Implementation of social interventions to facilitate the livelihoods of persons likely be economically affected over the halt in galamsey activities has been captured in the document to cost $ 50 million.
Rev. Father Campbell also lauded government on
the implementation of some social intervention programmes such as Planting for Food and Jobs, and the 1 - District -1-Factory initiative, adding that «we are very interested in these programmes because of their employment generation potential, especially for our youth».
Not exact matches
The New Patriotic Party (NPP) has launched its 2016 Manifesto focused on reviving Ghana's economy through the
implementation of several
social and economic
interventions.
The Deputy Minister for Communications, Vincent Odotei Sowah, has assured that government is working tirelessly to ensure the successful
implementation of the Free Senior High School programme, which is the biggest
social intervention in many years.
Effective pedagogy in the preschool years includes the early detection
of developmental delays and the
implementation of effective
intervention strategies, which in turn depend on the ongoing monitoring
of early learning and the tracking
of children's
social and emotional development.
(Un) Commonly Connected: A
Social Network Analysis
of State Standards Resources for English / Language Arts AERA Open, November 2017 This article examines the results
of two quasi-experimental studies
of the
implementation and impact
of the Literacy Design Collaborative (LDC), an
intervention designed to support secondary teachers» transition to Common Core State Standars in Enlish language arts.
She spent 16 years as a K - 6 Principal where she led her school's
implementation of inclusionary special education practices, Response to
Intervention, data driven instruction and
social emotional learning (SEL), an area
of focus that brought her school national recognition for the successful
implementation of SEL throughout the school community.
She was also a Positive Behavioral
Interventions and Supports (PBIS) lead for the school, which involved analyzing school climate data and supporting teachers in the
implementation of new
social - emotional curriculum.
We also consider evidence directly connected to the
intervention in question (for instance, studies
of a particular
implementation in an animal advocacy context) as well as evidence more distantly related (for instance, from general psychological studies or from sociological work done on other movements for
social change).
The paper concludes with discussions
of the gaps in current
intervention research,
of barriers encountered in the
implementation and evaluation
of family - based prevention programs, and
of the implications for future preventive
intervention research and for
social policy related to family - based preventive
interventions.
They also participate in many aspects
of education and personal growth including individual and group counseling, student planning, career and college preparation, character building,
social skills, study skills, crisis
intervention, and preventive and / or proactive program
implementation.
Several
of the articles in this double issue specifically address issues
of community milieu, school climate,
social interactional variables, and other «extra-individual» influences that affect the
implementation and impact
of evidence - based
intervention programs.
The record linkage will also incorporate data on the quality and extent
of implementation of mental health promotion and early
intervention programmes in NSW schools, affording an opportunity to examine how delivery
of such programmes may modify individual pathways
of social, emotional and behavioural function between early and middle childhood.
To help address this gap, the Head Start CARES demonstration evaluated the
implementation and impacts
of three
interventions that included classroom - based
social - emotional strategies, along with professional development (teacher training and coaching) and related supports for scaling up the program, in Head Start classrooms across the country.
Dr. Whitcomb works with several school districts on their
implementation of School - wide Positive Behavioral
Interventions and Support, and her current research efforts include investigation
of quality
implementation features and consultation related to school - based behavioral and
social - emotional learning efforts.
Her career is focused on improving outcomes for the highest risk youth through effective
implementation of evidence - based youth development programs,
social emotional learning, violence prevention, and
intervention within a frame
of well - being and normal childhood and adolescent development.
Measures
of implementation fidelity, mentor - student alliance, and
social validity will be used to assess these potential moderators
of intervention effect, as well as student, family, and school context factors.
The aims
of the project are to (1) develop a culturally specific parent training
intervention for Latino families with youngsters at risk for substance use and related problems, (2) evaluate
implementation feasibility and initial efficacy
of the
intervention in a pilot study, (3) develop and refine measurement methods for assessing Latino individual family processes, and (4) test an integrative theoretical model that hypothesizes how
social and acculturation contexts, family stress processes, and parenting practices are linked to predict Latino youngster adjustment.
The National Center for Pyramid Model Innovations (NCPMI) assists states and programs in their
implementation of sustainable systems for the
implementation of the Pyramid Model for Supporting
Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs to support social, emotional, and behavioral out
Social Emotional Competence in Infants and Young Children (Pyramid Model) within early
intervention and early education programs to support
social, emotional, and behavioral out
social, emotional, and behavioral outcomes.