Sentences with phrase «successful youth education»

Under Anthony's leadership the Rodale Institute renewed its commitment to the founding theme of Healthy Soil - Healthy Food - Healthy People, the farm became certified organic, the long term Farming Systems Trial celebrated its 25th anniversary, The New Farm magazine was launched online, and his wife Florence Rodale launched a successful youth education program and website.

Under Anthony's leadership the Rodale Institute renewed its commitment to the founding theme of Healthy Soil - Healthy Food - Healthy People, the farm became certified organic, the long term Farming Systems Trial celebrated its 25th anniversary, The New Farm magazine was launched online, and his wife Florence Rodale launched a successful youth education program and website.

Not exact matches

Other churches are fighting on different fronts: Beacon Church Brixton has seen many young men give their lives to Christ and come off the streets thanks to the passion of a teacher in their congregation; Ecclesia Church is partnering with an education charity to provide support for young people excluded from school; and Emmanuel Pentecostal church has organised successful youth events where Christian ex-offenders share their testimonies.

«This program teaches and enhances the skills and education of athletes through a positive, fun and safe environment so our youth not only develop into successful athletes on the playing field but in life as well,» says Verdell.

The Chief of Chinderi, Nana Bonja was full of praise for the President for the successful completion of the Nchumuruman Community SHS to enable deprived youth in the area to access quality education.

He's been our voice, and the task force has been wildly successful,» said Paul Hovitz, a longtime member of the task force and the co-chairman of CB1's youth and education committee.

National children's charity the Youth Sport Trust and Allianz Insurance are celebrating a successful partnership which brought together 2,580 young people with and without Special Education Needs and Disability (SEND).

For the last 13 years Matt has worked in charity leadership as a director of local youth and community services, as Operations Director at School Councils UK, a national education charity specialising in youth participation and active citizenship in schools, and more recently leading on the delivery of ThinkForward, the successful Social Impact Bond funded, five year education - to - employment initiative.

For the last 13 years Matt has worked in charity leadership as a director of local youth and community services, as Operations Director at School Councils UK, a national education charity specialising in youth participation and active citizenship in schools, and more recently leading on the delivery of ThinkForward, the successful Social Impact Bond funded, five - year education - to - employment initiative.

The information in these synthesis reports was collected from practicing administrators and teachers in reentry programs nationwide, and is designed to assist state departments of education, school districts, and community - based organizations interested in redesigning or initiating efforts to help youth with disabilities return to the education system and become successful school completers.

«Providing high - quality correctional education that is comparable to offerings in traditional public schools is one of the most powerful — and cost - effective — levers we have to ensure that youth are successful once released and are able to avoid future contact with the justice system,» wrote Education Secretary Arne Duncan and U.S. Attorney General Erieducation that is comparable to offerings in traditional public schools is one of the most powerful — and cost - effective — levers we have to ensure that youth are successful once released and are able to avoid future contact with the justice system,» wrote Education Secretary Arne Duncan and U.S. Attorney General EriEducation Secretary Arne Duncan and U.S. Attorney General Eric Holder.

Green Dot had a vision of creating small, successful charter schools and in doing so, demonstrating to the school district and the public - at - large that there was a more effective way to provide public education to low - income, high - risk youth.

Learn aspects of providing innovative education and recreational youth programs including productive staff development, successful resource management, implementation of STEAM programming, creating a FUNtastic activities menu, and promoting future program leadership.

The goal of humane education is to teach respect and compassion for all living things, and our Caring Connections program does this by pairing youth and young adults with rescued animals to educate, promote healing, build strong human - animal bonds and promote successful pet adoptions.

Her history includes creating dozens of successful programs, including arts education programming for underserved youth and families in Los Angeles, developing award - winning after school programs for youth in Arizona, and working for several years in fundraising and program management with United Way of Southern Nevada and United Way of the Wine Country.

Started and lead three successful campaigns on youth civic engagement, business development and public education budgets.

Demonstrated history of successful education and motivation of youths of varying age and abilities, while providing high - quality guidance to parents, leadership to staff members, and effective conflict resolution.

/ 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 /

Successful candidates will hold a diploma in Early Childhood Education, or Child and Youth Worker or a diploma or degree in a related field.

From the U.S. Department of Education, this suite of resources is intended to help justice - involved youth make a successful transition back to traditional school settings.

FrameWorks» research has been presented at the White House Conference on Teenagers; MacArthur Foundation Research Network on Successful Pathways Through Middle Childhood; National Scientific Council on the Developing Child; Grantmakers for Children, Youth and Families; Education Funders Strategy Group; National Academy of Science Board on Children, Youth and Families; Surgeon General's Conference on Children and Oral Health; and numerous other forums.