Sentences with phrase «between social practice»

Ka's interests lie at the intersection between social practice and institutional critique that experiment with alternative protocols for underserved communities and art and public institutions.

What is the relationship between Social Practice and other art practices that have long historical and theoretical trajectories such as conceptualism, performance, institutional critique and the wide range of artistic engagements with art and politics?

The structure of the conference included lectures by these artists as well as panels that addressed the relationships between Social Practice projects and museums and educational institutions with social practice programs such as CCA, PSU, OTIS, MICA, and UCSC.

Not exact matches

Robyn joins Align from U.S. Trust where she served as a Vice President and Private Client Advisor and focused her wealth management practice on bridging the gap between traditional investment capital and financing social change.

«Planned markets are sick markets, markets that are always in crisis, because their most - important social function — facilitating selection between competing pools of capital on the basis of what way of doing things in the real world works best in practice, distinguishing between real capital formers and fools — has been disrupted by the planner's clumsy interference.

The split reflected the growing social stratification of the bar, the increasing division of labor between litigators and office lawyers, and the development of a wide range of specialized fields of practice.

Still, the case against teleological ethics may here offer this response: Granting the difference between direct and indirect applications, this yields only the familiar distinction between «act - teleology» and «rule - teleology, «3 is problematic for the following reason: Social practices or patterns of social cooperation can not be validated teleologically without a comparative assessment of the good and evil consequences differing possible systems of rules or norms (for instance, differing sets of rights) are likely, if adopted, to prSocial practices or patterns of social cooperation can not be validated teleologically without a comparative assessment of the good and evil consequences differing possible systems of rules or norms (for instance, differing sets of rights) are likely, if adopted, to prsocial cooperation can not be validated teleologically without a comparative assessment of the good and evil consequences differing possible systems of rules or norms (for instance, differing sets of rights) are likely, if adopted, to produce.

My own view of all of this, as a practicing social scientist interested in the relationship between religious faith and empirical science, is that the general perspective taken by Evans - Pritchard, Douglas, and the Turners is not only entirely reasonable but close to the best account we might give.

They have oscillated in practice between radical centralization and tolerance of relative decentralization (in the form of producer Soviets and compulsory co-operatives when these served a political purpose), but they have never put the social principle above the political nor attempted to realize Marx's dictum that the new society will be gestated in the womb of the old.

And, following the Whiteheadian notion that our metaphysics should be descriptive of what is found in practice, I think it is necessary to have consistency between a pluralistic metaphysics and a pluralistic view of social reality.

In practice social - scientific approaches necessarily emphasize the historical and social distance between first - century Jesus group members and Christians of today.

With the erosion of religious, ethnic and social connections and the rituals and practices they provide to confront mortality and bereavement, more and more of us must reinvent, from the leftovers and borrowings of our various traditions, the wheel that works the space between the deaths that happen and the deaths that matter.

The goal of the Rainforest Alliance Cupping for Quality is to show the link between best social, ecological and economic sustainability practices and quality in the cup.

«Young children between the ages of three and five, for example, will really need concrete information,» says Joan Sinclair, a social worker, family mediator, and counselor in private practice in Toronto.

• The journey from volunteer counselor to professional clinician • Improving the quality and consistency of lactation care • A new U.S. provider category and taxonomy code established for non-RN IBCLCs • Texting as a way to communicate effectively with today's mothers • Using social media to reach and support clients • Generational differences between mothers and providers • Offering lactation expertise and support in online settings • Managing a «paperless» private lactation practice, with all charting, records, communications, and care plans in one place • Burnout and compassion fatigue and the importance of professional self - care

Capacity - building helpgiving practices that form the basis of the interactions between staff and families ensure the enhancement of parents» capacities which in turn gives them the competence and confidence necessary to interact with and promote the social and emotional development of their children.

The study, carried out by the University of Bristol's School of Social and Community Medicine, measured how much admission rates varied between the 8,000 general practices in England during 2011/12, and included 1.8 million admissions.

What is the connection between personal practice and social change?

Dr. Keely Kolmes is one of the most extensively cited authorities on the interplay between social media and clinical practice.

With # 15 million set to go to eight new Partners in Practice, to expand a peer support programme between local authorities to improve children's services, and the other # 2 million being invested in improving leadership in children's social care services, which will be delivered through the Local Government Association (LGA), the funding will deliver hands - on peer support to other councils, to help improve outcomes for more children and their families.

The 2014 letter declares that «Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance... decreased academic achievement... increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems.»

The legal framework in relation to the code of practice indicated that under Section 25 of the Children and Families Act 2014 local authorities (Schools) should ensure integration between educational provision, health and social care provisions, where this would promote wellbeing and improve the quality of provision for disabled young people and those with SEN. (page 38 of the Code of Prpractice indicated that under Section 25 of the Children and Families Act 2014 local authorities (Schools) should ensure integration between educational provision, health and social care provisions, where this would promote wellbeing and improve the quality of provision for disabled young people and those with SEN. (page 38 of the Code of PracticePractice).

Children's perceptions partially mediated the relation between RC teacher practices and social competence but not achievement outcomes.

Consequently, we believe that Global Citizenship Education has the ability to act as seeds of social change (locally and globally), to create a cognitive conflict between the various educational actors and build a significant learning as an entrepreneurial fruits sustained in practice, as for example in the performance and participation of citizens in solving social problems.

Additional helpful skills for young people to practice include identifying stereotypes and social clichés, distinguishing facts from propaganda or opinion, and being able to tell the difference between important news and sensational coverage.

Most obviously, if teacher educators hold transformative aims and seek to promote new instructional practices and social ideas that are not widely available for observation in schools, then cases might constitute one bridge between hortatory pronouncements and new practices and attitudes.

Restorative practices also work with Second Step, a popular, commercial social - emotional learning program, and Responsive Classroom, an evidence - based approach to teaching that focuses on the link between academics and social - emotional learning.

Her current research focuses on the relationship between digital media practices, social identities, and learning in urban schools.

It is because of this research between theory and practice that teachers are turning to social media to inform their professional learning.

A sociologist of education, he studies the relationship between social inequality and educational opportunity examining how educational leadership, policies, and practices shape students» educational opportunities and outcomes.

Ascend Public Charter Schools network has implemented more restorative practices in its schools, such as Responsive Classrooms, an evidence - based program focusing on the link between academic success and social and emotional learning.

Teachers are using these social resources to bridge the gap between what research shows is effective professional development and what is being put into practice.

Importantly, however, the findings presented here bring to light several additional important considerations for both practice (e.g., strategic student placement within groups to facilitate higher levels of learning) and research (e.g., relationships between social dialogue, group membership, and demonstrated levels of learning) involving the use of asynchronous discussion forums.

This is, of course, a problem of «theory and practice» in education at the broad social level which mirrors the issue of the relationship between educational research and practice at other points in this document.

According to Giroux (2006), the central goal of critical pedagogy is «educating students to become critical agents actively questioning and negotiating the relationship between theory and practice, critical analysis and common sense, and learning and social change» (p. 5).

Prior to working at PwC, Adam was a civil servant in the Department for Education, working on the Every Child Matters agenda, focusing on closer working practices between the education and social care sectors.

In our work with preservice social studies teachers, we have used a number of strategies to help them understand and apply models and practices for effectively integrating technology into their future classrooms — thus, strengthening the link between technology, pedagogy, and content.

They are: integrated student supports that include health care and other social services, expanded learning time and opportunities, family and community engagement, and collaborative leadership and practices — both among educators and between educators and family and community partners.

Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance and diminished educational engagement; 9 decreased academic achievement; 10 increased behavior problems; 11 increased likelihood of dropping out; 12 substance abuse; 13 and involvement with juvenile justice systems.14

Here is the key difference between Instagram, which centers around posting, liking and commenting on pictures and short videos, and other social platforms like Facebook and YouTube: Instagram may already extensively showcase your veterinary practice, even if you've never set up an account.

Many pets with behavior problems develop them at or around social maturity and then without intervention the problems will worsen gradually over the ensuing years so it can require some practice to learn to recognize the difference between new behaviors and behaviors that are a result of existing but escalating problem behaviors.

This compassionate training approach facilitates the deepest possible bond between humans and animals, and makes ADW's program a model for best practices in social - relationship interactions.

Gerard Ellis May 30 — July 11, 2013 A painter and draftsman by calling and choice, Gerard Ellis establishes an interesting dichotomy between the practice of painting and social critique.

As the director of ART2102, a nonprofit arts initiative in Los Angeles, she investigated the relationship between aesthetics, social practice, and networks.

His practice engages relationships between language, image, architecture, sound, and dance to formulate non-disciplinary questions regarding humanity and social inscription.

While the two artists represent divergent photographic practices, both have explored the interconnection between the social and the physical landscapes of their native cities.

Her practice explores the balance between representation and abstraction to consider art's relationship to the social and political.

Sarah's art practice incorporates performance, video, documentary, installation, community engagement, social practice and drawing and aims to blur the boundaries between popular culture, community engagement, art education and contemporary art.

I remember a brief repartee between Nato Thompson, Creative Time's curator of social engagement public art projects, and Atlanta critic Jerry Cullum at the Contemporary a few years ago on the importance (or unimportance) of contemplative solitude in a painter's artistic practice.

These materials bear testament to the themes and discussions that the New Museum has consistently pursued, from issues of gender and sexuality to the relationship between art and technology, as well as the mandates that have characterized its institutional practice: responsiveness to cultural crises, championing new forms of art making, and the belief in art as a social force.