Sentences with phrase «key identifying feature»

Key identified features include extended duration of PD, access to technology, opportunities for the teacher to engage actively in activities in a student role, time to address individual teachers» contextual factors, a clear vision, and time to collaborate with peers (Lawless & Pellegrino, 2007; Zinger, Tate, & Warschauer, 2017).

Costume jewelry by Marcel Boucher has key identifying features that help to date it and determine price.

Not exact matches

Zahid identifies young people as a key demographic that has largely been reticent to get on the saddle, since cycles to this point have not featured the same social connectivity options that are a staple of every other aspect of their lives.

This paper describes the basic features of the proposed approach, elaborates its key advantages and identifies issues for consultation.

A press release from Cambridge celebrating its Ogilvy Award win featured a statement from then - senior vice president Emily Cornell: «Our team was able to identify a key group of undecided women voters in the final months leading up to the Election Day,» she said, «which ultimately led to «Can't Run Her House» — one of the most successful ads of the cycle.»

After identifying the key features that your audience loves, you can then build a tool.

Cedar Grove approved the pods for inclusion after multiple tests and because the pod's brown ring and PurPod100 ™ information are key distinguishing features, helping consumers identify that these pods can go in the organics waste stream.

The report identifies key trends that will influence the packaging industry over the next five years and highlights the significance of e-commerce specific packaging and «smart» packaging features.

PREPARING LEGENDS BASEBALL CAMP FEATURES Pitching Instruction Learn proper mechanics to help avoid injury and improve efficiency Hitting Instruction Learn mechanics, pitch selection, and mental preparation Defense and Base Running Individual and group instruction Intrinsic Motivation Identify and develop the ability to motivate from within Goal Setting Learn our formula for success as it pertains to baseball and life Nutrition for Performance Learn the impact nutrition plays in your performance Speed, Agility and Core Strengthening A key for baseball performance

Enter the newly identified 247 - million - to 242 - million - year - old Teleocrater rhadinus, a close relative of dinosaurs that also happened to walk on all fours and share some key features with the ancestors of crocodiles.

After the sections of DNA sequence have been assembled into a complete genome sequence we need to identify where the genes and key features are, but how do we do this?

«The bioinformatics tools have matured to the point that we can now find the proverbial «needle in a haystack,» meaning we can now identify genes and pathways that are unique to pathogenic microbes, which will focus future research efforts on these key pathogen - specific features,» Fouts said.

Key features of this innovative technology are that it (1) learns more and more about the stability of the patient's glaucoma with every measurement of eye pressure or visual field, (2) can be personalized to identify the optimal frequency of testing for each individual patient, and (3) would suggest an eye pressure level specific for that particular patient that the care provider would use in the process of recommending treatment.

UNC Lineberger researchers led by Nancy Thomas, MD, PhD, have identified key features linked to amelanotic melanoma, a form of skin cancer that lacks the brown or black color that stems from the pigment melanin.

Together, our results identify SCYL1 as a key regulator of motor neuron survival, and Scyl1 -LRB-- / --RRB- mice share pathological features with many human neurodegenerative conditions.

This will include a summary detailing the data that have been generated and key features of the genome identified from genomic assembly and clone mapping / sequencing.

15 In fact, type 2 diabetes (T2D)-- a condition stemming from broken glucose metabolism and insulin signaling — has been identified as an additional risk factor for developing AD.16, 17 Moreover, the pathological changes that occur in AD in the brain physically resemble those seen in the pancreas and vasculature in T2D.9, 18 Type 2 diabetics who carry ApoE4 alleles are at the greatest risk for AD, with an even more severe risk reserved for those treated with exogenous insulin.19 This suggests that either T2D or related features of the metabolic syndrome bring about AD, or that they are separate consequences of the same underlying cause — and moreover, that insulin is a key factor.

This article will help you identify the key types of thyroid conditions and their common features.

Such services and their worth can be identified by certain key features, which can make or break the online dating website.

Students identify key features of a film review and the persuasive techniques used.

The school's review of the research on PBL identified key features that were evident in a range of articles, books and teacher resources, including:

Learning Intentions for lesson are: Identify key features of a Gurdwara Explore how respect and equality is shown in a Gurdwara Construct a diary account of your visit to a Gurdwara

An effective learning culture in a school has a number of key features, including: engaging teachers in collaboration, using data to inform decision making and learning activities, conducting professional learning that is based on current research and identifying the impact of professional learning on staff and student outcomes from the outset (AITSL, 2013b).

This is the third lesson of the unit «Exploring Hinduism» in which pupils learn to give 2 - 3 examples of key features of Hindu festival of Diwali, to identify the key events of the story of Rama and Sita and to describe 3 - 4 practices associated with Diwali.

In particular, students learn about the key features of tragedies, identify these in the play, and analyse their effectiveness, considering Russell's intentions.

Students use a diagram of trench to identify their key features.

Students learn through a logical and step - by - step learning journey, including: - Defining the key term «patriotism» and considering its pros and cons; - Understanding key information about E.E Cummings» life; - Reading and interpreting the poem; - Investigating the structural make - up of the poem, and considering how this links to the poet's message; - Identifying the language features used throughout the poem, and considering how these link to the poet's message; - Analysing how language and structure create meaning through the poem; - Peer assessing each others» learning attempts.

The lesson follows a clear and logical learning journey, with students learning to: - Understand the key terms «compare» and «contrast», and the importance of these skills in English; - Categorise the different features that they can compare, under the headings «Purpose», «Audience», «Language» and «Structure;» - Read (and identify the key features within) two morally and ethically intriguing texts, offering diverse views of young people in the media; - Compare the two texts, using a clear and concise template, and newly - acquired knowledge of different types of connectives; - Peer - assess each other's comparative essay attempts.

Participants learn to: - Understand the key features of meaningful engaged learning; - Identify and analyse these features in video examples of lesson starters; - Discuss / evaluate these concepts with regards to their own practices / settings; - Design, plan, and implement their own engaging lesson starters, using the provided handy prompts and planning materials; Provided in this pack is: - Visually - engaging presentation with embedded videos.

Students follow a clear and logical learning journey, in which they: - Define and identify the key structural features of limericks; - Read limericks, answering questions about the content and use of language and structure; - Hone their rhyming skills through a fun and interactive game; - Create a success criteria for effective limerick writing (a ready - made success criteria is included)- Write their own limericks, using the techniques that they have learnt; - Peer / self - assess their learning attempts.

Over the course of this journey, they become able to: - Define the key term «bravery» and understand its position as a theme within the plot; - Read the story «Perseus and Medusa» and interpret the key meanings; - Identify, explain, and analyse the key plot elements and themes in «Perseus and Medusa;» - Storyboard the main plot features in the text; - Engage deeply with the text by inferring the thoughts and feelings of the main character; - Peer assess each other's learning attempts.

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

One of the key features identified in the SEND code of practice 2015 is working together across education, health and social care for joint outcomes.

Our first paper has identified the key features that will likely be included in the kind of transformation that needs to occur:

Students working at Level 3 can, for example: justify reasons for restrictions to free speech; identify benefits of volunteering to the individual and the community; identify that sites of historic significance belong to the whole community; recognise some key functions and features of the parliament such as defining the role of the speaker of the House of Representatives; and recognise the key feature of the separation of powers in Australia.

This year's report also features a special analysis by the Editorial Projects in Education Research Center, which tracks several key economic indicators over time, unpacks education funding tied to the federal American Recovery and Reinvestment Act, and identifies education - related jobs saved as a result of the economic stimulus package.

The focus of the analysis was on (a) identifying key features and attributes of SEL programming for elementary - school - aged children, and (b) making general comparisons across varying program approaches.

Students identify language features in 8 short key extracts from the novella.

Pupils will be expected to identify and describe key actions and dynamic, spatial and relationship features, making connection between what they will see in the «Cog» video to movements they learn, create and perform.

Start Well identified the key aspects of perceived workload, work - life balance, and levels of peer / social support as providing modifiable features of the early career teaching experience that could be targeted for both professional and health benefits (Bennett, Newman, Kay - Lambkin, & Hazel, 2016).

Over the course of this journey, they become able to: - Define and exemplify the key language devices of playscripts; - Identify the key features within an extract of an existing playscript, commenting upon effect; - Gaining an in - depth understanding of the application of some of the more complicated language features; - Completing short, fun, application tasks to check their understanding; - Write their own playscripts, with accurate language and devices; - Self / Peer assess their playscript attempts.

Educators who provided feedback about Imagine Language & Literacy for this review highlighted the program's reporting features as a key strength of the program, explaining that reports enabled them to rapidly identify students who are struggling with a particular concept or skill and to provide targeted intervention.

For school and district administrators, the Built Test feature allows you to create custom assessments that easily identify students» areas of strength and weakness, as well as interim assessments at key points throughout the year to measure progress.

In their synthesis of several dozen studies of after - school programs, Little, Wimer, and Weiss (2008) identified three key features necessary for successful programs: sustained attendance, quality programming and staffing, and strong partnerships between the program and other places where students learn, including schools, families, and community institutions.

Identifying key features in programs for the gifted.

The researchers identified five key principles of the CPC that they say led to its effectiveness, including providing services that are of sufficient length or duration, are high in intensity and enrichment, feature small class sizes and teacher - student ratios, are comprehensive in scope and are implemented by well - trained and well - compensated staff.

The report looks at 25 top SEL programs to identify and summarize key features and attributes of programming for elementary - age children, addressing the need for detailed information about SEL curricula and implementation to help schools and OST providers make informed decisions.

The researchers conducted a national cross-sectional study and a follow - up longitudinal study to (a) identify the key features of effective professional development activities, (b) determine the

The NCII website identifies the five following key features of intensive intervention:

A key feature is a 10 - step approach to implementing inclusion, from conducting a needs assessment through identifying technical assistance resources, and use of evaluation information for improvement.