Sentences with phrase «youth development within»

April Graves, a Public Health Specialist for Adolescent Health and Youth Development within our Youth Violence Prevention team, has helped facilitate this training at North.

He is a leading scholar on quantitative methods for studying child and youth development within social settings such as classrooms, schools, and neighborhoods.

Not exact matches

If you are in Quebec, you might apply for the Youth Strategy Program CED - CFDC, which may provide a personal loan of between $ 5000 and $ 15,000 and personalized assistance to young entrepreneurs who want to start, expand or modernize a small business «within the territory of one of Quebec's Community Futures Development Corporations».

The youth players at Arsenal would give him ample depth in the team while continuing the promote from within and self development.

But looking at development within the party we are repeating the same mistakes which are gradually killing the die - hard spirits of the grassroots members of the party and the Ghanaian youth in general.

As a torchbearer of Africa's Political emancipation, the Ghana Beyond Aid vision resonates within Ghana and catching up with other African countries as the only sustainable means of reaching our goals of economic emancipation as a continent by using internal resources to create the needed infrastructural development and jobs opportunity for the teeming unemployed graduate youth.

There are inadequate platforms for youth involvement in decision making and their involvement in development process within parties and the society.

International Development Minister Grant Shapps is reportedly to resign from his post following complaints over his handling of allegations of bullying within the Conservative Party's youth wing.

1974 Science Education News, Summer - Fall 1979, Spring - Summer 1980, Winter 1980 Officers and Activities 1959-1960 1961-1963 1964-1965 1966-1967 Officers, Organizations and Activities 1969-1970 1971-1972 1973-1974 1975-1976 1977-1978 1979-1980 1981-1983 1983-1984 & 1984 - 1985 «The Integrity of Science,» AAAS Committee on Science in Promotion of Human Welfare, American Scientist 53, June 1965 Out of School Programs in Science, Dec. 1981 Within Reach: Out of School Science Opportunities for Youth, Dec. 1981 Research and Development AAAS Report VII: Federal Budget FY 1983 Impact and Change Guide to Education in Science, Engineering and Public Policy, Committee on Science, Engineering and Public Policy, Jan. 1985 Congressional Action on R and D in the FY 1984 Budget, Office of Public Section Programs, Dec. 1983 Calendar of Scientific Meetings and Events, Office of Communications, 1985 The AAAS Science Book List, 1959 The AAAS Science Book List for Young Adults, 1964 Catalog: Periodicals, Book, Tapes and Reprints, 1977 - 1978 Directory of AAAS Fellows, 1979 Community Information Expositions, 1973 Guide to Scientific Instruments, 1978 - 1979 Guide to Scientific Instruments, 1980 - 1981

Explicitly designed according to a set of design principles that stress academic rigor and personalization, attention to youth development, strong community partnerships, and accountability for results, these schools have produced powerful results for students — many of whom fall squarely within the cohort of the «underprepared.»

The UN Secretary - General has referred to young people as the «torchbearers» of the next development framework and we will continue to work towards strong and effective participation of young people and youth organisations within it.

As a result, what is often considered tacit knowledge within the child and youth development fields is often misunderstood by the public, policy - makers, and even some school reformers.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Teach and practice skills of self - management within the school curricula and extra-curricular activities to demonstrate caring and respectful behavior for positive youth development.

The brief informs the decisions of organizations, agencies, and funders as they consider how to invest in professional development efforts within the workforce development system and other youth service systems and program contexts.

Shift our education culture to one of blame (not good enough, not enough $, what's wrong within the bureaucracy and within school walls) to one of ownership, where EVERYONE (individuals and organizations) reflects on how they can contribute to better outcomes for youth and how we each can play a meaningful role in the development of children from pre-natal to adulthood.

Amie's research interests focus on the prevention of problem behaviors in youth, with a particular focus on identifying malleable risk and protective factors associated with the development of problem behaviors, and examining the impact of evidence - based interventions on reducing or preventing the development of such behaviors within low - income populations.

«Within education and school - based programming, there were a bunch of different prevention and other movements all focused on positive youth development,» said Roger Weissberg, board vice chair and chief knowledge officer for the Collaborative for Academic, Social and Emotional Learning (CASEL), describing the early 1990s when CASEL was established.

We use an early and comprehensive approach grounded in the principles of positive youth development and evidence - based social emotional learning practices to foster the mindsets, skills, and confidence within each child to behave well, make good decisions, and build healthy relationships — skills necessary for success in school and life.

Harvard Family Research Project working since 1983 to help stakeholders develop and evaluate strategies to promote the well being of children, youth, families, and their communities; within three areas that support children's learning and development: early childhood education, out - of - school time programming, and family and community support in education

Stacy Hill is a 14 year veteran teacher who has worked toward educating youth of all ages within the context of community, youth and curriculum development.

is a 14 year veteran teacher who has worked toward educating youth of all ages within the context of community, youth and curriculum development.

«Whether it's assisting in the renewable energy data collection, offering workshops on sustainable development, or leading public site tours, the Center provides a ladder of learning where youth can gain valuable skills that translate into career opportunities within the park and in our nation's fledgling green economy.»

Youth Services at Henry Street Settlement provides a safe, structured and holistic environment within our programs, which educate, empower and promote social and emotional development.

Ministry of Youth Affairs and Sports [MOYAS] Within (Reason): Contemporary Art and Photo Space, Chicago, IL World Vision, Kenya Care Kenya City Council of Nairobi [CCN] Kenya Community Development Program (KCDF) Umande Trust Uzima Foundation Green Planet Visions Consultancy

Present at the drop - in center, Opportunity Zone, during open hours; provided assessment of youth's emotional, physical, and mental state in order to evaluate needs, advocating for a safe environment for all youth within the building, housing assessments, meal preparation, engaging youth in healthy relationships, providing resources, giving referrals, assistance in creating resumes and completing job applications, delegation of tasks amongst youth to facilitate positive youth development, knowledge about the stages of change and usage of motivational interviewing, and facilitating transportation.

Melissa Orpen - Tuz's commitment to working with clients on achieving their career goals began while managing youth workforce development programs within the nonprofit sector.

Melissa Orpen - Tuz's Melissa Orpen - Tuz's Melissa Orpen - Tuz's commitment to working with clients on achieving their career goals began while managing youth workforce development programs within the nonprofit sector.

It is hoped that this document will provide support for the enormous amount of ongoing services provided by the Ballymun Youth Action Project, and at the same time provide clear direction in relation to future developments within our work and the way in which we organise our work.

As an example, it is estimated that 50 % to 96 % of urban youth directly witness violence within their community.1 The significant, recurrent, and chronic nature of these stressors may overwhelm the capacity to cope acutely and chronically, 2 which is required for healthy development and positive trajectories.

Halton Region - The Halton Resource Connection (THRC) works in partnership with individuals and organizations who serve the interests of children and youth within the Halton community, providing curriculum resources, services, equipment, and professional development which enhance the quality of care.

Four subcommittees - the Youth Leadership Council, Women's Council, Older Person's Council and Economic Development Sub-committee - established within the corporate structure of SWALSC, work to advise SWALSC on the different cultural, social and economic elements the Noongar community consider important.

SWALSC anticipate that the Economic Development Sub-committee, Older Person's Council, Women's Council and Youth Leadership Council within SWALSC will ultimately become the Noongar regional structure that will be involved in an ongoing engagement with the state government and other parties.

While Child and Youth Care continues to be welcome in some fields of childrenà cents â «¬ â «cents s mental health, and new opportunities may arise within the youth justice system, other Child and Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family DevelopYouth Care continues to be welcome in some fields of childrenà cents â «¬ â «cents s mental health, and new opportunities may arise within the youth justice system, other Child and Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family Developyouth justice system, other Child and Youth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family DevelopYouth Care practitioners have been laid off within traditional areas of Child and Youth Care employment such as schools, and within the Ministry for Children and Family DevelopYouth Care employment such as schools, and within the Ministry for Children and Family Development.

Family - centered practice focuses on the healthy growth and development of children and youth within a family context.

This article draws on a research project which employed a sequential mixed - method approach with a sample of fifteen year olds (n = 95) as a pilot study to guide the development of a large scale qualitative study investigating youth substance use patterns, processes, settings and drug transitions within the south east region of Ireland (Van Hout 2009a - d; 2010).

The concept of resilience and closely related research regarding protective factors provides one avenue for addressing mental well - being that is suggested to have an impact on adolescent substance use.8 — 17 Resilience has been variably defined as the process of, capacity for, or outcome of successful adaptation in the context of risk or adversity.9, 10, 12, 13, 18 Despite this variability, it is generally agreed that a range of individual and environmental protective factors are thought to: contribute to an individual's resilience; be critical for positive youth development and protect adolescents from engaging in risk behaviours, such as substance use.19 — 22 Individual or internal resilience factors refer to the personal skills and traits of young people (including self - esteem, empathy and self - awareness).23 Environmental or external resilience factors refer to the positive influences within a young person's social environment (including connectedness to family, school and community).23 Various studies have separately reported such factors to be negatively associated with adolescent use of different types of substances, 12, 16, 24 — 36 for example, higher self - esteem16, 29, 32, 35 is associated with lower likelihood of tobacco and alcohol use.

A great resource for quick and effective professional development — and an ideal preservice textbook — this highly practical guide puts better outcomes for CLD youth well within reach as they navigate the road to adulthood.

We work to serve families as well as to educate communities, churches, and policy makers about the importance of abstinence and relationship education within both youth development and re-entry programs.

Her career is focused on improving outcomes for the highest risk youth through effective implementation of evidence - based youth development programs, social emotional learning, violence prevention, and intervention within a frame of well - being and normal childhood and adolescent development.

Blueprints for Healthy Youth Development is a research project within the Center for the Study and Prevention of Violence, at the University of Colorado Boulder.

Studies conducted in the Western cultures have indicated that development of romantic relationship among youth is a multi-factorial developmental phenomenon that is influenced by factors such as age, gender, attachment styles, changes within the relationship, and on the social and cultural contexts in which they occur (Collins, Welsh, & Furman, 2009; Furman & Collins, 2008).

The work of therapists and interns on the FAST team is to build strong relationships with the teen, with the teen's parent / s and extended family, and with school personnel, in order to serve as the bridge helping to weave healthy emotional development, and setting the expectation for the youth to function within his / her community.

CRE programs fall within the positive youth development family of programs that are designed to develop youth resiliency and capacity building.

In addition to our work within school districts, Sound Discipline offers workshops and special events which are open to the public for teachers, administrators, counselors, paraprofessionals, youth development program providers, parent educators and others who are interested in Positive Discipline and trauma informed approach to working with children and youth.

National Child Traumatic Stress Network (NCTSN) The NCTSN works to serves the nation's traumatized children and their families by raising public awareness of the scope and serious impact of child traumatic stress on the safety and healthy development of America's children and youth; advancing a broad range of effective services and interventions by creating trauma - informed developmentally and culturally appropriate programs that improve the standard of care; working with established systems of care including the health, mental health, education, law enforcement, child welfare, juvenile justice, and military family service systems to ensure that there is a comprehensive trauma - informed continuum of accessible care; and fostering a community dedicated to collaboration within and beyond the NCTSN to ensure that widely shared knowledge and skills become a sustainable national resource.

YouthPower uses a positive youth development approach to implement programs within and across sectors.

The Early Years Education Policy Unit in the Department of Education and Skills is co-located with the Department of Children and Youth Affairs (DCYA) to ensure that policy developments in the early childhood sector are developed within an overall strategic policy framework for children.

Positive development interventions that promote family resilience (i.e., strengths of the family system when under stress, in crisis, or overcoming adversity) with pediatric populations must take into account the context of the youth's developmental level (Luther, 2000), the stage or course of the disease / chronic illness (Yi et al., 2008), and the bidirectional / dynamic nature of interactions within the family (Walsh, 2003).