Key Findings Sample Clauses
The 'Key Findings' clause serves to summarize the most important results, conclusions, or discoveries identified in a report, agreement, or investigation. Typically, this section highlights the main points or outcomes that have emerged from the analysis, such as significant trends, compliance issues, or areas of concern. By clearly presenting these essential insights, the clause ensures that readers or parties can quickly grasp the critical information, facilitating informed decision-making and efficient communication.
Key Findings. The vast majority of school districts had an agreement that allowed public use of school property. A substantial percentage of school districts did not specify which facilities were available for public use. Many of the agreements did not clearly define who was eligible to use the school facilities. In general, the agreements allowed for the facilities to be used at any time that did not interfere with school activities. While most agreements addressed liability and repair responsibilities, more than 25 percent of the agreements were silent on one or both of these issues.
Key Findings. Many police officers had a criminal justice role model in their family or were previously in the military. Some women were encouraged by others to join, and some minority men were influenced by television and movies.
Key Findings. The formulation of the forum and its multi-stakeholder, inclusive membership has helped to make the Social Responsibility Agreement a collective effort with all parties sharing equal responsibility and involvement. The Social Responsibility Agreement and its subsidiary agreements are written very clearly and directly including background information, principles, definitions, aims and objectives.
Key Findings. As has been found in previous CUSC surveys of first-year students, students are generally very positive about their initial experiences at university. Even with changes to survey methodology and the addition of weighting to account for the population of participating institutions, overall results are very similar to previous surveys, and trends that have been established over time were generally still apparent in the current survey. Among the multitude of results summarized in this report, a few key results are most informative. ► There appears to be significant interest in living on campus. Results from other CUSC surveys show that students tend to move off campus in their third or fourth year, but interest among first-year students who are not living on campus is very high. Living on campus appears to allow students to take in more activities on campus than those who live off campus, as rates of being involved in on-campus activities tend to be higher among those in institutions with higher proportions of students living on campus. ► Students report higher average grades in their first year of university in 2013 than in previous years. In fact, student-reported average grades have been increasing steadily over time. With that being said, there still appears to be a significant drop-off in students’ grades coming from high school to university. The majority of students expect to receive grades lower than their high school grades, especially for those achieving grades of A- or higher while in high school. Examining the relationship between reported grades in high school and university may help to identify segments of students that may be strongly related to outcomes such as intention to continue studies and satisfaction with their decision to attend the university. ► Although working while attending university has positive and negative impacts on students’ academic performance, students who appear to be most negatively affected are those working more than 15 hours per week on average. These students tend to be older (20 years or older), indicating that there may be a strong financial need to work while attending university. Students tend to be most heavily influenced in attending university by employment outcomes, such as preparing for a job or career or getting a good job. Although academic pursuits play a role, employment outcomes play a much stronger one in convincing students to pursue a university education. This also tends to be how students choose t...
Key Findings. CMN was forced to qualify the data rather than quantify it, due to the complex organizational structure, and sheer volume of programs and services of the agency. The results of the assessment process showed that overall; the tribes were concerned with three issues:
Key Findings. I wanted to prove to my Grandpa that I could graduate and I wanted “ a better life for my son and my partner. Graduate from Saanichton Learning Centre Evidence demonstrates: • A steady decline throughout the high school years in grade-to-grade transition; • A significant struggle in grade 9 Math and grade 10 English to meet target for course pass rates. • When Saanich calculates the adjusted 6 year Dogwood completion rate for our district (see First Nations 6 Year Completion Rate Adjusted Page 15), the district results meet or slightly exceed provincial results for the first time; • Consistent daily attendance in elementary, middle and secondary school significantly increases likelihood of student graduation from high school; and • Chronic absenteeism in elementary, middle and secondary school significantly decreases course completion and the likelihood of graduation from high school. NOTE: Evidence sources for this report include feedback and anecdotal information from all schools in SD#63, information from the communities including the èSÅNEÇ School Board, Enhancement Agreement Committee Members, E.A. Implementation Team, Ministry Satisfaction Surveys, information received through First Nations staff, Saanich Native Support Workers, and the Local Education Agreement committee meetings 2007/08 % 2008/09 % 2009/10 % 2007/08 % 2008/09 % 2009/10 % It is expected that over time, the grade to grade transition rates for First Nations, Métis and Inuit students will improve throughout the secondary years. Grade 8/9 Grade 10 Grade 11 Grade 12 2007/08 % 100 90 68 47 2008/09 % 2009/10 % 98 93 85 79 65 56 45 38 Grade 8/9 Grade 10 Grade 11 Grade 12 2007/08 % 2008/09 % 97 99 96 96 90 88 77 75 2009/10 % 98 96 89 78 09-10 Targets 10-11 Targets Grade 8/9: 100% Not Met 95% Grade 10: 95% Not Met 85% Grade 11: 75% Not Met 70% Grade 12: 50% Not Met 50% 100 80 60 20 0 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Aboriginal 71 46 68 56 71 72 88 Non Aborig 80 83 84 84 87 89 89 Can. Avg. 80 80 80 83 83 83 83 Aboriginal Non Aborig Can. Avg. 100 80 60 40 20 0 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Aboriginal 76 46 60 49 51 52 58 Non Aborig 79 78 71 58 59 60 63 Can. Avg. 75 75 75 59 59 59 59 Aboriginal Non Aborig Can. Avg. Overall 75% Overall 60% • There is a steady decline in grade to grade transition rates (grades 8 to 12) for Aboriginal students; • Baseline data from ‘Expect to Finish High School’ show favourable results with the exception of gra...
Key Findings. The analysis has enabled a more detailed analysis of the EU ETS dataset, looking in detail at the available data for a wide range of source sectors. The EU ETS has a broader scope in 2008 with more sites now reporting in Phase II of the scheme; analysis of the larger EU ETS dataset has facilitated a greater understanding of the emissions and fuel quality data from EU ETS within each of the constituent countries of the UK. The allocation of all EU ETS sites to DUKES categories has been conducted and agreed with DECC ▇▇▇▇▇. The UK-wide activity data analysis indicates that there are several source sectors where UK energy allocations within DUKES are recommended to be reviewed in light of the 2008 EU ETS dataset. Currently the NAEI uses emission factors derived from Tier 3 analysis of fuels in the power station, autogeneration and refineries sectors only. This analysis indicates that for the majority of other sectors and fuels there are sufficient data inconsistencies and variability to continue to limit the use of EU ETS fuel quality data within the UK GHGI estimates; only a handful of sectors provide data that appear to be consistent and repeatable as to be directly useful to displace the current UK fuel factor defaults. The limited scope of EU ETS in Phase I (2005 to 2007) means that there is currently an insufficiently large dataset for many industry sectors from which to derive reliable new fuel quality data. It is anticipated that analysis of the 2009 EU ETS dataset will support the further use of emission factors from EU ETS, where 2008 and 2009 analyses show good consistency and reliability.
Key Findings. Evidence demonstrates that: • Students who stay in school until grade 11 tend to graduate/complete grade 12; • Grade to Grade Transition rates continue to need focused attention in order to improve; • The number of graduates in Saanich is increasing each year; • Graduation results in Saanich are greater than the provincial results; • Math 9 results were good due to the Linear Math class; • High results in Social Studies 10 due to culturally relevant materials used in this course; • More parents are attending school events; • Home visits are being conducted on a regular basis for grade 9 students transferring from middle to secondary; • Summer School intervention programs are assisting in the transition from middle school to secondary (NSMS to Parkland and Bayside and Tribal on to Stelly’s); and • First Nations students are applying in greater numbers to School District #63 Trade programs. NOTE: Evidence sources for this report include feedback and anecdotal information from all schools in SD#63, information from the four communities including the èSÅNEÇ School Board, Enhancement Agreement Committee Members, E.A. Implementation Team, Ministry Satisfaction Surveys, information received through First Nations staff, Saanich Native Support Workers, and the Local Education Agreement committee meetings.
Key Findings. Quality of CIRD technical assistance and relations The CIRD technical team receives high marks from their counterparts. CIRD staff demonstrate a common approach and TA style that resonates with the CLS and communities. CIRD staff regard themselves as facilitators who “never impose but instead guide and orient” CLS members. Moreover, CIRD staff have earned their counterpart’s respect and trust based on: a) the high quality and level of technical expertise among CIRD staff; b) CIRD staff commitment and dedication; and c) CIRD staff responsiveness and availability when needed. Moreover, the CIRD staff are a high performing, creative technical team. In reviewing the technical portfolio of activities, CIRD staff apply the latest technologies and methodologies, apply relevant tools and methodologies the counterparts can understand and use and produce high quality technical products. In discussing how the partnership is working between the Alianza members, the Evaluator received the following comments. First, Alianza partners recognize and value the high quality and technical expertise of CIRD staff. The members also indicated that CIRD, as well as other partners, are collaborating better. However, the members also expressed frustration, stating that the current mechanism for technical collaboration among the partners – collaboration meetings – is not working well. Second, technical competition and territoriality still exist among the Alianza members. The members state CIRD technical staff are open and receptive to technical collaboration and that institutional rivalry has improved, but they also indicated that senior-level managers at CIRD still remain competitive and possessive of certain technical domains. Third, the Alianza is working in the field. Some of the CLS understand who the different Alianza members are, what their respective roles are, and are beginning (and only beginning) to coordinate locally. Now the Alianza members need to nurture the synergy between projects, using the technical working groups, UOLs and CLS-oriented programming as coordination mechanisms. Recommendations to strengthen overall technical approach As the CIRD project begins its third year, it is an opportune moment to address directly and plan for sustainability of their technical approach. To address these sustainability issues, CIRD will need to identify now strategies and implement activities that will consolidate, replicate and sustain their technical model. First, CIRD shoul...
Key Findings. As the Boards consider whether to further advance the GLX project, the IPMT sought to answer certain key questions and propose recommendations to help inform that decision.