Sentences with phrase «various academic groups»

Not exact matches

I gathered data for both groups regarding their careers / employment, the percentage born to wealth, poverty or the middle - class, spending habits, academic performance, education, perceptions of wealth / poverty, various health data, inherited money data, gambling habits, home ownership, car ownership, reading habits, relationship management, savings habits, self - improvement habits, time management habits, beliefs, vacation habits, volunteering habits, networking habits, voting habits and work - related data.

All in all, it was a great experience to meet people of various age groups and diverse academic backgrounds come together under one platform to understand and relate with a simple and holistic approach to money, life and ofcourse, investing.

Even though many women, African - Americans and Asians are older than other students, there are no significant differences between them and other groups on various measures of academic performance.

The committee included an international group of academics with expertise in various aspects of food culture and gastronomy such as Joxe Mari Aizega, General Manager of Basque Culinary Center; Jorge Ruiz Carrascal, Professor of the Department of Food Science at the University of Copenhagen; Marta Miguel Castro, a Research Associate at the CIAL Institute of Research in Food Science, who studies how food components could prevent disorders such as diabetes and obesity; Melina Shannon Dipietro, executive director of Rene Redzepi's MAD project; and Dr F. Xavier Medina, author, social anthropologist and leading scholar of Food and Culture at the Universitat Oberta de Catalunya (UOC) in Barcelona.

Although the actual curriculum changes based on the individual facility, most will include a combination of academics, life skills experiences and various therapy modalities, like recreational and experiential options along with the usual group, family and individual therapies.

Throughout the collection, we were keen to showcase the different parts of the UN system, not just its structures and programmes, but also the various actors who make up what is often lazily referred to as «the UN»: member states, staff and the host of groups — NGOs, academics, private sector companies, foundations, regional organisations, etc. — with which it works.

The definition for «virgin» coconut oil was originally developed in an Internet discussion group we hosted, and various people had input into the definition, including industry insiders, academic leaders, and others.

The accepted opinion in a field of study usually does not change until the old professors who championed a set of common ideas retire or die and younger group of professors with a fresh perspective takeover and that is finally beginning to happen among the various sociologist, psychologists, and other academics who study international dating.

Teachers at this middle school have engaged in professional development on a range of instructional approaches including explicit academic vocabulary instruction, the use of sentence stems, and various structures for small group discussion.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

But they didn't want the Futures of School Reform working group to be just academics, so they pulled people from various circles and with differing ideologies, including academics, government officials, politicians and policy wonks, practitioners already working on reform, foundation folks, entrepreneurs, and one international deputy minister of education.

Edgar has worked with various groups such as University California Los Angeles» (UCLA) Academic Advancement Project and the Community Programs Office, Community Build Inc., and UCLA's Early Academic Outreach Program, which all strive to promote access to higher education for students in the inner - city.

Findings from the Rainbow Project, conducted by the Center for the Psychology of Abilities, Competencies, and Expertise, showed that assessing students for creativity and practicality in addition to analytic skills gave a more complete picture of student abilities, more accurately predicted academic success in college, and provided more opportunities to various ethnic groups to show where they excelled.

In conclusion, the fact that secondary students are often placed in different tracks or groupings based on various factors such as students» previous academic records means that the way value - added evaluations function is different than is the case for primary students, who are usually grouped heterogeneously.

The 2017 Portrait of the Movement documents that charters are achieving academic success across various student demographic groups and geographies, and within different charter school types.

The problem spreads across a broad spectrum of college students of both genders, various academic disciplines, and experience groups.

All in all, it was a great experience to meet people of various age groups and diverse academic backgrounds come together under one platform to understand and relate with a simple and holistic approach to money, life and ofcourse, investing.

Zola has juried various group shows for regional academic, non-profit, and private settings.

The report for Barton was prepared by three statisticians, Edward Wegman, David Scott and Yasmin Said, and its only novel contribution is a social network analysis, which is meant to show that the various independent studies aren't really independent and that peer review has broken down, since the same group of interlinked academics is reviewing each others» papers.

Working with 9th graders in small groups or one - on - one to provide academic assistance in various subjects.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

I provide individual, family, and group therapies and conduct psychological evaluations to fully assess various presenting problems related to academic functioning, emotional problems, family conflict, and behavioral or conduct difficulties.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

Additionally, various sociocultural groups may differ in the way they conceptualize academic ability itself.

The primary constructs within the hypothesized framework are: (1) social position variables — characteristics that are used within societies to hierarchically stratify groups (race, gender, socioeconomic status); (2) parenting variables — familial mechanisms that may influence African American adolescents well - being, perceptions of competence, and attitudes towards others in various contexts (e.g., parenting practices and racial socialization messages); (3) racial discrimination — negative racially driven experiences that may influence feelings of competence, belongingness, and self - worth; (4) environmental / contextual factors — settings and surroundings that may impede or promote healthy identity development (e.g., academic settings); and (5) learner characteristics — individual characteristics that may promote or hinder positive psychological adjustment outcomes (e.g., racial identity, coping styles).