Sentences with phrase «factors you consider cultural»

Just make sure that as you balance these two factors you consider cultural fit first and foremost.

Not exact matches

Consider the areas in which these religions are largely practiced, and you will see it is more based in cultural and situational factors.

Second, let's consider the cultural factors at play.

This book is a brilliant analysis of the complex issues which affect breastfeeding, and crucially considers cultural factors.

What we hold to be appropriate is influenced by innate predispositions and cultural factors, but potential harms and benefits ought to be considered.

Together with each patient, the team develops an individualized treatment plan which takes into consideration each individual's unique needs and preferences, considering medical, social, cultural, and spiritual factors.

The visible differences between us are the cumulative result of genetic, environmental and cultural influences over long periods of time, but rarely do we consider these factors together, which can lead to discrimination on the basis of one or another.

«I have already ensured that the issues surrounding CIHR and its reforms will be considered by the panel, and I look forward to their advice,» wrote Philpott, who also noted that «I expect CIHR to ensure that the very best health research across all pillars [biomedical; clinical; health systems and services; and social cultural, environmental factors that affect the health of populations] is funded according to the highest international standards of research excellence.»

Color blindness is relatively common, and localization issues around different cultural significance of colors are also a factor to consider.

When looking to assess matching guest with host the initial factors that should be considered are: gender; cultural issues; medical needs & disabilities; and distance from main activity base and facilities available.

They explore how people interact across cultural boundaries and consider how factors such as group membership, traditions, customs and religious and cultural practices impact on civic life.

They consider how factors such as group membership, traditions, customs and religious and cultural practices shape people's identity and impact on civic life, past and present.

But analysts and researchers caution that American elected officials and educators need to take a nuanced approach to interpreting test scores and lessons from abroad, one that considers the full basket of educational, societal, and cultural factors that shape school practices in top - performing nations, and in the United States.

Ensure your school is reaching out to a wide range of young people and considering socio - economic, health, cultural and geographical factors.

Considering these factors together — the personal, the cultural, and the systemic — led us to conceive of an archetypal disadvantaged student.

This is something very difficult to determine because it really depends on cultural factors, and what is considered «good» varies a lot.

In the Growing stage of learning, teachers will need to consider a number of Aboriginal and Torres Strait Islander cultural and community factors.

The final list is based on a range of factors — from the quality of life and cultural options to the number of creative agencies and local attractions, we've tried to consider every angle.

(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.

They consider whether a client's positions and actions may be attributed, at least in part, to cultural factors, and then use that information in shaping their own conduct.

This program will consider: Self - Promotion and Communication of Ambition - Translating career ambition into confidence in the ability to advance to senior leadership; The Perception of Sacrifice — Clout and the Work / Life Equation; Cultural Factors That Strengthen Female Confidence; Management Styles — Gender Stereotypes and What Works; Commitment to, and Effectiveness of, Diversity Initiatives; and Sponsorship and Raising Women in the Profession.

In the Growing stage of learning, teachers will need to consider a number of Aboriginal and Torres Strait Islander cultural and community factors.

The importance of considering GxE interactions in understanding the aetiology of complex psychiatric disorders has become more widely acknowledged (Caspi & Moffitt 2006; Canli & Lesch 2007; Munafo et al. 2009), yet the association between specific cultural and genetic factors underlying affective disorders across human populations has been largely unexplored until now.

Using Family Group Conferencing to Assist Immigrant Children and Families in the Child Welfare System (PDF - 199 KB) Howard & Bruce (2008) National Center on Family Group Decision Making Highlights the key factors to consider when using family group counseling as an approach with children whose families traverse national borders, including cultural and financial considerations.

In addition, research - based methodologies need to be examined and selected in the context of cultural values and other social factors, such as class, race, ethnicity, and community To this end, several important questions must be addressed when considering culturally competent, evidence - based practices in early childhood mental health promotion, prevention, and intervention:

Physiological, cognitive, genetic, emotional, social, and cultural influences are all considered to play a part in development, so all of these factors need to be examined when things go wrong.

«The IPAG Consultation 2017 will consider more broadly the social and cultural determinants of Indigenous health, by examining the integral and supportive role culture plays, and by addressing how social factors such as education, employment, justice, income and housing impact at each stage of life, on a person's health and wellbeing.»

Child protection systems must consider cultural identity and connection to culture as an important factor in the picture of children's health, safety and development.

This means that a variety of factors are considered including the wishes of each parent and each child, the determination of who is currently the child's primary caregiver, the mental and physical health of all involved, the child's cultural background, and more.

(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

Factors to consider for cultural adaptations of family - focused prevention are presented.

Specifically, we examined the studies» characteristics, the relationship between various family - level factors and behavioral health outcomes, and the extent to which these studies consider racial, ethnic, and / or cultural nuances and competencies.

This suggests that it is needed to develop forgiveness scale well - equipped with factor validity and reliability suitable to Korean people considering the cultural differences in forgiveness.

That design should be replicated as, in some way, it controls for possible cultural factors and could make results more comparable (especially if considering a measure of quality of care).

Finally, cultural factors have not been considered in previous studies and is something that may explain some of the differences between countries, but further studies are needed in this regard.