Global media establishments are more and more driven by the needs and demands of world markets and less and less driven by national or
cultural needs and interests.
Not exact matches
Texts
need to be seen within their
cultural settings in order to be revealed as they truly are, as one of the ways by which persons pursue their individual
and collective
interests.
Those of us living
and serving here
need churches that are
interested in ministering with us amid the
cultural diversity of Western Europe.
Formerly, in the particular religions of tribes or nations religion was the expression of special
interests,
needs, insights,
and cultural peculiarities.
Even in the face of
cultural chaos
and color TV, there is a great
need and demand for materials that are both
interesting and mature.
There are, as one would expect, several essays in the book on Jews
and Judaism, some reflecting Kristol's religious
interests» the
need, for example, to sustain in Jewish identity a religious element
and not merely a
cultural one» others his political ones, exploring the relations of modern American Jews with a pluralistic American society that has given them an uncommonly large, though not unlimited, berth.
So many recent
cultural shifts — a growing sense of alarm over childhood (
and adult) obesity, a new
interest in where our food comes from
and how its production affects our health
and environment, concern about climate change
and the
need to source food locally — all point in that direction.
personal preferences, influenced by recent Western
cultural values
and social ideology, NOT studies of the natural biology
and needs of the human infant have argued against babies arousing at night to feed a lot;
and, indeed, the «sleep like a baby» or «shush the baby is sleeping» model, while some kind of western ideal is NOT what babies are designed to do nor experience,
and it is definitely not in their own biological or emotional or social best
interest.
It's time for a lesbian dating app where women can connect, share,
and chat about their local
cultural interests and relationship
needs.
Our content reflects member
needs and interests, running the gamut from entertainment news to significant
cultural reports.
Finally, Ford makes a very
interesting comment about the lack of training provided to school psychologists — who conduct testing for gifted programs
and are major gatekeepers in the identification process — regarding
cultural responsiveness
and gifted children's
needs.
Refers to a wide variety of educational programs, learning experiences, instructional approaches,
and academic - support strategies that are intended to address the distinct learning
needs,
interests, aspirations, or
cultural backgrounds of individual students
and groups of students.
The term student - centered learning can refer to a variety of educational programs, learning experiences, instructional approaches,
and academic support strategies that address the distinct learning
needs,
interests, aspirations, or
cultural backgrounds of individual students
and groups of students.
Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating
and scaffolding as
needed + Regularly assessing student progress to refine instruction
and meet student
needs + Participating regularly in professional development opportunities
and collaborative meetings + Communicating frequently with students, students» families, colleagues
and other stakeholders + Working closely with children
and their families to promote personal growth
and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for
and experience with low - income
and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the
cultural heritage of students + Passion for working with children
and their families + Bilingual (Spanish / English) To apply please send resume
and letter of
interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org
and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment
and promotion.
The Museum has redefined the experience of art by providing thought - provoking exhibitions
and cultural events in an environment that is at once comfortable, mind - expanding,
and uniquely attuned to the
interests and needs of patrons of every age.
She is
interested in belief systems, ideas of truth, power
and pleasure,
and how
cultural memories are re-made
and distorted according to the
needs of each era.
You can point the finger at all sorts of participants in this battle, but I believe (
and we have been examining
and discussing at length on this site for more than 8 years now) the principal drivers of the polarization are coming more from: (1) the corporate energy
interests who are protecting their profits against regulation
and other policies that would move the system away from fossil fuels,
and using their clout in the political process to tie things up; (2) right - wing anti-government
and anti-regulatory ideologues whose political views appear threatened by scientific conclusions that point toward a
need for stronger policy action; (3) people whose religious or
cultural identities appear threatened by modern science;
and so forth.
An
interesting comment — «You don't
need much knowledge of
cultural history
and the philosophy of science to understand why the testimony of mediaeval monks written in Latin doesn't stand a chance against statistics.
(1) the temperament
and developmental
needs of the child; (2) the capacity
and the disposition of the parents to understand
and meet the
needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past
and current interaction
and relationship of the child with each parent, the child's siblings,
and any other person, including a grandparent, who may significantly affect the best
interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child
and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home, school,
and community environments; (11) the stability of the child's existing
and proposed residences; (12) the mental
and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in
and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best
interest of the child; (13) the child's
cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent
and another individual or between the parent
and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated for safety reasons;
and (17) other factors as the court considers necessary.
European directives on copyright blithely state that «a high level of protection» is
needed to ensure «the maintenance
and development of creativity in the
interests of authors,
cultural industries, consumers
and society as a whole».
«I enjoy working with folks who
need support in managing a wide variety of issues from self - esteem
and identity concerns to the stress of dealing with multiple roles, relationships,
and life demands (as students, partners, friends, parents, new professionals, family members, community activists, etc.) My clinical
interests include multicultural
and women's issues, racial / ethnic identity development (especially among biracial / multi - racial / ethnic /
cultural individuals), sexual
and gender identity development, adjustment
and transition issues,
and building healthy relationships through assertive communication
and positive self - esteem.»
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,
As such, the evaluator must focus on components that pertain specifically to the best
interests of the child, such as family dynamics,
cultural issues,
and the child's psychological, educational
and physical
needs.
(1) the temperament
and developmental
needs of the child; (2) the capacity
and the disposition of the parents to understand
and meet the
needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past
and current interaction
and relationship of the child with each parent, the child's siblings,
and any other person, including a grandparent, who may significantly affect the best
interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child
and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home, school,
and community environments; (11) the stability of the child's existing
and proposed residences; (12) the mental
and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in
and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best
interest of the child; (13) the child's
cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent
and another individual or between the parent
and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated for safety reasons;
and (17) other factors as the court considers necessary
Any land management system, including the development approval system,
needs to address the different
cultural bases of native title from that of non-Indigenous property
interests, ensuring that both are equally protected
and enjoyed.
Children's development of the cognitive
and social skills
needed for later success in school may be best supported by a parenting style known as responsive parenting.1 Responsiveness is an aspect of supportive parenting described across different theories
and research frameworks (e.g. attachment, socio -
cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection
and high levels of warmth
and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's
needs, including the provision of rich verbal input
and maintaining
and expanding on the child's
interests, provide the range of support necessary for multiple aspects of a child's learning.6