At ORNL, as part of
the institutional change activities encouraged by the AAAS fellowship, he convened a committee to develop an institute - wide communication plan.
Not exact matches
From the beginning of what we may call the «gender revolution» in the 1970s to now, when the goals of a minority of western agents of
change are about to take on a more visible, global and powerfully financed
institutional form, the normative and operational
activities of the gender equality process has been led by «experts», NGOs, UN Secretariat bureaucrats, panels - not by the man - on - the - street or his legitimate representative.
AAAS Leshner Fellows focus their
activities in two areas during the Fellowship year: public engagement and
institutional change.
Researchers said that their study has some limitations because it does not contain information about other school factors that may affect students» well - being during a transition, such as
changes in school cultures or
institutional heritage or traditions, or
changes in available extracurricular
activities.
Institutional theories take a different view, arguing that schools (like other major social service sectors) are so constrained by public expectations that they have limited options for becoming very different.137 Public agencies that have limited autonomy, owing to extensive public oversight, find it difficult to develop their own policies and initiatives for
change.138 This does not mean that successful leadership
activity in schools is impossible, but it does not come easily.
In a lively mix of personal reflection and shrewd analysis, McGowan visits the sites of intellectual
activity (scholarly publications, professional conferences, the classroom, and the university) and considers the hazards of working within such
institutional contexts to effect
change outside the academy.
It also describes the
institutional infrastructure for climate
change / Kyoto Protocol
activities and the current views of South Africa on climate
change issues and provides an analysis of priority sectors for CDM projects in various sectors of the economy.
The report provides an overview of the
institutional infrastructure for climate
change / Kyoto Protocol
activities and the current views of Brazil on climate
change issues, an analysis of priority sectors for CDM projects in the energy and in the industrial sectors, and a description of the current state of CDM project development in the country.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an
institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social
change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of
activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /