Sentence examples for development of new programmes from inspiring English sources

For this, the participation of universities, public research organisations, and other R&D centres, which are going to host these doctors for the development of new programmes, projects, or lines of investigation, is expected".

Some successful projects had gone on to influence the development of new programmes in different areas or organisations: Because it was so successful, I was given a job as an activity coordinator, and the idea is to develop this kind of philosophy throughout the city and that's slowly and surely what we're doing.

In the recent past, encouraging global efforts have been made, including the development of new programme guidelines by WHO [ 4], new recording and reporting tools with special sections on childhood TB [ 5] and initiatives on anti-TB drugs for children [ 6].

Evidence of positive development in performance: - examples of new programmes or innovative ways of working (including new technologies) that led to more effective performance.

Here, we consider the drivers of programme innovation − i.e. the introduction of new programmes and the withdrawal of existing programmes − in UK universities.

Following a review of the UK chemical engineering landscape and a critique of literature guidance on the appropriate content of chemical engineering curricula, this paper illustrates the issues of new programme development through the approaches and experiences of a new provider, the University of Huddersfield, which introduced new chemical engineering programmes from academic year 2013 2014.

The training principles of the NMC programme can be adapted to other sporting codes and motivate the development of new training programmes.

These actions were mostly related to systems redesign, i.e. improvement of information technology, development of new educational programmes and modifications of medical documentation.

Although postgraduate training in Ireland has expanded through the development of new training programmes [ 6, 8], our study suggests that this information is not being relayed to students.

Appraising acceptability broadly is important because it can reveal critical equity, ethical and social issues relevant to the development of new screening programmes, and highlight how informed choice, confidentiality and respect for autonomy might be ensured.

To ensure buy-in, involve staff and students in the planning and development of the new programme from the outset, and update them regularly on the progress.