Her nationally recognized work for Arthouse at the Jones Center's
youth education programs impacted the lives of hundreds of young artists and educators.
Not exact matches
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
He has studied the
impact of entrepreneurship
education with
youth in the Middle East as well as the
impact of citizenship
education programs on
youth in Latin America.
Not Doing Business in Tajikistan: The
Impact of an Entrepreneurship
Education Program for
Youths and Young Adults.
This report — the first of its kind — highlights the challenges facing urban Native American
youth in public schools and showcases seven alternative public
education programs that are having a positive
impact in addressing these challenges.
This article, published in the first issue of the International Journal for Research on Extended
Education, focuses on how we can measure the
impact out - of - school time (OST)
programs have on
youth development outcomes and how we can use those outcomes to better inform OST
programming in a way that will benefit the
youth the
program is currently serving.
The Guelph Humane Society also boasts strong
education programs that
impact thousands of children and
youth annually.
The Society also boasts strong humane
education programs that
impact thousands of children and
youth annually.
This manual is based on the Immigrant Legal Resource Center's more than two decades of community
education, outreach, training and technical assistance on issues
impacting immigrant
youth, as well as the new information and experience we have gleaned over the course of the DACA
program thus far.
IDEA — Special
Education Grants to States Title I, Part A — Improving Basic
Programs Operated by Local Educational Agencies Title I, Part C — Migrant
Education Title I, Part D — Prevention and Intervention
Programs for Children and
Youth Who Are Neglected, Delinquent, or At - Risk Title II, Part II — Supporting Effective Instruction (Teacher Training and Teacher Retention) Title IV, Part A — Student Support and Academic Enrichment (SSAE) Grants Title VI, Part B, Subpart 1 — Small, Rural School Grant
Program Title VI, Part B, Subpart 2 — Rural and Low - Income School
Program Title VIII —
Impact Aid McKinney - Vento Homeless Assistance Act Promoting Student Resilience
This
youth relationship
program was developed by The Center for Relationship
Education and has dramatically
impacted the lives of thousands of
youth all over the country.
To download Early Intervention: The
Impact of Relationship
Education on
Youth, and more information about HRC's RE
programs, visit www.RelationshipsCA.org.
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.