Sentences with phrase «student age and gender»

Not exact matches

Lindsey Hankins, a PhD student and expert on the gendered rhetoric of martyrdom, wrote an excellent piece for Scot McKnight's Jesus Creed blog in which she notes that John Piper has «stepped squarely into an age - old thread of Christian thought.»

Applicants who attended community college after high school before transferring to a four - year college or university were 30 percent less likely to be admitted, compared to those students who never attended a community college or only attended a four - year university to medical school, after adjusting for age, gender, race and ethnicity, parental education, grade point average and MCAT score.

She recruited 20 students of classical music, who had each had at least eight years of formal training, and 20 people matched for age, gender and IQ.

In a late - night text chain, a cohort of BYU communications master's students, entrenched in a selfie - saturated social media culture, asked the question: what motivates me and you — and people of all ages, cultures, genders and religions — to take and share selfies?

The research group of Computational Intelligence Group (CIG) from the School of Computing at Universidad Politécnica de Madrid (UPM), in collaboration with a veterinary student from Universidad Alfonso X El Sabio and the Department of Ethology from Eötvös Loránd University of Budapest have carried out a research on canine behavior showing that gender, age, context and individual recognition can be identified with a high percentage of success through statistical and computational methods of pattern recognition applied to their barking.

While this method considered gender and age, the research team that also includes UW doctoral student Supasorn Suwajanakorn hopes to incorporate other identifiers such as ethnicity, and cosmetic factors such as hair whitening and wrinkles to build a robust enough method for representing every human face.

This resource uses a clip from Americas Best Dance Crew, this dance troop are diverse in culture, gender and age - as the youngest is only 15, knowing small details like this can help students confidence and can go a little way to helping to break down barriers of gender and culture.

Create skits and plays focused on peer conflicts that are common among your particular population of students (consider age, gender, demographics, etc.).

A full list of cases is available on the HFRP website, as is a list of cases sorted by topic, gender, and age - group, as well as ethnicity, of the students discussed.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

Some students socially transition at a young age and school records, including their «gender marker» — male, female — get updated, but what about kids who haven't started to transition or their records haven't been updated?

Specifically, I examine whether the results change when I adjust my results to account for differences in student characteristics, including prior (age 7) test scores; gender; eligibility for free lunch; special education needs; month of birth; whether first language is English; ethnic background; and census information on the home neighborhood deprivation index.

A bundle worth # 27 with speaking and writing mats and a transition pack from primary school to secondary school offered (# 5 worth)- A starter activity for each lesson on the first slide + learning objective + challenge activities throughout the power - point - Vocabulary games and worksheets with challenge activities - Speaking and writing activities to be able to talk about yourself (age, name, family)- Learn this alphabet (link to songs on the power - point)- Countries + game on flags - Talk about your nationality (gender and adjective agreement)- Definite and indefinite articles (le / la / les - un / une / des)- Say where you live and where you used to live (survey activity with editable worksheet)- Work on formulating simple questions in French - Avoir with a dice game and grammar activities to practise this irregular verb - Numbers up to 31 + months + seasons + birthday + date - Talk about your favorite object - Colours + adjective agreement - A worksheet to accompany each power - point - A revision worksheet to practise the vocabulary and grammar points seen in the unit - Writing end of unit test + a vocabulary test - Mon autoportrait (description of your hair and eyes)- An adjective agreement game to do in class with all the students (see explanation under the slide)- Grammar explanation on adjective agreement - A lesson on the verb «être» with various activities to practise the irregular endings (also some activities with être and adjective agreement)- A written activity on yourself and your family with a nice worksheet.

A bundle worth # 45 with a transition pack from primary school to secondary school offered (# 4 worth)- A starter activity for each lesson on the first slide + learning objective + challenge activities throughout the power - point - Vocabulary games and worksheets with challenge activities - Speaking and writing activities to be able to talk about yourself (age, name, family)- Learn this alphabet (link to songs on the power - point)- Countries + game on flags - Talk about your nationality (gender and adjective agreement)- Definite and indefinite articles (le / la / les - un / une / des)- Say where you live and where you used to live (survey activity with editable worksheet)- Work on formulating simple questions in French - Avoir with a dice game and grammar activities to practise this irregular verb - Numbers up to 31 + months + seasons + birthday + date - Talk about your favorite object - Colours + adjective agreement - A worksheet to accompany each power - point - A revision worksheet to practise the vocabulary and grammar points seen in the unit - Writing end of unit test + a vocabulary test - Mon autoportrait (description of your hair and eyes)- An adjective agreement game to do in class with all the students (see explanation under the slide)- Grammar explanation on adjective agreement - A lesson on the verb «être» with various activities to practise the irregular endings (also some activities with être and adjective agreement)- A written activity on yourself and your family with a nice worksheet.

Educators should be age appropriate about any discussion, Sadowski says, and cites the work of the Welcoming Students organization, which offers lesson plans, professional development material, and family education focused not on sexuality, which is what usually prompts parent pushback, but on the harmful effects of bullying, understanding gender stereotypes, and family diversity.

To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).

Let's agree that you can't generalize from 8th graders, in the throes of puberty, to the effects of matching student and teacher gender at other ages.

Other possible activities include asking students to research the history of different nicknames and how they may be influenced by age, gender and social relationships.

Mariam Durrani, an expert on Islamophobia and Muslim youth and a lecturer at the Harvard Graduate School of Education (HGSE), says that even if there are no Muslim students in a class, «changing educational and society - wide demographics suggest that as young people come of age, we'll have even greater need for conversations about learning across difference and about addressing systemic inequalities,» whether about religion, race, gender, sexual orientation, or other identifiers.

These comparisons take into account students» test scores in the prior year as well as their race or ethnicity, gender, age, suspensions and absences in the previous year, whether they repeated a grade, special education status, and limited English status.

Students can learn from a young age that gender stereotypes limit their options at school, work, in sport and within their families and socially.

Our main analyses control for students» age, gender, and the average test scores at their middle schools, but we obtain similar results from a simple comparison of lottery winners and losers, as we would expect given the use of the lottery.

The analysis also took into account students» age, gender, eligibility for the free lunch program, and whether they had been assigned to a small class, as well as variables measuring the demographic composition of the student's class.

The Syracuse City School District hereby advises students, parents, employees, and the general public that it offers employment and educational opportunities, including vocational education opportunities, without regard to age, gender, race, color, religion, marital status, sexual preference, national origin or disability.

Some estimates reveal that as many as 150,000 gender nonconforming students between the ages of 13 - and 17 - years - old live in all parts of the country.

In Washington, Congress passed a new law setting forth an elaborate process to individualize instruction for certain disabled students and many civil rights statutes creating protection based on race, gender, national origin, religion, age and disability.

-- Nancy Peifer Neil, Loxahatchee, Florida, Identifying the MI Profiles of Associate Degree Program Students According to Academic Success, Gender, Age and Ethnicity.

These student / adult partnerships, made of varying ages, abilities, genders and interests, collaboratively decide how the teams function to achieve student learning.

In accordance with Title VI of the Civil Rights Act of 1964 («Title VI»), Title IX of the Education Amendments of 1972 («Title IX»), Section 504 of the Rehabilitation Act of 1973 («Section 504»), Title II of the Americans with Disabilities Act of 1990 («ADA»), and the Age Discrimination Act of 1975 («The Age Act»), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Capital City Public Charter School («Capital City») are hereby notified that Capital City Public Charter School does not discriminate on the basis of race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, political affiliation, source of income, or disability in admission or access to, or treatment or employment in, its programs and activitiAge Discrimination Act of 1975 («The Age Act»), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Capital City Public Charter School («Capital City») are hereby notified that Capital City Public Charter School does not discriminate on the basis of race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, political affiliation, source of income, or disability in admission or access to, or treatment or employment in, its programs and activitiAge Act»), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Capital City Public Charter School («Capital City») are hereby notified that Capital City Public Charter School does not discriminate on the basis of race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, political affiliation, source of income, or disability in admission or access to, or treatment or employment in, its programs and activitiage, marital status, personal appearance, sexual orientation, gender identity or expression, familial status, family responsibilities, political affiliation, source of income, or disability in admission or access to, or treatment or employment in, its programs and activities.

According to Indicators of School Crime and Safety, a 1999 survey found that about 13 percent of students ages 12 — 18 at school during the past six months had been called a derogatory word related to their race, ethnicity, religion, disability, gender, or sexual orientation.

The Reach Institute for School Leadership affords equal opportunity to all students, and other participants without regard to race, color, religion, citizenship, political activity or affiliation, marital status, age, national origin, ancestry, physical or mental disability, medical condition (as defined under California law), veteran status, family care status, sexual orientation, sex (which includes gender and gender identity, pregnancy, childbirth, or related medical conditions), taking or requesting statutorily protected leave, or any other basis protected by law.)

This study examined age and gender differences in global, academic, athletic, and social self - concepts in 311 academically talented middle and high school students.

Age and Gender Differences in the Self - Concepts of Academically Talented Students.

More than 1,300 students ages 13 to 18 completed surveys, detailing their exposure to bullying and biased remarks based on race / ethnicity, sexual orientation, body size, gender, religion, ability, economic status and gender expression.

By engaging in a conversation with people who represent other backgrounds and experiences, students become more aware of the role that many factors (e.g., social class, occupation, gender, age) play in shaping one's attitudes and perspectives on historical events.

Students» characteristics such as age, and gender, as well as school size and school grade do not influence this relationship.

Sixty healthy middle - school students matched for age, gender and ethnicity but of different socioeconomic status took tests that challenged brain areas responsible for specific cognitive abilities.

«What's been really exciting for us is that A2A worked regardless of the students» culture, ethnicity, gender and age.»

They examined a variety of factors, such as student gender, age, health, socioeconomic status, education of parents, whether the school was urban or suburban, the number of years of experience among teachers, the school's average test performance and the rate of free - or reduced - price lunch program participation.

(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.

PCSD affirms its commitment to provide a physically and emotionally safe environment for all students, regardless of race, religion, national origin / ethnicity, color, sex / gender (including sexual orientation and gender identity), pregnancy, age, disability, or any other basis prohibited by applicable law.

(m) 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, or proficiency in the English language or a foreign language or academic achievement.

In an annual survey of more than 7,000 students ages 13 - 21, the Gay, Lesbian & Straight Education Network (GLSEN) found that transgender students were more likely than any other students to have negative experiences at school and were more likely to have felt unsafe and to experience victimization based on their gender identity or expression.

Students are selected by age (9, 13, and 17) to represent the nation and to provide results for student groups such as Black, Hispanic, White, and sometimes others, by gender, family income, school location, and school type (public or private).

Description: Students begin to understand race, gender, culture, and sexual identity from a young age.

The statistical rigor applied to the development of the DESSA assures educators and administrators alike that the DESSA assessment tool can be applied to students nationwide, regardless of age, gender, or other factors.

Rape, a crime that crosses gender and age boundaries, can happen to anyone, and everyone — especially students — needs to know how to help when someone he or she knows becomes a victim.

For instance, both students and parents incorrectly thought your credit score is affected by your age, income and gender.

Chattanooga State Community College does not discriminate against students, employees, or applicants for admission or employment on the basis of race, color, religion, creed, national origin, sex, sexual orientation, gender identity / expression, disability, age, status as a protected veteran, genetic information, or any other legally protected class with respect to all employment, programs and activities sponsored by Chattanooga State.

a special responsibility to respect the requirements of human rights laws in force in Ontario and, specifically, to honour the obligation not to discriminate on the grounds of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, record of offences (as defined in the Ontario Human Rights Code), marital status, family status, or disability with respect to professional employment of other lawyers, articled students, or any other person or in professional dealings with other licensees or any other person [emphasis added].