Sentences with phrase «social outcomes resulting»

Developmental lending as practiced by IBC involves providing financial services (primarily loans) to aboriginal people who, for a variety of cultural and / or financial reasons, are alienated by mainstream lending institutions; approving loan applications on the basis of typical financial considerations while taking into account the potential for positive social or community outcomes; and evaluating social outcomes resulting from the loan portfolio over the long term.

Not exact matches

One major positive outcome from such a result will be that social network entrepreneurs will be emboldened to start new and better websites and apps.

This event may represent only an anomalous electoral outcome, the result of the special social character and ethical climate of a single state in the American West.

Infact, there has been a report that has gone viral on the Football Social Media that, whatever be the outcome of the result that will emanate from the Bridge today's afternoon.

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 collaboration will leverage the strengths of both the child welfare and education systems, resulting in better outcomes for children,» said Department of Social Services Commissioner Al Dirschberger.

«Voters want to hear about the economic and financial consequences of the choice that they make, and it is on the outcome of that debate that the result of the referendum is likely to turn,» professor John Curtice, research consultant at ScotCen Social Research, said.

Contrary to current beliefs viewing gang structure as hierarchical and clan recruiting processes as rigorous, Red Gang members described their gang structure as a loose social network into which individuals drifted through friendships with current associates; similarly, gang leadership was said to be the result of personal dexterity — individuals ascended to command status because of their personal traits — rather than the outcome of a selective system imposed from above.

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.»

With the number of metrics the researchers looked at, and the different outcomes each found, the results are wide open to interpretation, says Michael Inzlicht, a social psychologist at the University of Toronto.

«The resulting social isolation may also promote unhealthy behaviors, such as excessive food intake and decreased participation in sports and physical activities, which can lead to further weight gain and thus a cycle of poor physical and social outcomes.»

Too often, teachers tend to blame «undesirable» outcomes or academic results on student absence, attitude to learning, or social / behavioural factors.

Indeed, at a time when parents are being admonished to develop their children's emotional and social intelligences as much as their academic ones, it may well undermine parents» confidence in a results - based accountability system if all that system does is measure academic outcomes.

Given the impact of educational attainment on a variety of economic and social outcomes, a positive result could have significant implications for the value of school - choice programs that include charter high schools.

We know from analyses of college dropout and job failures that such outcomes are less the result of intellectual shortcomings than they are due to deficiencies in the social - emotional and character competencies (or moral and performance character, if you prefer that terminology).

According to the new OECD report, «Starting Strong 2017: Key OECD indicators on early childhood education and care,» some countries are managing this process well and as a result see a «very modest impact of the social and immigrant background of children on their learning and social outcomes.»

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.

In addition, the new report includes a broader range of student outcomes, examining not only state test results in reading and math, but also test scores in science and social studies; results on a nationally normed assessment that includes measures of higher - order thinking; and behaviors reported by students and parents.

Evaluations have shown that academic results have remained consistent but the outcomes of social - emotional learning and skills based learning have improved.

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

The implementation aspect of this study showed that the adult social emotional skills are essential to delivering a program that results in measurable child outcomes.

As one of the only assessment systems for social and emotional learning validated through years of research, Evo SEL can provide your program with quantitative results to support your social and emotional learning outcomes.

Alefiya Bhatia believes that involved communities result in higher academic and social outcomes, stronger values, and increased future success for students.

Other analyses of afterschool programs with similar frameworks (that emphasize the same competencies but do not explicitly associate with CASEL) also found overwhelmingly positive results with regards to social and behavioral outcomes.

Similar results were found through other research, such as a 2014 study by Washington University in St. Louis that indicated nearly half of all Americans couldn't come up with $ 2,000 within 30 days to cover a major illness or job layoff, leading to poor social, psychological and health outcomes for the entire household.

All science, even the soft, social sciences, have to start every experiment or study without prejudice, without a predetermined outcome, without already having decided what the results will be.

No social scientist would ever submit the results of a subjective rating study where he alone did all the ratings and had an ideological conflict of interest with respect to the outcome.

But extensive evidence demonstrates that a reliance on financial intermediaries frequently results in deeply inadequate monitoring and transparency, poor development outcomes, compromised environmental and social standards and serious deficiencies in accountability to affected communities and other stakeholders.

As a result, asking the bars to step in and develop social media policies now could lead to an overly restrictive outcome.

Results: The results of intervention showed significant differences between control and intervention group in knowledge, outcome expectancies, social skills and self - efficacy but did not significantly increase in perceived social support toward substanResults: The results of intervention showed significant differences between control and intervention group in knowledge, outcome expectancies, social skills and self - efficacy but did not significantly increase in perceived social support toward substanresults of intervention showed significant differences between control and intervention group in knowledge, outcome expectancies, social skills and self - efficacy but did not significantly increase in perceived social support toward substance use.

By itself, home visiting may be insufficient to result in satisfactory improvements in health and social outcomes.30 It is clear that home - visiting programs are not a panacea for solving the problems of delayed child development and child abuse prevention but one of many tools to be used in a careful and thoughtful manner.

Although the results from the present study may not be conclusive on whether children who participate in ECE have better learning outcomes due to lack of robust longitudinal support, it is undeniable that stimulation of child characteristics that are targeted to reduce educational inequalities at school entry between advantaged and disadvantaged children represents a critical foundation in reducing the economic, health, and social burdens associated with poverty.

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.

Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families Leung, Tsang, & Heung (2013) Research on Social Work Practice, 23 (4) View Abstract Reviews the pilot evaluation and resulting promising outcomes of the Healthy Start Home Visit Program for disadvantaged Chinese parents with preschool children, delivered by trained parent assistants to make services more accessible to disadvantaged families.

Contrary to the meta - analyses of Crits - Christoph5 andAnderson and Lambert, 7 studies of IPT werenot included (eg, Elkin et al30 and Wilfleyet al31), because the relation of IPT to STPPis controversial, and empirical results suggest that IPT is very close toCBT.9 Thus, this review includes only studiesfor which there is a general agreement that they represent models of STPP.As it is questionable to aggregate the results of very different outcome measuresthat refer to different areas of psychological functioning, we assessed theefficacy of STPP separately for target symptoms, general psychiatric symptoms (ie, comorbid symptoms), and social functioning.32 Thisprocedure is analogous to the meta - analysis of Crits - Christoph.5 Asoutcome measures of target problems, we included patient ratings of targetproblems and measures referring to the symptoms that are specific to the patientgroup under study, eg, measures of anxiety for studies investigating treatmentsof anxiety disorders.33 For the efficacy ofSTPP in general psychiatric symptoms, broad measures of psychiatric symptomssuch as the Symptom Checklist - 90 and specific measures that do not refer specificallyto the disorder under study were included; eg, the Beck Depression Inventoryapplied in patients with personality disorders.34, 35 Forthe assessment of social functioning, the Social Adjustment Scale and similarmeasures were inclusocial functioning.32 Thisprocedure is analogous to the meta - analysis of Crits - Christoph.5 Asoutcome measures of target problems, we included patient ratings of targetproblems and measures referring to the symptoms that are specific to the patientgroup under study, eg, measures of anxiety for studies investigating treatmentsof anxiety disorders.33 For the efficacy ofSTPP in general psychiatric symptoms, broad measures of psychiatric symptomssuch as the Symptom Checklist - 90 and specific measures that do not refer specificallyto the disorder under study were included; eg, the Beck Depression Inventoryapplied in patients with personality disorders.34, 35 Forthe assessment of social functioning, the Social Adjustment Scale and similarmeasures were inclusocial functioning, the Social Adjustment Scale and similarmeasures were incluSocial Adjustment Scale and similarmeasures were included.36

The resulting changes in physiology, behavior, and social functioning are in turn associated with many of the adolescent and adult outcomes seen in the ACE study (Table 2).

The results lead us to conclude that the examination with received support is more appropriate to investigate the actual social support exchange and its outcomes, as it is suggested the measurement of received support would be helpful to specify the effectiveness of social support (Fukuoka, 1999).

What makes it look as though developmental outcomes result from many different environmental influences blended together is the fact that most social behaviors are influenced by genes as well as by experiences.

The Effects of Early Intervention on Human Development and Social Outcomes: Provisional Evidence from ABC and Care, published in Pediatrics in April 2013, details the experiment and results.

A variety of countries, such as Belgium, Denmark, Norway, and Australia, and various U.S. states have implemented equal parenting, joint custody, or shared parenting presumptive legislation, which has resulted in lower court costs, less conflict, and improved social outcomes for the children of divorce.

TPOT ™ results show which practices are being implemented successfully — and what teachers need to focus on to ensure positive social - emotional outcomes for young children.

A variety of countries, such as Belgium, Denmark, Norway, Australia and various U.S. states have implemented equal parenting, joint custody or shared parenting presumptive legislation which has resulted in lowered court costs, less conflict and improved social outcomes for the children of divorce.

CONCLUSIONS: These results suggest that the behavioral expression of allelic variation in MAOA activity is sensitive to social experiences early in development and that its functional outcome might depend on social context.

Early childhood education programs that implement research - based program standards of quality have been shown to result in positive educational, social, and economic outcomes for both children and society.

Results revealed beneficial program effects for five outcomes (child self - reports): symptoms of emotional problems, symptoms of social anxiety (fear of negative peer evaluations and generalized social anxiety and distress), teacher social support, and social skills (self - control).

Results indicate that significantly larger improvements and effect sizes on all outcome variables (school bonding, parenting skills, family relationships, social competency, and behavioral self - regulation) for the combined ICPS and SF Program compared with ICPS - only or no - treatment controls.

The close the gap approach and the Close the Gap Statement of Intent is founded on an understanding that population health outcomes are fundamentally the result of underlying structural factors, such as social determinants, institutional racism, the quality of housing, and access to appropriate primary health care.

Results Probands had significantly worse educational, occupational, economic, and social outcomes; more divorces; and higher rates of ongoing ADHD (22.2 % vs 5.1 %, P <.001), ASPD (16.3 % vs 0 %, P <.001), and SUDs (14.1 % vs 5.1 %, P =.01) but not more mood or anxiety disorders (P =.36 and.33) than did comparison participants.

SFP 12 - 16 years had the second largest results; however, for SFP 10 - 14 years had the largest effect sizes for two of the youth outcomes — Social Skills and Competencies and reductions in Criminality.

Academic outcomes resulting from social and emotional learning include greater motivation to learn and commitment to school, increased time devoted to schoolwork and mastery of subject matter, improved attendance, graduation rates, grades, and test scores.