Sentences with phrase «implemented on a national basis»

Many of these changes will be implemented on a national basis roughly over the next 3 years.

Not exact matches

Our environmental laws are based on a partnership that requires EPA to set national standards and gives states latitude when implementing them so long as certain minimum criteria are satisfied.

is to disarm the national power based on communications technology and to shape the new regional and world institutions which should use the power of that technology to implement policies compatible with the care of the earth and humanity.

Perusing the index of Origins, the weekly publication of representative documents and speeches compiled by Catholic News Service, our imaginary historian will note, for example, the following initiatives undertaken at the national, diocesan and parish levels in 1994 - 95: providing alternatives to abortion; staffing adoption agencies; conducting adult education courses; addressing African American Catholics» pastoral needs; funding programs to prevent alcohol abuse; implementing a new policy on altar servers and guidelines for the Anointing of the Sick; lobbying for arms control; eliminating asbestos in public housing; supporting the activities of the Association of Catholic Colleges and Universities (227 strong); challenging atheism in American society; establishing base communities (also known as small faith communities); providing aid to war victims in Bosnia; conducting Catholic research in bioethics; publicizing the new Catechism of the Catholic Church; battling child abuse; strengthening the relationship between church and labor unions; and deepening the structures and expressions of collegiality in the local and diocesan church.

A spokesman for agricultural minister John McVeigh defended the 567 per cent increase as being based on the national Poultry Code «which state governments agreed to implement in 2002».

None of the funds made available by this Act may be used to implement an interim final or final rule regarding nutrition programs under the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.) and the Child Nutrition Act of 1966 (42 U.S.C. 1771 et seq.) that --(1) requires crediting of tomato paste and puree based on volume; (2) implements a sodium reduction target beyond Target I, the 2 - year target, specified in Notice of Proposed Rulemaking, «Nutrition Standards in the National School Lunch and School Breakfast Programs» (FNS — 2007 — 0038, RIN 0584 — AD59) until the Secretary certifies that the Department has reviewed and evaluated relevant scientific studies and data relevant to the relationship of sodium reductions to human health; and (3) establishes any whole grain requirement without defining «whole grain.»

It showed that 20 countries have enacted laws, decrees or other legal enforceable measures, 27 have enacted many of the Code's provisions as law, 21 countries have implemented the entire Code as a voluntary measure or as a national policy and another 22 are currently drafting regulations based on the International Code and Resolutions.

«Finally, to ensure that the preparation of the Appropriation Bill is based on the Medium Term Expenditure Framework, passed by the National Assembly, signed into law by the President and implemented by the Executive arm of government Section 51 of the Fiscal Responsibility Act has specifically clothed every citizen with the necessary locus standi or legal capacity to enforce the provisions of the law by obtaining prerogative orders or other remedies at the Federal High Court, without having to show any special particular interest.»

This is an open scheme in which national funding agencies, on a voluntary basis, come together to support a priority topic through a joint Call and Programme specification and a single international peer - review process, but with the grants being implemented at the national level.

With the details of providing the same health coverage to all categories of postdocs already worked out, «Garnett - Powers & Associates will be working with the National Postdoctoral Association to implement this sort of program on a national basis,» National Postdoctoral Association to implement this sort of program on a national basis,» national basis,» he said.

Based on last year's recommendations of the National Parks Second Century Commission, on which a number of us also served, the NPS is implementing a number of groundbreaking changes.

In «Supporting Student Success through Time and Technology,» the National Center on Time and Learning offers six in depth case studies of school systems implementing blended learning and an accompanying implementation guide based on those schools» experiences.

His estimate closely matches that of the American Association of School Administrators, which suggested last month on the basis of a survey of 28 districts that implementing the major proposals of the National Commission on Excellence in Education would add 20 percent to district budgets, for a...

In addition to the obvious need for increased teacher resources and teacher support in order to implement new programs, Reimers cited three additional factors: the lack of political will on the part of national and state governments; the resulting insufficient knowledge base to support effective citizenship and human rights education; and the limited ability of international institutions to implement educational change.

The report — produced by the Alexandria, Va. - based National Association of State Directors of Special Education — says that in many charter schools, special education is falling behind because of inadequate information on how to implement programs, and a lack of the technical assistance needed to do so.

Drawing on data from two national pilot programs — Principals as Literacy Leaders (PALL) and Leading Aligned Numeracy Development (LAND)-- this book looks at effective strategies for implementing system improvement and presents approaches for capitalising on successes, and overcoming the shortcomings of initiative - based reforms.

http://www.rti4success.org/ Implementing Response - To - Intervention at the School, District, and State Levels: Functional Assessment, Data - based Problem Solving, and Evidence - based Academic and Behavioral Interventions Howard M. Knoff, PhD This groundbreaking new resource from national expert Howard M. Knoff, PhD, represents the most comprehensive, up - to - date single - authored volume on RtI and published as an e-book to minimize cost and improve access.

Based on CTAC's research and national best practices, this primer analyzes the importance of SLOs and provides a step - by - step guide for successfully designing and implementing SLOs as part of compensation reform.

Design and implement a comprehensive school counseling program based on the National Standards for School Counseling Programs and the American School Counselor Association's National Model

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

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

Instead of relying solely on national tests, as was the case in 1991 — 92, the Israeli system is beginning to implement school - based review and internal monitoring of scholastic achievement in a project that includes about 60 schools.

ExcelinEd Policy, Pilots and the Path to Competency - Based Education: A National Landscape This report, published together with EducationCounsel, offers a survey of current state laws and policies on competency - based education in K - 12 systems and explores the potential challenges they may pose for states implementing this innovative learning mBased Education: A National Landscape This report, published together with EducationCounsel, offers a survey of current state laws and policies on competency - based education in K - 12 systems and explores the potential challenges they may pose for states implementing this innovative learning mbased education in K - 12 systems and explores the potential challenges they may pose for states implementing this innovative learning model.

The schools» efforts are based on the vision of Future Ready Schools, a national program that helps district leaders plan and implement personalized digital learning strategies to help customize lessons for students who may learn at different paces.

In addition to being a BIE National Faculty member, JoAnn Groh is a co-founder and principal of Paulo Freire Freedom School in Tucson, Arizona, where project - based learning is implemented and the curricular focuses on social justice / environmental sustainability.

The District assures OCR that it will take the following actions to comply with the Title VI of the Civil Rights Act of 1964, 42 U.S.C. 2000d (Title VI), and its implementing regulation, 34 C.F.R. Part 100, which prohibit discrimination based on race, color, or national origin by a recipient of Federal financial assistance.

In 2010, president Randi Weingarten created the AFT Ad Hoc Committee on Standards Rollout to initiate an action plan so that all levels of the union — and our partners at the local, state and national levels — can ensure that the CCSS are implemented as part of a comprehensive standards - based system.

Based on a national investigation of more than 40 schools and on detailed case studies, this book illustrates how teachers in six real - life situations in a range of different public schools were able to construct and implement curricula that enabled students to learn challenging disciplinary content through multiple intelligences.

Based on rigorous research reviewed by the National Center on RTI at the American Institutes for Research, the authors highlight several recommendations for implementing RTI with fidelity: 1) Institute a continuum of instructional supports for students through a multi-level prevention system, including primary prevention through high quality core instruction in the classroom, secondary prevention through supplementary interventions of moderate intensity for students most at risk, and tertiary prevention through individualized interventions for those who do not respond to secondary prevention approaches; 2) employ universal screening through brief, valid and reliable assessments; and 3) monitor student progress using research - based assessment tBased on rigorous research reviewed by the National Center on RTI at the American Institutes for Research, the authors highlight several recommendations for implementing RTI with fidelity: 1) Institute a continuum of instructional supports for students through a multi-level prevention system, including primary prevention through high quality core instruction in the classroom, secondary prevention through supplementary interventions of moderate intensity for students most at risk, and tertiary prevention through individualized interventions for those who do not respond to secondary prevention approaches; 2) employ universal screening through brief, valid and reliable assessments; and 3) monitor student progress using research - based assessment tbased assessment tools.

The National Academy of Sciences and experts assembled by the Economic Policy Institute have warned of the potentially damaging consequences of implementing test - based evaluation systems or merit pay based on test scores.

Implementing equal opportunity laws and policies to prevent discrimination based on race, color, national origin, religion, sex, age, sexual orientation, and disability status, as well as protecting individuals against reprisal / retaliation for filing a charge of discrimination, participating in an investigation into alleged discriminatory practices, or opposing discriminatory practices

Implementing equal opportunity laws and policies to prevent workplace discrimination based on race, color, national origin, religion, sex, age, sexual orientation, and disability status, as well as protecting individuals against reprisal / retaliation for filing a charge of workplace discrimination, participating in an investigation into alleged discriminatory practices, or opposing discriminatory practices.

In 2011, we implemented two year school program, which was designed on the basis of several years» research on various curatorial programs, analysis of curatorial practices, consultations with relevant national and international experts, and an evaluation of the past program and consideration of effective models of education in the field of contemporary visual arts and theories.

This policy document aism to address and raise awareness of the social dimension of ecosystem - based adaptation (EbA) to climate change, laying particular emphasis on: i) the social impacts of EbA on global national and regional level and local communities and ii) social considerations in designing and implementing EbA.

This technical document provides the following information: - An update of global greenhouse gas emission estimates, based on a number of different authoritative scientific sources; - An overview of national emission levels, both current (2010) and projected (2020) consistent with current pledges and other commitments; - An estimate of the level of global emissions consistent with the two degree target in 2020, 2030 and 2050; - An update of the assessment of the «emissions gap» for 2020; - A review of selected examples of the rapid progress being made in different parts of the world to implement policies already leading to substantial emission reductions and how they can be scaled up and replicated in other countries, with the view to bridging the emissions gap.

The case was brought by the Public Law Project, a national legal charity that promotes access to justice, on the basis that the residence test would, if implemented, violate fundamental constitutional rights guaranteed by the common law and the European Convention on Human Rights, as incorporated into United Kingdom law by the Human Rights Act 1998.

Selected accomplishments: • Increased efficiencies & reduced production turnaround time 25 % by utilizing functional prioritization • Reduced cancelled orders 30 % and salvaged the threatened loss of key accounts by initiating daily and weekly communications reports and focusing on personalized client supervision • Recognized Client Relationship Specialist and preferred project manager by major national accounts • Key contributor in improvement of inter-departmental project flow by assisting in the establishment of real - time based deadlines for order entry and job order release • Improved office efficiency by initiating purchase order requirements and pre-production checklists implemented by company president for use throughout customer service department and included in new client information packets • Strengthened inter-departmental relationships by practicing team focused recognition and open communication • Won the respect of all department managers, company president and owner as recognized by receiving MVP employee of the quarter award January 2007Page TwoMarketing Manager, Company Name7 / 2002 — 7 / 2004Created and implemented successful internal and external store marketing programs.

Finalized the projects according to the national electrical codes and communicated with contractors to implement based on standardized design.

The Atlanta Daily World (Atlanta, GA) 10/2001 — 07/2004 Office Manager • Collaborated with marketing manager to create positive marketing and promotional partnerships on a local and national level, including the integration and utilization of various media relationships • Supervised and directed classified sales department in the maintenance of existing clientele and generation of new customers, outlining departmental sales goals and tracking associate progress versus established benchmarks • Implemented numerous subscriber promotions and sales campaigns while targeting key newsstands to grow subscriber base and issue sales, supervising members of the circulation team to ensure distributor, vendor, and client satisfaction • Managed various accounting functions to promote accurate billing to advertisers, newsstands, subscribers, and distributors on a weekly and monthly basis • Assisted team with proofreading functions on production day in addition to critiques of the layout and design of classified pages, focusing on paid advertisement placement, content accuracy, and overall appeal • Coordinated Atlanta Daily World sponsorships with the Georgia Statewide Spelling Bee, the City of Atlanta Camp Best Friend paper program, and the organizations» 75th anniversary celebration • Oversaw the execution of critical office and operational functions

The analyses reported here were based on the national core data sets collected for the National Evaluation of the Head Start / Public Schools Early Childhood Transition Demonstration Project directed by Sharon Landesman Ramey, PhD, and Craig Ramey, PhD, which was designed and implemented by the National Transition Demonstration Connational core data sets collected for the National Evaluation of the Head Start / Public Schools Early Childhood Transition Demonstration Project directed by Sharon Landesman Ramey, PhD, and Craig Ramey, PhD, which was designed and implemented by the National Transition Demonstration ConNational Evaluation of the Head Start / Public Schools Early Childhood Transition Demonstration Project directed by Sharon Landesman Ramey, PhD, and Craig Ramey, PhD, which was designed and implemented by the National Transition Demonstration ConNational Transition Demonstration Consortium.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

«We recognize that at the end of the day, while it's a national initiative, it will be implemented on a province by province, territory by territory basis, at different speeds and at different levels and depths, and that not every province may buy into the whole thing.