After school programs

Xem 1-20 trên 21 kết quả After school programs
  • Cities, sometimes with the help of private funders, have made investments to improve the quality of the after-school programs that they fund. However, the prolonged financial crisis faced by cities has greatly reduced city agency budgets, forcing agency leaders to make difficult choices between cutting student slots or reducing the quality of programming through cuts to professional development and technical assistance given to after-school

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  • Increasing numbers of children are participating in after-school programs, and with more federal and state funding the number of such programs is likely to grow. This growth has been occurring, however, with little guidance as to what program features or practices might be most helpful in nurturing the educational

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  • How to Write a Business Plan Introduction: How to Use This Book Chapter 1: Benefits of Writing a Business Plan Chapter 2: Do You Really Want to Own a Business? Chapter 3: Choosing The Right Business Chapter 4: Potential Sources of Money to Start or Expand Your Small Business Chapter 5: Your Resume and Financial Statement Chapter 6: Your Profit and Loss Forecast Chapter 7: Your Cash Flow Forecast and Capital Spending Plan Chapter 8: Write Your Marketing and Personnel Plans Chapter 9: Editing and Finalizing Your Business Plan Chapter 10: Selling Your Business Plan Chapter 11: After You Open...

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  • Why are the fixed effects estimates higher for those who do not attend top-25 schools? While having wage observations both before and after schooling presents many advantages, it also in- troduces problems associated with the program evaluation literature. 10 In particular, Ashenfelter (1978) documented the dip in earnings which took place before individuals enrolled in job training programs, something which may also occur when individuals go back to school. 11 Such a dip would cause us to over-estimate the return to an MBA in a fixed effects framework.

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  • The youngish-looking man who so vigorously swung off the train at Restview, wore a pair of intensely dark blue eyes which immediately photographed everything within their range of vision--flat green country, shaded farm-houses, encircling wooded hills and all--weighed it and sorted it and filed it away for future reference; and his clothes clung on him with almost that enviable fit found only in advertisements. Immediately he threw his luggage into the tonneau of the dingy automobile drawn up at the side of the lonely platform, and promptly climbed in after it.

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  • In contrast, the loan delivery process under the Direct Loan Program is streamlined: there is only one lender— the federal government—and a uniform process. Financial aid officials also noted that under FFELP, students often did not receive their loans in a timely matter, in some cases waiting 6 weeks after school began to receive funds. Under the Direct Loan Program, they said, students received their loans quickly. Once again, financial aid officials noted that FFELP lenders have improved in this area as well.

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  • Vertical integration. Although the delivery of health care is concentrated in the vertically integrated medical care sector (organized around primary, secondary, and tertiary care), many other essential child health service programs are located in the public and population health sectors (Women, Infants, and Children, or WIC; Head Start; and Early Head Start).

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  • Exposure to community and interpersonal violence is a public health crisis that adversely affects many children in American communities. After witnessing or experiencing trauma, many children experience symptoms of Post-Traumatic Stress Disorder and depression, behavioral problems, substance abuse, and poor school

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  • Government efforts to meet the Ontario Public Health Standards (OPHS) Child Health program societal outcomes will have long-term benefi ts for Ontarians and the province. Provincial government strategies, e.g., the Poverty Reduction Strategy (including the Children in Need of Treatment [CINOT] expansion) assist in achieving the OPHS Child Health program goal.

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  • Clarity of PPHE goals and expectations. The PPHE program coordinator developed a detailed PPHE Resident’s Manual after witnessing some reluctance and confusion from residents about expectations in the first year. While part of this may have been a reaction to something new being added to the residency curriculum, the program leaders felt clarity of program goals and expectations would add to the program’s effectiveness. Need for flexible participation in PPHE. In the early part of the project, Stony Brook had expected to mandate participation for all residents.

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  • J. Sci. & Devel., Vol. 10, No. 4: 679-692 Tạp chí Khoa học và Phát triển 2012 Tập 10, số 4: 679-692 FDI INFLOWS INTO VIETNAM AFTER JOINING THE WTO Hoang Chi Cuong Graduate school of Asia - Pacific Studies, Waseda University, Doctoral Degree Program Lecturer at Business Management Department, Hai Phong Private Đầu tư trực tiếp nước ngoài (FDI) đóng một vai trò cực kỳ quan trọng trong quá trình phát triển của Việt Nam kể từ khi tiến hành đổi mới năm 1986.

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  • Five years after the meeting "Quaternionic Structures in Mathematics and Physics", which took place at the International School for Advanced Studies (SISSA), Trieste, 5-9 September 1994, we felt it was time to have another meeting on the same subject to bring together scientists from both areas. The second Meeting on Quaternionic Structures in Mathematics and Physics was held in Rome, 6-10 September 1999.

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  • Applicants should identify themselves as unique and stress how their contribution to the business school setting will be distinctive, embracing points of difference as opposed to burying them in ad- missions essays. After all, the very things that make them different could be what scores them a seat in a desirable MBA program. Additionally, applicants should prepare themselves to adapt to changes in the dynamic MBA admissions process.

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  • Initially there were cooperation problems with line ministries. Emer- gency funds wanted to disburse fast, and sustainability was not of con- cern to social funds: they just constructed projects. After a while, schools had no students and health posts had no nurses. So now there is more coordination with government entities, either formal or informal. The Chile fund negotiates its budget with the ministry of finance and ex- ecutes programs with line ministries.

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  • “We’re going to have to look at schools,” the president said, later adding that Sandy Hook “… should be a wake-up call for all of us to say that if we are not getting right the need to keep our children safe, then nothing else matters.” Nothing else matters. The NRA agreed about making our schools safer for our children. A few days after the president’s press conference, we announced the NRA School Shield safety program to put trained, qualified, armed police or security officers in every single school in the country. ...

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  • The previous section indicates that skills obtained after high school are central to workforce preparedness. The U.S. system of post-high school education and training has a diversity of options to obtain these skills, including four-year colleges, community colleges, private two-year colleges, public and private vocational-technical institutions, community-based organizations, and formal apprenticeship programs.

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  • The dataset used for this paper comes from the baseline data of the evaluation of Familias en Acción, a program implemented by the Colombian government to foster human capital accumulation among poor children living in small municipalities. The program, modeled after the Mexican PROGRESA, provides monetary transfers to mothers in beneficiary families, conditional on having completed some requirements: (a) children under seven should be taken to growth and development check-ups, (b) children between 7 and 17 years old should regularly attend school.

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  • The small number of schools entering the program after 1998 coincided with a number of changes that occurred at FSA and in FFELP. FSA officials reported that in 1998 they instituted a policy of not marketing the Direct Loan Program and ended activities they designed to promote the Direct Loan Program, such as holding sessions at conferences or visiting financial aid officials to discuss the benefits of the Direct Loan Program.

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  • The UPP consists of for-credit and other non-credit support courses, and provides an academic and cultural bridge from your high school experience to studying for a university degree in the United States. Upon successful completion of these courses, you will receive credit towards your UMass Boston degree. Be a UMass Boston student from day one! Navitas at UMass Boston students are UMass Boston students.

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  • L A S T S U M M E R I met a twenty-one-year-old high school senior who was struggling to push through his last few credits of high school. He was working with two tutors through a small pilot program targeting students at risk of dropping out. Facing an emotional disability and embarrassed in his summer school classes full of tenth graders, his frequent outbursts meant he was spending more time in the office and on suspension than he was in class. I met him through a fortunate accident. On one of his trips back to class after a suspension, he happened to overhear the program manager, who...

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