Sentences with phrase «social purpose of education»

And, he adds, «what has happened in the privatization movement with charters and vouchers and so forth is that it fragments society into different groups, and it takes away that social purpose of education.»

Not exact matches

Social entrepreneurship, the creation of new ventures with a social purpose, takes many forms, from clean energy start - ups to initiatives aimed at improving early educSocial entrepreneurship, the creation of new ventures with a social purpose, takes many forms, from clean energy start - ups to initiatives aimed at improving early educsocial purpose, takes many forms, from clean energy start - ups to initiatives aimed at improving early education.

In principle, physical education provides the best opportunity for the harmonious development of the entire person, through contests of skill in which intelligence, esthetic imagination, social sensitivity, and moral purpose are channeled through significant physical activity.

It may seem that professional schools are an exception to the rule; that social context and purpose need to be considered only in the case of so - called «general education.»

Studies of medical, legal, engineering and theological education, unlike the inquiries referred to above, frequently ignore the community and raise few questions about social purposes.

They created a ruling institution for purposes of war and government which was based on the division of the empire into military fiefs; a chancery for the preparation of state documents and communication throughout the empire; and a religious institution which, in addition to maintaining the legal and cult services, was expected through the control of education to be an instrument of social cohesion.

For the purposes of this initiative the social sciences are defined as inclusive of the subjects of economics, economic and social history, political science, socio - legal studies, education, psychology, cognitive studies, linguistics, management and business studies, human geography, environmental planning, international studies, area and development studies, social statistics, demography, social science computing, sociology, social anthropology, social policy and social work.

(Question No. 11 asks people about their level of education, from no schooling through a Ph.D.) The proposed elimination of that question has struck a nerve with the U.S. statistical and social science research community, and with the thousands of organizations that cite the data for their own purposes.

However, studies have found that purpose in life, social interaction, education, and exercise may boost levels of BDNF and «could provide some protection against Alzheimer's pathology,» he said.

Likeable Local's Blog true purpose is to help provide education and guidance on power of social media and word of mouth marketing.

The purpose of this study was to see if U.S. states that have more users of social networking sites, dating sites, and dating apps like Match.com, Ashley Madison, Our Time, Down Dating, Bumble, Zoosk, Hinge, Score, At First Sight, Plenty of Fish, Eharmony, Adult Friend Finder, Tinder, Grindr, and Facebook have more cases of STDs after controlling for population, race, age, income, education, and population density.

Any school in the UK can take part in the challenge, which tasks students with designing one building to live in; and designing a public building for one of a range of purposes, including social, sport, education or health.

Jonathan Cohen affirms that an effective emotional and social education develops the ability for the resolution of conflicts «and implies the learning of abilities, knowledge and values that increase our capacity «to read» in ourselves and in the others with the purpose of using that information to solve problems with flexibility and creativity».

For this purpose policy makers, private education institutions and investors gather together to source the pool of opportunities that this industry is currently offering to those interested in making politics and business with a social good.

It's an entrepreneurial, income - generating business activity that has been strategically intertwined with education for the purposes of sustainable change at a social and economic level.

The second of three purpose - built schools which will transform education for pupils with social, emotional and mental health needs opened this week in Leeds.

Today, debates about the purpose and provision of education — on the left and the right alike — are reduced to platitude - laden charges that it is up to schools to do what the social reformers of the 1960s could not accomplish through entitlements, social - welfare programs, or other Great Society initiatives.

The debate is about the fundamental purpose of education: for the Sophists, the goal is power — economic, political, and social.

Pedro Noguera suggests that we focus on the purpose of reconnecting and engaging students in learning, especially those students who have not received the benefits of the social contract promised by education.

Learning Exchanges catalyze individuals and teams to re-imagine how schools and communities can fully engage collective power for the benefit of children, youth, and families by reclaiming the purposes of education as academic, social - emotional, and civic; uniting the power of place and wisdom of local people; redefining professional learning as a hopeful process that engages the heart, mind, & spirit; and taking actions to eliminate inequity and injustice in schools and communities.

For the purposes of the survey, CEI considered 21st Century Learning in terms of the practices CEI describes in our proposed approach — Science, Technology, Engineering, Art, and Math (STEAM), neuroscience, and Heart Centered Education, CEI's signature approach to social emotional learning.

Teacher educators must explore with preservice teachers how digital technologies shape and are shaped by education and examine the deeper theoretical and pragmatic understanding of the core purpose of social studies to prepare civic life.

«Social Purpose Capital Markets: Financial Capital for Social Entrepreneurs in Education» Kim Smith & Julie Petersen (2007) Description and analysis of the market structures and resources for education entrEducation» Kim Smith & Julie Petersen (2007) Description and analysis of the market structures and resources for education entreducation entrepreneurs

After 13 years in secondary public education, I entered the teacher preparation arena and found the value of Twitter and social networking for professional development purposes.

Charise Powell, fourth - grade teacher at Hiawatha Academy Northrop in Minneapolis, MN: «As a teacher, I know the purpose of education is academic, social and emotional development.

In what ways do methods professors feel that their uses of digital video serve the purposes of social studies education?

Looking at the two top countries - Finland and South Korea - the report says that there are many big differences, but the common factor is a shared social belief in the importance of education and its «underlying moral purpose».

The purpose of the Multicultural Education SIG is to establish, within the organizational structure of the Association of Teacher Educators, an ongoing forum dedicated to the generation, dissemination, and critique of scholarship that informs curricular and pedagogical thought, practice, and policy in relation to social justice in teacher eEducation SIG is to establish, within the organizational structure of the Association of Teacher Educators, an ongoing forum dedicated to the generation, dissemination, and critique of scholarship that informs curricular and pedagogical thought, practice, and policy in relation to social justice in teacher educationeducation.

As a service to the community and in accordance with law, the Board of Education may allow community groups to use district facilities for educational, recreational, social, civic, philanthropic and other similar purposes when the facilities are not being used by the district or district - sponsored groups.

The Georgia Association of Multilingual / Multicultural Education is a professional non-profit organization of individuals whose purpose is to promote multilingualism and multiculturalism as assets that provide cognitive, social, emotional, educational, and employment advantages for all Georgia residents.

Social justice and student voice meet at the intersection of Meaningful Student Involvement, providing powerful, positive and purpose - filled opportunities for historically disengaged students to drive active, substantive and transformative change throughout education.

As we demonstrated in our 2015 analysis of the Common Core debate on Twitter, the dispute about the standards was largely a proxy war over other politically - charged issues, including opposition to a federal role in education, which many believe should be the domain of state and local education policy; a fear that the Common Core could become a gateway for access to data on children that might be used for exploitive purposes rather than to inform educational improvement; a source for the proliferation of testing which has come to oppressively dominate education; a way for business interests to exploit public education for private gain; or a belief that an emphasis on standards reform distracts from the deeper underlying causes of low educational performance, which include poverty and social inequity.

The underlying purpose of the Whole School, Whole Community, Whole Child (WSCC) model is to establish greater alignment, integration, and collaboration between health and education across the school setting to improve each child's cognitive, physical, social, and emotional development.

To reiterate, the purpose of the zone is to end intergenerational poverty and is thus aimed at various social enterprises, not just education.

The Carl D. Perkins Career and Technical Education Improvement Act plays an essential role in offering what Labaree considers a fundamental purpose of education: social efEducation Improvement Act plays an essential role in offering what Labaree considers a fundamental purpose of education: social efeducation: social efficiency.

The first section considers the purpose of education, and discusses the social and contemporary context of schools that act simultaneously to create opportunity and also to sort students, creating social inequality.

In addition, this section includes if a company's product or service is designed to solve a social issue, including access to basic services, health, education, economic opportunity, arts, and increasing the flow of capital to purpose - driven enterprises.

Parents of three to five year - olds whose children use iPads in childcare centres agreed that apps designed for pre-school educational purposes could be used to boost certain skills such as literacy, numeracy, science and art, but not physical education and social development.

[vii] Alternative legal services (ALSs) are, for example: clinics offering advice, self - help webpages, phone - in services, paralegal and law student programs, family mediation services, social justice tribunals, and court procedures simplification projects, public legal education information services, programs for targeted (unbundled) limited retainer legal services (as distinguished from a full retainer to provide the whole legal service), pro bono (free) legal services for short and simple cases, and the National Self - Represented Litigants Project, the purpose of which is to help self - represented litigants to be better litigants without lawyers.

[6] Alternative legal services (ALSs) are, for example: clinics of various types; self - help webpages; phone - in services; paralegal and law student programs; family mediation services; social justice tribunals; and court procedures simplification projects; arbitration and mediation for dispute resolution; public legal education information services; programs for targeted (unbundled) limited retainer legal services (as distinguished from a full retainer to provide the whole legal service); pro bono (free) legal services for short and simple cases; and, the National Self - Represented Litigants Project, the purpose of which is to help self - represented litigants to be better litigants without lawyers.

As he stated «there is logically, and from a public policy point of view, no difference for this purpose between doctors and social workers», and that «it is immaterial that social workers, not doctors, place children on the Child Protection Register or take them into care, since child protection work requires social service departments to work closely with the police, doctors, community health workers, the education service and others».

[iii] Alternative legal services (ALSs) are, for example: clinics of various types, self - help webpages, phone - in services, paralegal and law student programs, family mediation services, social justice tribunals, court procedures simplification projects, arbitration and mediation for dispute resolution, public legal education information services, programs for targeted (unbundled) limited retainer legal services (as distinguished from a full retainer to provide all of the legal services necessary), pro bono (free) legal services for short and simple cases, and the National Self - Represented Litigants Project, the purpose of which is to help self - represented litigants to be more effective self - represented litigants.

16 SB 319 / HCSFA S. B. 319 (SUB)- 1 - HOUSE SUBSTITUTE TO SENATE BILL 319 A BILL TO BE ENTITLED AN ACT 1 To amend Title 43 of the Official Code of Georgia Annotated, relating to professions and 2 businesses, so as to provide that professional counseling includes diagnosing emotional and 3 mental problems and conditions; to clarify that persons licensed as professional counselors, 4 social workers, and marriage and family therapists are not authorized to conduct 5 psychological testing; to provide for legislative findings and intent; to provide for a 6 curriculum of continuing education relating to diagnosing; to provide for the establishment 7 of rules and regulations regarding testing conducted by licensed professional counselors; to 8 clarify that psychological testing is part of the practice of psychology; to provide that certain 9 licensed persons are able to perform certain tests other than psychological testing; to revise 10 definitions; to amend Code Section 37 -1-1 of the Official Code of Georgia Annotated, 11 relating to definitions relative to the general provisions governing and regulating mental 12 health, so as to conform a cross-reference; to provide for related matters; to provide an 13 effective date; to repeal conflicting laws; and for other purposes.

/ 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 General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concsocial structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concsocial and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concsocial progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concSocial and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concsocial and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

In light of these broad purposes, the standards are intended for use by individual practitioners, by providers of continuing education, and by agency administrators who have responsibility for social work staff.

The primary purpose of the Seminole County Public Schools (SPCS) & UCF College of Education and Human Performance (UCF - CEDHP) Partnership is to provide counseling services at no cost to students and their families within their own community (elementary schools), promoting their academic and personal - social development.

Likeable Local's Blog true purpose is to help provide education and guidance on power of social media and word of mouth marketing.