Sentences with phrase «free character education»

Free character education resources for K - 12 teachers, coaches, and youth group leaders.

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Free the Horses: A Character Education Adventure Free the Horses is a program which uses an action - packed video story to capture attention while teaching children in grades 1 to 4 to believe in themselves, their talents and their dreams.

Tough, whose new book is «How Children Succeed: Grit, Curiosity and the Hidden Power of Character,» will offer a free public lecture today as part of an education conference put on by the Oregon Social Learning Center.

The British Humanist Association (BHA) is today publishing the names, locations and religious characters of all Free School applications from the «ninth wave», after the Department for Education (DfE) provided the information in response to a Freedom of Information request submitted by the BHA earlier this year.

The British Humanist Association (BHA) has been added as a respondent to a legal case between the Department for Education (DfE) and Information Commissioner's Office (ICO) over whether the DfE must publish a list of all proposed Free Schools, including their religious character.

The Department for Education (DfE) has appealed a ruling by the Information Commissioner's Office (ICO) which said that it must publish a list of all proposals to establish Free Schools as part of the first two «waves» (i.e. to open in 2011 or 2012), giving their religious character.

Dear Editor, We at Your True Nature are happy to announce free, downloadable curricula for Environmental Education, Character Education, and Writing developed from positive feedback we received from enthusiastic teachers using Advice from Nature materials with their students.

After - School, At - Risk / Character, Community Involvement / Volunteerism, General Education, Math, Reading, Safe / Drug Free Schools, Science / Environmental, Social Studies, STEM (Science, Technology, Engineering, Math), Technology, Vocational

Join Character Education Partnership and the Virtues Project for a free screening of this movie Friday, April 13 at 4:30 at Bethesda Landmark Theatres.

As reported in Schools Week on March 6, the 11 to 18 free school, which opened in 2012, issues students with «King's passports» in which character education is logged, and a «seven pillars» policy is in place.

At King's Leadership Academy, an 11 to 18 free school which opened in 2012 in Warrington, Cheshire, character education is logged in a «King's passport» for every pupil and a «seven pillars» policy is in place.

The Character Education Partnership (CEP) and The Virtues Project are joining much of the nation in standing up against bullying by offering a free open screening of the movie Bully in Bethesda, MD..

A Warrington free school which issues passports to its pupils to log the success of character education has been named as the winner of a Department for Education (DfE) nationeducation has been named as the winner of a Department for Education (DfE) nationEducation (DfE) national award.

The Center co-sponsors the Smart & Good School initiative, which includes free resources, a quarterly newsletter of best practices, and a research report; offers assessment instruments and other character education resources, such as books, articles, Spanish - language materials, classroom strategies, and parenting resources; and provides presentations and seminars for educators and parents.

Each school bus driver must be of good moral character, of good vision and hearing, able - bodied, free from communicable disease, mentally alert, and sufficiently strong physically to handle the bus with ease, and he or she must possess other qualifications prescribed by the Commissioner of Education, including those qualifications described in 49 C.F.R. s. 391, relating to physical qualifications and examinations, and 49 C.F.R. part 40 and part 382, relating to controlled substance and alcohol use and testing, and he or she must hold a valid commercial driver's license with a passenger endorsement.

Professor Arthur is also a director of the Jubilee Centre for Character and Virtues, which is a strategic adviser for Floreat Education, an academy chain run by David Cameron's former adviser James O'Shaughnessy and which opened its first free schools this month.

A substantial proportion of the free schools created under Education Secretary Michael Gove's reforms appear to have a strong cultural or religious character.

CEP's Schools of Character program is a free school improvement process offers the opportunity for self - assessment, expert feedback, and possible recognition to schools and districts engaged in character eCharacter program is a free school improvement process offers the opportunity for self - assessment, expert feedback, and possible recognition to schools and districts engaged in character echaracter education.

Kim implemented and supervised the Safe and Drug Free Schools (SDFS) program (ATOD & Violence Prevention), Character Education / Ethics, Risk & Resiliency, School / Student Behavior & School Climate, Social Emotional Learning, School Connectedness, & Mental Health.

Good Character.com A variety of free online character education lessons, activities, and resources Live Wire Media Producers of inspiring videos that engage young people and teach the importance of good character.

The following are examples of jobs that can join our affiliation - attendance, technology, student discipline, transportation, athletics, at - risk, safe and drug - free schools, Children's First, character education, counselors, nurses, assistant principals, etc..

In Finland, the government provides funding for basic education at all levels, and instruction is free of charge.3 In Sweden, schooling is «free,» and parents are able to choose their children's schools; funding even follows the student when they change schools.4 In Portugal, the Ministry of Education finances the public sector in its entirety, and the state subsidizes each student in private schools.5 In Germany, the Netherlands, England, Northern Ireland, and Sweden, «public funding is provided so that families can choose to send their children to schools with a religious characteeducation at all levels, and instruction is free of charge.3 In Sweden, schooling is «free,» and parents are able to choose their children's schools; funding even follows the student when they change schools.4 In Portugal, the Ministry of Education finances the public sector in its entirety, and the state subsidizes each student in private schools.5 In Germany, the Netherlands, England, Northern Ireland, and Sweden, «public funding is provided so that families can choose to send their children to schools with a religious characteEducation finances the public sector in its entirety, and the state subsidizes each student in private schools.5 In Germany, the Netherlands, England, Northern Ireland, and Sweden, «public funding is provided so that families can choose to send their children to schools with a religious character.»

When the culture of the East, its chief characteristic, is added to the strength of body and the strength of mind of the agricultural center, its special contribution, and these two great characteristics are constantly imbued with the spirit of independence and love of liberty which lives in the hearts of the dwellers of the mountains, their main quality added to the national character, there is every reason to believe that we shall have a people and institutions such as will be permanent; with such wealth of resources, of such high education and intelligence, and of such vitality, of such longevity, of such devotion to freedom and hostility to centralization and tyranny as shall enable this Nation of ours to stand indefinitely; and to maintain in the future years its manifest destiny of leading the peoples and nations of earth in the principles of free government, constitutional security and individual liberty.

Free the Horses: A Character Education Adventure Free the Horses is a program which uses an action - packed video story to capture attention while teaching children in grades 1 to 4 to believe in themselves, their talents and their dreams.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,