Sentences with phrase «youth programs teach»

In addition, HERAKUT are also involved with a variety of charity organizations — where the two work with children in schools and youth programs teaching young people to create a world for themselves — inside their minds.

Not exact matches

Our Digital Inclusion Program teaches foster youth basic digital literacy skills and provides them with a laptop and mobile Internet access for five years, two things that most of us take for granted but can be life changing for students who are accustomed to writing essays on their cellphones.

The park will be the first «teaching garden» in Puebla and the city also plans to host a violence prevention program targeted towards children and youth.

One common strategy involves front - loading youth programming with fun activities, hoping to sneak in a little Bible teaching at the end.

As its first full - time representative, Billy Graham traveled throughout America and Europe, speaking at rallies and teaching pastors and youth leaders how to develop evangelism programs for young people.

I've directed community wide VBS programs (several churches together), taught Sunday School and been a youth director.

To confront these stereotypes, Pakistan's biggest youth development NGO, Bargad, has created a program to teach an alternative word.

Berkeley Business Academy for Youth summer program for middle and high school students fosters creativity, innovation, and collaboration through a project based curriculum, taught by Haas faculty and with students from across the global.

SPCYA has been created to empower our youth with the tools that allows them the opportunity to excels in a program that teaches discipline, accountability, respect, responsibility and hard work.

What I learned from working with the Newcastle team, and with youth football programs across the country over the years is that traditional concussion education in which athletes, coaches, and parents are taught the signs and symptoms of concussion, and the health risks of concussion and repetitive head trauma, isn't working to change the concussion reporting behavior of athletes.

Kim Shufan, executive director of the iCan House in Winston - Salem, an organization that offers programs that teach and coach youths and adults with social challenges, cautions that special needs children, especially those on the autism spectrum, may mask their behavior at a doctor's visit.

Cynthia has taught at the Idyllwild Arts Summer Program in the mountains of southern California, with the Chicago Children's Theater's Red Kite Program for children with autism and currently teaches improv and sketch comedy for The Second City Teen and Youth Program and at The Stage School in Park Ridge.

Our girls programs are designed to fill the need of teaching our youth to love and nurture their body, develop inner strength, manage stress and worry productively, express themselves freely, build confidence to follow their dreams, and courage to be unique.

I have babysat regularly for several different families, have volunteered with several youth programs, and have taught ballet and creative movement classes for children ranging from newborn to high school seniors.

During the sport - specific portion of the NYSCA training program football coaches view the Coaching Youth Football training video, which focuses on how to go about teaching many of the key fundamentals of the game to youngsters.

This program enforces Camp Lejeune's philosophies by teaching coaches how to create a fun and safe youth sports environment through topics like keeping players active at practice, building confidence, the role of winning in youth sports and working with parents.

«This program teaches and enhances the skills and education of athletes through a positive, fun and safe environment so our youth not only develop into successful athletes on the playing field but in life as well,» says Verdell.

The Palatine Youth Baseball & Softball (PYB / S) program is designed to teach the fundamentals of baseball & softball and sportsmanship to boys and girls ages 5 through 6th grade.

All of us involved in youth sports - from parents, to coaches, from athletic trainers to school athletic directors to the athletes themselves - have a responsibility to do what we can to make contact and collision sports safer, whether it by reducing the number of hits to the head a player receives over the course of a season (such as N.F.L. and the Ivy League are doing in limiting full - contact practices, and the Sports Legacy Institute recently proposed be considered at the youth and high school level in its Hit Count program), teaching football players how to tackle without using their head (as former pro football player Bobby Hosea has long advocated), changing the rules (as the governing body for high school hockey in Minnesota did in the aftermath of the Jack Jablonski injury or USA Hockey did in banning body checks at the Pee Wee level), or giving serious consideration to whether athletes below a certain age should be playing tackle football at all (as the American Academy of Pediatrics recommend).

And the same thing with NYSCA; we require coaches to go through that program as well and it just helps show them that it's not just about teaching the sports skills — that's part of it — but also having some understanding of the importance of their role in helping develop that child and encouraging that child in youth sports.»

Start Strong Bronx, a new youth program sponsored by Bronx Lebanon Hospital, is teaching teenagers how to form healthy relationships.

Articles on Science and Disability, 1970s Correspondence, 1970s Articles on Science and Disability, 1980s Conferences on Science and Disability, 1980s Correspondence, 1980s Articles on Science and Disability, 1990s Conferences on Science and Disability, 1990s Correspondence, 1990s Project Proposals (funded) on Science and Disability, 1990s Articles on Science and Disability, 2000s Conferences on Science and Disability, 2000s Correspondence, 2000s AAAS Annual Meeting - Barrier Free, 1976 A Disgn for Utilizing Successful Disabled Scientists as Role Models - Final Report, 1977 - 1978 Utilization of Scientific Professional Society Placement Services - Final Report, 1978 - 1980 Within Reach: Out of School Opportunities for Youth - A Guide, 1981 Appropriate Technology: Its Design and Use by Disabled People, Workshop, Tel Aviv, Israel, Nov. 20, 1984 Appropriate Technology Workshop Papers, Nov. 20, 1984 Linkages Project meeting, Feb. 11, 1986 China Fund for the Handicapped: Deng Pufang, US Visit, Oct. 10,1987 Teaching Science and Mathematics to Students with Learning Disabilities: Challenges and Resources (NSF Grant 9552586), Jan. 1990 Recruitment and Retention of Students and Faculty with Disabilities in Schools of Engineering (NSF Grant EID 9101122), 1990 - 1995 Agenda for Access: Scientists and Engineers with Disabilities, Oct. 1991 High School, High Tech, 1993 Model Undergraduate Project for the Disabled: A Study of Issues involved in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY POINT!

Run by the nongovernmental organization Mercy Corps, the Youth Take Initiative — or, in Arabic, Nubader program — teaches stress management and relationship skills to at - risk 11 - to 18 - year - olds.

Run by the nongovernmental organization (NGO) Mercy Corps, headquartered in Portland, Oregon, and Edinburgh, the Youth Take Initiative — or, in Arabic, Nubader program — would teach stress management and relationship skills to at - risk 11 - to 18 - year - olds.

In this week - long program, the founders of the Holistic Life Foundation — Ali Smith, Atman Smith, and Andres Gonzalez — show attendees how to teach yoga and mindfulness to today's youth, gain a deeper understanding of the needs of today's youth in diverse environments, and learn new yoga and mindfulness skills to help fulfill those needs.

The Holistic Life Foundation has over a decade of experience teaching yoga and mindfulness programs to many demographics; high risk youth, adults, teens, seniors, teachers, drug treatment facilities, schools, mental illness facilities, etc..

She has taught in prisons, specialized in pre-natal yoga, and supported programs for vulnerable youth.

My personal cultural philosophy mirrors the Native Program's philosophy: For four years I have been the director of the Sundance - supported Museum of Indian Arts and Culture (MIAC) Native Youth Film Camp, which teaches Native students ages 14 - to - 18 script - to - screen skills as they make 6 - to - 8 short films per camp.

CAMS members say the JROTC teaches youths to glorify the military and want to see stronger district oversight of the program.

I'm on the National Faculty of the Buck Institute for Education, and have also helped nonprofit organizations design programs that teach both youth and adults how to improve their communities with innovative, sustainable solutions.

You can read about a special program brought into a high school to teach youth about how to deal with cops.

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.

With more than 26 years teaching at Harvard, Ferguson's research focuses on the racial achievement gap, education policy, youth development programming, community development, economic consequences of skill disparities, and state and local economic development.

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.

I'll be teaching with a summer program called CU Upward Bound in Boulder this summer working with Native youth, and then I am planning on applying to Ph.D. programs this fall — but I'm also always willing to keep an open heart and mind to whatever opportunities present themselves.

Still, after college, she found herself teaching elementary English in Lagos, Nigeria, as part of the National Youth Service Corps, a compulsory year - long program for new graduates in Nigeria.

Vossoughi has taught in schools, after - school and summer programs, and served as the director of a summer camp for youth in the Iranian diaspora.

RFK Project SEATBELT promotes the use of the RFK Center's human rights education program, RFK Speak Truth To Power, which is currently taught to more than 1 million students a year from Cambodia to California and empowers youth to become the agents of change in their environments and beyond.

Prior to Brooke, she studied the intersection of religion and education at Harvard Divinity School, worked at a youth leadership program in Dorchester, and did her student teaching at Milton Academy.

Previous to this, she was selected by Teach for America to join the NYC Corps of 2002, where she taught 6th grade for two years, initiated a number of programs for at - risk youth, served as the TFA School Leader at Community Intermediate School 232, and was the Sue Lehman regional finalist in the NYC corps.

Accenture Chicago Debate League Chicago Scholars Cushman and Wakefield Dominican University Future Founders Foundation Illinois College Access Network (ICAN) LJM Partners Magnetar Youth Investment Academy Network for Teaching Entrepreneurship One Goal Pass with Flying Colors Piedmont Office Realty Trust PwC Schuler Scholar Program University of IL Extension Union League Boys & Girls Club

She has gone from working in a preschool setting and the «No Child Left Behind Program» to working with the inner - city at - risk youth and teaching in suburban public schools.

MY LOGO — «Missouri Youth Engaged in Local Government» Program is a unique approach to teaching youth about local governYouth Engaged in Local Government» Program is a unique approach to teaching youth about local governyouth about local government.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Inspired by educators who push the boundaries of the traditional classroom, she also has developed informal learning programs that teach youth and adults how to improve their communities with innovative, sustainable solutions.

It's foundation is built off of the Nueva Institute for Social - Emotional Learning curriculum, with additional «emerging» curricula curated from a variety of resources such as Teaching Tolerance, Common Sense Media, Stanford Program for Gifted Youth and Byrdseed.

Reading Horizons software programs, along with their corresponding direct instruction materials, have taught reading strategies to hundreds of thousands of adults, youth, and children.

Her experiences include teaching physical education and health classes in public schools, youth summer fitness programs, college weight training classes, and senior center wellness groups.

Every summer, YPP brings together 100 youth across our offices for a six week intensive summer action program that teaches civic engagement skills and involves young people in organizing campaigns.

She has served as youth director in a large urban district and taught for many years in programs for at - risk youth.