Sentences with phrase «practice course participants»

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Course participants will gain clear understanding of how effective work with boys and young men can be developed; increase in confidence and ability to ensure that policies are put into practice; and increase in confidence and ability to ensure that work with young men is integrated into teenage pregnancy strategies.

The training course provides participants with an opportunity to identify, explore and practice the key skills required to facilitate parenting groups.

(b) Athletic trainers licensed by the Board or certified or licensed by the proper licensing authority of another state, province, territory or the District of Columbia who are working in a team setting, treating injuries which arise in the course of practices or team sports events, may treat the participant at the events under the conditions of the referral, or the standing written prescription or written protocol.

for training, practice and reference, December 2007 IBFAN Training Courses on the Code ICAP, 2010 Improving Retention, Adherence, and Psychosocial Support within PMTCT Services: Implementation Workshop for Health Workers IYCN Project, The roles of grandmothers and men: evidence supporting a familyfocused approach to optimal infant and young child nutrition IYCN Project Mother - to - Mother Support Groups Trainer's Manual - Facilitator's Manual with Discussion Guide IYCN Project, 2010, Infant Feeding and HIV: Trainer's guide and participant's manual for training community - based workers and volunteers IYCN Project 2010, Infant Feeding and HIV: Participant's manual for community - based workers and volunteers IYCN Project, Infant and Young Child Feeding and Gender: A Training Manual for Male Group Leaders and Participant Manual for Male Group Leaders IYCN Project 2012, Helping an HIV - positive breastfeeding mother decide how to feed her child at 12 months: A checklist for health care providers IYCN Project 2012, Community interventions to promote optimal breastfeeding; evidence on early initiation, any breastfeeding, exclusive breastfeeding and continued breastfeeding; literature review, January 2012 UNICEF 2011, Community IYCF Counselling Package - The technical content of this package reflects the Guidelines on HIV and Infant Feeding 2010: Principles and Recommendations for Infant Feeding in the Context of HIV and a Summary of Evidence related to IYCF in the contparticipant's manual for training community - based workers and volunteers IYCN Project 2010, Infant Feeding and HIV: Participant's manual for community - based workers and volunteers IYCN Project, Infant and Young Child Feeding and Gender: A Training Manual for Male Group Leaders and Participant Manual for Male Group Leaders IYCN Project 2012, Helping an HIV - positive breastfeeding mother decide how to feed her child at 12 months: A checklist for health care providers IYCN Project 2012, Community interventions to promote optimal breastfeeding; evidence on early initiation, any breastfeeding, exclusive breastfeeding and continued breastfeeding; literature review, January 2012 UNICEF 2011, Community IYCF Counselling Package - The technical content of this package reflects the Guidelines on HIV and Infant Feeding 2010: Principles and Recommendations for Infant Feeding in the Context of HIV and a Summary of Evidence related to IYCF in the contParticipant's manual for community - based workers and volunteers IYCN Project, Infant and Young Child Feeding and Gender: A Training Manual for Male Group Leaders and Participant Manual for Male Group Leaders IYCN Project 2012, Helping an HIV - positive breastfeeding mother decide how to feed her child at 12 months: A checklist for health care providers IYCN Project 2012, Community interventions to promote optimal breastfeeding; evidence on early initiation, any breastfeeding, exclusive breastfeeding and continued breastfeeding; literature review, January 2012 UNICEF 2011, Community IYCF Counselling Package - The technical content of this package reflects the Guidelines on HIV and Infant Feeding 2010: Principles and Recommendations for Infant Feeding in the Context of HIV and a Summary of Evidence related to IYCF in the contParticipant Manual for Male Group Leaders IYCN Project 2012, Helping an HIV - positive breastfeeding mother decide how to feed her child at 12 months: A checklist for health care providers IYCN Project 2012, Community interventions to promote optimal breastfeeding; evidence on early initiation, any breastfeeding, exclusive breastfeeding and continued breastfeeding; literature review, January 2012 UNICEF 2011, Community IYCF Counselling Package - The technical content of this package reflects the Guidelines on HIV and Infant Feeding 2010: Principles and Recommendations for Infant Feeding in the Context of HIV and a Summary of Evidence related to IYCF in the context of HIV.

The workshop is designed primarily as a «hands - on» laboratory course program in which participants practice and learn techniques for the cryopreservation of cleavage - stage embryos, spermatozoa, oocyte and ovaries, as developed and currently applied by the EMMA - INFRAFRONTIER partner repositories and by the Jackson Laboratory.

Participants in this course learn how the principles of the 3Rs are implemented in the day - to - day practice of animal experiments for the benefit of laboratory animals.

Completion of an Online Course or series of MINDBODYGREEN Online Courses and any certificate or other evidence thereof provided by MINDBODYGREEN may not be recognized by third - parties, including employers, governmental bodies and educational institutions, as imparting upon the participant any particular qualification, skill - set or fitness to practice or perform any particular task or profession, and MINDBODYGREEN makes no representations or warranties to that effect.

Completion of a course or series of MBG courses and any certificate or other evidence thereof provided by MBG may not be recognized by third - parties, including employers, governmental bodies and educational institutions, as imparting upon the participant any particular qualification, skill - set or fitness to practice or perform any particular task or profession, and MBG makes no representations or warranties to that effect.

Participants who successfully complete all three courses: Nutrition Fundamentals, Diseases of Affluence, and Principles in Practice, in this program receive a Certificate in Plant - Based Nutrition from the T. Colin Campbell Foundation and eCornell.

Participants will delve into content deeper than that of the weekend course, so that the participant is able to gain knowledge, skills and practical application of the Yogic Technology for complete integration in to their professional practice and personal wellbeing.

This course will introduce participants to an array of human intellectual capacities and to practices that support understanding among all students.

In this webinar, participants will learn: • Best practices around when and how to assess effectively — from formative to summative and course - specific to districtwide • Ways to interpret results and apply them strategically to curriculum design and learning paths • Approaches for repeating and scaling personalized learning efforts through technology

Over the course of three consecutive days, participants learn about and practice a proven coaching model that empowers them to constructively improve their teachers» instructional practice.

Participants will learn how to digitize content they currently use in their instruction to a learning management system that supports blended learning while adhering to best practices in digital course design.

Participants will learn best practices in online course design that are aligned with Common Core and National Standards of Quality for Online Courses by the International Association for K — 12 Online Learning (iNACOL).

Participants engage in the in - depth study of relevant course materials, establish a training classroom, do practice teaching, conduct workshops for teachers and caregivers at their home site, observe in classrooms and provide feedback to staff, meet with agency administrators to inform them of their progress, and keep a training journal to document and reflect on their activities.

During the course of the programme, participants will attend four face - to - face training and assessment days as well as participating in a range of online activities, with each element designed not just to test a teachers» knowledge and skills, but also to provide them with development opportunities and equip them with behaviours and approaches to evaluation and personal development that ensure they continue to develop their practice.

Additionally, the online science endorsement courses require participants to practice science lessons in either a classroom setting or with a group of at least five individuals.

Throughout the course, participants tinker with the AbD framework in their study groups — and in their classrooms — to build towards developing a picture of practice that shows what maker - centered learning can look like in action.

Clearly, students» knowledge and understanding of literacy grew as a result of their course readings and work in the class; however, the synergistic effect of these learning communities enabled the participants to be more confident and knowledgeable in the application of their literacy understanding and practice (as reported in Bransford et al., 2000).

Many of the participants indicated that they were not previously aware of the strategies and best practices outlined in the course

The course and exam help participants recognize, adopt, and implement practices that keep teachers and students focused, alert and ready to learn.

Participants engage in courses and assignments to practice data - driven decision making processes, strengthen one's self - awareness, and sharpen instructional leadership skills.

Participants will complete assigned modules from ASCD's PD Online ® CCSS courses prior to each face - to - face workshop and then apply that knowledge to classroom and school practices as well as job - embedded PD implementation plans for use with their teachers.

Furthermore, during the course, she provided all participants hands on experience practicing emergency life saving skills.

Each participant will be allowed approximately 3 minutes to run the course or practice different skills.

Healing Touch for Animals ® courses introduce HTA techniques to course participants and demonstrate how HTA and energy medicine can be easily used in a veterinary practice.

Participants join our communicative Spanish Group Course for four hours daily and practice two hours of yoga three times a week.

Course participants learn simple steps for emergency care and will practice applying skills in a non-stressful learning environment.

The course focuses on primary care through a combination of knowledge development, skill development and realistic scenario practice to make sure participants have the confidence in their ability to provide care when emergency situations arise.

This series of intensive, single - session courses, led by noted art historians and educators, offers participants an overview of current ideas and practices in contemporary American art.

Recent programmes included the panel series «Nordic Art and its Discontents» (2015/16) and the course «How Speech Acts: Art and Life» (2015) where participants learnt about performativity through contemporary artists» practice.

The course consists of lectures, seminars, workshops and practice in preparation of Gwangju Biennale and Gwangju Design Biennale, with an intensive schedule of classes and curatorial administrations led by the visiting professor as well as presentations of the participants» projects, and visits to artists, designers, museums, galleries and related institutions.

Over the course of a week, the participants work closely with leading international artists and key arts professionals to discuss and develop their individual practices through a series of lectures, tutorials, workshops, reading groups, gallery visits and seminars.

Throughout the course, participants will engage with global experts on climate change, and explore best practices, country examples and new approaches for building climate resilience in an interactive video - based format.

Participants will gain best practices for engaging their network in NWEI discussion courses, and connect with other people who are taking the next step to convene a NWEI discussion course.

Participants will gain best practices for engaging their network in NWEI discussion courses and connect with other...

Weekly classes cover a variety of law - related topics: participants are expected to read the weekly online course readings, use the web to practice the skills taught each week, participate in interactive online discussion groups with the instructor and fellow participants, and complete short written assignments based on the material covered.

Address the perception that CPD Program is only of value to lawyers who are struggling with their practice and irrelevant to lawyers who take their own professional development seriously Communicate the outcomes of the evaluation including to stakeholders The following comments from focus group participants interviewed by the consultant provide further context and qualitative information regarding the CPD Program impact and outcomes: «Of course we shouldn't have to track hours, how could the same standard possibly apply to an 85 year old lawyer having practiced in the same area, as it does to someone who just got hired on as an associate in their first firm?»

Course outcome: Participants will understand the principles of family - centred practice and develop skills to embed these principles in their practice.

Course Objectives: Narrative Ideas and Therapeutic Practices certificate workshop are designed to offer numerous opportunities for participant to experience both the historical theoretical foundations and new forms of narrative therapy practice.

The hypotheses are (1) that perceived stress, anxiety and depression will significantly decrease at course completion, (2) that the decrease will be maintained at follow - up; that is, the size of the change at follow - up will remain significantly different from pretest levels, (3) that participants who practice more will have a larger decrease in negative mood and (4) that the decrease will be comparable to other types of intervention.

In support of this principle, we require that participants establish a personal mindfulness practice prior to this training by completing our Mindfulness Fundamentals course or any one of the trainings listed here.

The Specialist Course in Couple Therapy (SCCT) provides participants with training in a range of theories and practices in how to effectively work with couples who are in an intimate relationship, within a counselling setting.

Participants will reflect on their current beliefs, knowledge, and practice guided by the Critical Competencies; identify, analyze, and begin applying understanding of the Critical Competencies that support social - emotional development in children and related instructional practices; and begin integrating the Critical Competencies model and resources into current and proposed courses and programs of study.

This course is limited to 20 participants and is designed to facilitate experiential work, group discussion, and review the present literature and practice regarding technology and play therapy.

After 22 years in private practice, and many continuing education experiences, they felt the desire to make continuing education courses more stimulating, engaging and relevant to participants.

This course is suitable for participants from the following professions who are interested in Interdisciplinary Collaborative Practice.

In this 2 - day course, Terry will guide participants through a combination of lecture, video, presentation, discussion, role plays, large group work, and small group exercises, in order to ground theory in practice.

Duties: AEDP (Accelerated Dynamic Experiential Psychotherapy) Advanced Essential Skills Course (2011 - 2012), Essential Skills Course (2010 - 2011) and Immersion Course (May 2011): Supervised group experiential exercises where participants practiced basic skill sets necessary to practice AEDP and to emerge both an understanding and a felt sense of how to practice AEDP.