The focus of academic work has been on equity markets, where momentum is most commonly embodied as a cross-sectional effect, and is used to predict relative, rather than absolute, returns of stocks [2, 3].
Not exact matches
Much
of the
academic work on agency theory in the decades since has
focused on ensuring that managers seek to maximize shareholder returns — primarily by aligning their interests with those
of shareholders.
The TTP (Technical Transfer Partners) is a Micro
Focus - sponsored community
of technical implementers who
work in computing services for
academic sites around the world.
i His writing and his
work with Impact Investing draws on broad experience as an artist, bio-dynamic farmer, Waldorf teacher and co-founder
of three social enterprises: 1) From 28 - 34 a farm based campus for young people who wanted a college experience without intellectual
academics; 2) from 43 - 46 a biological healthcare company and 3) from 46 - present a workflow technology firm
focused on personalizing healthcare.
In this
work, Marion, who divides his
academic year between the University
of Chicago and the Sorbonne,
focuses primarily on the Confessions, though he reads it in the light
of the entire Augustinian corpus.
He was ordained a priest in 1959 in Communist - controlled Poland, and after a period
working in a parish, returned to
academic studies in the Catholic University
of Lublin, where his research
focussed on general relativity and cosmology.
«Students who completed more hours
of homework per night were at greater risk for these negative outcomes; they were also more likely to drop activities or hobbies they enjoyed in order to
focus on their
academic work.»
Inspired by the 1980s solidarity movement in Poland and the more recent Orange Revolution in Ukraine, Ms. Onuch's
academic work focuses on «Revolutionary Moments and Revolutionary Movements», the title
of her dissertation which inspired her and her father to host a 2009 exhibition and symposium in Kiev, aptly called «Revolutionary Moments».
Ruth Müller, a postdoctoral research fellow at the Research Policy Institute at Lund University in Sweden, who
focused her Ph.D. on studying how the
academic landscape influences the
working practices
of postdocs in the life sciences, notes that while the study acknowledges the diversity
of the European system, it uses just one European country — Germany — in its quantitative survey.
Previous social science research has
focused on the views
of academic scientists and those
working at elite universities while studies
of religous views
of science have
focused primarily on the issue
of evolution, said Ecklund.
The «Research Funding»
working group
focused on defining a sustainable funding level and aligning the
academic community with industry and patient advocacy groups in support
of increased and stable funding.
As a scholar
of science and technology studies (a social science field that aims to understand the social processes
of knowledge production), I
focused the 4 years
of my Ph.D. on studying how the
academic landscape in which today's postdoctoral life scientists develop their careers influences their
working practices.
According to Dawna Levenson, associate director for
academic programs, MIT's program was originally intended to help women re-enter the
work force after child - rearing, but the
focus of the program has become broader.
Yet in the culture
of academic science, there is a widespread belief that an excessive
focus on safety can
work against the goal
of discovery.
The manager asked questions
focused on René's ability to crank out good
work under pressure, and René kept going back to the intricacies
of the science involved, at a pace that sounded far too
academic.
When, in the last year
of his Ph.D., Thales decided to build a prototype based on his experiments, Schwartz moved over to his
academic lab to
work on a related but more fundamental project
focused on the use
of atoms — instead
of photons — to detect movement.
His
work focused on drug company payments to a psychiatrist at the University
of Cincinnati, another at Stanford University, and Charles Nemeroff, then with Emory University — causing much chaos and agitation among researchers — and changes in numerous
academic conflict -
of - interest policies.
By providing student -
focused services to students in treatment throughout McLean Hospital, the College Mental Health Program is prepared to
work closely with students and with institutions
of higher education to support both mental health and
academic goals.
At past symposia, FoR
worked to highlight some
of the problems facing postdocs and graduate students, and started to define solutions but this year, together with
Academics for the Future
of Science and the MIT Graduate Student Council, we shift our
focus toward advocacy and action with sessions specifically chosen to better define productive routes for advocacy efforts and help participants develop the efficacy
of their advocacy skills.
Whether students plan to do research at universities or
work in the private sector or public institutions, Mobilities & Urban Studies at Aalborg University offers a leading and international oriented
academic education
focused on mobilities - one
of few in fact.
FOCUS on Health & Leadership for Women (
FOCUS) has been an active program at the Perelman School since the 1990s,
working to support the advancement and leadership
of women in
academic medicine and to promote education and research in women's health and women's careers.
Quanterix has a strategic
focus in neurology and neurodegeneration and is
working with a rapidly growing network
of academic researchers and pharmaceutical and biotech partners to drive advancements in head health research.
The
focus of his
academic research included a cultural exploration
of sustainable agriculture practices, and
work with native peoples in the Hawaiian sovereignty movement.
A human investment strategy for education would have an explicit strategic
focus: to increase access
of all students, particularly low - income, minority students, to high - level
academic work, and to invest in the human capital infrastructure for schools that will promote this access.
Harvard Graduate School
of Education will
work with the Strategic Education Research Partnership and other partners to complete a program
of work designed to a) investigate the predictors
of reading comprehension in 4th - 8th grade students, in particular the role
of skills at perspective - taking, complex reasoning, and
academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning,
academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components
of the proposed
work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding
of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning,
academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development
of a discussion - based curriculum for 4th - 5th graders, and to the expansion
of an existing discussion - based curriculum for 6th - 8th graders, with a particular
focus on science content (Fischer), social studies content (Selman), and
academic language skills (Snow & Uccelli).
The Center will be housed at the Harvard Graduate School
of Education and will draw on intellectual resources from across the university,
working with faculty who
focus on gender from a broad range
of academic perspectives.
While there is more emphasis on
academics at all grade levels today and evidence that the middle school burden can be overcome (Williams and colleagues showed in a major 2010 study, called «Gaining Ground in the Middle Grades: Why Some Schools Do Better,» that an intense
focus on
academics can
work), it is odd that Walcott would favor reforming middle schools instead
of doing what the research suggests is better and easier — creating smaller, «elemiddle» (K — 8) schools — and what the trends are showing is happening all over the country — as David Hough, managing editor
of the Middle Grades Research Journal, told me, «the trend is definitely away from stand - alone middle schools.»
In addition, the commission will
focus on student access to vocational education, changing job requirements and
working conditions, and the coordination
of vocational and
academic training.
Such programs seem to encourage teachers to
focus their
work efforts on the areas
of student performance that are being measured — primarily the core
academic areas
of mathematics, science, social studies, and reading.
In a separate report, a council
of 28 scientists called on schools to
focus on SEL, making the argument that student success is tied not only to
academic ability and cognitive skills (such as
working memory and self - regulation) but also to emotional skills (such as the ability to cope with frustration) and interpersonal skills (including empathy and the ability to resolve conflict).
The positive by - product
of these
focused transitions is that students actually produce higher quality
academic work.
The Fund, which
focuses on supporting disadvantaged pupils, will offer approximately five grants
of up to # 150,000 for projects
working over two
academic years.
Proponents say academies help students seethe relevance
of academic work,
focus thinkingabout their careers, and develop broadlyapplicable skills such as teamwork and imaginativeproblem solving.
Central to the new approach is the notion that this group
of young people are turned off by traditional
academic education with a
focus on pathways into higher education and that these young people need to be energised by a different approach to education which sees the world
of work at its core.
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.
; 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.
In the absence
of a strong external force, there may not be an incentive for these actors to
work together and
focus on issues directly relevant to
academic achievement.
Academic Gains, Double the #
of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large
Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The
Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to
Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds
of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth
of Opportunity Culture Voices — May 26, 2016 Increase the Success
of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
A third report, Small High Schools at
Work: A Case Study
of Six Gates - Funded Schools in New York City, from the Academy for Educational Development, takes a close look a handful
of these new small schools,
focusing on particular practices associated with student success: intermediary support, personal and
academic support, effective instructional practices, and college preparation.
From improving assessment and placement to creating a supportive first - year experience to
academic and career planning that propels students toward their goals, we're
working with institutions to tackle the complex problems
of improving student success, persistence, and completion.To learn more, select a student success
focus area:
Admittedly, the critical pedagogues have squarely confronted two
of the most enduring issues surrounding the
work of education: 1) To what extent should the mission
of public schools be
focused on character development, societal reform, and other such affective goals, as opposed to cognitive development and
academic preparation?
Working with a partner organization known as Transforming Education, they selected the specific social - emotional skills on which to
focus based on a review
of evidence on the extent to which those skills are measurable, meaningfully predictive
of important
academic and life outcomes, and likely to be malleable through school - based interventions.
It doesn't take a genius to
work out that if the
focus is on the more
academic students then a schools overall potential to appear stronger in terms
of progress is far greater.
Ms. Sadia White, Chief
Academic Officer
of the NPS made this point crystal clear to school leaders in that district when she stated «we do not and will not seek a silver bullet, we will
focus on the
work of improving instruction every day in each
of our schools.
«We have been thrilled with our son's education at Meridian because
of its
focus on very sophisticated, cross-disciplinary
work and its high
academic standards.
King MS
focuses on critical thinking; basic
academics; technology; the appreciation
of art; democratic values
of acceptance, participation and accountability, and the ability to
work with a variety
of people from diverse backgrounds.
Their descriptors for this key factor
of student engagement connect to Carol Dweck's
work on growth mindset —
focus on effort rather than ability, know that you can get smarter, use feedback to promote growth, and build
academic stamina and resilience.
But the hard
work and
focus are worth it, as improving FCE in a school has the immense potential to improve the
academic outcomes
of all students — and especially those who are struggling the most academically.
Strong technical skills, particularly in integrating technology in the classroom to drive
academic achievement Demonstrated volunteer or community service At least one (or more)
of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years
of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas
of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements,
focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong
academic achievement and passing
of all required assessments Communicate regularly with parents Continually assess student progress toward mastery
of standards and keep students and parents well informed
of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences
Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside
of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
This vision is in line with the organizing
work of AROS for sustainable community schools in every neighborhood that
focus on providing the full funding and wraparound
academic, social and health supports that schools and students need to succeed.