Community Development, Community Education and Social Support Sample Clauses

Community Development, Community Education and Social Support. 2.1. In collaboration with other STARTTS staff, organise 2 Accidental Counsellor Training sessions for South Sudanese community members and peer leaders per annum. Co-deliver the sessions if required. 2.2. In collaboration with other STARTTS staff, organise 2 Suicide Prevention Trainings for South Sudanese community members per annum. 2.3. Identify and implement other mental health promotion training sessions. 2.4. Support South Sudanese Wellbeing Ambassadors to implement their own projects enhancing mental health and wellbeing of South Sudanese community members. 2.5. Organise one South Sudanese Community Leadership Retreat per annum. 2.6. Support the work of South Sudanese mental health and suicide prevention working party that includes South Sudanese leaders/elders/volunteers, and relevant mental health services. 2.7. Assist STARTTS staff to develop psychoeducation materials for South Sudanese community as required. 2.8. Engage South Sudanese community Leaders and Elders to collaborate on initiatives supporting mental health of South Sudanese young people.
Sample 1Sample 2
AutoNDA by SimpleDocs
Community Development, Community Education and Social Support. 2.1. In collaboration with other STARTTS staff, organise two Accidental Counsellor Training sessions for the Ukrainian-speaking community and peer leaders for the duration of the project. 2.2. In collaboration with other STARTTS staff, organise one leadership residential program for Ukrainian-speaking community peer leaders and volunteers. 2.3. Collaborate with other Ukrainian staff, facilitate referrals to STARTTS counselling, and organise sessions on mental health systems in Australia. 2.4. Assist STARTTS staff in developing psychoeducational materials for the Ukrainian-speaking community.
Sample 1
Community Development, Community Education and Social Support. 2.1. In collaboration with other STARTTS staff, organise 4 Accidental Counsellor Training sessions for Tamil community and peer leaders for the duration of the project. Co-deliver the sessions if required. 2.2. In collaboration with other STARTTS staff, organise 4 Suicide Prevention Training sessions for Tamil community for the duration of the project. 2.3. In collaboration with other STARTTS Bi-Cultural Mental Health & Suicide Prevention Project Officers, organise one Mental Health & Suicide Prevention Awareness Day. 2.4. Support the work of Tamil community mental health and suicide prevention working party that includes Tamil leaders/elders/volunteers, and relevant mental health services. 2.5. Assist STARTTS staff to develop psychoeducation materials for Tamil community.
Sample 1
Community Development, Community Education and Social Support. 2.1. In collaboration with other STARTTS staff, organise 3 Accidental Counsellor Training sessions for South Sudanese young people and peer leaders for the duration of the project. Co-deliver the sessions if required. 2.2. In collaboration with other STARTTS staff, organise 2 Suicide Prevention Trainings for South Sudanese young people. 2.3. Support the work of South Sudanese Youth Ambassadors mental health and suicide prevention working party that includes South Sudanese leaders/elders/volunteers, and relevant mental health services. 2.4. Assist STARTTS staff to develop psychoeducation materials for South Sudanese young people as required.
Sample 1
Community Development, Community Education and Social Support. 2.1. Promote STARTTS services to refugee women and their families from Afghanistan through an information strategy including community information sessions, printed information in community languages and community radio. This includes translation of relevant information regarding STARTTS services where appropriate. 2.2. In conjunction with other STARTTS staff, develop and maintain productive partnerships between STARTTS and other services and relevant community organisations in NSW. 2.3. In collaboration with STARTTS Community Development staff, identify needs and capacities of the refugee women and their families from Afghanistan and participate in planning, implementation and evaluation of appropriate community development strategies including community infrastructure and capacity building. 2.4. Participate in youth focused initiatives particularly residential programs where appropriate. 2.5. Develop and implement strategies, including community liaison and education, designed to enhance links between STARTTS and Afghan community. 2.6. Participate in STARTTS community consultations program. 2.7. In consultation with other staff develop and implement specific projects to address gaps in service provision. 2.8. Participate in relevant ethno-specific and other forums. 2.9. Participate in and assist with STARTTS Training Program where relevant to identified communities.
Sample 1
Community Development, Community Education and Social Support. 2.1. In collaboration with other STARTTS staff, organise 2 Accidental Counsellor Training sessions for Yazidi community and peer leaders for the duration of the project. Co-deliver the sessions if required. 2.2. In collaboration with other STARTTS staff, organise 2 Suicide Prevention Training sessions for Yazidi community for the duration of the project. 2.3. In collaboration with other STARTTS staff train a pool of COVID Safety Champions in partnership with WSLHD Multicultural Health Services. 2.4. Support the work of Arabic community mental health and suicide prevention working party that includes Arabic community leaders/elders/volunteers, and relevant mental health services. 2.5. Assist STARTTS staff to develop psychoeducation materials for Yazidi community.
Sample 1
Community Development, Community Education and Social Support. 2.1. In collaboration with other STARTTS staff, organise 6 mental health literacy training sessions for Arabic-speaking communities for the duration of the project. If necessary, co-deliver the sessions. 2.2. In collaboration with other STARTTS staff, organise a minimum of 2 training workshops to identified peer leaders. 2.3. In collaboration with other STARTTS staff, organise one leadership residential program for Arabic-speaking community leaders. 2.4. Support the work of Arabic-speaking community mental health and suicide prevention working party that includes Arabic-speaking community leaders/elders/volunteers, and relevant mental health services. 2.5. Assist STARTTS staff in developing psychoeducational materials for Arabic-speaking communities.
Sample 1
AutoNDA by SimpleDocs

Related to Community Development, Community Education and Social Support

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training

  • Health Promotion and Health Education Both parties to this Agreement recognize the value and importance of health promotion and health education programs. Such programs can assist employees and their dependents to maintain and enhance their health, and to make appropriate use of the health care system. To work toward these goals:

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board of Education agrees to pay the actual tuition costs of courses taken by a teacher at accredited colleges or universities up to three courses per two (2) year fiscal periods from July 1, 2006 to June 30, 2008 and July 1, 2008 to June 30, 2010 respectively, except as follows: 1. No teacher may be reimbursed for courses taken during the first year of teaching in Vineland. 2. Teachers taking courses in the second and third years of employment in Vineland will not receive remuneration until tenure has been secured. The remuneration will then be retroactive and will be paid to the teacher in a lump sum within sixty (60) days after the teacher has secured tenure. 3. All courses must be pre-approved by the Superintendent or his designee subject to the following requirements: (a) A teacher must provide official documentation that he/she has obtained a grade of B or better; (b) Reimbursement shall be paid only for courses directly related to teacher’s teaching field which increase the teacher’s content knowledge and are related to the teacher’s current certification, as determined by the Superintendent or his/her designee in his/her sole discretion; no reimbursement shall be paid for courses leading to a post graduate or professional degree in a field other than education or teaching. Further, effective September 1, 2010, all newly hired teachers shall not be eligible for reimbursement until they are tenured, and they shall not be eligible for retroactive reimbursement upon gaining tenure for courses taken prior to being tenured. (c) The maximum total payments to be made by the Board shall not exceed $130,000.00. Courses shall be applied for no earlier than the following dates: Summer Session - April 1 Fall/Winter Session - June 1 Spring Session - October 1 Courses must, as set forth hereinabove in this sub-article 18.A.3, be pre-approved by the Superintendent or his designee, prior to the teacher commencing the course(s); and (d) Teacher taking courses shall sign a contract requiring them to reimburse the Board for all tuition paid for a course if the teacher shall voluntarily leave the employ of the Board within one (1) full school/academic year of completion of said course, except that reimbursement shall not be required when the teacher shall voluntarily leave the employ of the Board due to a significant, documented life change. 4. Tuition reimbursement costs shall be a sum not to exceed the actual cost of college credits charged in an accredited public State college/University of the State of New Jersey. B. When the Superintendent initiates in-service training courses, workshops, conferences and programs designed to improve the quality of instruction, the cooperation of the Vineland Education Association will be solicited. Notwithstanding the above, the initiation of in-service training courses, workshops, conferences and programs shall be determined solely at the discretion of the Board. C. One professional leave day may be granted to a teacher upon request, according to the following guidelines: 1. The professional day may be for attendance at a workshop, seminar or visit to another school for the expressed purpose of self professional improvement for the job. 2. The request shall arrive in the office of the Superintendent of Schools at least ten (10) working days prior to the date requested and shall be reviewed by the immediate supervisor prior to submission. The Board reserves the right to deny a professional leave day before or immediately following a holiday or on a day which by its nature suggests a hardship for providing a substitute. 3. No more than two teachers from any one elementary school or from any one department in the secondary schools may be granted a professional leave for a given day. 4. The teacher may be required to submit a report to the Superintendent of Schools, Assistant Superintendent, supervisor (s), principal and staff regarding the activity of the professional day. 5. Costs incurred by the teacher for the professional day authorized under this Section shall be the teacher’s responsibility. 6. A maximum of 90 professional leave days may be authorized for the school year which shall be apportioned as follows: elementary, 35; grades seven and eight, 20; and high school, 35. D. If the Board initiates a teacher’s attendance at a professional workshop, seminar or visit, the expenses shall be the responsibility of the Board. Further, this day shall not be subtracted from the 90 professional leave days granted to teachers of the Association. E. The Board agrees to pay the full cost of courses taken by secretaries related to skills and knowledge improvement when such courses are required and approved by the Board. F. The Board and the Association agree that it is important to communicate when developing and implementing current and future learning technologies, including but not limited to distance and on-line learning.

  • Management; Community Policies Owner may retain employees and management agents from time to time to manage the Property, and Owner’s agent may retain other employees or contractors. Resident, on behalf of himself or herself and his or her Guests, agrees to comply fully with all directions from Owner and its employees and agents, and the rules and regulations (including all amendments and additions thereto, except those that substantially modify the Resident’s bargain and to which Resident timely objects) as contained in this Agreement and the Community Policies of the Property. The Community Policies are available at xxxxx://xxxxxxxxxxxxxx.xxx/policies.pdf or on request from the management office and are considered part of this Agreement.

  • Please see the current Washtenaw Community College catalog for up-to-date program requirements Conditions & Requirements

  • Extended Health Care Plan ‌ The Employer shall pay the monthly premium for regular employees entitled to coverage under a mutually acceptable extended health care plan.

  • TRAINING AND EMPLOYEE DEVELOPMENT 9.1 The Employer and the Union recognize the value and benefit of education and training designed to enhance an employee’s ability to perform their job duties. Training and employee development opportunities will be provided to employees in accordance with Employer policies and available resources. 9.2 Attendance at employer-required training will be considered time worked. The Employer will make reasonable attempts to schedule employer-required training during an employee’s regular work shift. The Employer will pay the registration and associated travel costs in accordance with Article 23, Travel, for employer-required training.

  • Cooperation on forestry matters and environmental protection 1. The aims of cooperation on forestry matters and environmental protection will be, but not limited to, as follows: (a) establishing bilateral cooperation relations in the forestry sector; (b) developing a training program and studies for sustainable management of forests; (c) improving the rehabilitation and sustainable management of forest with the aim of increasing carbon sinks and reduce the impact of climate change in the Asia-Pacific region; (d) cooperating on the execution of national projects, aimed at: improving the management of forest plantations for its transformation for industrial purposes and environmental protection; (e) elaborating studies on sustainable use of timber; (f) developing new technologies for the transformation and processing of timber and non-timber species; and (g) improving cooperation in agro-forestry technologies. 2. To achieve the objectives of the Article 149 (Objectives), the Parties may focus, as a means of cooperation and negotiations on concluding a bilateral agreement on forestry cooperation between the two Parties. Such collaboration will be as follows: (a) exchanges on science and technology as well as policies and laws relating the sustainable use of forest resources; (b) cooperation in training programs, internships, exchange of experts and projects advisory; (c) advice and technical assistance to public institutions and organizations of the Parties on sustainable use of forest resources and environmental protection; (d) facilitating forest policy dialogue and technical cooperation under the Network of Sustainable Forest Management and Forest Rehabilitation in Asia- Pacific Region, initiated at the 15th Asia Pacific Economic Cooperation (APEC) Meeting; (e) encouraging joint studies, working visits, exchange of experiences, among others; and (f) others activities mutually agreed.

  • Special Education Teachers Elementary/Secondary Special Education Coordinators shall be compensated for an extended work day in the amount of four thousand dollars ($4,000).

  • Consideration of Criminal History in Hiring and Employment Decisions 10.14.1 Contractor agrees to comply fully with and be bound by all of the provisions of Chapter 12T, “City Contractor/Subcontractor Consideration of Criminal History in Hiring and Employment Decisions,” of the San Francisco Administrative Code (“Chapter 12T”), including the remedies provided, and implementing regulations, as may be amended from time to time. The provisions of Chapter 12T are incorporated by reference and made a part of this Agreement as though fully set forth herein. The text of the Chapter 12T is available on the web at xxxx://xxxxx.xxx/olse/fco. Contractor is required to comply with all of the applicable provisions of 12T, irrespective of the listing of obligations in this Section. Capitalized terms used in this Section and not defined in this Agreement shall have the meanings assigned to such terms in Chapter 12T. 10.14.2 The requirements of Chapter 12T shall only apply to a Contractor’s or Subcontractor’s operations to the extent those operations are in furtherance of the performance of this Agreement, shall apply only to applicants and employees who would be or are performing work in furtherance of this Agreement, and shall apply when the physical location of the employment or prospective employment of an individual is wholly or substantially within the City of San Francisco. Chapter 12T shall not apply when the application in a particular context would conflict with federal or state law or with a requirement of a government agency implementing federal or state law.

Draft better contracts in just 5 minutes Get the weekly Law Insider newsletter packed with expert videos, webinars, ebooks, and more!