Sentences with phrase «places trained adult»

Border Collie Rescue of Melrose, Florida, operates the Bird Strike Control Program that places trained adult dogs at a variety of sites experiencing problems with geese and other birds.

Not exact matches

The production employs some good ol' Hollywood stunt casting, having the three adult bros play themselves (the event aboard the Amsterdam - to - Paris Nord Thalys train took place in 2015, so their maturing posed no problem).
This is not a situation we can just leave to adults outside of the classroom, although there is a place for interventions and additional reading and spelling support delivered by dyslexia - trained adults.
The advisers will be placed in communities with low college - going rates and low adult educational attainment rates as part of MCAN's efforts to increase the number of students gaining additional training or degrees after high school.
Moller (1998) stated that asynchronous learning communities are especially relevant to training environments since adult trainees are often located in different places yet sometimes demand instant and constant help from their trainers.
For instance, it's simple to train kittens and even adult cats to love being in a carrier just by placing their regular meals in a carrier.
WINDSOR, California, October 3, 2017 - VIP Petcare, the leader in innovative pet wellness care, today announced a nationwide partnership with Wilmington, N.C. - based paws4people, a 501 (c)(3) public charity that places, trains, certifies, and insures Assistance Dogs with individuals with life - altering physical, neurological, psychological, and / or behavioral disabilities, including children, adolescents, and adults through its paws4people Assistance Dog Placement Program.
It may be possible for a well - socialized, leash - trained adult or senior collie or sheltie to do fine in a condo / townhouse / apartment environment, where all outside activities take place on a leash.
Helps children and adults with disabilities achieve greater independence by training and placing service and therapy dogs.
While children are not mature enough to participate in the intensive training process needed for the successful placement of a Seizure Response Dog (agencies that place service dogs with adults typically train Seizure Response Dogs), parents of children with seizures can use a Seizure Assistance Dog as a tool in helping keep their child safe and the benefits of having a dog as a companion and friend are priceless.
While most of the dogs we place are not puppies, house training an adult dog is very much like house training a puppy.
Crates are a great tool used to help house - train your puppy or new adult dog, provide a great resting place and keep your dog out of trouble when you can not watch him.
The young adult testing took place at headquarters, where puppies returned for training and placement.
Adult dogs are difficult to place in new homes especially if they have acquired bad habits as the result of not enough training, social contact or exercise.
Educational training takes place at a number of venues, which include adult learning centers, community colleges, high schools and technical institutes throughout the state.
Pups 2 Luv rescue group was founded in order to take in puppies and young adult dogs, place them in a foster home environment while giving them lots of love, work on proper training and socializing.
Santa Train at the Galveston Railroad Museum Date: Dec. 16 Time: 10 a.m. to 2 p.m. Where: Galveston Railroad Museum, 2602 Santa Fe Place, Galveston, TX Admission: $ 12 adults (ages 13 +); $ 5 train rides (ages 2 +) Info: www.galvestonrrmuseuTrain at the Galveston Railroad Museum Date: Dec. 16 Time: 10 a.m. to 2 p.m. Where: Galveston Railroad Museum, 2602 Santa Fe Place, Galveston, TX Admission: $ 12 adults (ages 13 +); $ 5 train rides (ages 2 +) Info: www.galvestonrrmuseutrain rides (ages 2 +) Info: www.galvestonrrmuseum.com
It includes recommendations to increase the availability of programs to divert people living with mental health problems and illnesses from the corrections system, provide appropriate mental health services in the youth and adult criminal justice system and ensuring that comprehensive discharge plans are in place, address gaps in treatment programs for offenders with serious and complex mental health needs, increase the role of the «civil» mental health system in providing services, and provide training about mental - health problems and illnesses to those working in the criminal justice system.
/ 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 /
Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)
In addition to Adult Basic Education (ABE), Adult Secondary Education (ASE), and vocational training, the NDCS offers relationship, life skills, and parenting programs for inmates.62 Facilities in Kansas choose to offer either the InsideOut or Active Parenting Now programs, and can combine them with Play and Learn classes, in which inmates can apply the skills from the curricula with their children in a supervised setting.63 Washington has implemented two Parenting Sentencing Alternatives to keep nonviolent offenders with minor children out of prison: the Family and Offender Sentencing Alternative (FOSA), in which offenders» sentences are waived and they are placed under community supervision, and the Community Parenting Alternative (CPA), a partial confinement program in which offenders remain under electronic monitoring surveillance.64 These two programs are in addition to Washington's Strength in Families program, which is a parenting, relationship, and employment readiness program for soon - to - be-released prisoners.
National initiatives and campaigns are also in place to provide training, technical assistance, public awareness, and community programming focused on engaging youth, adults, and community members to address dating violence.
Today the organization provides job training for about 400 adults with Down's syndrome, brain damage and other disabilities, placing them at local businesses like Wal - Mart and restaurants.
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