Sentences with phrase «focused on particular outcomes»

Local program implementation is guided by the direction of the national model developers (HFA and NFP) through the articulation of their service models, including their focus on particular outcomes and families and their guidelines regarding dosage and delivery of services.

Not exact matches

In particular, he says, CEOs should be more like quarterbacks in the way quarterbacks stay focused on the real goal of the game — winning — rather than on meeting the expectations of those who speculate on the outcome of the game from the outside.

What's important, from our standpoint, is that the monkeys didn't try to predict which researcher would give them the better deal in each particular instance, but instead focused on average outcomes.

And in some instances, it has been Scalia and Thomas who have done so more than those who may think of themselves less as originalists (in one recent case in particular Scalia and Thomas dissented from the majority which held that convicted child molesters could be indefinitely imprisoned despite having fully served their sentences based on subtle shifts of language and the over-application of prior case law — no one wants a child molester free and about, but such results focused outcomes are always dangerous).

So while we may be a venue for them to reach a broad group of scientists and engineers who may want more information or ways to focus on a particular issue, I want to differentiate between getting people engaged and focusing on a specific outcome.

Join us to discuss how rodent model diets shape experimental outcomes, with a particular focus on microbiome and gut health.

To focus on something for a couple of hours that doesn't require any particular outcome and, most importantly, allows you to totally disconnect is a really beneficial experience that we should do more often,» she said.

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).

Thus, you can develop outcomes that focus on this particular gap in order to improve their productivity.

Over her career, she has built a strong reputation for delivering exceptional outcomes with a particular focus on transforming the performance of leaders and their teams.

Ultimately, public education needs to be focused not necessarily on preparing them for any particular outcome such as diving into the general workforce, but on basic skills, critical thinking and problem solving.

When Gort first visited in 1951, it spent little effort on climate change issues, focusing on other aspects of our planet instead: Gort returned in 2012 to answer puny human climatologist questions about whether climate change caused particular weather phenomena by making an obvious point: rather than struggle with theoretical analysis, you can simply use your Climate Changeometer to remove all the excess greenhouse gases and aerosols above natural levels and then measure the outcome.

That may sound funny, but this hypothetical conversation has moved rapidly toward understanding this particular client's mindset, more focused on budget than outcome.

In other words, don't focus exclusively on the outcome of particular steps but rather look at the whole picture of what transpired during the period at issue — or as Eugene's dad used to say, «never mind the quality, feel the width.»

Perry has a particular focus on advising clients that aim to integrate social, environmental, and financial outcomes.

Because of the negative impact of, in particular, disorganized attachment on child outcomes, attachment - based interventions should not, or not only, focus on the empirically derived determinants of organized (A, B, and C) attachment, such as parental (in) secure mental attachment representations and sensitive behaviour (see Dozier), but also on the determinants of disorganized (D) attachment.

This fact sheet discusses the health and well - being of Aboriginal children in the province with a particular focus on the social determinants of health, health outcomes, and promising practices.

In particular, her research interests focus on language and literacy development of dual language learners, and the relation between the classroom context and academic and socioemotional outcomes among children from socioeconomically disadvantaged backgrounds.

The role of a nurturing environment on early child development, focused in particular on the specific importance of the quality of parenting and stable care - giving relationships, is well evidenced in the literature and has become central to policies aiming to improve child well - being outcomes (Shonkoff & Phillips 2000; Sonuga - Barke & Kreppner 2012).

The Forum focused on healing of all Indigenous Australians, in particular Stolen Generations survivors and their families, as well as on what healing encompasses for Indigenous peoples and the educational and broader outcomes for children.

In particular, it questions the utility of the exclusive focus on improved outcomes (when such outcomes may take many years to show themselves).