Sentences with phrase «social development outcomes»

The change of focus from consideration of the legal framework of native title to consideration of the economic and social development outcomes that may be generated through the native title system is a natural progression in our work for reasons other than political utility.

While there are many examples of native title agreements that do provide economic and social development outcomes for traditional owner groups these are not usually a result of applying native title policy goals, but rather come out of the intersection of native title with the States» other policy priorities.

Agreement - making processes also provide Indigenous peoples with an opportunity to obtain economic and social development outcomes.

While previous reports have made it clear that the NTA needs to provide a just and equitable framework for returning land to Indigenous people, we also need to explore other opportunities to expand the economic and social development outcomes for Indigenous people produced by the native title system.

In focusing on the economic and social development outcomes of thirty years of land rights, critical thought should be directed at the adequacy of the mechanisms set up to achieve these aims.

Principle 5 above also prioritises «integration» in order to direct the native title system towards economic and social development outcomes.

Communal ownership and decision - making are seen to be inhibitors of economic and social development outcomes.

The consultations highlighted critical issues for agreement making directed to economic and social development outcomes, including the need for: effective community decision making structures and community engagement with the process; adequate time and resources for capacity development; creative ideas for sustainable economic development; support for outcomes beyond the legal framework; positive relationships; and underlying infrastructure such as health, roads and education to be guaranteed by governments.

State governments must be commended for funding negotiations and other initiatives that increase the potential for beneficial economic and social development outcomes for traditional owner groups.

The principles presented in this Report for promoting economic and social development through native title, seek to integrate the structures and values that are important to Indigenous peoples with the processes that will maximize the economic and social development outcomes for traditional owner groups.

The important role of self - determination in achieving economic and social development outcomes is also recognized in the Declaration on the Right to Development and is demonstrated by the experience of North American Indian groups.

Before going specifically to the principles it is important to note that the overarching goal of the principles - the economic and social development of the traditional owner group, is consistent with the goals of the broader Indigenous policy which posits a range of economic and social development outcomes as urgent priorities.

Indeed, the experience of North American Indian communities reinvigorates the purpose of communal ownership and decision - making and re-recognises the importance of self - determination, particularly in those communities seeking to achieve improved economic and social development outcomes.

We have an award winning project team based in Kenya and are the recognised market leader in the creation and delivery of projects that create positive environmental and social development outcomes.

Not exact matches

One of the major outcomes of the recent advances in the social age is the resurgence of contextually - based persona development and its» role in helping to inform as well as shape strategy.

Similarly, researchers in the USA traced the social development of three major issues in recent history for which millions and millions of Christians have prayed in an effort to affect the outcome:

Granted, the outcome may not be a sharply defined «civil religion» — one that could be universally recognized as such — but at the least it can be anticipated that some kind of «political religion» will be more likely to emerge in societies where legal structures take on meaning - bestowal qualities.6 Obviously such political religion can emerge in «totalitarian» as well as «democratic» societies, but in either setting it will be the law and not mere coercion that facilitates social development.

These outcomes include reducing the welfare caseload; employing former welfare recipients; increasing incomes for the poor and near poor; improving the cognitive, physical and social development of children; reducing out - of - wedlock births; improving health care for low - income residents; and bolstering job stability and advancement.

During the development of the Basin Plan, Basin water ministers requested an adjustment mechanism be included to allow for better social, economic and environmental outcomes than would otherwise have been achieved.

Endorsement recognizes professionals, and the organizations they work for, as having taken additional steps to increase their understanding of infant / toddler development, healthy social - emotional development, and the importance of relationships in the long - term outcomes of infants and toddlers.

Other developmental outcomes (such as motor development and social - emotional behavior) also failed to differ between the two groups.

Stakeholders» input was integrated into development of A Healthy Start for Minnesota Children: Supporting Opportunities for Life - Long Health, a theory of change that depicts how public understanding, health in all policies, and community innovation lead to 1) safe, stable, nurturing relationships and environments and 2) social and economic security, which in turn will help the state achieve its ultimate outcome — that every Minnesota child, prenatal to age three years, will thrive in their family and community and achieve their full potential regardless of their race, where they live, or their family's income.

Program outcomes may focus on adults or on children; providers frequently cite multiple goals (e.g., improved child development, parent social - emotional support, parent education).12

Specifically, what home visiting program models show the greatest promise for improving pregnancy outcomes, reducing child abuse and neglect, and improving parents» life - course and children's social and emotional development?

Understanding the impacts home visiting programs have had on children's social and emotional development begins with identifying those programs that have affected antecedent risk and protective factors associated with child and emotional development in addition to specific social and emotional outcomes.

A variety of studies suggest that fathers» engagement positively impacts their children's social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive development.35

These findings are all consistent with the growing body of literature on the impact of adverse childhood experiences on neurological, cognitive, emotional and social development, as well as physical health.38 Although some studies have found no relation between physical punishment and negative outcomes, 35 and others have found the relation to be moderated by other factors, 12 no study has found physical punishment to have a long - term positive effect, and most studies have found negative effects.17

The effects of breastfeeding on children's development have important implications for both public - health policies and for the design of targeted early intervention strategies to improve the developmental outcomes of children at risk as a result of biological (e.g., prematurity) or social adversity (e.g., poverty).

This is in spite of the wealth of evidence that poverty can devastate children's life chances by damaging their cognitive, emotional and social development, physical and mental health, and educational outcomes.

Entitled Social science and epigenetics: opportunities and challenges, the symposium will seek to examine how multidisciplinary research into epigenetics — the science of the lasting marks that modify the expression of the genes encoded in our DNA — might help provide answers to societal concerns including why deprivation has such a marked impact on child development and on health outcomes.

Although the general approach and results are «positive and useful,» says economist Jeffrey Sachs of Columbia University, «we don't learn very much about how levels of community development, government policies, local ecology, prevalent farm systems, and social organization influence the outcomes.»

These optimal outcomes include increased IQ, increased adaptive and social behaviors as well as promoting the normal development of the brain and behavior that optimizes a child's potential to participate meaningfully in the community into their adult years.

«Studies on early childhood education programs have historically focused on child outcomes,» said study lead author Terri Sabol, an assistant professor of human development and social policy at Northwestern's School of Education and Social Psocial policy at Northwestern's School of Education and Social PSocial Policy.

The report, Does Money Affect Children's Outcomes: An Update, shows that income itself is important for children's cognitive development, physical health, and social and behavioural development.

, our evaluation partner in measuring social - emotional learning and youth development outcomes in our students.

The evaluation report released on 12 April by Mission Australia and the University of Adelaide highlights that quality intensive casework support is critical to the program's success in addressing the multiple and complex barriers that can affect a young person's ability to stay in school, their social participation and achievement of positive learning and self - development outcomes.

Outcomes include bridging the fields of social and cognitive development, training a new community of scholars in conducting empirical research on early - developing generosity, and connecting scientific audiences with parents, educators, and practitioners.

Whether the groups» focus is personal and social development in Year 4, leadership in Year 7 or narrowing the achievement gap with Year 10s, Brathay adopts the same approach that seeks to maximise the conditions for learning and achieve the desired learning outcomes.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

«Instruction that promotes students» social and emotional development (SED) facilitates better student outcomes on college - and career - ready (CCR) standards.

This revolution in new knowledge about the developing brain and human genome, linked to advances in the behavioral and social sciences, offers new opportunities for more effective strategies to improve outcomes in education, economic development, health, and social welfare.

Two outstanding lessons merged into one Power Point that could easily be stretched across three / four lessons lesson (3/4 hours) consisting of; differentiated learning outcomes, starters, plenaries, key terms, exam technique and assessment question practice, based on the social development across life stages as well as an opportunity to identify key theories associated with each aspect of development (PIES) in preparation for the 10 mark exam questions.

Three big factors will increasingly differentiate student outcomes: (1) development of students» self - motivation (2) effectiveness addressing learning barriers, like time - management, emotional disruptions, and social pressures that affect learning even among advantaged children; and (3) students» higher - order capabilities like analytical, conceptual and creative thinking, especially as applied to solve real problems.»

A sustained positive school climate promotes students» social, mental and emotional development, and behavioural and learning outcomes, while guaranteeing both physical and social safety (Zullig et al., 2010, Loukas and Robinson, 2004).

Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL skills, attitudes, positive social behavior, and academic performance while finding decreases in conduct problems, emotional distress, and drug use.

Early childhood mental health, or healthy emotional well - being, has been clearly linked to children's school readiness outcomes, and research estimates that between 9 percent and 14 percent of young children experience mental health, or social and emotional, issues that negatively impact their development.

Warren is interested in the development of community leaders through involvement in multiracial political action as well as the outcomes of such efforts in fostering community development, social justice, and school transformation; and is committed to using the results of scholarly research to advance democratic practice.

The authors of the study hold out hope that the positive finding on kindergarten retentions means that the TN - VPK had a positive effect on children's social / emotional development, which will lead to long term positive outcomes like those that were found in the famous Perry Preschool Project (in which, for example, participants were less likely than nonparticipants to have had encounters with the criminal justice system as adults).

Learning Around the Clock: Benefits of Expanded Learning Opportunities for Older Youth identifies and describes Expanded Learning Opportunities (ELOs) that improve academic performance, college and career preparation, social and emotional development, and health and wellness outcomes for underserved youth.

«Success depends as much on students» social and emotional development as on their cognitive abilities and Open Circle can help improve these outcomes by providing teachers with evidence - based tools and techniques.»