Sentences with phrase «clinical practice of teaching»

The competence scale was based on items of the Mindfulness - Based Interventions Teaching Assessment Criteria (MBI - TAC; Crane et al. 2013), and the Mindfulness - Based Cognitive Therapy Adherence Scale (MBCT - AS; Segal et al. 2002), but simplified to fit the clinical practice of teaching mindfulness to children with ASD and their parents.

Not exact matches

As a clinician, he teaches as an Assistant Clinical Professor of Psychiatry at UCSF Medical School, and practices as a psychologist focusing on executive coaching.

She has had a large clinical practice with an emphasis on child and adolescent problems and parenting issues, and has taught Child Development classes to graduate students at the University of California San Francisco Medical Center.

Floating Hospital for Children is part of Tufts Medical Center, a teaching hospital located in downtown Boston, so we emphasize learning through clinical practice, research, lectures and other methods of instruction.

He also serves on the doctoral faculty of the Harold Abel School of Behavioral Health in the department of clinical social work at Capella University where he teaches Epistemology of Clinical clinical social work at Capella University where he teaches Epistemology of Clinical Clinical Practice

What is vanishing — if it ever really existed — is a mass of physician - scientists matching an earlier generation's idealized concept of the «triple threat» who could, as a solitary clinical investigator, move effortlessly between bedside and bench, managing a busy clinical practice and a productive research laboratory while devoting significant time to teaching and mentoring.

The project aims to translate the weightlifting findings from the medical journals into actual clinical practice, by getting doctors to «prescribe» physical therapy, and creating a process for women who are referred into the program to be evaluated and taught the proper mechanics of the lymphedema - busting exercises by trained therapists.

She has experienced the «spectrum» of activities within the health field, with everything from clinical practice to working in food, lifestyle medicine, and dietary supplement companies, to teaching at universities and health institutes.

Josh's passion is in teaching and sharing his knowledge and experience to help those that seek guidance in offering the most effective natural healthcare practices and seeks to empower his students to dig deeper in understanding both the research and application of clinical and functional nutrition.

Her passion is to share the complementary practices of TCTSY and Ayurveda with her clients, creating a path to healing that includes a clinical form of yoga with the lifestyle and diet teachings of Ayurveda.

Her research, clinical practice, teaching and writing emphasize the incorporation of empirically supported psychotherapy with yoga therapy and mindfulness practices to relieve the symptoms of stress, trauma, anxiety, depression and other psychological illnesses, and to promote healthy relationships.

Training programs throughout the country are structured to teach you the traditions of medicine and the scientific foundations of clinical practice.

Confined to the undergraduate curriculum, teacher education has surrendered space - once occupied by foundational studies - to courses in the technical aspects of teaching and learning and to more clinical practice.

He is also the Clinical Practice Coordinator in the Master of Teaching (Secondary) at the University of Melbourne, and working in the Science of Learning Research Centre.

Second, programs that succeed in developing such leaders have a number of elements in common, including the nature of their curricula, the teaching and learning strategies they employ, the ways they organize communities of practice, and the kinds of clinical experiences they construct.

Teaching, like other respected professions, must have a universal assessment process for entry that includes rigorous preparation centered on clinical practice as well as theory, an in - depth test of subject and pedagogical knowledge, and a comprehensive teacher performance assessment.

Many authors report promising practices: clinical training that shifts away from teaching about teaching and toward teaching how to teach; mentoring programs that help teachers become more self - directed and resourceful (p. 60, online); professional development that is innovative and self - propelled — and is making rock stars of outstanding new beginners.

Concurrent Session: Dispositions of Disruption: The Critical Teaching Work of Modeling Critical Content in Teacher Learning and Unlearning Presenter: Victoria Trinder, Clinical Assistant Professor, the University of Illinois at Chicago High - leverage practice: Diagnosing particular common patterns of student thinking and development in a subject - matter domain Friday, March 2, 2018, 10:30 a.m. Location: Key Ballroom 6, Second Floor; Hilton Baltimore

Prior to student teaching, each candidate spends a minimum of 300 hours in classrooms; upon completion of the program, each one has spent approximately 1,000 clock hours overall in clinical practice.

Presenters Judith Munter, dean of the Graduate College of Education, and Stephanie Sisk - Hilton, associate professor of elementary education, will discuss the clinical preparation model at San Francisco State University (SFSU) centered around ensuring elementary education candidates and practicing elementary educators in their partner schools are highly prepared to teach science and math to an increasingly diverse population.

This course is required of all preliminary multiple subject teaching credential candidates and does not require concurrent enrollment in a clinical practice field placement or a full time teaching position in a Catholic school.

Clinical Practice Duration: Kansas requires its candidates to complete at least 12 weeks of student teaching.

While the potential uses of the IDA Knowledge and Practice Standards document are broad and dynamic in nature, a major goal is to guide the preparation and professional development of those who teach reading and related literacy skills in classroom, remedial, and clinical settings.

Clinical Practice Duration: Illinois requires that student teaching credit be «structured as part of comprehensive field experiences and clinical practiceClinical Practice Duration: Illinois requires that student teaching credit be «structured as part of comprehensive field experiences and clinical practicePractice Duration: Illinois requires that student teaching credit be «structured as part of comprehensive field experiences and clinical practiceclinical practicepractice.»

The late Ronald Thorpe, former president and CEO of the National Board for Professional Teaching Standards and a firm believer in clinical residency training for teachers, once wrote, «The best university - based programs in the country can not prepare a 22 - year - old for the challenges of effective autonomous teaching practice any more than a degree from Harvard Medical School prepares an M.D. to care for patientsTeaching Standards and a firm believer in clinical residency training for teachers, once wrote, «The best university - based programs in the country can not prepare a 22 - year - old for the challenges of effective autonomous teaching practice any more than a degree from Harvard Medical School prepares an M.D. to care for patientsteaching practice any more than a degree from Harvard Medical School prepares an M.D. to care for patients.»

Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiences.57

Although some preparation programs require that students complete as many as 600 clinical training hours through student teaching, other programs — which are all low - quality alternative certification programs — report that their students did not complete any clinical training hours.25 Even the most intensive teacher preparation experiences pale in comparison with the 10,000 hours of deliberate practice that researchers say are needed to develop expertise in any given field.26 While there are isolated examples of excellent clinical residency models that provide students with ample time to practice their skills in a classroom setting, 27 there is not an entire system that supports this approach.

He also emphasized the importance of understanding clinical practice as central to all aspects of the college's work — not just as a side element useful for practice teaching.

Most technicians work in private clinical practices, but jobs are available in any other profession or industry that involves the use or care of animals, such as zoos, rescue centers, veterinary teaching hospitals, humane societies, research facilities, feedlots, pharmaceutical companies, and wildlife or exotic animal rehabilitation centers.

Her areas of teaching include emergency medicine, anesthesia, analgesia, and clinical practices for undergraduate veterinary and veterinary technology students.

Tufts Veterinary Field Service is a mixed, large - animal veterinary practice that focuses on clinical service and teaching aspiring veterinary students from Cummings School of Veterinary Medicine.

Welcome to the Anesthesia / Critical Patient Care Service at the UC Davis Veterinary Medical Teaching Hospital, where we are dedicated to our mission of educating future veterinarians and residents in the discipline and practice of anesthesiology and providing superior clinical service to our patients and referring veterinarians.

Leading the project are Dr. Misty Edmondson, an associate professor of farm animal medicine in the Department of Clinical Sciences, and Glen Sellers, a clinical lecturer teaching business practice management to veterinary sClinical Sciences, and Glen Sellers, a clinical lecturer teaching business practice management to veterinary sclinical lecturer teaching business practice management to veterinary students.

I follow the medical model of behaviour therapy: diagnosing the behavioural condition and using standard - of - care protocols from scientific research and clinical practice to teach the dog to control his behaviour and emotions better.

They provide a wide variety of services in private clinical practice, teaching, research, government service, public health, military service, private industry, and other areas.

Leading this project from Auburn are Dr. Misty Edmondson, a large animal associate professor in the Department of Clinical Sciences, and Glen Sellers, a clinical lecturer teaching business practice management to veterinary sClinical Sciences, and Glen Sellers, a clinical lecturer teaching business practice management to veterinary sclinical lecturer teaching business practice management to veterinary students.

Tufts Ambulatory Service is a ten - doctor practice located in Woodstock CT and is a primary clinical and teaching unit of the Cummings School of Veterinary Medicine in North Grafton, MA.

Dr. Calvin M. Johnson has served as Dean of the College of Veterinary Medicine at Auburn University since 2013, where he advances the college's academic mission in teaching, research, clinical veterinary practice, and public outreach.

General Scope and Nature of Training The resident will spend approximately 70 % of the time in the medical practice of the Veterinary Medical Teaching Hospital with an emphasis on clinical nutrition.

Jody Nugent - Deal, RVT, VTS (Anesthesia / Analgesia, Clinical Practice — Exotic Companion Animal) University of California, Davis Veterinary Medical Teaching Hospital

Veterinarian and clinical coordinator for the Community Practice service at Colorado State University's James L. Voss Veterinary Teaching Hospital, Dr. Rebecca Ruch - Gallie, explains that hairballs — better known in the veterinary world as «trichobezoar» — are essentially wads of hair that accumulate in the digestive systems of animals that typically groom themselves.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

Should we make the entire Volume 10 a Proceedings Issue by including the remarks of the AALS 2003 session, «Better Writing, Better Thinking,» where Jo Anne Durako moderated a stimulating session on how those charged with teaching writing should learn from learning theory, clinical practice, and educational evaluation and innovation, to help our students become better writers, better thinkers, and better lawyers?

Obviously, in our setting, which has as its objective the teaching of reflective learning, our clinical students can not - and should not - experience all the pressure and intensity of private practice.

Possible topics about pedagogy include: • Structuring statutory drafting courses • Simulation courses designed using mock legislatures or committees • Course linkages with real - world legislators and special interest organizations • Service learning or clinical opportunities for law students • Courses focused on law reform efforts • How to employ Plain - English principles in statutory and rule drafting • Theoretical perspectives on statutory drafting • Involving political realities in law school drafting courses • Teaching practical aspects of drafting that addresses theories and principles of statutory interpretation and construction Possible topics about practice include: • Unique challenges of drafting laws and / or regulations in specific areas such as criminal law, environmental, health law, etc. • Lawyering for non-profits, federal and state agencies, local governments, and other clients in frequent need of rule - drafting • Practicing in employment law, health law, environmental law, and other heavily regulated fields where private clients require rule and policy drafting • Non-legal drafting opportunities, such as sports league rules, industry trade group policies, and university rules Possible topics about politics include: • Political influences affecting legislative drafting • Direct democracy and the unique challenges of drafting initiatives and referenda • The implications of special interests driving drafting decisions • Polictics and its influence on legislative history • Lobbyists as legislative drafters.

How do I handle requests for such references?Thank you so much for your help!CherylCHERYL M. EARLE3407 Old Dobbin Road, Montgomery, Alabama 36116 - 1903Home Phone: [phone] Cell Phone: [phone] Fax: [phone] E-mail: [email protected] position managing legal discovery and document review with opportunity to assist attorneys with civil litigationBAR ADMISSIONAlabama State Bar, 1999LAW - RELATED EXPERIENCELaw Firm, AlabamaResearch Attorney for Special Projects, Mass Torts Department, November 2001 — February 2008 • Managed Multi-District Litigation (MDL) Document Depository (September 2002 to February 2008) o Reviewed more than 1 million pages of evidentiary documents for litigation purposes and for inclusion in electronic databaseso Coordinated document review assignments with attorneys at local depository and at other sites across the USo Retrieved, reviewed and coded documents in Concordance and Summation legal databaseso Prepared memoranda and spreadsheets providing detailed analysis of discovery materials • Aided attorneys and support staff with processing and preparation of personal injury claims and litigationo Conducted legal research and drafted pleadingso Conducted supplementary online research for additional documents and information pertinent to litigationo Assisted with preparation of correspondence to clients and referring attorneyso Contacted clients for additional information needed in case preparation, litigation, and potential settlementso Prepared and input case intakes and referrals into databaseLaw School, AlabamaStudent Intern, Alabama Disabilities Advocacy Program (ADAP), August 1996 — June 1997 • Participated in law school clinical program under third - year law student practice rule (as authorized by Alabama Supreme Court) o Assisted attorneys and advocates in cases involving mentally ill patients confined to state mental health facilitieso Interviewed clients in person (at state facilities) and over the phoneo Worked with clients, attorneys, and social workers to investigate and resolve issues concerning involuntary confinement and treatmento Aided in legal research on an appellate brief submitted to the U. S. Court of Appeals for the Eleventh Circuit (ruling granted in favor of our client) Faculty Research Assistant for Library Services, Bounds Law Library, March 1996 — June 1997 • Prepared research and teaching materials for law school faculty; worked 20 hours per week while matriculating 10 - 15 hours per semester) o Investigated copyright issues related to procuring and reproducing texts for academic useo Conducted legal research using WESTLAW, LEXIS and the InternetADDITIONAL RELEVANT EXPERIENCEManufacturing Company (MC), Montgomery, AlabamaAdministrative Assistant and Cost Analyst, Materials Purchasing Department, April 1999 — September 2001 • Assisted materials buyers in negotiating and preparing commodities contracts between raw materials suppliers and MC for manufacturing plants in the US and Mexicoo Assisted Legal Department at MC's corporate headquarters with coordination and preparation of documents for litigationo Notified and educated suppliers about MC's freight - on - board policy and its corresponding Uniform Commercial Code (UCC) provisions; result was the reduction of freight claims for both the company and its supplierso Prepared contracts and purchase orders for raw materials and capital projects involving plant maintenanceo Solicited price quotations from current vendors and established Excel spreadsheet format which simplified quote submission process and allowed MC to track and compare usage volumes and costs over timeo Prepared and analyzed cost reports used by materials buyers and production planners in purchasing decisions, including cost reductions, materials consolidation, and selection of vendorso Acted as liaison between vendors and the Purchasing, Transportation and Accounting Departments on issues concerning inbound freight, commercial carriers, and payment terms for commodities, resulting in reductions in freight costs and greater payment discounts for raw materialso Established online databases and printed directories for the Purchasing Department, allowing buyers to have easier and faster access to current vendor informationo Completed Year 2000 (Y2K) compliance project, which involved data collection and communication with MC's past, present, and potential materials suppliers and service providersNot - For - Profit Organization, AlabamaAdministrative Assistant, Combined Federal Campaign, September 1998 — January 1999 • Aided Campaign Director with 1998 Federal Campaigns (CFCs) in City 1 and City 2, which together generated nearly $ 700,000 for more than 1,000 local, national and international charitieso Prepared weekly reports on donations using WordPerfect, Microsoft Word, Excel and dBase IVo Wrote script for Talent Showcase at City 1's 1998 CFC Kickoffo Assisted Director with merger of the City 1 and City 2 CFCs in 1999Regional Bank, AlabamaAdministrative Assistant, Year 2000 (Y2K) Department, March — June 1998 • Worked with Vice President of Corporate Projects on short - term project for the bank's Y2K Departmento Analyzed and processed data on Y2K readiness for all branches of Bank throughout the southeastern USo Organized meetings for personnel of Banko Communicated with vendors of computer hardware, software, and office equipment to request information on Y2K complianceo Prepared compliance files for Federal Reserve auditso Prepared in - house memoranda and reports using Microsoft Word and ExcelRecord / Music Promotion Company, AlabamaRecord Pool Co-Founder; Office Manager, September 1990 — December 1991 • Co-founded record pool to enhance promotion of music in Alabama and the southeastern USo Procured and distributed records from major and independent labels for club, radio and mobile disc jockeyso Coordinated jointly sponsored promotional events with record companies, radio stations and clubso Designed, wrote, and published bi-weekly reports and brochures to inform the music industry of the progress and popularity of music and performers in the region, with specific focus on the Alabama music sceneMajor University, AlabamaGraduate Research Assistant, AUM Department of Marketing, June 1989 — August 1990 • Worked 13 - 20 hours per week as a research assistant to Marketing faculty while carrying a full course load in the MBA programo Analyzed consumer surveys used in academic researcho Assisted Conference Chairperson with coordination for Atlantic Marketing Association (AMA) annual meeting (October 1989) o Co-authored five - year index and classification of AMA Proceedings (published Fall 1991) EDUCATIONLaw School, AlabamaJuris Doctor (JD), 1997 • Scholarshipso Seybourn H. Lynne Scholarship, 1996 - 97o Dexter C. Hobbs Memorial Scholarship, 1995 - 96o E. W. Godbey Memorial Scholarship, 1994 - 95 • Honorso Who's Who Among American Law School Students, 1996 - 94o Arthur Davis Shores Award, 1997 • Activitieso Frederick Douglass Moot Court Team Manager, 1996 - 97 Southern Regional Competition, Second Place National Competition, Eighth Placeo John A. Campbell Moot Court Competition, Spring 1996o Black Law Students Association Delegate, BLSA National Convention, 1997 Co-Chairperson, Public Relations Committee, 1996 - 97 Chairperson, Public Relations Committee, 1995 - 96 BLSA President's Award, 1996 and 1997o American Bar Association, 1996 - 97 Entertainment and Sports Industries Forum Intellectual Property Section Law Student Divisiono LAWS Student Group Leader, 1995 - 96Major University, AlabamaMaster of Business Administration (MBA), 1990Bachelor of Science in Business Administration (B.S.B.A.), 1988 (Major: Marketing — Advertising and Promotion Track) • Honorso Dean's List • Activitieso National Student Advertising Competition Team, 1988 - 90 Seventh District Competition: Third Place, 1990o Marketing Club, 1987 - 90 Vice President — Career Development, 1988 - 89o Public Relations / Advertising (PR / AD) Club, 1988 - 90 Charter Member, 1988 Active in fund - raising and membership driveso Theater Guild, 1988 - 90 Screening Committee, 1989REFERENCESAvailable upon request

* Duties Help ## Duties ### Summary The Clinical Pharmacy Specialist (CPS) functions at the highest level of clinical practice and performs duties of a clinical and teaching nature, including dClinical Pharmacy Specialist (CPS) functions at the highest level of clinical practice and performs duties of a clinical and teaching nature, including dclinical practice and performs duties of a clinical and teaching nature, including dclinical and teaching nature, including direct...

Greeting patients and introducing patients to the dental practice; seating patients in the treatment area; asking about the patient's medical history and taking blood pressure and pulse; assisting the dentist during a variety of treatment procedures; teaching patients appropriate oral hygiene strategies to maintain oral health; sterilization and preparation of instruments; taking impressions of teeth for study models; polishing clinical crowns; exposing and developing X-rays;

You shouldn't put down «LPNs learn far more clinical skills» then leave a single example of IV placement with the annotation of «While a select few states allow MAs to obtain intravenous line certification, it is not a skill routinely taught during MA school or allowed for practice.»

The classes are taught in a typical classroom setting and taken to a clinical lab setting to practice accurate drug caluculations, measuring and drawing up liquid medications into a syringe, and practicing injection techniquies under the watchful eye of an experienced medical assistant instructor.