Sentences with phrase «research opportunities differ»

In contrast, graduate school activities are more varied, because graduate curricula and research opportunities differ by faculty expertise within a program.

Not exact matches

For those who have researched the industry, the systematic process for evaluating and completing a new venture capital investment opportunity has many different and structured approaches that can differ widely by Venture capital firms, and can vary greatly due to specifics of the target company or the transaction process.

Research suggests that EL families» socioeconomic status, lack of social connectivity, language barriers, differing cultural perspectives about family engagement in education, and lack of familiarity with U.S. school procedures are all factors that constrain EL families» awareness of school options and opportunities.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

«PLS accounts differ from a traditional savings account in that each participant has the opportunity to win a lottery in the form of money or prizes instead of earning a competitive interest rate on balances,» says Kate Lawton, brand manager with Filene Research Institute (FRI), a U.S. consumer financial think tank that worked with the Michigan Credit Union League and Doorways to Dream Fund to offer the first PLS in the U.S., in Michigan.

But then I want to offer a second point of critique, based on a line of research I have underway on how work done in the name of learning (and the learned), in such institutional settings as universities, tends to give rise to a distinct class of intellectual properties, one that differs from commercial properties and places a different set of opportunities and responsibilities on the owners of those learned properties.