Sentences with phrase «then measure the outcome»

When Gort first visited in 1951, it spent little effort on climate change issues, focusing on other aspects of our planet instead: Gort returned in 2012 to answer puny human climatologist questions about whether climate change caused particular weather phenomena by making an obvious point: rather than struggle with theoretical analysis, you can simply use your Climate Changeometer to remove all the excess greenhouse gases and aerosols above natural levels and then measure the outcome.

Not exact matches

But if success is measured on softer outcomes and against strategic benefits, then Bali is worth the PM's time.

Absolute inequality measures reflect not only inequalities across socioeconomic subgroups but also public health importance of the outcome in consideration, and they could provide different, even contradictory, patterns of inequalities from relative measures in a given outcome.21, 22 However, measuring absolute inequality is often neglected in health inequalities research.23 Relative risks (RRs) and absolute risk differences (RDs) of discontinuing breastfeeding among mothers with lower education compared with mothers with complete university education (reference category) were separately estimated in the intervention and in the control group and then compared between the two groups.

Longitudinal research on humans that measures nutritional status and dietary intake in pre-pubertal girls, then follows them into adulthood and examines such outcomes as weight status, reproductive axis functioning, and lactation, is sorely needed.

Then they measured how much of the variation in career outcomes matched up with that ratio.

«We're hoping to impress upon the scientific community the notion that for those of us who might be interested in predicting an outcome of interest, possibly with rather complex or high dimensional data, we might gain by reconsidering the question as one of how to search for highly predictive variables (or variable sets) and using statistics that measure predictivity to help us identify those variables to then predict well,» Lo said.

And then for our research, we have to both have a good measure of value added and ensure that when we're using that measure, we are doing a good job of also accounting for other things that might be going on during a child's schooling that might also affect 8th - grade tests and high school outcomes.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

If what's measured is what matters, then we need to measure more outcomes to expand the definition of what matters in education.

Too many states try to include too many measures into their accountability system, and then none of the individual measures are really important or really guide schools on what their learning outcomes need to be.

We have to design specific, measurable, objective, observable and clear (SMOOC) outcomes; instruct learners according to these outcomes; then measure learner performance against these outcomes.

Once we can measure them though, we can then put the focus on them to give the outcomes that matter in the long run in balance with academic outcomes.

Consider having students play one of the games below, and then, to measure learning outcomes, use traditional assessment strategies like matching claims to evidence.

The question then remains, how might we foster freedom and independence in students» creative expression and literary interpretation in a scope and sequence running to a strict timeline with exams the most likely measure for student outcomes?

Then, we measure and hold ourselves accountable for those actual outcomes, giving teachers feedback and coaching on how they're interacting with students.

From interviewing executives to determine what they see as key corporate objectives, to addressing these in your instructional design, to then measuring learning outcomes through your LMS and Talent Management System, you must execute across the organization and across your training systems to make the best possible case.

CCSA's Accountability Framework is made up of two parts - an initial review of publicly available test score and postsecondary readiness data and then, for the subset of schools underperforming on all initial criteria, a Multiple Measures Review based on public and non-public data that is tailored to a school's mission and outcomes.

(A) Dogs were ranked according to their scores on the three behavioral measures that most strongly predicted outcome (low levels of maternal behavior, good performance on young adult multistep problem solving, and slow latency to vocalize to a novel object as a young adult) and then divided into thirds (top third, n = 34; middle third, n = 32; and bottom third, n = 32) based on the sum of their ranks.

This is the reason why the scientific method has been so successful: instead of very clever men convincing their less clever fellow - men that they should be in charge of things and dictate policy, it requires those very clever men to design an experiment, make a falsifiable claim as to the outcome of the experiment, measure the actual results of the experiment and then publish their results so that other very clever men can check their claims, verify that the results are reproducible and then refine and test the hypothesis with other experiments.

The difference must be negative over the years, thus a sink measured over the full period, only then is it possible that the outcome is less than the accumulated A (k).

While they can't be falsified, you can get a good idea on how accuratly they can predict outcomes by running known, real - world data through them and then compare the output with actual measured values.

Creating shared definitions for baselines, interventions, and outcomes, then measuring them regularly, may help initiate similar improvements in access to justice, by creating ways to compare interventions and providing rationale for implementing them in other organizations.

The final step is to execute the plan for new projects and then begin measuring and improving the quality of project outcomes.

Those measures, however, rely entirely on two structural features — syllables per word and words per sentence.48 As we describe below, we have adopted a comprehensive approach to measuring readability by taking fifty different readability measures and then using factor analysis to create an index based on the most reliable set of measures.49 The next section discusses the few prior studies of the relationship between readability and case outcome.

In all cases, the conclusions are wholly consistent with those in the CBA Futures Report, «[i] f the goal of CPD is to improve competence, then more valid measures of the process would be outcomes rather than inputs (hours of study).»

We then compared the mean trajectories on each outcome measure between students in the SET schools and the No - SET schools as a function of the number of years that the programme had been running.

Typically researchers have tried to puzzle out this question by measuring some aspect of a relationship at one moment in time and then seeing how that measurement coincides with relationship outcomes months or years later.

The resulting study focused on rural students in middle or junior high school and measured outcomes before the course started and then one year later.

Two reviewers will independently assess the suitability of the preference - based instruments for measuring outcomes in palliative care using the ISOQOL, minimum standards for patient - reported outcome measures (conceptual and measurement model, reliability, content validity, construct validity, responsiveness, interpretability of scores, translation of measure, patient and investigator burden), 43 and the CREATE checklist (descriptive system, health states values, sampling, preference data collection, study sample, modelling, scoring algorithm).44 The ISOQOL minimum standards were chosen as these standards were developed from a systematic review of published and unpublished guidance on patient - reported outcome measures, including the COnsensus - based Standards for the selection of health Measurement Instruments (COSMIN).46 To the authors» knowledge, the CREATE checklist is the only published guidance on what key components should be reported in a valuation study.44 Information on how the contents of the instruments were developed, psychometric properties and valuation will be used to assess the suitability of the instruments for the palliative setting; instruments will be scored on whether the domains or dimensions were developed using input from informal caregivers of people receiving palliative care (yes / no) and whether each of the reporting checklist items has been evaluated for this population (if yes, then a score of one will be allocated) and a total score calculated.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study aimed to evaluate the effectiveness with Hong Kong Chinese families of both Level 4 Group Triple P in preschool settings and the brief parent discussion group based on the Level 3 Triple P Discussion Group and then compare the two groups to each other and a waitlist control group.

In contrast, moderators are variables that can be measured before treatment and are associated with treatment outcome, but the magnitude or direction of the effect differs across treatments (e.g., if boys did better in behavior therapy and girls in interpersonal therapy, then gender is a moderator).