Sentences with phrase «such outcome assessment»

Not exact matches

Such risks and uncertainties include, but are not limited to: our ability to achieve our financial, strategic and operational plans or initiatives; our ability to predict and manage medical costs and price effectively and develop and maintain good relationships with physicians, hospitals and other health care providers; the impact of modifications to our operations and processes; our ability to identify potential strategic acquisitions or transactions and realize the expected benefits of such transactions, including with respect to the Merger; the substantial level of government regulation over our business and the potential effects of new laws or regulations or changes in existing laws or regulations; the outcome of litigation, regulatory audits, investigations, actions and / or guaranty fund assessments; uncertainties surrounding participation in government - sponsored programs such as Medicare; the effectiveness and security of our information technology and other business systems; unfavorable industry, economic or political conditions, including foreign currency movements; acts of war, terrorism, natural disasters or pandemics; our ability to obtain shareholder or regulatory approvals required for the Merger or the requirement to accept conditions that could reduce the anticipated benefits of the Merger as a condition to obtaining regulatory approvals; a longer time than anticipated to consummate the proposed Merger; problems regarding the successful integration of the businesses of Express Scripts and Cigna; unexpected costs regarding the proposed Merger; diversion of management's attention from ongoing business operations and opportunities during the pendency of the Merger; potential litigation associated with the proposed Merger; the ability to retain key personnel; the availability of financing, including relating to the proposed Merger; effects on the businesses as a result of uncertainty surrounding the proposed Merger; as well as more specific risks and uncertainties discussed in our most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.cigna.com as well as on Express Scripts» most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.express-scripts.Such risks and uncertainties include, but are not limited to: our ability to achieve our financial, strategic and operational plans or initiatives; our ability to predict and manage medical costs and price effectively and develop and maintain good relationships with physicians, hospitals and other health care providers; the impact of modifications to our operations and processes; our ability to identify potential strategic acquisitions or transactions and realize the expected benefits of such transactions, including with respect to the Merger; the substantial level of government regulation over our business and the potential effects of new laws or regulations or changes in existing laws or regulations; the outcome of litigation, regulatory audits, investigations, actions and / or guaranty fund assessments; uncertainties surrounding participation in government - sponsored programs such as Medicare; the effectiveness and security of our information technology and other business systems; unfavorable industry, economic or political conditions, including foreign currency movements; acts of war, terrorism, natural disasters or pandemics; our ability to obtain shareholder or regulatory approvals required for the Merger or the requirement to accept conditions that could reduce the anticipated benefits of the Merger as a condition to obtaining regulatory approvals; a longer time than anticipated to consummate the proposed Merger; problems regarding the successful integration of the businesses of Express Scripts and Cigna; unexpected costs regarding the proposed Merger; diversion of management's attention from ongoing business operations and opportunities during the pendency of the Merger; potential litigation associated with the proposed Merger; the ability to retain key personnel; the availability of financing, including relating to the proposed Merger; effects on the businesses as a result of uncertainty surrounding the proposed Merger; as well as more specific risks and uncertainties discussed in our most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.cigna.com as well as on Express Scripts» most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.express-scripts.such transactions, including with respect to the Merger; the substantial level of government regulation over our business and the potential effects of new laws or regulations or changes in existing laws or regulations; the outcome of litigation, regulatory audits, investigations, actions and / or guaranty fund assessments; uncertainties surrounding participation in government - sponsored programs such as Medicare; the effectiveness and security of our information technology and other business systems; unfavorable industry, economic or political conditions, including foreign currency movements; acts of war, terrorism, natural disasters or pandemics; our ability to obtain shareholder or regulatory approvals required for the Merger or the requirement to accept conditions that could reduce the anticipated benefits of the Merger as a condition to obtaining regulatory approvals; a longer time than anticipated to consummate the proposed Merger; problems regarding the successful integration of the businesses of Express Scripts and Cigna; unexpected costs regarding the proposed Merger; diversion of management's attention from ongoing business operations and opportunities during the pendency of the Merger; potential litigation associated with the proposed Merger; the ability to retain key personnel; the availability of financing, including relating to the proposed Merger; effects on the businesses as a result of uncertainty surrounding the proposed Merger; as well as more specific risks and uncertainties discussed in our most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.cigna.com as well as on Express Scripts» most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.express-scripts.such as Medicare; the effectiveness and security of our information technology and other business systems; unfavorable industry, economic or political conditions, including foreign currency movements; acts of war, terrorism, natural disasters or pandemics; our ability to obtain shareholder or regulatory approvals required for the Merger or the requirement to accept conditions that could reduce the anticipated benefits of the Merger as a condition to obtaining regulatory approvals; a longer time than anticipated to consummate the proposed Merger; problems regarding the successful integration of the businesses of Express Scripts and Cigna; unexpected costs regarding the proposed Merger; diversion of management's attention from ongoing business operations and opportunities during the pendency of the Merger; potential litigation associated with the proposed Merger; the ability to retain key personnel; the availability of financing, including relating to the proposed Merger; effects on the businesses as a result of uncertainty surrounding the proposed Merger; as well as more specific risks and uncertainties discussed in our most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.cigna.com as well as on Express Scripts» most recent report on Form 10 - K and subsequent reports on Forms 10 - Q and 8 - K available on the Investor Relations section of www.express-scripts.com.

However, even where an attempt is made to blind outcome assessment, there is still a risk of response bias for outcomes relying on self - report such as any or exclusive breastfeeding.

Several performance reporting systems now report publicly on aspects of quality such as surgical outcomes, 8 adherence to evidence - based quality measures, 9,10 and patients» assessments of care, 11 but few public reports about the quality of health care organizations have also assessed the equity of care provided by those organizations.

The specific way (s) they plan to address the identified shortcoming (s), such as through training, outcomes assessment, quality checks, or reinforcements that encourage responsible behavior.

The assessment of pain is important for improving clinical outcomes, such as functional status, frailty trajectories, comorbidity, and quality of life.

However, in the Hamilton sodium studies, assessments of the association between sodium excretion and CVD risk were made in which subjects with such preexisting conditions were excluded, with no significant effects on outcomes.

Building teacher education programs around the latter set of skills and knowledge, such as the ability to develop outcome based curricula and the ability to engage in outcome based assessment, is necessary.

Use different assessment methods and activities to measure different processes and outcomes, coming from different learning styles, such as: Multiple - choice questions - MCQ, ePortfolio assessment, concept maps, clickers, or personal response systems - PRCS, online role - plays, scenario - based activities, judged mathematical expression, online discussions, etc..

We can also take some of the burden off the assessment system by using other measures, such as college outcomes data, to measure college readiness.

«There were some very practical outcomes such as changes in practice, accompanied by developing tangible «products»... these included a real and accepted definition of global citizenship, new student reports and assessment tools for global citizenship, enhanced use of technology for curriculum mapping, a more global and accessible library collection, just to name a few.

In joining a network, an agency would agree to pool its data, collect common outcomes such as a common interim assessment or teacher surveys, and work with the network organizer to establish a comparison group for each major intervention it implements.

Confidence in gross findings can be developed by replication, by averaging results over several time periods, and by using several measures of the development of human capital — not tests alone, but also attendance rates, dropout rates, and promotion rates (a very high - quality assessment will track indicators of human capital such as post-secondary school earnings and higher - education outcomes as well).

Can assessment practices, such as criteria - setting and self - assessment, live in harmony with these open - ended or emergent outcomes?

Key attributes of such programs include clear goals, accurate assessments, and a willingness to be judged by outcomes as well as by the high - quality classroom interactions most apt to yield them.

She is the lead coordinator and manager on many projects such as Scale - up of EC Pyramid Implementation and Routines - Based Early Intervention in school districts statewide, Part B Early Childhood RDA Initiative for State Systemic Improvement Plan (SSIP), Results Matter Child Outcomes B - 5 for Part B and Part C SPP / APRs, and the Statewide child assessment system.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the OST and EOC.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the NeSA - ELA and NE - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SOL.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the K - PREP, KY - ACT, and KYOTE.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SBAC.

Brian has been involved with creating policies, models, and criteria for promoting validity, reliability, and credibility in both assessments and accountability systems through work with groups such as the U.S. Department of Education (co-author of Accountability Peer Review guidance; Growth Model Pilot guidance), Council of Chief State School Officers (CCSSO)(author of documents on the design of accountability systems and balanced assessment systems), National Center for Educational Outcomes (NCEO)(author of research reports on standardization and reliability for assessment systems for students with disabilities), and several state Technical Advisory Committees.

Since 2005, some 35 states have enacted new legislation on principal assessments aimed at putting less emphasis on «inputs,» such as how well particular leadership tasks are met, and more on student «outcomes» and the leadership behaviors likeliest to improve instruction, according to research by the National Comprehensive Center for Teacher Quality.

Measures such as those based on classroom observations and principals» assessments lack that direct link to valued outcomes; evidence connects these other measures to student outcomes only weakly.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SBAC and NH - SAT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the M - STEP.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the PARCC and IL - SAT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the IAA.

Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus, such as lists of essential outcomes, different kinds of assessment, analyses of student achievement, and strategies for improving results.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the CC - ELA and Regents.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the PARCC.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the PSSA and Keystone.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SAGE.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the AR - ACTA and AR - ACT.

Once your learning outcomes are defined in a Graduate Profile, and you have a performance assessment (such as defense) to measure it, it's time for this assignment to become a system, with all parts pulling toward those shared outcomes and that culminating moment.

When we are able to use past information such as assessment scores, we can provide targeted courses to improve learning recommendations and outcomes.

backwards design — A curriculum design philosophy that begins with identifying the end goals (student outcomes such and knowledge, understandings, skills, as well as learning standards or big ideas), then developing assessments aligned to these goals, and finally outlining the learning opportunities (lessons) necessary for students to achieve the desired outcomes.

In order for a personalized format to work, however, in additional to excellent coaching and human support, our designers need a number of important resources, such as clear outcomes, formative assessments process, tools to support their project management, and exemplars of high quality school design.

Time spent on Organization Management activities is associated with positive school outcomes, such as student test score gains and positive teacher and parent assessments of the instructional climate, whereas Day - to - Day Instruction activities are marginally or not at all related to improvements in student performance and often have a negative relationship with teacher and parent assessments.

Add any pertinent data such as student outcomes and needs assessments.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the LEAP and EOC.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the RICAS ELA, RI - PSAT, RI - SAT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the WY - TOPP and WY - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SBAC and CCR - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SBAC and MT - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SC READY, EOCEP and ACT - W.

Under No Child Left Behind (NCLB) and Race To The Top (RTTT), raising student achievement (as measured by standardized assessments) and attainment (as gauged by outcomes such as graduation and postsecondary success) have become national priority.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the NC READY.

Command one of five different civilizations: the Britons, Franks, Mongols, Saracens, or Japanese; Control special «hero» units such as Richard the Lionheart, Robin Hood, Joan of Arc and Genghis Khan, whose special «hero» powers affect the entire battlefield; Lead over 45 different types of units into battle — from bowmen and monks to hand cannoneers, mercenaries and samurai; Players» can construct and upgrade buildings to help their units learn new skills and create resources for their civilizations; Research over 50 different technologies like chemistry, ballistics, siege craft and spying to advance civilization into the next age; A new Combat Advisor offers advice on certain campaign strategies and provides an assessment of the battle's outcome; Multi-player scenarios allow up to four players to wirelessly battle each other; By gaining Empire Points, players can unlock maps and units to improve their Emperor Rank.

The most salient outcomes of such assessments are, briefly, that a 2 °C target would be extremely difficult to meet, a 350 ppm target would be even more challenging, and that, despite all difficulty, neither is physically out of reach.

As IPCC, in a search for objectivity in uncertainty assessment, has turned more to describing uncertainty in terms of the characteristics of ensembles of model outcomes, the deficiency in such an approach (its exclusion or limited treatment of systemic, structural uncertainty in models) has become increasingly apparent to the community (Winsberg 2010; Knutti et al. 2008; Goldstein and Rougier 2009).