Sentences with phrase «through social participation»

They resurrect John Dewey, who for more than two years (1919 - 1921) lectured in China where he was named a «Second Confucius,» as he expounded his pragmatic ways of education and learning in a «communicating community» through social participation.

Not exact matches

To make participation easier, fans of Facebook could take part exclusively through a social networking site; those who only wanted to interact through the contest website had that choice, too.

Through our participation on the Manufacturing Jobs Council, we will work to strengthen the social and economic fabric of communities across the country by creating employment opportunities in manufacturing.

If you are considering employee advocacy for your organisation but you are not sure how to sustain the participation of your employees on social media, Yekemi's book offers a three - step framework developed through research and real life examples.

Many Wildrose Party and federal Conservative politicians have supported Levant's Rebel website on social media, through online interviews, and participation in rallies and events organized by Levant and his employees.

But like Lindblom, Sen argues that the market system also produces the intrinsic good of participation — participation in social life through «freely» chosen work and though buying and selling products of one's own choosing.

Arturo Carlo Jemolo, with his ceaseless struggle to defend religious liberty, critically, polemically, and legally, is such an example.42 So is Danilo Dolci, with his effort to find, outside of any religious or ideological orthodoxy, forms of social participation that will be neither impersonally bureaucratic nor boss dominated.43 Nor should the achievements of many such men, working through parties and independently, be underestimated.

But what never changes is the department's focus on enhancing kids» physical, cognitive, social and emotional development through their participation.

Some barriers include the negative attitudes of women and their partners and family members, as well as health care professionals, toward breastfeeding, whereas the main reasons that women do not start or give up breastfeeding are reported to be poor family and social support, perceived milk insufficiency, breast problems, maternal or infant illness, and return to outside employment.2 Several strategies have been used to promote breastfeeding, such as setting standards for maternity services3, 4 (eg, the joint World Health Organization — United Nations Children's Fund [WHO - UNICEF] Baby Friendly Initiative), public education through media campaigns, and health professionals and peer - led initiatives to support individual mothers.5 — 9 Support from the infant's father through active participation in the breastfeeding decision, together with a positive attitude and knowledge about the benefits of breastfeeding, has been shown to have a strong influence on the initiation and duration of breastfeeding in observational studies, 2,10 but scientific evidence is not available as to whether training fathers to manage the most common lactation difficulties can enhance breastfeeding rates.

Move Forward New York is a citizen action group committed to promoting social justice, preserving civil rights, and ensuring environmental conservation by encouraging participation in the political process on all levels through education, collaboration, and activism.

To put these principles into practice, Winkler suggested that social and natural scientists can aid in clarifying priorities for water usage and contribute to standardizing the meanings of «safe» and «accessible» water for different populations, through collaboration with and participation of community members.

Our approach is to drive content, primarily through social media, that steers public conversation and enables greater participation against ivory consumption that in turn supports and promotes pro-conservation government policy and enforcement.

This context is fine in larger cities as it fits with the general social ideals and norms, this is however not the case for remote and regional centres, especially with regards to NESB indigenous Australia, where our education system basically serves as a tool (ethically / morally dysfunctional tool) for their assimilation into national Australian community where they find meaning through participation at all levels.

Evaluating data from the 40 - year follow - up to the High / Scope Perry Preschool Program Study, Belfield and his colleagues show how preschool participation by low income children relates to significant economic benefits both to the children by the time they are in their 40s and to society more generally (Belfield et al. 2006).1 Summarizing over 160 studies conducted from 1960 through 2000, Camilli et al. found that preschool had a range of shorter and longer term positive relationships to cognitive gains, progression through school, and social - emotional development (Camilli et al. 2010).

They might reach beyond the school building to engage students through learning in the community (apprenticeships and the like), participation in social and recreational activities outside the school, or even partnering with other schools or local colleges to broaden the range of learning experiences.

This curriculum encourages learners to synthesize their knowledge of Language Arts, Social Studies, Mathematics, Science, Technology and Engineering through participation in a collaborative «real world problem solving» setting.

In this era of globalization, the Internet provides social studies teachers the opportunity to expose their students to multiple perspective and contexts beyond the textbook through participation in many telecollaborative projects.

Through participation in teacher, staff and student led restorative practices, such as community building and problem solving circles and conferencing, students will build a sense of belonging, safety, and social responsibility in the school community and benefit from improved relationships with peers and school staff.

SECTION I Introductions Chapter 1: Introducing Responsible Independence Chapter 2: Teacher Mindset and Skills SECTION II Establishing Relationship and Order Chapter 3: Establishing Relationship Gatherings Social conferences Chapter 4: Establishing Purposes and Agreements Preparing for Goal Setting with Assessment Goals and Declarations Social Contract Chapter 5: Living Our Agreements in Daily Routines Modeling One Routine at a Time Recording Ideas to Support Expectations Role Play Reflective Loop Reinforcing, Reminding, and Remodeling Chapter 6: Engaging Students Meet Students Where They Are Developmentally Engaging Students through Relevance Engaging Students through Pacing Engaging Students through Participation Engaging Students through Clarity and Order

opportunities to develop positive social and cooperative skills through physical activity participation; and

Through this small learning community, coupled with increased parental awareness and participation in students» social, emotional, and academic goals, we can increase student success and make college - going a fact, for our students.

This article assesses future retirees» ability to cover basic expenses throughout their retirement, given their present savings and projected savings through tax - qualified retirement plans, participation in defined benefit pension plans, and Social Security benefits.

2012 - 2013 syzygy, project space in a social housing flat in Elephant and Castle, hosting 8 residencies, workshop programs and curated exhibitions with invited UK and international artists, London 2011 - 2016 In The Company of Elders, reflections and performance with a group of Elders, London / Bath AWARDS AND GRANTS 2014 FreeSpace, awarded for impact and participation in The Big Lottery National funding Awards Wenlock Barn TMO, winners of national TMO Awards for involving community through Fourthland projects Awards for All funding, Wenlock Barn Estate, Meeting House 2011 - 2013 Big Lottery Funding, The Back Garden and Public Program, Wenlock Barn Estate 2010 - 2011 Big Lottery Funding, The Growing Kitchen Community, Wenlock Barn Estate 2008 - 2010 Shoreditch Trust Commission, The Growing Kitchen, Wenlock Barn Estate 2009 University of East London, Funding, Making architecture TEACHING 2015 Visiting Artists, Bergen Academy of Art and Design Norway Visiting Artists, CASS School of Art and Design Louise isik Sayarer (1982, British / Turkish) EDUCATION 2007 - 2011 BA Fine Art part time, Sir John Cass school of Art and Design, London 2006 Foundation in Art and Design, Sir John Cass School of Art and Design, London 2002 - 2005 BSc / BA Environmental Science and Development Studies, University of Sussex 2000 BTEC level 3 Tropical Habitat Conservation Madagascar Recent Training 2016 - 2017 Shakti dance 2015 - 2016 Dancing Tao - Movement Medicine circle Previous work 2008 - 2015 Artist associate SASA Works Architecture 2010 - present Bow Arts Trust, Education Artist 2007 - 2008 Education Officer Chelsea Physic Garden 2006 - 2007 Education Officer The Wildlife Trust 2005 Research associate Ethnomedica, Kew Gardens Eva Knutsdotter Vikstrom (1985, Norwegian / Swedish) EDUCATION 2009 - 2011 BA Fine Art, Sir John Cass school of Art and Design, London 2004 - 2005 Foundation in Art and Design, Einar Granum School of Art, Oslo Recent training 2015 - 2016 Kundalini Yoga teacher training Previous work 2014 - 2016 Art director for Ale Tarraf's feature film «Yupanqui» 2009 - 2011 The Readers performance Group LANGUAGES English Norwegian Swedish Spanish

Since 1995, the pair has been experimenting with visual art as a catalyst for social change, seeking to engage their audience and encourage active participation through their work.

Lucky Dragons brings research into forms of participation, dissent, perception, and attention to performance and public art, purposefully working towards a better understanding of existing social ecologies through workshops, publications, and recordings.

Mark Dion's oeuvre has explored social, historical, and contemporary representations of nature, through collaborative models, group participation, and experiments of co-evolution.

We encourage artists to translate their studio practice, not only into a month long installation, but into a social context that allows the public to actively connect with the central concepts and ideas of the exhibition through opportunities for participation.

CURRENT artist Rirkrit Tiravanija invites visitors to a Thai curry cooking performance, and to interact with contemporary art in a more social way, thereby enticing each viewer to participate in the completion of the total artwork through immediate participation.

Faced with this fundamental change, revolutionary attempts are being carried out by numerous creators to respond to the challenge, both through resistance and through innovation.In the exhibition «Transformers», Choi Jeong - hwa, Didier Fiuza Faustino, Martino Gamper and Pedro Reyes, artists, designers and social activists, with the participation of the public present their projects.

She is interested in the relationship between the present — with all of its social and political conflicts — and the infinite ways that both past and future can be rewritten through imagination and participation.

Judithe Hernandez and Patssi Valdez: One Path Two Journeys through January 28th Millard Sheets Art Center, Pomona in participation with Pacific Standard Time: La / LA By Mario Vasquez What happens when two women artists, whose artistic practice involved political and social activism, begin painting?

The Declaration centred on the need for SRM research to gain a «social licence to operate» through participation and transparency of action and intent.

Our 5 % giving program connects customers with social and environmental organizations and differentiates us both through the level of giving and through the direct participation of our customers in the giving decisions.

I «knew» Justice Brown before he ever became a judge, as many of us feel as if we know each other through social media, due to his participation on the UofA Faculty Law Blog.

My big question for them was about how their participation in social networking would be viewed by future employers, and was surprised that one felt law firms would not be looking at this unless she was involved in profession - related discussions online, while the other had been approached for work through the social networks.

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

The proposal to implement special measures to overcome the destructive cultural, social and economic impact of dispossession with the full participation and consent of Indigenous people through the Social Justice Package was never pursued by any goversocial and economic impact of dispossession with the full participation and consent of Indigenous people through the Social Justice Package was never pursued by any goverSocial Justice Package was never pursued by any government.

Community sports clubs provide opportunities for social interaction through both structured (organised and competitive) and unstructured (social) participation in sport [44].

The CEO of Congress, Donna Ah Chee, provided examples of its community participation (e.g. through their board of management), collaboration with other sectors on the social determinants of health, and collaborative advocacy efforts to build supportive environments for health.

Through the right to negotiate, native title parties were active participants in negotiating conditions such as employment on projects, contracts for ancillary work, local investment, social development programs, equity participation, infrastructure development, as well as issues specific to the native title rights being claimed.

The SHM model is for low - income married couples and includes three components: relationship and marriage education workshops that teach strategies for managing conflict and effective communication, supplemental activities that build on workshop themes and skills through educational and social events, and family support services that pair couples with specialized staff who facilitate participation and connect couples with needed services.

Civic - political development incorporates a maturing individual's social, emotional and financial participation in civic - political life to positively influence the future of the community through shared governance (Hays & Kogl, 2007; Kelly, 2013a; Kelly, 2009; Oesterle et al., 2004; Weber & Frederico, 2007).

They have connected students, parents, educators, and community partners through engaging stories, dynamic websites, and educational resources focused on social emotional learning and have effectively used media to encourage active participation in the educational process and to inspire social change.

In addition, he has a persistent and continuous concern with the general Egyptian affairs through writing and effective participation in different media including social media.

Economic Development, Employment and Training: Increasing Indigenous individual and community pride and confidence through greater economic participation with relevant training for organisational governance, youth employment opportunities, supportive mentoring for Indigenous employees with service providers, maximising CDEP benefits and increasing social capital.

Investment in a research process that is participatory, in both «methodology and method», is rewarding and sometimes more important than the outcome.30 Participation can empower communities and is recognised as an outcome in itself.31 Community participation in research delivers social and cultural validity when inquiries are aligned with the needs and priorities of those being researched, and better external validity of findings for generalisability.3 Achieving this through PR may be more costly in the short term but in the long term builds health equity32 and facilitates translation of research Participation can empower communities and is recognised as an outcome in itself.31 Community participation in research delivers social and cultural validity when inquiries are aligned with the needs and priorities of those being researched, and better external validity of findings for generalisability.3 Achieving this through PR may be more costly in the short term but in the long term builds health equity32 and facilitates translation of research participation in research delivers social and cultural validity when inquiries are aligned with the needs and priorities of those being researched, and better external validity of findings for generalisability.3 Achieving this through PR may be more costly in the short term but in the long term builds health equity32 and facilitates translation of research into policy.3

Applying these rights Indigenous peoples are entitled to development that is non-discriminatory in its impact and in its distribution of benefits; involves the effective participation of Indigenous peoples in defining its objectives and the methods used to achieve these objectives; facilitates the enjoyment of Indigenous peoples» cultural identity, and respects the economic, social and political systems through which Indigenous decision - making occurs.

The subjects with ADHD in the longitudinal studies generally fall into 1 of 3 main groups as young adults: (1) approximately 25 % eventually function comparably to matched normal controls; (2) the majority show continued functional impairment, limitations in learning and applying knowledge, and restricted social participation, particularly poor progress through school; and (3) less than 25 % develop significant, severe problems, including psychiatric and / or antisocial disturbance.31 It is unclear what factors determine the long - term outcomes.

This study showed frequent informal social networks and social participation that mediate through neighborhood bonding, can relieve minor physical symptoms.