«How can school librarians ensure that the collection promotes and supports
cultural knowledge development?»
Not exact matches
ACC Accounting & Auditing, AFR Africa, AGE Economics of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation of Independent States, CMP Computational Economics, CNA China, COM Industrial Competition, CSE Economics of Strategic Management, CTA Contract Theory & Applications, CUL
Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice Models, DEM Demographic Economics, DEV
Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomics European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial
Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM
Knowledge Management &
Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, ORE Operations Research, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology of Economics, SPO Sports & Economics, TID Technology & Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility Models & Prospect Theory, URE Urban & Real Estate Economics.
ACC Accounting & Auditing, AFR Africa, AGE Economics of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation of Independent States, CMP Computational Economics, CNA China, COM Industrial Competition, CSE Economics of Strategic Management, CTA Contract Theory & Applications, CUL
Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice Models, DEM Demographic Economics, DEV
Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomic European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial
Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM
Knowledge Management &
Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology of Economics, SPO Sports & Economics, TID Technology & Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility Models & Prospect Theory, URE Urban & Real Estate Economics.
We work and look for a global society with life quality, with informed happy citizens exercising their rights and duties, based on the principles of sustainable
development and democracy; integrated; upholding values of solidarity, equity and justice; open to changes; respectful regarding traditional
knowledge and
cultural diversity; committed with the production and consumption of organic and biodiverse products.
Katsi was a recipient of a 2004 - 2005 Indigenous
Knowledge Cultural Researcher Award from the Indigenous Health Research
Development Program at the University of Toronto.
I remember myself at the beginning of this journey — the «need» for control in my parent - child relationship, the anger when my child didn't do as I thought she should have, the overwhelm of realizing how much I didn't know about parenting, the anxiety about whether I was doing it right or not, the complete lack of
knowledge about healthy child
development expectations, the frustration of realizing that I didn't know myself and how to handle my own emotions as much as I thought I did, the conflict between my mothering instincts and
cultural advice promoting detachment and emotional distance.
-- Empowerment and
development of inclusive national narratives — Global
knowledge of cultures and histories —
Cultural respect and understanding — Communication, exchange and exposure — Global citizenry through responsible media and political statements — Global values and equality — Avoidance of dehumanization of the other and abuse of
knowledge — Other moral truths and views.
The term «cognition» is also used in a wider sense to mean the act of knowing or
knowledge, and may be interpreted in a social or
cultural sense to describe the emergent
development of
knowledge and concepts within a group that culminate in both thought and action.
The results suggest that there should be: improvements to policy and management to champion biodiversity issues; a strengthening of environmental laws and enforcement; recognition of socio - economic issues especially among indigenous and local communities; increases in funding and resource allocation;
knowledge, research and
development to inform decision making; a greater understanding and protection of the rights of nature and
cultural heritage; a more holistic public awareness and participation to bring about change to promote conservation.
«This has potential to fill an important gap in
knowledge of
cultural development,» O'Shea says.
4.7 by 2030 ensure all learners acquire
knowledge and skills needed to promote sustainable
development, including among others through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of
cultural diversity and of culture's contribution to sustainable
development
Reference target 4.7: By 2030, ensure all learners acquire
knowledge and skills needed to promote sustainable
development, including among other through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of
cultural diversity and of culture's contribution to sustainable
development.
Developed by safeguarding specialist SSS Learning, Pastoral Auditor enables educators to deliver detailed evidence of different year and gender groups»
knowledge and understanding in PSHE, Citizenship, Spiritual, Moral, Social and
Cultural Development and Personal
Development and Welfare to improve strategy planning.
Pedagogical
knowledge and skills require an understanding of a child's
development involving biology, developmental psychology, cognitive psychology, linguistics, behavioral psychology, and
cultural anthropology.
We wish to provide new opportunities for creation, dissemination and exchange of experiences and multi, inter and transdisciplinary
knowledge that serve for formulation and organization of a new, complex thinking and humanistic and philanthropic feeling to interpret the currently world, respecting their
cultural diversity fully, because the peace, poverty eradication and sustainable
development can only be the result of equity, sprouted from the appreciation and respect for
cultural diversity.
Category: Africa, Asia, Central America, End Poverty and Hunger, English, English, Environmental Sustainability, Europe, Gender Equality, global citizenship education, Global Partnership, Middle East, Millennium
Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Welcome from Director, Your experiences, Your ideas · Tags: Acnur, art, biochemical, brains, cerebral, citizens, common minimum curricular, concientización, consciousness - galaxies, context, contextualize, Cooperation, creative,
cultural globalization,
Development education, Earth - Homeland, earthly homeland, ecology of the intelligence, Education, education for peace, educational innovations, educational praxis, empower, epistemology, extreme poverty, future, global citizenship education, Global Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano,
knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium
Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world - society
The report says, `... Teachers should have access to professional
development opportunities to improve their
knowledge and appreciation of the local community's historical,
cultural and social context.
Category: Africa, Asia, English, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Middle East, Millennium
Development Goals, NGO, North America, Private Institution, Public Institution, Refugee and displaced, Transversal Studies, Universal Education, Voluntary Association, Welcome from Director, Your experiences, Your ideas · Tags: 21st century, biology, bonsai, complexity, consciousness, Cooperation, critical, Education, epistemology, ethic, ethic of the diversity, ethno -
cultural, future, global citizenship education, intergenerational solidarity, International Cooperation, International Education,
knowledge, Mother Earth, multidimensional, polilogic, scientific, spiritual, transcultural, transdisciplinary, Transformation, transpolitic, wisdom, world, world - society
Students learn to appreciate the contribution that diverse
cultural perspectives have made to the
development, breadth and diversity of science
knowledge and applications.
The curriculum includes common core standards, child
development and learning, building family and community relations,
cultural diversity, assessment to support young children and families, strong content
knowledge to build developmentally appropriate and meaningful curriculum and experiences, and professionalism and ethics of educators.
The list of things that a new secondary teacher should know is vast - smatterings of adolescent
development, pedagogy, content
knowledge, college admission requirements, educational policy, assessment design, lesson planning, technology infrastructure, effective file naming conventions, study skills, cognitive science principles,
cultural sensitivity, bureaucratic tendencies, statistical interpretation, and on and on and on.
The doctoral program in Language & Literacy Education offers candidates the opportunity to develop specialized
knowledge in either language or literacy acquisition and
development grounded in an understanding of cognitive, linguistic,
cultural, social, economic, and affective factors as they relate to language and literacy learning.
The doctoral program in Language and Literacy Education offers candidates the opportunity to develop specialized
knowledge in either language or literacy acquisition and
development grounded in an understanding of cognitive, linguistic,
cultural, social, economic, and affective factors as they relate to language and literacy learning.
It is contingent on... seeing
cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using
cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum
development, classroom climates, instructional strategies, and relationships with students; challenging racial and
cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting
cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»
The University and Innovation District will provide a collaborative learning and research environment for engaging students, faculty and corporations in the creation and application of
knowledge for cross-border economic, social and
cultural development.
Through these programs, we are focusing on the acquisition of valuable linguistic skills, while also imparting
cultural knowledge and encouraging the
development of networks.
The program's goal is to improve creative
development, artistic rigor, and intergenerational
cultural and traditional
knowledge perpetuation by fostering the growth of Native artist mentors and apprentices, and empowering them to play an integral role in their communities.
Concepción 41 is a critical space, open to creative and experimental artistic practices and the
development of
cultural knowledge focused... + more
Starting from the idea that abstracted
knowledge is stored in
cultural goods and artefacts, Vulsma's works reflect the interaction of historical relationships - such as India's leading role in the history of textile production, the rapid
development of a European market and the desire to copy the Indian form language for Europe's own production - and the contemporary hierarchies in an unequal global distribution of labour.
By Christoph Noe, art entrepreneur and co-founder of Larry's List, a leading art market
knowledge company, with Deborah Ehrlich, UBS Art Collection, Regional Manager, Asia Pacific; Charlotte Koh, Deputy Director, Arts & Culture
Development Office,
Cultural Matching Fund Secretariat, National Arts Council, Singapore; Zong Han, Deputy Director, Fosun Foundation, Shanghai
District invites
cultural producers, individuals from other fields of
knowledge and different audiences to reflect upon societal, technological and
cultural developments from a critical perspective, to deal with urban spaces and modes of its appropriation and to re-evaluate the commons.
Hjortenberg was the Business
Development Director at Golden Days, a non-profit
cultural organisation that emits the
knowledge, culture and history of Copenhagen through two annual festivals, Golden Days and Bloom.
A
Cultural Anthropologist and STS scholar by training, she studies knowledge politics and other socio - cultural dynamics related to global environmental change, environmental sustainability and deve
Cultural Anthropologist and STS scholar by training, she studies
knowledge politics and other socio -
cultural dynamics related to global environmental change, environmental sustainability and deve
cultural dynamics related to global environmental change, environmental sustainability and
development.
Abibimman Foundation a Non-Profit Oriented, Non-Partisan, Non-Governmental Organisation (RGD G5, 895, DSW 2525), established in 2000 and dedicated to the promotion of sustainable Livelihoods, ameliorate conflict situations and a culture of peace, Climate Change, environmental, Land Degradation, Agriculture, Biodiversity, democracy and
development based on
knowledge of
cultural, civic, human right, environmental and health issues.
«By 2030, ensure that all learners acquire the
knowledge and skills needed to promote sustainable
development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of
cultural diversity and of culture's contribution to sustainable
development,» the global plan for 2030 states.
• Skilled in developing various themes and events while keeping the client's preferences in mind • Strong organizational, time management and task prioritization skills along with insightful ability to complete projects flawlessly on a strict timeline in limited budget • Excellent communication and interpersonal skills, profound ability to negotiate productive deals with vendors • Apt at idea conception, project outline
development, theme approval, vendor negotiations and event marketing • Track record of delivering high quality thematic event planning services and attaining 100 % client satisfaction • Well versed in meeting with clients, discussing the event details and developing a clear understanding of their expectations • Strong presentation skills, solid ability to demonstrate sample themes using multimedia and graphic software • Great attention to detail, fully able to manage given budget effectively • Special knack for developing ample marketing strategies for social events and implementing the same real time, through social media and other advertisement channels • Diverse
knowledge of different cultures of the world, hands on experience in planning cross
cultural weddings and multinational conferences catering for expected norms form both sides • Expert in menu setting, venue selection, décor supervision, theme setting and project promotion • Well practiced in overseeing the team of vendors, service suppliers, photographers, caterers and helpers • Hands on experience in coordinating various non-government organization based fundraising and donor communication activities • Strong numeracy skills with proven ability to manage budgets up till $ 15M effectively • Particularly effective in devising print material, social media and TV / radio ad based campaigns for promotion of social events • Demonstrated ability to design invites, make stay and travel arrangements for the guests and remind them regarding important dates • Expert in pre-planning, onsite management and post program evaluation • Ability to work autonomously while maintaining a dynamic work environment and keeping up a motivational team spirit among the employees
Skills: Data analysis, manuscript
development, grant writing, leadership and management,
cultural competence, customer service,
knowledge of systems and functions of non-profit organizations.
Results oriented flexible and reliable person with demonstrated skill in marketing, sales and finance, strong interpersonal skills and
knowledge of
cultural diversity and international business
development.
Following this initial
development changes in accreditation standards by the Australian Dental Council require mandatory Indigenous
cultural knowledges to be incorporated into all dentistry and oral health programs within Australia.
It also represents the
development of journalism as a collaborative, transdisciplinary process — the #JustJustice team has brought together people with diverse
knowledges and skills, including
cultural knowledge, Aboriginal and Torres Strait Islander health, journalism, communications, public health, community
development, and graphic design.
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 co
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 co
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 co
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 co
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,
The
knowledge base of clinical social work includes theories of biological, psychological, and social
development; diversity and
cultural competency; interpersonal relationships; family and group dynamics; mental disorders; addictions; impacts of illness, trauma, or injury; and the effects of the physical, social, and
cultural environment.
Although most of the existing
knowledge about socio - emotional
development comes from studies with North - American children, there is evidence for
cultural variability.
(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee
knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills,
knowledge, and personal effectiveness and self - awareness; (ii) Counselor
development which includes models of supervision, learning models, stages of
development and transitions in supervisee / supervisor
development,
knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of
cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.
[105] The majority's curtailment of native title rights concerning
cultural knowledge could foreclose correlative
developments in the realm of copyright law, intellectual property and indigenous rights.
The Adaptation of Assessment and Theory for Hispanic Families component, directed by Charles Martinez, is developing strategies for the establishment of community links with Hispanic families that foster
knowledge of
cultural family processes and encourage the
development and utilization of preventive intervention services for these families.
This report provides an in - depth look at the state of
cultural safety
knowledge in Aboriginal health care, including such things as terminology, core competencies, accreditation standards, undergraduate and graduate level curriculum, professional
development and continuing education opportunities, and provincial and national projects engaging with the issue.
The NCCAH will establish an advisory committee of Indigenous
knowledge - holders, scholars, and decision - makers to oversee the
development and implementation of monitoring tools, ensuring
cultural safety and appropriateness for Indigenous children.
The central aim of the organization is to promote the mental well - being and healthy
development of infants throughout the world, taking into account,
cultural, regional, and environmental variations, and to generate and disseminate scientific
knowledge.
Affiliation with the World Association of Infant Mental Health (WAIMH), a not - for - profit organization for scientific and educational professionals whose central aim is to promote the mental well - being and healthy
development of infants throughout the world, taking into account
cultural, regional, and environmental variations, and to generate and disseminate scientific
knowledge;