Sentences with phrase «professional needs of each participant»

Not exact matches

Including attendee capabilities and capacity insight, the reports align each respondent's profile with actual needs of exhibitors, making it easier for participants to zero in on potential matches in automotive manufacturing, as well as professional services.

Since that historic gathering, the Standards have served as the premier resource for how thousands of recreation professionals have conducted their youth sports programs to best meet the needs of all their participants.

Participants took part in a real - time electronic poll which explored their views on a series of issues relating to their profession: Among the results were: over three quarters of BME teachers considered themselves to be ambitious, yet stated they are being held back by racial discrimination, and the attitude of senior colleagues; nearly two - thirds (62 %) of BME teachers felt their school or college was not seriously committed to addressing their professional development needs and aspirations; 63 % of BME teachers said their employers were not committed to ensuring their mental and physical wellbeing at work, with workload cited as the single most negative factor impacting on their wellbeing; the vast majority of BME teachers felt the Government does not respect and value teachers and does not understand the day to day realities of teaching (99 %); three quarters of BME teachers said they were not confident that their headteacher will make professional and fair decisions regarding their future pay.

Welcoming participants, Chief of administration, Nigerian Army, Major General Idris Alkali noted that officers and soldiers of the Nigerian Army were involved in several operations within and outside the country hence the need for personnel to improve on their professional competence and catch up with modern trends in theatres of operation.

The vast majority of women participants agreed that mentoring was high on the list of needs and would like to see professional associations provide hands - on mentoring mechanisms and opportunities.

Over the course of the two days, participants confirmed the need for a network of scientists, engineers and health professionals engaged in human rights, endorsed the formation of a Science and Human Rights Coalition, and affirmed AAAS as its natural home.

Our graduate professional development course made the participants aware of the skill set they will need for lifelong career development.

While eLearning professionals can create an eLearning ecosystem that offers learners all of the tools and resources they need, as well as a setting that is conducive to learning, if the learner is not a willing participant the ecosystem will fall apart.

«We believe it's important to help ensure that every hour of this is well - spent and that participants get the real world experience they need to succeed in their future professional lives.»

And for people who really need know the basics about soft skills, the good news is that most of us have access to some fantastic activities and initiatives in our local area which in one way or other can add value to our personal and professional well - being as they will all involve in some way or other, the use of soft skills that participants will use instinctively.

In the absence of well - considered, adequately funded programs, new teachers are thrust into a classroom, assigned a nominal teacher «mentor» who has a full teaching load of his or her own, and perhaps invited to attend a support group for novice teachers, where participants meet at the end of a school day and often sit in a circle and wonder why they don't get the professional support they need.

This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence - based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

A teacher leader must understand the needs of the teacher participants so that the professional development addresses teachers» concerns and is geared to their knowledge and experience.

This need resulted in a range of professional development opportunities for university participants.

NIOST's evaluation of After School Gets Moving concluded that it is «a compelling professional development resource for out - of - school time programs and has the advantage of being re-usable, portable, and customizable for program and participant needs.»

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

Following each training session, supports are provided to districts so that, at the end of the training, participants will know how to: • Determine a school's greatest area of need (GAN) • Write a SMART school - improvement goal • Use SMART targets for progress monitoring • Use a variety of templates and graphic organizers to foster collaboration in their districts and schools • Lead the SMART School Improvement Process • Support schools in the development of action plans for carrying out school - wide improvement strategies • Coach teams and individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coaching.

All of the Show's educational programs are designed to motivate, inspire and arm participants in every industry segment with the professional insights and skills they need to grow their careers and businesses.

A prominent group of hoteliers, destination management companies and tourism professionals took part in the event, with 70 % of participants agreeing that there is a need for a global convention on halal tourism.

CONFERENCE: Under the leadership of a new executive director, CAA continues to hone its programming to meet the evolving needs and expectations of participants — retooling session schedules and bringing new voices to professional workshops and scholarly panel discussions.

It was truly fantastic to see how, regardless of the professional background, participants would engage and discuss the urgent need to limit global warming by the end of the century in our small simulated world that day.

The LETR report recommended the adoption of «Models of [continuing professional development] CPD that require participants to plan, implement, evaluate and reflect annually on their training needs and their learning... This approach may, but need not, prescribe minimum hours.

To ensure that the needs of families drive the design of online family law services, the Winkler Institute conducted public engagements by speaking with family justice sector participants such as litigants, court staff, legal professionals and judges.

• Collaborate with teacher in preparing materials for English instruction • Spoke with students, parents, and support professionals • Translated for English, Spanish, and Portuguese speakers • Assist in maintaining safe, appropriate classroom learning environment • Participate in out - of - classroom activities as needed • Complete attendance records for over 100 participants

Common duties of a Clinical Research Coordinator include: allocating budgets and resources, disclosing study aspects to participants, evaluating and analyzing study data, adhering to protocols and regulations, liaising with professional organizations, ordering supplies needed for study completion, handling specimens, developing informational materials, collaborating with healthcare professionals, and supervising subject enrollment.

Trilingual IT Project Management professional (PMP), leading by promoting change across the organization through the use of disciplined PMI methodologies, while also understanding the need to adapt to each projects stakeholders and participants needs and motivations.

Program Manager — Duties & Responsibilities Maintain a strong technical knowledge of and passion for program mission, industry trends, and developments in field of independent living skills training Coordinate all logistical and organizational aspects of community, industry, and program - specific events, including schedules, donor functions, and other activities to support program goals Interact with program participants, staff members, and donors in a professional manner to improve the user experience and promote the development of quality giving and support relationships Act as a liaison between staff members, other members management, donors, and other interested parties to drive program growth and ensure long - term sustainability Perform needs - based issue and situational assessments to improve operational efficiency, cost reductions, and ensure participant satisfaction throughout the challenging learning process Present relevant information and instruction to program participants, providing thorough and effective explanation and demonstration to individuals of differing learning capacities Hire, supervise, and manage staff in a professional manner that drives efficiency, promotes safety, and utilizes each individual's strengths to the highest capacity to fulfill program mission Present relevant information and updates to program heads and stakeholders, including performance and giving reports Support leadership team to facilitate in efficient business and organizational operations, performing important administrative tasks and analytical assignments while addressing key issues

Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and development personnel Oversaw strategic planning, development of company goals, and implementation of action plan Designed and implemented staff development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led individual and group therapy sessions resulting in significant personal development of participants Developed customized treatment plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and development of youth

This highly - acclaimed comprehensive interdisciplinary training, being presented for the seventeenth time, will introduce each participant to the theories, practices, and skills needed to begin a collaborative practice and also satisfies the minimum standards for the basic training set by the International Academy of Collaborative Professionals.

This highly - acclaimed comprehensive interdisciplinary training, being presented for the seventeenth time, will introduce each participant to the theories, practices, and skills needed to begin a collaborative practice and also satisfies the minimum standards for basic training set by the international Academy of Collaborative Professionals.

This highly - acclaimed comprehensive interdisciplinary training, being presented for the eleventh time, will introduce each participant to the theories, practices, and skills needed to begin a collaborative practice and also satisfies the minimum standards for basic training set by the International Academy of Collaborative Professionals.

This highly - acclaimed comprehensive interdisciplinary training, being presented for the sixteenth time, will introduce each participant to the theories, practices, and skills needed to begin a collaborative practice and also satisfies the minimum standards for basic training set by the International Academy of Collaborative Professionals.

Mental health professionals and financial advisors - whose advice is often needed but usually provided from the sidelines, if at all - can become part of the lawyer - client team, attend «four - way» meetings, and help participants address issues from a more holistic perspective.

Nurses used the 14 - item Hospital Anxiety and Depression Scale (HADS) to determine the participants» levels of depression, social support and need for professional mental health services.

Recognizing the value of the concept and the need to bring uniformity and guidance to it, a group of participants in an interdisciplinary international conference sponsored by the Family Law Section of the American Bar Association recommended that «professionals trained to manage chronic child - related disputes be provided as a service within the court system» (AFCC Task Force on Parenting Coordination, 2003).

Through a series of group meetings, collaborative professionals use an interest - based approach to identify the individual needs of each participant and the family.

Indeed, it seems unreasonable to expect that volunteers would successfully identify adolescents with depressive symptoms when professionals so often fail to.37, 38 Our findings of continued poor mental health and possibly increased support need by participants could be explained by bias from differential dropout rates, although this was controlled for in the multivariable analysis.

Facilitated by Scott MacDonald, Broker / Owner / President of RE / MAX Gateway, The NEW Agent training is delivered by personal instruction by Scott MacDonald and other real estate professionals, who teach participants the principles, strategies and how - tos they need for the multi-faceted career of real estate.