Not exact matches
Also banned: instructions on «on how to make or use weapons if the goal is to injure or kill people,» unless there is «clear context that the content is for an alternative
purpose (for example, shared as part
of recreational self - defense
activities,
training by a country's military, commercial video games, or news coverage).»
That they are many in number is clear from the statements
of purpose made by schools when they define to what end they are
training ministers, and by other church organizations — denominations, councils, conferences, et cetera — when they justify their
activities.
When all is said and done the increase
of this love
of God and neighbor remains the
purpose and the hope
of our preaching
of the gospel,
of all our church organization and
activity,
of all our ministry,
of all our efforts to
train men for the ministry,
of Christianity itself.
In
training, we covered a range
of topics in the
training including quite basic sessions on public engagement and policy work through to discussions about defining the goal and
purpose of your
activity and the audience you will work with and considering this at the core
of any
activity you plan.
For the
purposes of this award, research
activities during your residency or clinical fellowship are not considered postdoctoral
training.
A weekend
training activity with the
purpose of enabling the learner to access the alternative and complementary modality
of yogic science, a body, mind and spirit philosophy, to achieve a healthier lifestyle and greater well - being for self; to integrate the practical application
of yogic science into clinical treatment protocols for addiction services, addressing the whole person, physically, spiritually and mentally.
This reflective
activity can be used in a computer class with students who are using Pinterest for projects or as part
of staff
training for those who are looking to use Pinterest for educational
purposes.
Less resistance will occur, however, if you articulate the
purpose of high - intensity in - class
activities: to accelerate learning through productive struggle — similar to high - intensity interval
training at the gym.
To increase the horizon
of training activities carried out by SHE Teams, an e-learning course / online
training has been initiated jointly by Swift elearning Services and Hyderabad City Police — SHE Teams with the sole
purpose to raise public awareness on women safety among the citizens especially women.
(d) For
purposes of this section, «guide dog» or «assistance dog» includes a dog being
trained as a guide dog or assistance dog and «person
training a dog as a guide dog for a blind person or a dog to assist a deaf or mobility impaired person» means a person who is employed by and authorized to engage in designated
training activities by a guide dog organization or assistance dog organization that complies with the criteria for membership in a professional association
of guide dog or assistance dog schools and who carries photographic identification indicating such employment and authorization, or a person who volunteers for a guide dog organization or assistance dog organization that authorizes such volunteers to raise dogs to become guide dogs or assistance dogs and causes the identification
of such dog with (1) identification tags, (2) ear tattoos, (3) identifying bandanas on puppies, (4) identifying coats on adult dogs, or (5) leashes and collars.
The
training arena would be a perfect fit to house this kind
of activity and as EA used precious development time to implement it in the first place, we may as well be using it for the
purpose it was intended.
The guidelines provide illustrative examples
of permitted
activities, including: after - sales service / warranty work, purchasing Canadian goods or services for a foreign business or receiving
training in respect
of such goods or services; receiving or giving
training within a Canadian affiliate
of the corporation that employs them outside
of Canada, if production resulting from the
training is incidental; and representing a foreign business for the
purpose of selling goods but not making sales to the general public.
• Conducted emergency preparedness
activities to ensure a safe and secure environment for all employees • Assisted with the coordination
of emergency drills and response
training for security
purposes • Implemented safety programs and
activities, such as occupational safety and fire and hazardous materials management program • Monitored all emergency management personnel and processes to ensure constant compliance to standards and regulations • Maintained documentation on emergency preparedness and management processes in accordance to company policies
KEY ACHIEVEMENTS • Developed and implemented an online grading system which worked in sync with state grading systems with just one command • Introduced Study Mod, a comprehensive online (video) tutoring software, created especially for online tutoring
purposes • Created a bank
of online teaching resources by performing dedicated research
activities for each assigned discipline •
Trained 12 online tutors in online study strategies and teaching students how to incorporate study skills into daily work modules
Professional Experience U.S. Army (Orlando, FL) 11/2003 — 8/2010 Program Executive Office for Simulation,
Training, & Instrumentation Software Asset Management — NCI Information Systems • Managed the Microsoft Access Software Database ensuring usage and licensing compliance • Assisted GFE / CAP asset management with receiving and shipping
of valuable equipment • Maintained detailed inventory
of government assets and tracked deployment into the field • Executed acquisition process, automated records, control systems, material substitution criteria as well as storage, issue, and disposal processes • Monitored and recorded computer workstation
activities for security
purposes • Authored and presented departmental reports to senior leadership and team members • Directed mail operations including gathering, sorting, and distribution
/ 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 /
The goals and
activities of the Center were designed to strengthen the capacity
of childcare agencies and Head Start to improve outcomes for young children and their families through: a) a focus on promoting the social emotional development
of children as a means for preventing challenging behaviors, b) a comprehensive, culturally sensitive approach that is inclusive
of and responsive to the needs
of programs, families, other professionals, and communities, c) the dissemination
of evidence - based practices: d) the ongoing identification
of the
training needs and preferred delivery formats
of local programs and
training and technical assistance providers, and e) collaboration with existing
training and technical assistance providers for the
purpose of ensuring the implementation and sustainability
of practices at the local level.
a risk that Indigenous peoples become permanently isolated from the labour market in urban and regional areas, without the support
of CDEP or some similar arrangement that meets the particular needs
of Indigenous unemployed people and allows them
activity,
training and
purpose; and