Sentences with phrase «youth development programs from»

In addition, he has provided technical assistance nationally to mentoring and youth development programs from Alaska to Puerto Rico.

Not exact matches

«Zimbabwe will also benefit from Commonwealth - linked development programs, for instance on youth skills development» and «use its membership as a platform to forge trade linkages with some of the world's fastest - growing economies such as India,» he added.

Oneida County Executive Anthony J. Picente, Jr. today announced that the Oneida County Youth Bureau is accepting proposals from interested non-profit organizations that would like the opportunity to provide youth - oriented programs that offer delinquency prevention, recreation and positive youth development opportunities during Youth Bureau is accepting proposals from interested non-profit organizations that would like the opportunity to provide youth - oriented programs that offer delinquency prevention, recreation and positive youth development opportunities during youth - oriented programs that offer delinquency prevention, recreation and positive youth development opportunities during youth development opportunities during 2012.

Oneida County Executive Anthony J. Picente Jr. today announced that Oneida County Workforce Development will be holding an outreach session for the 2009 Oneida County Summer Youth Employment Program on Thursday, April 16th, from 1 p.m. to 4 p.m. in the atrium of the Plumley Building at MVCC's Rome Campus.

today announced that the Oneida County Youth Bureau is accepting proposals from non-profit organizations seeking funding to provide youth - oriented programs that offer delinquency prevention, recreation and positive youth development opportunities during Youth Bureau is accepting proposals from non-profit organizations seeking funding to provide youth - oriented programs that offer delinquency prevention, recreation and positive youth development opportunities during youth - oriented programs that offer delinquency prevention, recreation and positive youth development opportunities during youth development opportunities during 2011.

The Department of Youth and Community Development said it received $ 300,000 from the West Harlem Local Development Corporation to hire 220 Harlem kids for a summer jobs program.

In reviewing the proposed County Budget, we noticed that a number of youth development programs and community - based organizations, including several in my district, received decreased funding from the County Executive.

Through an outstanding partnership with Mohawk Valley Community College, Summer Youth Employment Program staff from Workforce Development will be based at MVCC.

«In our study, transgender youth decided to pursue fertility preservation at much lower rates than we would have expected from research on reproductive desires of transgender adults, which suggests that about half want biological children and over a third would have considered preserving their fertility if techniques had been available and offered to them,» said lead author Diane Chen, PhD, a pediatric psychologist with the Gender & Sex Development Program at Lurie Children's and in the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine.

The team — which includes marine scientists, a commercial mussel farmer, and volunteers from a New York City — based youth development program — spent several exhausting days collecting nearly 32,000 adult ribbed mussels from the salt marshes and mudflats of Jamaica Bay in New York City.

Kyle McManus, AgriLife Extension 4 - H youth development agent in nearby Nueces County, said more than 120 4 - H youth and more than 50 adult 4 - H program volunteers from that county also helped with efforts in hard - hit communities, including those in Refugio County.

Nablus, Palestine About Blog The latest news from TYO's early childhood education, youth development, internship, and women's empowerment programs in the West Bank, Lebanon, and beyond.

Now in its 13th year, the Risk and Prevention Program welcomes 50 to 60 students into each incoming class.To date, 584 students have graduated from the program, with many of them embarking on new or modified career paths following graduation, while others return to the sectors from which they came, such as teaching or nonprofit youth - developmenProgram welcomes 50 to 60 students into each incoming class.To date, 584 students have graduated from the program, with many of them embarking on new or modified career paths following graduation, while others return to the sectors from which they came, such as teaching or nonprofit youth - developmenprogram, with many of them embarking on new or modified career paths following graduation, while others return to the sectors from which they came, such as teaching or nonprofit youth - development work.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

With an emphasis on implications for practitioners, the brief aims to serve as a tangible resource for individuals from college access programs, youth development organizations, and advocacy.

Washington, D.C., June 7, 2011 — Given the urgent need to increase the success of underrepresented students in college, practitioners from college access programs and youth development organizations find mentoring to be a valuable strategy in providing students with the emotional and instrumental support they need to achieve the goal of receiving a college degree.

With an emphasis on implications for practitioners, the brief aims to serve as a tangible resource for individuals from college access programs, youth development organizations, and advocacy groups.

In July, 14 youth service professionals graduated from the D.C. Youth Workforce Leaders Academy (YWLA), a 10 - month professional development program co-led by IEL and the DC Alliance of Youth Advocyouth service professionals graduated from the D.C. Youth Workforce Leaders Academy (YWLA), a 10 - month professional development program co-led by IEL and the DC Alliance of Youth AdvocYouth Workforce Leaders Academy (YWLA), a 10 - month professional development program co-led by IEL and the DC Alliance of Youth AdvocYouth Advocates.

Along with other young men from The Man Project, and Bloom, which are programs under the Brotherhood Crusade youth development model, we helped the Brother, Sons, Selves Coalition (Every Student Matters Campaign) pass the School Climate Bill of Rights in Los Angeles Unified School District (LAUSD), in May of 2013.

Summary: This issue brief from the University of Minnesota Extension Series explores the relevance of brain science to social and emotional learning, with a particular emphasis on how youth workers can apply this learning to youth development programs

The Office of Special Education Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disabilities.

President Donald Trump's recent proposal to eliminate the 21st Century Community Learning Centers» grants from the federal budget, which also fund summer and after - school programming nationwide, could leave children and youth without access to vital programs that support their personal and academic development, and keep them safe during the summer months and after - school hours.

Derived from the best of the youth development field and afterschool program providers themselves, the skills in the framework are those that research from a number of fields, including education and developmental psychology, suggests are important for success in school, college and 21st century careers.

Skills for Adolescence for Out - of - School Time is adapted from Lions Quest's highly - rated middle school curriculum to provide staff with a positive youth development program that meets the unique demands of out - of - school time settings.

From my young efforts in social justice education, I transitioned to youth development programs with historically disengaged children and youth.

Lois Herrera, CEO of the department's office of safety and youth development, stressed that the city has grown its restorative offerings «substantially» since last year, when it piloted programs in just fifteen schools, funded with a $ 2.4 million boost from the City Council.

PACK emerged from the lessons learned from the foundation's long - standing support of family literacy, urban parks, libraries, museums, youth development and afterschool programs.

In this presentation, Georgia Hall, Ph.D., senior research scientist at the National Institute for Out - of - School Time at the Wellesley Centers for Women, will share research findings from two studies (NICHD Study of Early Child Care and Youth Development; Program Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices in Out - of - School Time Programs) that help us to understand children's engagement in physical activity and how to promote involvement on an individual and programProgram Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices in Out - of - School Time Programs) that help us to understand children's engagement in physical activity and how to promote involvement on an individual and programprogram level.

In 2016 — 2017, NAZA provided 1,683 hours of trainings to 394 participants from NAZA - funded and non-NAZA-funded partners on how to deliver high - quality programs, including fostering positive youth development.

More than 1,200 youth educators from 35 organizations have participated in our professional development programs.

Ideally, staffing for summer programs should come from candidates with experience in academic learning and child / youth / teen development.

Just as there are standards for regular day classroom expectations, the Expanded Learning community realized that having those North Star goals about what high quality programming looked like from both a point of service and programmatic perspective were important to communicate how expanded learning programs contribute to children and youth's overall intellectual growth and development.

The youth of Sabah are truly blessed with the never ending supports from the State and Federal government through youth development program specifically giving young Sabahan the tools needed in life and prepare them mentally and physically for the working world.

BAC Arts in Education programs are made possible, in part, by public and private funds from Phillip and Edith Leonian Foundation, CME Group Community Foundation; Lily Auchincloss Foundation; Tiger Baron Foundation; The H.W. Wilson Foundation; Henry Nias Foundation; Milton and Sally Avery Arts Foundation; New York State Office of Parks, Recreation, and Historic Preservation; New York City Department for the Aging; New York City Department of Youth and Community Development, and New York City Department of Cultural Affairs in partnership with the New York City Council.

She will be responsible for spearheading the continued development of public programs, partnerships, and interpretive materials for adults, youth, and families that draw from the Museum's mission and collection, as well as from partners in the community.

BAC Arts in Education programs are made possible, in part, by public and private funds from The New York Community Trust, TD Charitable Foundation, CME Group Community Foundation, Concord Baptist Christfund, Milton and Sally Avery Arts Foundation, New York City Department for the Aging, New York City Department of Youth and Community Development, and New York City Department of Cultural Affairs in partnership with the New York City Council.

From 1997 — 2016, the Foundation's Art Education program provided free opportunities for both emerging youth and young adult artists through inclusive and diverse arts education programming, while supporting the artistic development of working painters and sculptors through teaching opportunities, and professional development training.

Division of State Youth Development 1994 — 2001 Statewide Primary Prevention Services Coordinator Oversaw operations of a federally funded statewide independent living, mentoring and Tutoring program for foster child and young adults ranging from ages 8 - 23.

Chicago, IL About Blog The Chicago STEM Pathways Cooperative began in 2011 as a community - based effort in which stakeholders from across Chicago's youth development and funder communities wrestled with critical questions about access and equity in STEM out - of - school time (OST) programming.

High and moderate risk youth can benefit greatly from programs that utlilize key child development strategies imbedded in the practice of helping others.

Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresyouth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresYouth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresyouth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?

Through curriculum dissemination, professional development and community engagement, more than 15 million youth have benefited from the program.

Skills for Adolescence for Out - of - School Time is adapted from Lions Quest's highly - rated middle school curriculum to provide staff with a positive youth development program that meets the unique demands of out - of - school time settings.

Summary: This issue brief from the University of Minnesota Extension Series explores the relevance of brain science to social and emotional learning, with a particular emphasis on how youth workers can apply this learning to youth development programs

Youth Missing From Care: Guidelines for Residential Treatment Facilities and Group Homes (PDF - 308 KB) Behavioral Health and Welfare Program, Institute for Juvenile Research, & University of Illinois at Chicago (2010) Provides guidelines workers can use to address the development of an individualized runaway prevention and management plan for youth living in residential treatment facilities and group hYouth Missing From Care: Guidelines for Residential Treatment Facilities and Group Homes (PDF - 308 KB) Behavioral Health and Welfare Program, Institute for Juvenile Research, & University of Illinois at Chicago (2010) Provides guidelines workers can use to address the development of an individualized runaway prevention and management plan for youth living in residential treatment facilities and group hyouth living in residential treatment facilities and group homes.

In this presentation, Georgia Hall, Ph.D., senior research scientist at the National Institute for Out - of - School Time at the Wellesley Centers for Women, will share research findings from two studies (NICHD Study of Early Child Care and Youth Development; Program Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices in Out - of - School Time Programs) that help us to understand children's engagement in physical activity and how to promote involvement on an individual and programProgram Practices: An Investigation of Physical Activity and Healthy Eating Standards and Practices in Out - of - School Time Programs) that help us to understand children's engagement in physical activity and how to promote involvement on an individual and programprogram level.

The Center for Learning & Development conducts research and evaluations to improve policies and programs for children, youth, and families — from community services and school partnerships to statewide early childhood programs and federal special education and disability policies.

Erkut's research on children and adolescents included a research program on raising confident and competent girls, Puerto Rican youth development, the effects of sports on girls» and boys» development and sexual behavior, evaluating youth - serving agencies» science and math programs for girls and children of color, and a study of racial / ethnic identification among adolescents from mixed - ancestry backgrounds.

(October 19, 2012, Oak Brook, Il, USA)-- More than 12,000 Wood County, W.Va., students from 21 schools are set to benefit from Lions Quest, a kindergarten through 12th - grade life skills and positive youth development program.

Expansion of Lions Quest, the kindergarten through 12th grade life skills and youth development program, will ensure even more students benefit from the values of social and emotional learning.