Sentences with phrase «world positive change in their community»

In either case, the company and its employees make real world positive change in their community.

Not exact matches

If we seek to stand in the faithful line of those who would change the world, then we need to reclaim the positive potential of power as well as a modest but sure conviction of the gospel's capacity to influence, to change lives and to renew communities.

If we want to see positive change in ourselves, our communities and in this world, we must prioritize prayer.

«Tiger Beer believes in the power of the arts, and the ability for it to create positive change in local communities, and ultimately, the world,» said Amy Tay, Brand Director, Tiger Beer.

We develop young leaders who are committed to social and environmental justice and are equipped with a sense of awe for natural and human beauty, tools for non-violent multicultural community building, as well as the confidence to make positive change in our families, communities and world.

Our mission is to empower women to create positive changes for their families, in their communities and the world.

We are proud of this achievement because, as a community of informed and empowered parents, we are not only making a positive difference in our own families» lives, we are changing the world!

Your gift to Positive Discipline of Connecticut has the power to change lives — in our own community, across the nation, and throughout our world.

In all systems, whether pertaining to insects or mammals, they found a strong positive correlation between predator removal, plant community simplification, and reduced energy flow, which goes back to Paine's dictum about being able to change the world by removing one species.

Making a sustainable and peaceful world requires that a globalized youth generation be actively engaged in different communities and take the necessary actions to affect positive change.

This year's gathering, which is one of the largest youth leadership conferences in the U.S., comes at an opportune time, as today's youth are more motivated than ever to make a difference in their communities and affect positive change for the world.

Teach your students about making positive change in the world by connecting with them, discussing real - world problems and multiple perspectives, creating classroom community, and including authentic assessment.

But they all show the potential for positive and lasting change, and with greater sharing and exchange, could become powerful tools in the hands of indigenous peoples, local communities, other civil society organizations, and governments that are struggling to achieve a sustainable, equitable and just world.

Her deep commitment to all of the communities of which she is a part is a model of what it means to use the work to create positive change in the world.»

Carrie has an impressive track record of working towards positive change in traditionally disadvantaged communities around the world.

The goal of personalized learning is to increase the percentage of students who graduate from a four year college, allowing them to make a positive multigenerational change in their families, community, nation or world.

• learners construct meaning; • learners see the connection between what they learn and the real world; • learners are actively engaged in purposeful tasks; • activities are integrated and meaningful; • learners work individually and as members of a group; • learners are expected and encouraged to learn; • learners internalize that what they learn and do in school makes a positive change in the community; • learners are supported by passionate, engaged coaches, mentors, and advocates; • all learners have advanced learning opportunities; and • learners see themselves as part of the community and find ways to serve the community.

The Fairview staff in partnership with parents and community is dedicated to educating our children intellectually, socially and emotionally, therefore, empowering them to become responsible citizens, lifelong learners and positive contributors to our ever - changing community and world.

By consistently using Tribes as a template in this evolving world, it is the only way positive change will happen for our children, our community, our world, and us.

We are 1,900 students facing very real challenges and possessing incredible potential to make positive change in ourselves, our communities and the world.

Nina Amir presents Why a Blog Inspires More People to Change than a Book posted at How to Blog a Book, saying, «Many writers feel a strong desire to impact readers, communities, organizations, or the world in a meaningful or positive way — to create cChange than a Book posted at How to Blog a Book, saying, «Many writers feel a strong desire to impact readers, communities, organizations, or the world in a meaningful or positive way — to create changechange.

This special relief flight is part of the company's FedEx Cares initiative, through which FedEx will invest $ 200 million in more than 200 global communities by 2020 to create opportunities and deliver positive change around the world.

Not only will this effort serve to help the community at large, but it will also help our students to gain confidence in their abilities to make positive changes in the world around them.

Jonathan poses this question to his students: «Why not make small changes in your life if they can have a positive impact on your community or world?»

But there is reason to hope: many ordinary citizens desire to make positive change in their daily lives, in their communities, and in the world at large.

It feels as though Stephens measures the success of his company, not through sales numbers, but through how the community he has built affects positive change in the world.

According to Dudley, companies have a unique ability to «mobilize people, funds, and the strengths of their brands» to make positive change in the world and help communities thrive.

In partnership with researchers from related projects in Canada, the UK, South Australia, the Northern Territory and Western Australia, Aboriginal organisations and policymakers, we will analyse whole - of - population data for New South Wales (NSW) to investigate the determinants of positive early childhood development in Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection biaIn partnership with researchers from related projects in Canada, the UK, South Australia, the Northern Territory and Western Australia, Aboriginal organisations and policymakers, we will analyse whole - of - population data for New South Wales (NSW) to investigate the determinants of positive early childhood development in Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection biain Canada, the UK, South Australia, the Northern Territory and Western Australia, Aboriginal organisations and policymakers, we will analyse whole - of - population data for New South Wales (NSW) to investigate the determinants of positive early childhood development in Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection biain Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection biain proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection bias.