Sentences with phrase «developed reporting skills»

Not exact matches

GMAC's prospective students report found that men wanted to become more adept at handling technical and operational challenges while women were more likely to say they wanted to develop their management skills.

According to the TD report, recent research indicates that boys demonstrate more confidence in math and more voluntary participation in high school and university math classes, implying that more effective methods of «developing numeracy skills and confidence» in young girls are needed.

Together MaRS and the CDMN, which is headquartered in Waterloo Region and now connects nodes throughout Canada, will share and develop knowledge through surveys, data - mining and reports; develop programs to enhance entrepreneurial skills; promote the capabilities of digital media industries in Canada; and more.

Researchers report that a father's involvement during infancy and the early years not only contributes to a child's emotional security, but helps the child solve math problems and develop verbal skills, Clinton said in his weekly radio address.

Tough documents the devastating effects of adverse childhood experiences on children's ability to cope with stress, and he reports on recent educational programs to help students develop «non-cognitive» skills - grit, optimism, curiosity, zest, social intelligence, gratitude, and self - control — that are essential to success in life.

Urgent action must be taken to improve skill levels and how they are developed in order to boost productivity, wages and social mobility, according to a report from the UK Commission for Employment and Skills (UKCES), supported by the CBI and the TUC.

Nevertheless, the report claimed: «The MoD's youth policy contradicts this, describing military curricula activities in educational establishments as a «powerful tool for facilitating recruitment especially if the skills developed through curricular activities have a direct bearing on military requirements».»

The UK needs a million new managers by 2020 * and we'll need many more in the years that follow, so today's report is a stark reminder that managers must act to give young people opportunities to develop leadership and management skills from an early age.

The aircraft not only transport astronauts to different training sites across the country, but are also vital to helping astronauts develop the skills necessary for actual spaceflight emergencies, according to the report.

Such short postdoc contracts are «counterproductive,» says Patrick Lemaire, a group leader in developmental biology at the Cell Biology Research Center of Montpellier who is co-author of the report and co-founder of Sciences en Marche, because they don't offer the time or stability necessary to develop a research direction or acquire new skills.

Already, «MRC has used the outputs of the report to develop the MRC Skill Priorities which apply across all existing support mechanisms, with further discussions on improving support for skill priority areas underway,» write Joanna Robinson, a program manager at MRC, and Clare Bhunnoo, strategy and policy manager at BBSRC, jointly, in an e-mail to Science CarSkill Priorities which apply across all existing support mechanisms, with further discussions on improving support for skill priority areas underway,» write Joanna Robinson, a program manager at MRC, and Clare Bhunnoo, strategy and policy manager at BBSRC, jointly, in an e-mail to Science Carskill priority areas underway,» write Joanna Robinson, a program manager at MRC, and Clare Bhunnoo, strategy and policy manager at BBSRC, jointly, in an e-mail to Science Careers.

Fewer than half (375, or 44 %) of respondents representing 134 institutions (59 % of the total) reported having existing formal programs for graduate students to develop skills for non-academic careers.»

The publication reports on developing trends, illustrates successful applications, and updates the basic skills and knowledge base that provide the profession's foundation.

«Digital - mapping capabilities develop these special skills for students who don't have a natural sense of direction,» she reports.

The report — which also features a webinar and online chat — shows how professional development programs are now blending face - to - face and online training, incorporating social networking tools, offering administrators more flexible ways to hone their skills, and developing online PD to prepare educators for the common - core standards and assessments.

This scheme of work and self - assessment checklist, will help develop students report writing skills in Microsoft Word, ready for use in KS4 controlled assessment write - up.

The report said educators must concentrate on developing students» critical problem - solving skills, on developing their entrepreneurial spirit and on teaching students how to use their individual strengths to succeed.

The report, entitled «Students, Computers and Learning: Making the Connection», was the first of its kind to provide an internationally comparative analysis of the digital skills that students have acquired and of the learning environments designed to develop these skills.

Writing in the foreword to the report Minister of State for Digital and Culture, Matt Hancock, said: «Digital skills are as important as numeracy and literacy in the modern world and we must ensure that our children are given the opportunity to develop the understanding they will need as they grow up.

For items reflecting skills that take time to develop, changes on the Report Card should be gradual rather than sudden.

The Report Card, which is presented below, covers four categories of soft skill that most school leaders, teachers, and parents would agree are within the responsibility of schools to monitor and, when necessary, develop: social skills, self - management, academic soft skills, and approaches to learning.

Here was a report that placed the highest value on the teacher, even as it recommended «develop [ing] a career continuum and compensation systems that reward knowledge and skill.»

Use these differentiated hero report writing templates with your students to meet their diverse learning needs while report writing about their heroes and developing their informative writing skills.

The report by the National Center for Improving Science Education, a research «mini-center» funded by the U.S. Education Department, calls for a bigger role by the government in conducting research on needed science knowledge and skills, developing new forms of assessment in the field, and training science educators.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

That report points to some optimistic statistics that support the need to develop students» independent reading skills, including:

Resources provide opportunities to: - explore context - explore and analyse characters and themes - write police reports - explore and analyse language - write descriptively and persuasively - develop inference skills

In the background questionnaire, students will be asked to report how familiar they are with global issues; how developed their linguistic and communication skills are; to what extent they hold certain attitudes, such as respect for people from different cultural backgrounds; and what opportunities they have at school to develop global competence.

Analysis of the following texts: - leaflets - theme of holidays and attractions - articles - theme of legal driving age - reports - adverts - newspapers - range of broadsheet and tabloid - posters - NSPCC - social media - tv news - autobiography - letters - ban mobile phones Differentiation by colour: yellow = higher ability blue - middle ability purple = lower ability These resources provide opportunities to: - Analyse language, form and structure of non fiction texts - analyse the use of persuasive language - write persuasively - create a wide variety of non fiction texts - explore texts from a variety of sources and media - explore relevant topics for young people - develop speaking and listening skills Ideal for KS3 ahead of GCSE 9 - 1

«The report shows that the current education system fails to provide these young people with opportunities to develop the technical skills they need to get the jobs they want.»

Resources provide opportunities to: - Read for pleasure - Analyse language and structure - Analyse pathetic fallacy - Analyse character and theme - Writing opportunities including persuasive writing, diary entry, news reports, writing to advise, formal letter writing, leaflet writing - Develop literacy skills including sentence forms, direct speech - Analyse non fiction texts - Build skills for the new 9 - 1 GCSE English language and literature specifications

The report calls for more support in all levels of the U.S. education system to develop a more integrated approach in order to improve foreign language skills and knowledge of other cultures starting in primary education.

According to a report from Herald Scotland, Education Scotland said good progress had been made by the school in developing staff skills and putting systems in place to make sure children were kept safe, but added that «insufficient progress» had been made in relation to the leadership team and the management of the school.

This bill will build on measures set out in the government's post-16 skills plan, developed in response to an independent report from an expert panel chaired by Lord Sainsbury.

By getting kids to imagine a solution, test their hypothesis and report back, you can develop great scientific thinking skills and build science capital in young learners.

The Federal Government's response [ii] to the TEMAG Report recommendations said that timely, high - quality, structured and supported practical experience was critical for teacher education students to develop the knowledge and skills they needed to be effective teachers.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

To authentically develop skills for life requires leaders and educators themselves to have well developed skills of life and for education in itself to be viewed as a philosophy and pedagogy that is embedded and integrated in all aspects of a school — in leadership, the classroom, playground, parent communication, assessment and reporting.

With Günther Fink from the Harvard [T.H. Chan] School of Public Health, I've developed a new measure for the 0 — 3 age range that uses caregivers» reports of children's motor, language, cognitive, social, and emotional skills to capture these complex processes in fast, cost - effective ways.

«Engagement in education is a necessary precondition for student learning so that students can develop their skills and enjoy education,» the report notes.

Participating teachers reported that the resources engaged pupils and were a good fit with the curriculum, with primary school teachers using them within science, geography, PSE and global citizenship lessons and stating that they provided a good opportunity to develop numeracy and literacy skills and encouraged group work and class discussion.

• A new intergenerational study shows that for 76 % of 15 - 17 year olds, studying hard for good exam results is their biggest priority for the coming year; and they are preparing to sacrifice friendships, family time, hobbies and even sleep to achieve this, • In fact 57 % of 15 - 17 year olds feel school work must come before anything else if they want to do well in the future • And only 39 % of this age group think being happy is more important than good grades • Yet half (51 %) of UK business leaders calls on teens to develop broader life / work skills before leaving education A new report launched today by National Citizen Service (NCS) reveals that the UK ¹ s 15 - 17 year olds feel under significant pressure to excel in exams at the expense of other life skills, experiences, healthy relationships and even their own happiness, suggesting that they are struggling to juggle the demands of young adulthood.

The report goes on to say that «without adequate access to play, children are deprived of the opportunity to develop important emotional skills, leading to an increase in anxiety levels, depression and feelings of hopelessness.»

«When you take report cards to the next level, you make sure that communication reflects all of the important characteristics of success — and ensure that students develop the skills they need for the future.

Developing an accurate and efficient measure of non-cognitive skills is especially important because one commonly considered measure, the self - reported «grit scale» developed by Angela Duckworth, may not be holding up very well.

The report, entitled «Foundatons for Young Adult Success: A Developmental Framework», then goes to stress what is important: «experiences combining action and reflection (to) help children develop a set of critical skills, attitudes, and behaviors» and «supportive relationships and an abundance of these developmental experiences through activities inside and outside of school.»

As the Every Student Succeeds Act (ESSA) affords states the flexibility to decide how to measure student achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of adversity.

In their report «Teacher Professional Development in the Use of Technology,» authors Sam Carlson and Dr. Cheick Tidiane Gadio said, «Experience around the world in developing, industrialized and information - based countries has shown that teacher training in the use and application of technology is the key determining factor for improved student performance — in terms of both knowledge and skills development enabled by technology.»

The report recommended that: policy makers ensure curriculum and assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand access to technology so students can develop skills before taking tests and teachers can support them; and districts only use interim tests aimed at predicting performance on end - of - the - year tests, if teachers believe they are high - quality.

As the New York Times reported in February, school districts are increasingly developing assessments to test students» non-academic skills like self - control, conscientious, and grit.