Sentences with phrase «of special competence»

(4) may adopt rules governing the issuance of licenses of special competence in particular areas of practice as a licensed professional counselor.

It should not be construed as a statement of fact or a representation of any special competence or ability of any attorney.

* Any testimonial contained in this website is solely the opinion and or impressions of the person giving the testimonial and shall not be construed as a statement of fact or representation of any special competence or ability of an attorney.

Pasha Law PC or its attorneys are not Certified by the Texas Board of Legal Specialization or no designation has been made by the Texas Board of Legal Specialization for a Certificate of Special Competence in the areas of business and / or corporate law and as otherwise described in this site.

Not exact matches

Their first concern is to find gaps in the explanatory competence of the sciences, inadequacies of theory that can not, in principle, be bridged without invoking God's «special» action to supplement the natural causes to which scientific inquiry is necessarily limited.

The special educational significance of the latter lies in the freedom they afford for self - direction, experimentation, and broadening of personal perspective and competence.

Several members of most pastoral care teams will have special helping competence by virtue of their professional training.

I write as theologian and minister, and claim no special competence in the field of pastoral counseling.

Their Americanization notwithstanding, the Durand - Perez family retained a number of features typical of every border family I know: pride in the Mexican culture and heritage; a deep and abiding religious faith; a love for both the Spanish and English languages (with family members having different degrees of competence in each); and a special esteem for the family's youngest and oldest members.

The author writes as a theologian and minister, and claims no special competence in the field of pastoral counseling.

It is also probably true that, as Holmes goes on to assert, «What Whitehead does not see (or does not emphasize) is the enormous difficulty of making education for the duller minds and slower - moving bodies what it can be (and clearly should be) for the rest — an active process leading to broad understandings and to special competence without the slightest rending «of the seamless cloth of learning»» (WVE 637).

The test of admission to a Christian hospital is not church membership but the prospective patient's need for certain healing for which the hospital possesses special competence.

Similarly, the test of admission to a Christian university ought not be church membership, but the prospective student's need for the kind of healing — wholeness — for which the university possesses special competence.

Furthermore, a certain amount of socializing, cultural competence in dealing with post-war societies, empathy, and stamina on the part of the researcher are sine qua non to compensate for deficits, special conditions, and restrictions in conflict zones that may hinder the research process.

Not only did it destroy Norman Lamont's Treasury career (although not that of his special adviser David Cameron) but it torpedoed the Conservatives» reputation for economic competence for well over a decade.

Working in remote places with simple tools and jury - rigged devices breeds a special kind of competence that can set a global - minded engineer apart.

I like David Morse's one scene as a twitchy, traumatized CIA agent who knows something about the origin of the disease, and James Badge Dale as a U.S. Special Forces captain whose gung - ho competence is no match for the zombie hordes, and Daniella Kertesz as Segan, an Israeli soldier whose indefatigable spirit helps the hero save the day even after she's suffered unimaginable trauma.

Though no one will ever confuse him with Olivier, Johnson is ideal in this kind of movie — huge enough to compete with the special effects, and with an aura of doggedness and competence that makes you believe he'd never give up.

ELLs require special attention in terms of identification of learning needs, development and evaluation of effective instructional programs (including teachers), allocation of necessary resources, and cultural / linguistic competence.

She is a champion for students and a zealous advocate for special education, quality teaching and learning, inclusivity, data driven practices, cultural competence, social - emotional learning and development, home - to - school partnerships, service learning and college and career education in support of all students.

Howard Gardner's (1983, 1993) theory of multiple intelligences (MI) provides a rich framework for designing learning experiences that mesh with the special «proclivities» (intelligence areas of greatest interest or competence) of kids labeled ADD / ADHD.

Among Losen's recommendations for the district are more regular monitoring of disaggregated data on identification, placement, and disciplinary action; training of adults in multi-cultural competence; and the use of intermediate interventions before special education placement and of alternatives to suspension (e.g., restorative practices).

The Master of Arts in Special Education is designed to prepare highly effective professional, decision - making, and reflective educators who are proficient in foundational knowledge; referral, evaluation, planning, and programming; instructional design, teaching, and ongoing evaluation; collaboration and communication, standards of effective practice; and core special education skills including instructional strategies, social / emotional health, social competence, cultural competence, classroom management and academic compSpecial Education is designed to prepare highly effective professional, decision - making, and reflective educators who are proficient in foundational knowledge; referral, evaluation, planning, and programming; instructional design, teaching, and ongoing evaluation; collaboration and communication, standards of effective practice; and core special education skills including instructional strategies, social / emotional health, social competence, cultural competence, classroom management and academic compspecial education skills including instructional strategies, social / emotional health, social competence, cultural competence, classroom management and academic competence.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Three days of competence building and networking, tinted by that special, blueshifted Nordic vibe.

The Court of Cassation is also as - signed the task of establishing jurisdiction (indicates, when you create a conflict between the or - dinary courts and the special, Ital - ian or foreign ones, which has the power to treat the cause) and the competence (to resolve a conflict between two lower courts).

The policy of this state and the purpose of this chapter are to provide that: (1) the admission of persons to the practice of public accountancy require education and experience commensurate with the requirements of the profession; (2) a person who represents that the person practices public accountancy be qualified to do so; (3) a person licensed as a certified public accountant: (A) maintain high standards of professional competence, integrity, and learning; and (B) demonstrate competence and integrity in all dealings with the public that rely on or imply the special skills of a certified public accountant and not merely in connection with the performance of the attest service;

Within the Texas legal community, Board Certification means an attorney has substantial, relevant experience in a select field of law as well as demonstrated, and tested, special competence in that area of law.

That means our clients are being represented by attorneys who have demonstrated special competence in their area of specialization.

This means an attorney has experience in a select field, as well as demonstrated and tested special competence in that area of law.

The roles that Leslie currently undertakes include that of Part - Time Road User Charging Adjudicator, Consultant for Bond Solon Training, Consultant for Central Law Training, Tribunal Judge of the First Tier Tribunal (Mental Health), Managing Director of Independent Investigative Interviewing Limited, Independent Companies House Adjudicator, Independent Member of the Lord Chancellor's Advisory Committee for North East Essex Magistrates Courts, Crown Court Recorder for the South Eastern Circuit, Counsel for the International Criminal Court (ICC), International Criminal Tribunal for the former Yugoslavia (ICTY) and the Special Court for Sierra Leone (SCSL), Panel Chair of the Nursing and Midwifery Council's Conduct and Competence Committee, Appeals Officer for Community Interest Companies, Tribunal Judge of the First Tier Tribunal (Special Education Needs and Disability) and Visiting Professional Fellow in Criminal Investigation at University of Derby.

(Freedom of movement for persons — Union Citizenship — Directive 2004 / 38 / EC — Right of residence for more than three months — Article 7 (1)(b)-- Person no longer having worker status — Person in possession of a retirement pension — Having sufficient resources not to become a burden on the «social assistance system» of the host Member State — Application for a special non-contributory cash benefit — Compensatory supplement intended to augment a retirement pension — Regulation (EC) No 883/2004 — Articles 3 (2) and 70 — Competence of the Member State of residence — Conditions for granting — Legal right to reside on the national territory — Compliance with European Union law)

Although there's a lot of interesting information in the special issue, the Codger Competence issue is only touched upon indirectly.

Special Projects Vocational Empowerment: The Development of a Culturally Competent Peer - Run Photovoice Training Program (2010 — Present) Project Co-Director Development of an Instrument to Measure Recovery Promoting Competences Among Providers Serving Spanish Speaking Mental Health Consumers (2007 — 2010) Project Director The Development of a Latino Consumer - Provider Training Program (2004 — 2010) Project Director A Study Evaluating the Effectiveness of a Structured Psycho - Educational Recovery Intervention with English Speaking and Latino Samples (2004 — 2010) Project Coordinator Project A: Building of Capacity of CBOs for Participatory Research & Program Evaluation (Under the Center for Capacity Building on Minorities with Disability Research at the University of Illinois at Chicago (2005 — 2008) Northeast Coordinator Phase II: Community Action Grant for System Change (2002 — 2006) Principal Investigator Field Initiated Project (NIDRR): Rehabilitation Readiness Tool for Latinos with Psychiatric Disabilities (1999 — 2002) Co-Principal Investigator Phase I: Community Action Grant for System Change (1998 — 1999) Co-Principal Investigator Transitional Rehabilitation Services (1996 — 1997) Project Director

Regarding the question of how long it takes to reach competence in an area within a domain, for instance facilitating a support group for a particular special population (e.g., undocumented immigrants, international students from Iran, Lesbian parents), we turn to Malcolm Gladwell.

/ 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 /

Cultural and Linguistic Competence in Family Supports (PDF - 280 KB) National Center for Cultural Competence (2006) Discusses the cultural factors that may impact the resources, services, and other assistance provided to families of children with special health care needs and the policy implications of promoting and sustaining cultural and linguistic competence in the provision of familyCompetence in Family Supports (PDF - 280 KB) National Center for Cultural Competence (2006) Discusses the cultural factors that may impact the resources, services, and other assistance provided to families of children with special health care needs and the policy implications of promoting and sustaining cultural and linguistic competence in the provision of familyCompetence (2006) Discusses the cultural factors that may impact the resources, services, and other assistance provided to families of children with special health care needs and the policy implications of promoting and sustaining cultural and linguistic competence in the provision of familycompetence in the provision of family supports.

This practical sourcebook is designed for psychologists, counselors, social workers, school consultants, special educators, and other health care professionals who provide services to or seek knowledge of effective strategies to improve the classroom learning environment, raise academic achievement, and improve student behavior and social competence.

«An invaluable «first step» toward increasing the awareness and competence of administrators about how to provide high quality typical settings in which young children can receive their special education and related services.»

My special areas of competence include: parenting, complex trauma in children and adolescents, grief and loss, drug / alcohol addiction, domestic violence, marital / pre-marital counseling, anxiety, and depression.

Here in the United States, if a psychologist asserts that he or she possesses the necessary competence to assess, diagnose, and treat this «special population» of children and families, then my next sentence will be,

I would strongly urge and strongly recommend that ALL mental health professionals involved in diagnosing and treating this special population of children and families, which means all child custody evaluators and treating therapists, read the following set of literature to establish professional competence in the requisite domain of personality disorder components for this special population:

Failure to possess the requisite professional knowledge, training, and expertise in attachment theory, personality disorder processes (particularly narcissistic an borderline personality dynamics and their characteristic decompensation under stress), and in family systems constructs (particularly centering on the child's triangulation into the spousal conflict through a cross-generational parent - child coalition against the other parent) which is necessary for competent professional diagnosis and treatment with this «special population» of children and families may represent practice beyond the boundaries of professional competence in violation of professional practice standards.

This then defines the «boundaries of competence» needed to assess, diagnose, and treat this «special population» of children and families.

This redefinition of «parental alienation» from entirely within standard and established psychological principles and constructs then allows us to define «domains of professional competence» required for treating this «special population» of children and families:

In addition, an attachment - based model of «parental alienation» establishes clear domains of professional knowledge that define standards of practice for professional competence in the diagnosis and treatment of this «special population» of children and families.

For example, monthly dinner meetings to encourage and celebrate employment, educational, and career accomplishments; or special group sessions by therapists for young ladies wanting to explore relationship issues between women / men and women / women, coping with possible past trauma issues, formation of healthy relationships, and / or advancing social competence and confidence in building and understanding healthy reciprocal relationships

However, narcissistic and borderline personality dynamics are DIRECTLY RELEVANT to the diagnosis and treatment of attachment - based «parental alienation» so that these personality dynamics are directly relevant to professional competence with this «special population» of children and families.

Cultural Competence for Foster and Adoptive Parents: Trainer's Guide National Resource Center for Special Needs Adoption (2000) View Abstract This trainer's guide is part of a 3 - day video - based training curriculum designed to develop cultural competency in foster and adoptive parents.

SAVE THE DATES: The Collaborative Practice Training Institute offers a very special advanced training experience... University of Virginia - Northern Virginia Center: 7054 Haycock Road, Falls Church, VA 22043 Day One - May 15th (choose one) Option A: Creating a Child - Focused Parenting Plan Under Challenging Circumstances Option B: Proficient Peacemaking: Increasing Your Competence in Resolving Conflict Day Two - May 16th Collaborative Boot Camp WATCH THIS SPACE FOR MORE INFORMATION COMING SOON!!!