From showcasing Bogota's revolutionary transit policies, to the search for the mythical ZoZo, the thing I have always liked about StreetFilms is their ability to move beyond
individual examples of best practice, and use that as a forum to explore the big ideas behind better transit and better cities.
Not exact matches
You must have a pragmatic vision
of what it means to be collaborative: for
example, by incorporating specific goals directly related to
individual jobs like sharing
best practices, putting collaborative processes into place, etc. — and by creating incentives related to this.
In
practice, only a handful pass the screen at any time, but those that do pass perform very
well (see, for
example, the Piotroski screen on the American Association
of Individual Investors website).
Darboven's characteristic conflation
of an abstract, overarching framework and
individual self - assertion are resonant in the sign structures conceived, for
example, by Channa Horwitz or Michael Müller, as
well as in the textual works and writing systems
of Fiona Banner, Irma Blank, and Natalie Czech, in the temporal processes
of Sigrid Sigurdsson, the appropriation
of history
practiced by Daniela Comani, Lia Perjovschi, and Rayyane Tabet, or in the collages conjoining current events and popular culture created by Isa Genzken and Robert Heinecken, as
well as in the encyclopedic, material - based classification systems
of Henrik Olesen and Joëlle Tuerlinckx.
Someone with a book
of business in the same
practice area and same location or an
individual who previously worked for you as a clerk are
good examples of these types
of people.
Identify and promote
best practice examples of improving accessibility
of mainstream services as achieved through
individual programs (such as Medicare and Pharmaceutical Benefits Scheme equivalent access arrangements) as
well as through whole
of government coordination initiatives (such as ICCs and SRAs); and
/ Communicating / Communicating with Children / Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations / Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle
example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts
of theory / Congruence in children's
best interest / Connect, clarify and restore / Connecting / Connecting with
practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context
of relationship (1) / Context
of relationship (2) / Context
of silence / Contexts / Contextual planning / Continuity / Continuum
of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core
of our work / Cost
of prevention / Counselling relationship / Counsellors and teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense
of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime:
Individual or society?