Sentence examples for changes achievements from inspiring English sources
A useful distinction (in the adaptation of Rhetorical Structure Theory proposed in this paper) is between concept-objects and their descriptive properties, and agents/agency that bring about changes (achievements, effects, consequences) as they fulfil their functions (e.g. the burners in the Hot Air Balloon).
The control-value theory implies that shaping educational environments in adequate ways can help to change achievement emotions other than anxiety as well.
This paper considers the changes in achievement observed for Ireland in PISA 2009 under two themes: implementation of PISA in Ireland and changes in the cohort of students participating in PISA, and response patterns on the PISA test (as measures of student engagement).
The analyses represent an attempt to examine two (possibly overlapping) potential explanations for the changes in achievement observed in Ireland: (i) the decline in PISA scores is due to a decrease in engagement (ii) the decline in PISA scores is due to a decrease in proficiency.
In conclusion, we have attempted in earlier reviews as well as here to demonstrate that the PISA results for Ireland in 2009 represent a potentially valuable case study for other countries seeking to interpret unexpected changes in achievement in PISA or other international assessments over time.
Few articles validate the effect of this dimension on changes in achievement, because most exams test low-level questions (Momsen et al., 2010).
In a post hoc analysis, the effect of body weight changes on achievement of MDA was evaluated by a logistic regression model (stepwise method).
Despite its acute effect in reduction of impulsive outbursts, risperidone has not been shown to produce long-term changes in achievement or long-term prognosis.
However, we found no consistent relation between changes in achievement rates over time and the agent responsible for measuring indicator parameters.
In the traditional classroom, there was no change in achievement.
But many stay in the Chancellor's District for years, with little change in achievement of the students.
