Sentences with phrase «less education and resources»

Not exact matches

«There are a great many young people considering forgoing the traditional post-secondary education route in favor of less debt, more employer - sponsored training, and more employment opportunities [according to the Universum research],» said China Gorman, newly installed as Universum's chairman of the board for North America and former chief operating officer and interim CEO at the Society for Human Resource Management.

Common sense would dictate that if the people of a large society wanted to pay less to house criminals, wanted fewer abortions, and more people working — they would put their resources towards educating their youth on how to not get pregnant, providing contraception to those women who do not want children until they are equipped to raise them, and towards making sure all children obtain the highest possible education they can achieve.

Would it not be more rational (and humane) to invest more of our resources in such things as health care and education and less in providing 17 brands of breakfast cereal or dream cars with Moroccan leather upholstery?

Preaching can learn from counseling (and creative education) at another point — that it is far less help to people, in the long run, to give them answers than it is to provide them with resources for finding their own answers.

The report finds makes a list of recommendations for business, industry, professional bodies and government, namely: Construction businesses · Focus on better human resource management · Introduce and / or expand mentoring schemes · Boost investment in training · Develop talent from the trades as potential managers and professionals · Engage with the community and local education establishments Industry · Rally around social mobility as a collective theme · Promote better human resource management and support the effort of businesses · Promote and develop the UK as an international hub of construction excellence · Support diversity and schemes that widen access to management and the professions · Emphasise and spread understanding of the built environment's impact on social mobility Professional bodies and institutions · Drive the aspirations of Professions for Good for promoting social mobility and diversity · Support wider access to the professions and support those from less - privileged backgrounds · Promote and develop the UK as an international hub of construction excellence · Emphasise and spread understanding of the built environment's impact on social mobility · Provide greater routes for degree - level learning among those working within construction Government · Produce with urgency a plan to boost the UK as an international hub of construction excellence, as a core part of the Industrial Strategy · Provide greater funding to support the travel costs of apprentices · Support wider access to the professions and support those from less - privileged backgrounds · Place greater weight in project appraisal on the impact the built environment has on social mobility The report is being formally launched at an event in the House of Commons later today.

The study, published in the Chinese Sociological Review, found that women with less marital power — shaped by their relative income, resources and education — had lower «fertility autonomy» and were likelier to succumb to pressure to have a second child even if they did not want to.

People with fewer socioeconomic resources — less education, lower income — have less healthy diets, may be less physically active and have poorer quality sleep, all of which lead to the early development of heart disease risk factors.

America's deeply conservative public education system is striking back at this disruptive innovation, which shifts power from producers to consumers; demonstrates that more can be done with less at the school level; and moves control of resources from central bureaucracies to autonomous schools.

When I started in education, I taught in Montgomery, Alabama, a small city in a state with much less access to customized textbooks and resources than larger and wealthier cities and states.

Many of the individuals who are driving education policy in this country... sent their own children to abundantly financed private schools where class sizes were 16 or less, and yet continue to insist that resources, equitable funding, and class size don't matter — when all the evidence points to the contrary (Haimson, 2009).

In recent decades, public - private partnerships (PPPs) and private providers have emerged as major forces in education in the less - developed and developing worlds, often supplying the lion's share of education services where scarce resources have crippled state - run schooling.

Over the past few years, as higher stakes have been attached to the tests, we have seen schools devote more time to test prep, leaving less time and fewer resources for instruction in music, the arts, social studies and physical education.

Although Heckman and Carneiro devote markedly less space to the public school system than to the failure of job training programs, the potential effectiveness of early - childhood education, and the importance of noncognitive skills, they do document a «growing consensus» that schools» material resources are only weakly related to their students» earnings later in life.

Moreover, advocates should keep in mind that school districts in participating states access Medicaid dollars directly to pay for medically necessary services for students with disabilities.70 The Individuals with Disabilities Education Act requires that districts provide all necessary services and resources to afford every child a «free appropriate public education,» and some medically related supports qualify for Medicaid reimbursement.71 With less Medicaid funding statewide to meet that guarantee, states and districts would have to siphon money from other education funding streams to afford necessary medical services that support the learning of students with disaEducation Act requires that districts provide all necessary services and resources to afford every child a «free appropriate public education,» and some medically related supports qualify for Medicaid reimbursement.71 With less Medicaid funding statewide to meet that guarantee, states and districts would have to siphon money from other education funding streams to afford necessary medical services that support the learning of students with disaeducation,» and some medically related supports qualify for Medicaid reimbursement.71 With less Medicaid funding statewide to meet that guarantee, states and districts would have to siphon money from other education funding streams to afford necessary medical services that support the learning of students with disaeducation funding streams to afford necessary medical services that support the learning of students with disabilities.

Low rankings on school funding fairness correlate to poor state performance on key resource indicators, including less access to early childhood education, noncompetitive wages for teachers, and higher teacher ‐ to ‐ pupil ratios.

Commenting on the decision attorney Sutherland said, «Corporations open (and close and transfer) these «resource centers» among related and wholly controlled alter egos at will without notice to anyone or approval by any elected board of education, much less the one in which its located, and the sites then operate with little to no oversight.

As public schools are increasingly threatened by a view of education that supports privatization, zero - tolerance discipline policies, less funding, and high - stakes standardized tests, AROS is fighting back with a broad vision of American public education that prioritizes racial justice, equity and well - resourced, world - class, public community schools.

The national group, Alliance to Reclaim Our Schools, issued a statement explaining: «As public schools are increasingly threatened by a view of education that supports privatization, zero - tolerance discipline policies, less funding, and high - stakes standardized tests, AROS is fighting back with a broad vision of American public education that prioritizes racial justice, equity and well - resourced, world - class, public community schools.»

Over half of the state's unfilled teacher positions are in bilingual and Special Education, meaning English learners and students with special needs are less likely to have the supports they need, especially if they live in under - resourced districts with more low - income students or more students of color.

Many of the individuals who are driving education policy in this country, including New York City Mayor Michael Bloomberg, Jeb Bush and Bill Gates, sent their own children to abundantly financed private schools where class sizes were 16 or less, and yet continue to insist that resources, equitable funding, and class size don't matter — when all the evidence points to the contrary.

America First Credit Union will provide resources to charitable, educational, and civic outreach efforts that parallel our mission of financial literacy education, and directly supporting organizations that provide food, shelter, clothing and medical resources to the less fortunate in the communities we serve.

The primary missions of the WATCVM include: promoting the education of TCVM by providing financial support to veterinary students, assisting in the development and functions of TCVM Student Associations at veterinary colleges, funding basic and applied research projects and providing recognition for findings at the annual TCVM conferences, developing TCVM research standards through the International Organization for Standards, and assisting developing countries with a per capita income of less than $ 4,000 USD to develop TCVM programs at veterinary colleges and award scholarships to students.In an effort to support the education, research and practice of TCVM, the WATCVM provides practitioners with the following resources:

Dr. Walesby strives to provide information, education and resources to make the decision - making journey more understandable and less daunting.

Economic growth provides resources for solving problems — conserving and restoring ecosystems, better sanitation and safer water, better health and education, updating the diesel fleet and other productive assets to emit less black carbon, developing better and cheaper ways of producing electricity, replacing cooking fires with better ways of preparing food thus avoiding millions of deaths annually, etc..

Statistics indicate that persons with disabilities, in comparison to non-disabled persons, have less education, are more likely to be outside the labour force, face much higher unemployment rates, and are concentrated at the lower end of the pay scale when employed; see Minister of Human Resources Development, Persons with Disabilities: A Supplementary Paper (1994), at pp. 3 - 4, and Statistics Canada, A Portrait of Persons with Disabilities (1995), at pp. 46 - 49.

Low - income fathers often face the additional challenge of not having sufficient education, skills, and other resources to bring to their relationships, making them less likely to be able to provide financially and build and maintain healthy relationships.9 Likewise, the stresses and anxieties that come with poverty can negatively influence relationships between partners and between parents and their children.10

Cohabiting couples tend to be younger and have less college education than married couples, and cohabiting fathers tend to have lower incomes and are slightly less likely to be employed than married fathers (77 % compared to 90 %).19 Consequently, cohabiting couples may need more support to build economic stability, including job training and placement, as well as financial education to better manage less income and fewer resources.

Disadvantaged children tend to fall behind before their second birthday: Children whose families lack economic and educational resources — those who are in the lowest socio - economic group, who live in poverty, whose parents have less education, or whose mothers are not employed — tend to lag behind their peers who have more of these resources in developing language skills, early math, and social - emotional indicators by age 2.

Families on the verge of breakup are also characterized by less intimate parent - parent and parent - child relationships, less parental commitment to children's education, and fewer economic and human resources.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.