Sentences with phrase «follow practice area developments»

It is designed for users to keep up with Westlaw alerts and docket updates, to track company news, and to follow practice area developments.

Not exact matches

All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of the novel in chapter 1: - Context - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation

All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of the novel in chapter 4: - Context - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation - interleaving: the weather for effect in the novella and in the power and conflict poetry

All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of act 1: - Context - Imagery analysis - Analysis of sonnet form - Language, form and structure analysis - Opportunity for role play / speaking and listening - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation - Soliloquy analysis and comparison - Homework tasks Resources to support the teaching of act 1 are also available and are all meticulously planned and fully differentiated.

All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of act 1: - Context - Prologue - Analysis of sonnet and shared sonnet - Language, form and structure analysis - Opportunity for persuasive writing - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation - Analysis of imagery - Homework tasks Resources to support the teaching of acts 2 - 5 are also available and are all meticulously planned and fully differentiated.

All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of the novel in chapters 8 - 10 - Context - duality - master and servant - gothic etc. - Creation of tension - Medical breakthroughs - Language and structure analysis - Opportunity for debate and persuasive writing - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation Chapters 1 - 7 are also available and are all meticulously planned and fully differentiated.

All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of the novel in chapters 1 - 3 - Context - duality - Victorian gentlemen - gothic etc. - Animal Imagery - Descriptive writing opportunities - Analysis development and practice - Teacher, self and peer assessment opportunities - Contrasting characters - Character and theme presentation Chapters 4 - 10 are also available and are all meticulously planned and fully differentiated.

All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of the novel in chapter 1: - Context - duality - Victorian gentlemen - gothic etc. - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation - interleaving: Stevenson's depiction of London compared to Blake's poem and gentlemanly behaviour in the novel compared to An Inspector Calls

Our baseline assessment follows good early years practice and is mapped to both the Early Learning Goals and the development statements leading up to this, reflecting both the areas of learning and the Early Learning Goals themselves.

This analytical report aims to set out some of the best practices followed by postal operators in the area of sustainable development.

· Listening to customer requirements and presenting appropriately to make a sale; · Maintaining and developing relationships with existing customers in person and via telephone calls and emails; · Cold calling to arrange meetings with potential customers to prospect for new business; · Responding to incoming email and phone inquiries; · Acting as a contact between a company and its existing and potential markets; · Gathering market and customer information; · Representing the company at trade exhibitions, events and demonstrations; · Negotiating on price, costs, delivery and specifications with buyers and managers; · Advising on forthcoming product developments and discussing special promotions; · Creating detailed proposal documents, often as part of a formal bidding process which is largely dictated by the prospective customer; · Reporting to Senior Management on sales and potential opportunities in your area; · Reviewing your own sales performance, aiming to meet or exceed targets; · Gaining a clear understanding of customers» businesses and requirements; · Following up with customers for payment; · Doing Quality - Control on products delivered; · Attending team meetings and sharing best practices with colleagues in East Williamsburg, Brooklyn.

Keep tabs on our e-newsletters and regular updates online at www.newlawjournal.co.uk plus follow us on Twitter to follow developments, changes and challenges across core practice areas and in the civil justice arena.

Curo Legal offers advisory services and implementation support in the following areas: Practice Operations, Virtual Assistance, Technology, Marketing, Financial Services and Professional Development.

The channels will help lawyers keep abreast of new developments in specific practice areas and foster robust conversation between bloggers who cover the same subject, since they now have an easy way to follow each others» postings.

Address the perception that CPD Program is only of value to lawyers who are struggling with their practice and irrelevant to lawyers who take their own professional development seriously Communicate the outcomes of the evaluation including to stakeholders The following comments from focus group participants interviewed by the consultant provide further context and qualitative information regarding the CPD Program impact and outcomes: «Of course we shouldn't have to track hours, how could the same standard possibly apply to an 85 year old lawyer having practiced in the same area, as it does to someone who just got hired on as an associate in their first firm?»

Since practice leaders are expected to be responsible for setting the course, and profitability, of their respective practices, i.e., implementing the practice area strategic plan, it follows that they should play a significant role in the decision on what work the practice should pursue through client development initiatives and what work it should accept.

This is an area of practice which has seen significant change: the Bribery Act 2010 marked a major development in UK law with far reaching consequences for individuals and companies both in the UK and abroad, and has been followed by new prosecution guidance and Ministry of Justice guidance on adequate compliance procedures.

Prepares and follows a curriculum based on developmentally appropriate practices that helps each child reach his / her fullest potential in all areas of development.

• Highly skilled in creating workable and strategic soccer programs aimed at deriving the best from each player • Exceptionally well - versed in providing instructions to players to help them understand game play rules and regulations • Hands - on experience in evaluating performance based on devised metrics and providing suitable feedback • Demonstrated expertise in assessing strengths and weaknesses in each player and identifying areas for development • Effectively able to demonstrate soccer game play by breaking the task down into different sequences • Documented success in inspiring confidence and self - belief in players to ensure that they reach both individual and team goals • Proficient in developing knowledge of fitness, injury, sports psychology and nutrition to make athletes ready for soccer games and practice sessions • Focused on specific areas of soccer such as defensive and offensive play and goalkeeping • Able to develop training sessions for specific plays such as free kicking and corner kicking • Well - versed in choosing / recruiting team members and substitutes for each games, by identifying talent and enthusiasm in individual players • Deep insight into motivating team members and ensuring that the team is following tactics decided and practiced during practice sessions

Initial development in this area of practice appeared slow but following the acceptance of South Africa's first democratic Constitution in 1996, many opportunities for service delivery were facilitated by the implementation of disability equity legislation.

(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.

The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness about early childhood mental health needs and the importance of responding to their needs early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based practices for effectively treating early childhood mental health and social emotional needs; and (5) develop a seamless early childhood SOC using a public health model for replication in other areas of the state.

Each of the five ABS areas will deliver science - and evidence - based preventative programmes that comprise ante and postnatal support programmes targeting one or more of the following: (1) social and emotional development — by addressing perinatal mental health problems, substance dependency and domestic violence as well as encouraging parenting practices that promote attachment; (2) language development by encouraging parents to talk, read and sing to, and particularly to praise — their babies and toddlers, and by ensuring local childcare services emphasise language development; and (3) nutrition and obesity by encouraging breast feeding and promoting good nutritional practices.