Aim 1 definition

Aim 1. Improve access to higher education for people from the widest possible range of backgrounds Aim 3: Right learning in the right place – secure coherent provision of higher education in Scotland in line with SFC’s statutory obligation Aim 4: A developed workforce – learners who have the skills, knowledge and entrepreneurial spirit to get a job and progress their career; and institutions that respond to the skills needs of the economy locally and nationally Aim 5: A research base that is internationally competitive and improving its reputation and standing in the world Aim 6: University-industry collaboration – deliver a step-change in the engagement of business and industry with universities, removing any barriers to the exploitation of research for economic and wider societal benefit

Aim 1. A district where everyone shares in an improved quality of life – Residents have easier access to local public services. Aim 3: A district where business and enterprise can flourish, thereby supporting increased economic vitality of the market towns, ensuring local businesses are able to remain in the District and promoting the improvement of the skills of the working-age population.

Aim 1. Better Care for the Individual through Beneficiary- and Family-centered Care

Examples of Aim 1 in a sentence

• Survey measures will: Aim 1: Describe Healthy Michigan Plan enrollees’ consumer behaviors and health insurance literacy, including knowledge and understanding about the Healthy Michigan Plan, their health plan, benefit coverage, and cost-sharing aspects of their plan.

• The specific aims of our CP program are for students to: Aim 1: develop a professional identity as a culturally-competent health service counseling psychologist.

• Overview = Members to consider the information presented and make observations, comments and/or recommend further considerations to be taken into account and any additions or amendments required.THIS PAGE IS FOR INFORMATION ONLY CORPORATE PLAN AIMS AND PRIORITIES Aim 1 - To improve the quality of life and social justice for residents so it is much closer to that enjoyed by the rest of Warwickshire.

• Aim 1: To provide broad and general training in psychology with emphasis on applied empirical knowledge within their setting.

• It is anticipated that during the 2013-2014 fiscal year, the work to be carried out at the Georgiou lab will focus primarily, but not exclusively on Specific Aim 1.

• Aim 1: To increase the extent to which disabled pupils can participate in the school curriculum.

• The primary endpoint of Aim 1 is successful performance of the PARDSEVERE risk stratification tool to discriminate 28-day mortality in pediatric ARDS.

• If validated in Aim 1, this strategy could be used to identify subjects who should be either excluded (low-risk subjects with low probability of improved mortality from intervention) or included (subjects with higher predicted mortality) in an interventional trial.

• The broad time span of the Sector Skills Agreement considered within this thesis commences in 2003 with the enunciation of the policy, and concludes with the effective completion of the SSA process in 2008.

• For Aim 1, PARDSEVERE biomarker levels will be used to classify subjects according to the previously published PARDSEVERE decision rules without modifications [45].

More Definitions of Aim 1

Aim 1. Improve access to HE for people from the widest possible range of backgrounds Underpinning key strategic aims of the university, 2015/2020:‌ • Recognise and respond to the diversity of our student population by creating opportunities where inclusive practice can be enhanced and mainstreamed‌ The university is committed to ensuring that there are no barriers to application, enrolment, progression and achievement by students regardless of background. In relation to applications, we are in the final stages of work on the recommendations from the partnership-wide admissions review which took place during 2013/14. This work includes a revised admissions policy, documentation of recruitment and selection processes by programme, review of entry qualifications and the development of a process handbook for admissions practitioners. A cross-partnership group comprising admissions, guidance and academic staff is currently drafting a contextualised admissions policy. Once this policy has been approved by Academic Council, relevant procedures, guidance and training will be put in place for 2016/17 entry.

Aim 1. Improve access to Higher Education for people from the widest possible range of backgrounds. Background and baseline‌ We received over 59,000 Undergraduate applications for 2015-16 entry; of which over 20,000 were from Scottish domiciled applicants. Of these, 2,574 Scottish domiciled students successfully gained entry to the University. Given the limited number of funded places, approximately 9-10 Scottish domiciled applicants for each available place, equality and fairness of access is crucial in this highly competitive context. Our outreach work, across Scotland and the rest of the UK, encourages increasing numbers of individuals to apply while our sector leading contextualised admissions process allow us to select the brightest and best regardless of background; with the understanding that not all have the opportunity to demonstrate their full potential in school-leaving qualifications. Our peer support, personal tutor programmes and bursary packages are designed to ensure that all of our students have the support to progress and succeed in their studies and develop graduate attributes which are hugely valued by employers. 55% of our Scottish domiciled entrants in 2014-15 and in 2015-16 had at least one widening participation indicator. Our contextualised admission process was further refined for 2015-16, and is available We have an array of custom designed short-term international initiatives created in close collaboration with key partners and stakeholders, both internally and externally, and targeted at specific under-represented groups. This includes the Widening Horizons Programme where students spend 2-4 weeks in India and Tanzania respectively. Our Go Abroad Office has helped create a culture of inclusivity, circumventing the barriers to participation, enabling a variety of students from low participatory student groups, including students from low socioeconomic backgrounds, students with disabilities and students with low participation disciplines such as STEM subjects, to gain a vital international experience. Looked after children and care leavers are recognised as a priority group for WP and outreach initiatives (see the WP As noted elsewhere in this agreement, the University of Edinburgh offers one of the most generous bursary packages in the UK for those on the lowest household incomes, which care experienced students are eligible to apply for. There are a variety of elements to the overall bursary package, which includes bursaries availabl...

Aim 1. Is abuse (sexual, emotional and physical) associated with depressive symptoms and substance use?

Aim 1. To determine the prevalence and risk factors for LTBI among Georgian healthcare workers by positive TST and positive QFT. To determine the concordance between the TST and QFT test in this population. Aim 2: To estimate the effect of frequency of contact with TB patients at work on positive LTBI test (either test positive, QFT positive, TST positive, discordant positive tests) among Georgian HCWs.

Aim 1 has the meaning set forth in the Nonclinical Workplan. “Anti-Corruption Laws” has the meaning set forth in Section 13.18.