defined by the academic institute that you attended.

Not exact matches

I am also troubled by the extent to which theology has allowed itself to be defined as one academic discipline among others with its distinctive subject matter and method, related only externally to other disciplines.

In this way religious studies can more closely approximate the university norm, where academic disciplines are distinguished by particular subject matters, not by perspectives, and the subject matters are not themselves defined as perspectives.

But when compared to the religious and political right's success in defining what is good and in convincing the public of its truth, process and every other academic theology and philosophy pale by comparison.

Academic specializations tend to be partly defined by the use of a distinctive discipline.

The term «Gifted» is defined by the Elementary and Secondary Education Act as Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

They identified 452 eminent academic life scientists whose deaths were premature — defined as happening before the scientist entered pre-retirement or took on a predominantly administrative role — and studied how these demises affected the «vitality (measured by publication rates and funding flows) of the [scientists»] subfields.»

«Academic field» is defined by INS as «a body of specialized knowledge offered for study at an accredited United States university or institution of higher education.»

To have a chance of landing an academic position you would need to demonstrate an adequate number of publications of adequate quality, adequacy being defined by the level of the position you are applying for.

The primary endpoint was 30 - day net adverse clinical events (NACE), a composite of major adverse cardiac and cerebral events (MACCE; all - cause death, reinfarction, ischemia - driven target vessel revascularization, or stroke) or any bleeding as defined by the Bleeding Academic Research Consortium (BARC) definition.

This led him to speculate that if academic careers were less linear, defined less by narrow metrics such as citation counts and grants and more by wider societal benefits such as outreach activities and teaching quality, «there would be more diversity and thus innovation in the system.»

The awards are available in the broad areas of human nutrition and crop science to members of academic and research staff at UK universities and other organisations who are defined as eligible for funding under the criteria used by research councils.

«Manufacturers have deep pockets, and there is a tendency for research efforts to follow the money (with accompanying academic prestige), rather than a path defined only by the needs of patients and the public.»

In truth, I was defining myself so strongly by my academic performance there was nothing left to show.

The border between Asia and Europe was historically defined by European academics.

Traditionally, knowledge has been diffused, which is defined by the Canadian Institutes of Health Research as «passive, unplanned, uncontrolled dissemination; primarily horizontal or mediated by peers (e.g. publishing in peer reviewed journals, presenting research results to peers at academic conferences); potential user needs to seek out the information» (2).

Add to this nebulous college entrance environment the challenge presented by the proliferation of four - year high schools, whose numbers skyrocketed from 2,526 in 1890 to 10,213 in 1910, and it is easy to see why the trustees of the Carnegie Foundation felt the need to define college: «An institution to be ranked a college must have at least six (6) professors giving their entire time to college and university work, a course of four full years in liberal arts and sciences, and should require for admission not less than the usual four years of academic or high school preparation, or its equivalent, in addition to the preacademic or grammar school studies.»

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

That dovetails with Wagner's academic work, which defines the «skills of the future» as including adaptability, leading by influence, and initiative.

PBL at Sammamish is defined by seven key elements: authentic problems, authentic assessments, student voice, culturally responsive instruction, developing expertise, academic discourse, and collaboration.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

Regularly in our country, access to high - quality schools has been defined by place of residence, ability to afford tuition, disability status, and previous academic achievement.

This is the amount of the academic work you must complete each year, and the time period in which you are expected to complete it, as defined by your school.

Core classes taught by highly qualified teachers is the percent of core academic classes (defined as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography) taught by highly qualified teachers (defined as teachers not only holding a Massachusetts teaching license, but also demonstrating subject matter competency in the areas they teach).

States start by defining adequate yearly progress — the measurements of academic improvement a school must achieve to ensure that, at the end of 12 years, every student graduating will have a mastery of the basics.

State accountability systems must define «sufficient academic growth» as a rate that will get students to grade level within three years, or to grade level by the end of the grade span (3 — 5, 6 — 8, or 9 — 12) or «another aggressive growth model approved by the Secretary.»

Classroom placements were guided by the logic of «balance» which educators often defined as having a diversity of students with varied academic abilities and social - cultural backgrounds.

The school website states that «Harvard - Westlake's academic community is defined by our Honor Code.»

Many of those students do not show much academic growth as eloquently define by Maslow's hierarchy years ago and still relevant today.

This course develops students» college and career readiness by building skills in critical reading, academic writing, speaking and listening, research and inquiry, and language use as defined by the Common Core State Standards.

Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone's reading skills by the end of third grade.

With PAIRIN, those soft skills defined by Yong Zhao as «the new survival skills,» allow educators to specifically target behavior and mindset development among their students that leads to increased academic performance, fewer dropouts, and decreased behavioral issues.

When we think about assessment literacy, it's important to understand that each contributor to student academic well - being through assessment translates this universal meaning into specific capabilities defined by their role.

Confirms that the college or career school meets certain minimum academic standards, as defined by an accrediting body recognized by the U.S. Department of Education.

This school maintains a culture of high academic expectations and focuses on continuous improvement by defining measurable goals for all of its students.

The U.S. Department of Education (1995) defines giftedness as «children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.»

Tracking is defined as a sustained separation of students by academic ability into groups for all subjects or for certain classes within a school.

The Student Learning Objectives Handbook by the Missouri Department of Elementary and Secondary Education provides a typical example: «a Student Learning Objective can be defined as a rigorous, measurable, long - term academic goal for a group of students that teachers use to guide their instructional efforts over a given interval of time».

The approved settlement targets schools for protection from layoffs and defines those targeted schools as the 25 ranked in the bottom 30 percent by Academic Performance Index (API) score, high teacher turnover rates, and other determining criteria.

The US government defines «Gifted & Talented» students as those... «who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.»

Our nation's educational focus continues to zero in on «achievement» as defined by test scores in specific academic areas and the resulting gaps therein.

Move This World's curriculum aligns with the five social emotional learning core competencies as defined by the Collaborative for Academic, Social and Emotional Learning (CASEL) and is reviewed annually by the American Institute of Research.

Texas ASCD's Whole Child approach is an effort to move from a focus on narrowly defined academic achievement as measured by test scores in core subjects to a broader definition that promotes the long - term development and success of all children.

The curriculum was carefully developed to align to the five core social emotional competencies as defined by the Collaborative for Academic, Social and Emotional Learning (CASEL).

This topic explores academic content standards, which are standards developed by each state that define what students should know in each academic subject area.

Becky supports school leaders with their academic vision by defining their achievement «North Stars,» analyzing their progress to goals using school data, and executing their teacher support and development initiatives.

Societal issues can begin to impact students both in and out of the classroom, causing a disparity in academic performance between groups of students, especially groups defined by socioeconomic status, race / ethnicity, and gender.

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.

These standards support academic rigor and ensure fairness by defining the expectations for success for all students.»