Beliefs Sample Clauses

Beliefs. 1. We believe that no single organization can accomplish the Evanston Cradle to Career vision alone. We believe that achieving large-­‐scale social change requires a systematic approach and better cross-­‐sector coordination.
Beliefs. The theory of planned behaviour (TPB) was used in order to understand what motivates behaviour change so as to help GDM women adopt a healthier lifestyle. The TPB suggests that intention is the immediate precursor of behaviour (Ajzen, 1991). Further the TPB states that intention is predicted by an individual’s attitude, subjective norms (the perceived social pressure to perform or not perform the behaviour) and perceived behavioural control (the perception of ease or difficulty of the particular behaviour), while each of these predictor constructs are determined or underlined by behavioural beliefs (about the consequences of performing the specific behaviour), normative beliefs (about the support/ no support of specific referents of performing the specific behaviour) and control beliefs (about barriers or facilitators of the performing the specific behaviour), respectively. These beliefs are unique to each behaviour and target population (Fishbein and Yzer, 2003). It provides in- depth understanding of the behaviour within the specific population and context. To change an individual’s intention and behaviour with regards to a specific behaviour, these elicited beliefs need to be addressed/ or challenged in intervention (or communication). Hence, we conducted a formative qualitative study (results not reported in this article) using in depth interviews with 50 pregnant women with GDM at MMH and GSH to elicit their salient behavioural, normative and control beliefs(most commonly held beliefs i.e. those that first come to mind), in relation to the specific dietary behaviours (sugary foods and drinks and F&V). The interview guide for the in depth interviews was constructed according to the TPB (Ajzen, 1991) .The salient beliefs were categorised and the frequency with which they were mentioned during the in-depth interviews were recorded. An expert panel of five experienced dietitians reviewed all the beliefs to finalize beliefs to be included in the study questionnaire. Frequency of belief reporting combined with expert insights of panel members in the target population and lifestyle behaviours were considered in identifying the beliefs to be included in the study questionnaire. This process followed is in line with the recommendation by Krueger and Casey (Krueger and Casey, 2009) for managing qualitative data. About 75% of the elicited beliefs were used as the bases of the belief statements to be included in the study questionnaires. These beliefs were conver...
Beliefs. The Theory of Planned Behaviour (TPB) was used in order to understand what motivates behaviour change. The TPB suggests that intention is the immediate precursor of behaviour (Ajzen, 2012). The belief statements were developed in accordance with the guidelines outlined in the TPB manual for researchers by Francis et al. (2004) and included normative, control, and behavioural belief statements on F&V, fat, fibre, sugar, wholegrains, physical activity and diabetes risk. The most prominent beliefs held during the baseline assessments were re-questioned at follow-up to evaluate any changes in these beliefs over time. The belief statements were assessed using a 7-piont Likert scale namely, 1 = strongly disagree, 2 = disagree, 3 = disagree somewhat, 4=neither agree nor disagree, 5=agree somewhat, 6=agree, 7=strongly agree. Using the Likert scale scores, a mode was calculated for each belief thus producing an evaluation of the strength of the belief within the target population. Beliefs statements on the risk and concern for developing T2DM post pregnancy were formulated by a panel of dietitians and adapted from Jacob (2013). Eleven statements were chosen to be included in the follow-up questionnaire and was assessed with the same 7-point Likert scale.
Beliefs. The WPP’s Beliefs reflect the collaborative nature and shared values of the Constituent Authorities, they are as follows: • The WPP’s role is to facilitate and provide an investment pooling platform through which the interests of the Constituent Authorities can be implementedGood governance should lead to superior outcomes for the WPP’s stakeholdersInternal collaboration between the Host and Constituent Authorities is critical to achieving the WPP’s objectives. External collaboration may also be beneficial in delivering cost savings and better outcomes for stakeholders • Responsible Investment and effective Climate Risk mitigation strategies, alongside consideration and evidential management of broader Environmental, Social and Governance issues, should result in better outcomes for the WPP’s stakeholders • Effective internal and external communication is vital to achieving the WPP’s objectives • External suppliers can be a cost-effective means of enhancing the WPP’s resources, capabilities and expertiseFee and cost transparency will aid decision making and improve stakeholder outcomes • Continuous learning, innovation and development will help the WPP and its Constituent Authorities to evolveflexible approach to the WPP pool structure and implementation methods will enable the WPP pool to adapt in future and continue to meet the needs of its stakeholders. The WPP’s beliefs are the foundation for WPP’s governance framework and have been used to guide all of the WPP’s activities and decision making, including its objectives and policies.
Beliefs. Every agent contains a belief base of statements it believes to be true. This can be viewed as a set of first order formulae. AIL also supports Prolog-style reasoning based on a rule base of Horn clauses.
Beliefs. This draft strategy has been developed based on the following beliefs: • Rural Manitoba is a critical contributor to Manitoba’sand Canada’s economy. • Success requires collaborative planning and action of business, government, education, community organizations and citizens. • Rural Manitoba is and can be home to more world class companies. • Rural Manitoba offers an attractive and unique quality of life. • Business drives prosperity in rural Manitoba. • Cultural diversity is essential to a sustainable rural economy.
Beliefs. All students are entitled to reach their highest potential and must be encouraged to strive for excellence through a meaningful educational experience. ● Academic work must be challenging for all students, taking them above and beyond state standards and tapping into their diverse learning styles. ● The Academy should provide an environment where students are comfortable with their unique heritage regardless of their ethnicity, religion, race or background. ● Learning is enhanced by diversity and the Academy must promote multicultural awareness. ● To be effective, the Academy must provide a safe, orderly and positive learning environment. ● Parents are partners in the learning process and educational success is most often achieved when parents seize opportunities for involvement and support. ● The Academy and community should be in a partnership that shares the responsibility of educating its citizens. ● Learning is a lifelong process. Program Delivery In order to develop independent learners capable of solving the intricate problems of the twenty- first century, the Academy implements an integrated, inquiry-based approach to the Michigan Academic Standards (“MAS”). Academy coursework design meets the demands of being both college and career ready. Students’ academic work, as well as all Academy-related non-classroom activities, reinforces the interrelated skills and techniques that promote learning across all disciplines to prepare learners for the rigorous demands of the global workplace. Assignments encourage students to draw upon past experiences and develop real problem- solving skills that are cross-disciplinary in nature. The Academy strives to cultivate a family environment in which students can grow and explore learning. Students learn from each other and recognize an individual’s unique gifts and qualities. The Academy is designing and implementing curriculum, instructional strategies and assessments responsive to the needs, background, interests and abilities of students through differentiated instruction (Tomlinson & Allan, 2000). Through smaller class settings, student- centered learning and various research-based practices, the Academy creates engaged and committed learners. Differentiated instruction supports and incorporates many effective traditional methods and strategies as well as combines aspects of critical thinking, interdisciplinary instruction and Global Educational Excellence |Nagle| 2021 | GEE Academies K-12 Curriculum | Doc ID...
Beliefs.  The process of evaluation shall be continuous and cooperative.  The most effective evaluation occurs when teachers are empowered to self-evaluate.  The improvement of instruction is a responsibility shared by both the evaluator and the evaluatee.  The interaction between the teacher and the student is a key factor in the instructional process and shall be emphasized in the evaluation process.  The written evaluation form shall include both commendations on a teacher's strengths and plans for continued growth.  The evaluation shall be used when making administrative decisions concerning recommendations for re-employment, continuing employment, transfer, promotion, or discipline. Adopted: 11/92 Revised: 5/94 Revised: 8/07 10.11 TEACHER EVALUATION PROCESS—PHASE I
Beliefs. Participants strongly believed that it is important to be vaccinated to protect those who cannot be vaccinated (69%). Sixty percent of participants strongly disagreed that people living in an area with no or few cases should not need to be vaccinated. One third (33%) of participants strongly agreed that people should have a choice of which vaccine to take; only 6% strongly disagreed that people should have a choice. Twenty-five percent of people aged 65+ strongly agreed that people should have a choice, compared to 38% of people aged 18-25 years old.