Community perspectives Sample Clauses

Community perspectives. Xxxx, Xxxxxx and Xxxxxxx are community members and Xxxxxx is an AIEO at the school. Their discussion here is about the way the school and community relate. Xxxxx: We’re welcoming to the Noongar community because our people meet them and greet them at the school office. But sometimes you also have to go out to their homes, just to encourage them to come in to the school. Even when they drop the kids off I get them to come in and have a cuppa in the Noongar Community Room, and listen to them. The room was set up to support the women and kids and support the community. Read on… Embedding the agreement Xxxxx Xxxxxx has been at Mount Lockyer for seven years and has been in the role of Behaviour Intervention teacher since 2009. Here she discusses the changes she has observed. I was asked by Xxxxxx to be the secretary of the group, so I basically typed up all the things and kept in contact with Xxxxxx Xxxxx. My thought was that for the first time a lot of the Aboriginal people had a say or had their voice heard. I don’t think they wanted to come in and take over but they just wanted to know that people were listening to them. We already had a culture of inclusion but the process made it more effective I suppose. This year [2010] I was away at another school in first term and when I came back I particularly noticed a big shift in the way Back, l to r, Xxxx Xxxxx, Xxxxxx Xxxxxxxx. Front, l to r, Xxxxxx Xxxx, Xxxxxxx Xxxxx. Xxxxx Xxxxxx staff were thinking about what's happening. I guess I had to go away to see that. The agreement says ‘these are the things that we’re going to do’ but when we go to the staff we say ‘how can we fit that in?’, rather than saying ‘you will do this, and you will do that’. That’s what I mean by coming to it from a partnership idea: it’s not telling them what to do, it’s involving them in a partnership with the community. As long as teachers are part of it and see other people willing to contribute they will take it on board. It doesn’t happen overnight, but it’s a process just like it is with parents. Xxxxx continues…
Sample 1
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Community perspectives. 62. Four groups of community members (totaling 58 persons) were interviewed with respect to community health problems, health services, health education, trained community volunteers, and knowledge of the six project interventions.
Sample 1

Related to Community perspectives

  • Community Involvement The Grantee will facilitate and convene a Community Task Force as one means of developing collaboration among the Grantee, affected residents, and the broader community. The Grantee also will provide information to keep the Community Task Force fully apprised of the planning and implementation of revitalization efforts. The Community Task Force shall be comprised of affected public housing residents, local government officials, service providers, community groups, and others. The Community Task Force will provide advice, counsel and recommendations to the Grantee on all aspects of the HOPE VI development process, including shaping the goals and outcome of the Community and Supportive Services Plan. Community Task Force participants also will disseminate information throughout the community about the Grantee's revitalization efforts. The Grantee's responsibilities with regard to the Community Task Force include:

  • Community Services a) Grantee shall provide the community-based services outlined in Texas Health and Safety Code Texas Health and Safety Code Chapter § 534.053, as incorporated into services defined in Information Item G, incorporated by reference and posted at: xxxxx://xxx.xxx.xxxxx.xxx/doing-business-hhs/provider-portals/behavioral-health- services-providers/behavioral-health-provider-resources/community-mental-health- contracts.

  • Community Outreach Please describe all community outreach efforts undertaken since the last report.

  • Community Engagement The HSP will engage the community of diverse persons and entities in the area where it provides health services when setting priorities for the delivery of health services and when developing plans for submission to the LHIN including but not limited to CAPS and integration proposals. As part of its community engagement activities, the HSPs will have in place and utilize effective mechanisms for engaging families, caregivers, clients, residents, patients and other individuals who use the services of the HSP, to help inform the HSP plans, including the HSP’s contribution to the establishment and implementation by the LHIN of geographic sub-regions in its local health system.

  • 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.

  • Community We live and work in country communities. We are invested in the health, wellness and viability of country communities and the vibrancy, diversity and future of country WA.

  • Community Service Service to the wider community includes active participation in a wide variety of governmental, societal and community institutions, programs and services, where such participation is based on the candidate’s academic or professional expertise.

  • Citizen Volunteer or Community Service Leave Leave without pay may be granted for community volunteerism or service.

  • Community Partnerships The Contractor must submit a Communication Plan (“Plan”) developed with each Housing Assessment and Resource Agency (“HARA”) within their assigned Region(s):

  • Governors and Regulators Whenever the Large Generating Facility is operated in parallel with the New York State Transmission System, the turbine speed governors and automatic voltage regulators shall be in automatic operation at all times. If the Large Generating Facility’s speed governors or automatic voltage regulators are not capable of such automatic operation, the Developer shall immediately notify NYISO, or its designated representative, and ensure that such Large Generating Facility’s real and reactive power are within the design capability of the Large Generating Facility’s generating unit(s) and steady state stability limits and NYISO system operating (thermal, voltage and transient stability) limits. Developer shall not cause its Large Generating Facility to disconnect automatically or instantaneously from the New York State Transmission System or trip any generating unit comprising the Large Generating Facility for an under or over frequency condition unless the abnormal frequency condition persists for a time period beyond the limits set forth in ANSI/IEEE Standard C37.106, or such other standard as applied to other generators in the New York Control Area on a comparable basis.

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