Sentences with phrase «special competence in»

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

This means an attorney has experience in a select field, 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.

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.

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.

[Response: I don't claim any particular special competence in the vegetation response to changing climate, but it will clearly depend on region, and it will depend crucially on changes to precipitation patterns as well as temperature or CO2 fertilization.

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

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

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.

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.

It also undermines women's confidence in their bodies» competence to breastfeed by promoting special «formulas» for pregnant and nursing mothers.

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.

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.

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.

She also specializes in special education law and anger management techniques involving emotional competence training.

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.

Other issues with a special impact on minority communities include: student achievement gaps, the need to increase diversity and cultural competence in the teaching workforce, and securing adequate and equitable resources for public education.

The description for the SEN course states that it is «designed to help learners understand the skills and gain the competence involved in working with Special Needs students».

(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?

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;

* 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.

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.

Skills like configuring and troubleshooting machines, handling machines like copying machines, plasma machines, beam line machines, and punching machines, and performing preventive maintenance on regular basis, should be given special emphasis in the Resume Format, as this shows your competence as a maintenance engineer.

COMPETENCE: Highly skilled, knowledgeable and competent in performing duties, assigned tasks and special assignments when required.

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 /

National Center for Cultural Competence Contains information in English and Spanish on providing culturally competent services to children and adolescents with special health care needs and their families.

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.

«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.»

Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities.

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 is similar to a «spiritual director» in Catholic tradition, i.e., a person who has some special competence to guide other people.

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 familieIn 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 familiein 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

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!!!

This discrepancy is exemplified by our observation of significant lower levels of language competence in DHH children attending special education compared to DHH children attending mainstream schools.

The partnership was a perfect fit for both the company and the organization, as the goals of the Special Olympics are in a cohesive alignment with Engel & Völkers» values of passion and competence.