The phrase "activities designed to foster" is correct and usable in written English.
It can be used when discussing initiatives or programs aimed at promoting growth, development, or improvement in a specific area.
Example: "The organization offers various activities designed to foster teamwork and collaboration among employees."
Alternatives: "initiatives aimed at promoting" or "programs intended to encourage".
In their first year, students will participate in curricular activities designed to foster critical thinking and broad understanding of the tools and knowledge that underpin molecular and quantitative investigations of biological mechanisms.
§3515.8 (West 2010) (a nonmember's fair share includes "the costs of supportof lobbying activities designed to foster policy goals and collective negotiations and contract administration"); see also Lillebo v. Davis, 222 Cal.
On 1 October, NIH will shutter its nine-person Office of Science Education (OSE) and cease to conduct a range of activities designed to foster health science education among elementary and secondary school students and the general public, Tabak told ScienceInsider yesterday.
They include activities designed to foster empathy, emotional coping and problem solving as well as to prevent bullying and substance abuse.
Simultaneously, over half of respondents noticed a moderate or substantial increase in activities designed to foster evidence-based practice on the units.
The survey also included a question on the staff nurses' perception of change in activities designed to foster the use of evidence-based practice (EBP) on their unit since the start of VANA.
A fourth priority for the School is to create more principled and effective public leaders, and many aspects of our curriculum and co-curricular activities are designed to foster such leadership.
All activities are designed to foster maximum mentorship between coaches and players, between older and younger players, and between volunteers and participants.
Therefore, the purposes of this study were to 1) describe EC and socio-demographic characteristics of low-income women and compare these between women who perceive being physically active with those who don't and 2) to examine their responses to an online physical activity lesson designed to foster awareness of and attention to a physically active lifestyle for low-income audiences.
Examples of activities and resources designed to foster scholarship are presented, along with preliminary evaluation of scholarship activities of clinical-track faculty.
As for the instructional implication, it is proposed that a constructionism-based problem-solving learning environment, with information processing, scaffolding and reflection activities, could be designed to foster computational practices and computational perspectives.
