Sentences with phrase «identify sound research»

Education practitioners ~ those working in schools and districts ~ are ultimately responsible for overseeing system - wide changes ~ but they rarely have time to sift through data and evidence to identify sound research that might offer guidance for their respective district or school.

Not exact matches

If that doesn't sound like much, the research suggests that 7.8 million Brits have given meat the boot and 3.9 million identify as vegetarian.

That sounds right, and yet our research suggested a greater consistency and coherence of group opinion when those groups are defined according to frequency of attendance than according to self - identified affiliation.

«This opens a new door in identifying biological markers for dementia since we might consider using the brain's processing of speech sounds as a new way to detect the disease earlier,» says Dr. Claude Alain, the study's senior author and senior scientist at Baycrest's Rotman Research Institute (RRI) and professor at the University of Toronto's psychology department.

While some research supported a link between prenatal sound exposure and improved brain function, scientists had not identified any structures responsible for this link in the developing brain.

The Tecnalia Centre for Applied Research has developed a tool to pick up and identify ordinary sounds that are produced in the home environment in order to help the hearing impaired.

«Correctly identifying an invasive species as either native or non-native is important for developing sound policy, management and scientific research programs, because effective responses depend on knowing whether the species» dominance is caused by ecological or evolutionary novelty, changes in environmental conditions that facilitate it or both,» Taylor said.

Early research, summarized in Stanislas Dehaene's Reading in the Brain (2009), identified problems with phonological awareness, or the ability to segment words into their component speech sounds.

To this end, the Center has developed a three - stage knowledge transfer process: (1) Knowledge Synthesis — a critical analysis of cutting - edge science and program evaluation research to identify core concepts and evidence - based findings that are broadly accepted by the scientific community; (2) Knowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person presentations.

Year 4 Science Assessments Objectives covered: Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coidentify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors

Implement Reliable and Research - Based Student Identification and Placement Procedures: Secondary ELLs must be identified using psychometrically - sound English language proficiency and appropriate achievement assessment measures administered by qualified staff.

While that sounds sensible, it assumes that investors can reliably identify the 25 «best stocks» from a universe of 1,000 or more, and that any added returns from these stocks will be sufficient to cover the cost of the research, transactions and taxes over the long term.

• It's not financially sound as it often ties up community resources while cases are determined • Many folks can not properly identify the breed in question • Any dog (or companion animal for that matter) can bite • It has NO scientific basis • It's not supported by the following organizations: American Bar Association, American Kennel Club, American Veterinary Medical Association, American Veterinary Society of Animal Behavior, Center for Disease Control and Prevention, National Animal Control, Association, National Canine Research Council, The Obama Administration, State Farm Insurance, The US Department of Justice

The Jet Propulsion Laboratory announced that its scientists, in conjunction with colleagues from the Kuwait Institute for Scientific Research (KISR), have used sounding radar — developed for a mission to Mars — to successfully locate underground aquifers, probe variations in the water table, and identify locations where water flowed into and out of the aquifers.

London goes on to identify one academic whose research into KM sounds both relevant and potentially valuable.

As a dedicated executive consultant, I have much to offer to Hill International Inc in terms of ability to serve as a thought partner in strategy development work, and structuring identified and unidentified issues for resolution, researching and summarizing information, and working with key stakeholders to provide support to the management in making sound and timely decisions.

Provide psycho education about Gottman's research around marital happiness including The Four Horsemen of the Apocalypse, Flooding, The Sound Marital House, Positive / Negative Sentiment Override, and Shared Meaning, and Identify Pursue / Distance patterns.

Anti-Terrorism Force Protections Specialist (2010 — 2011) • Responsible for force protection and physical security measures for 6 compounds, 100 Iraq reconstruction projects and 1600 personnel throughout Iraq • Research terrorist activities and conduct trend analysis to determine safe travel routes and safe havens • Coordinated the detection, prevention, and investigation of security vulnerabilities providing sound low cost recommendations of identified vulnerabilities • Increase physical security for reconstruction projects and Forward Operating Base • Ensure the effective utilization of vehicle and pedestrian access control measures • Conduct ATFP level 1 training and briefings for 500 personnel • Lead access control procedures to forward deployed camps • Extract, analyze, and distribute classified SIGACTS from CIDNE database

Anti-Terrorism Force Protections Country Manager (02/2011 — 07/2011) • Responsible for force protection and physical security measures for 7 compounds, 80 Iraq reconstruction projects, and 600 personnel throughout Iraq • Research terrorist activities and conduct trend analysis to determine safe travel routes and safe havens • Coordinated the detection, prevention, and investigation of security vulnerabilities providing sound low cost recommendations of identified vulnerabilities • Increase physical security for reconstruction projects and Forward Operating Base • Ensure the effective utilization of vehicle and pedestrian access control measures • Conduct ATFP level 1 training and briefings for 200 personnel • Lead access control procedures to forward deployed camps • Extract, analyze, and distribute classified SIGACTS from CIDNE database