Staff Development
Nursing Staff
Medical Staff, Hospital
Medical Staff
Registrars' and senior registrars' perceptions of their audit activities. (1/318)
OBJECTIVES: To ascertain the level and quality of audit activity among junior doctors, their attitudes to audit, and their views on its educational value. DESIGN: Postal questionnaire survey in April 1991. SETTING: Yorkshire region. SUBJECTS: All 610 registrars and senior registrars recorded as employed in the region. MAIN MEASURES: Grade, current specialty, details of last audit participated in and its educational usefulness, and attitude to audit. RESULTS: 255 (41.8%) completed questionnaires were returned, 148 from registrars and 101 from senior registrars; grade was not indicated in six. 27 respondents were in general medicine, 26 in general surgery, 30 in anaesthetics, and 36 in psychiatry; other specialties had fewer than 20 respondents. About a fifth (54) of respondents, most in psychiatry (19/36, 53%), had not participated in audit. Among the 201 who had participated, the audit topics covered most components of care (access to services (47, 23%), communication (51, 25%), and appropriateness (158, 79%) and effectiveness (157, 78%) of treatment); only 84 (41%) audits set standards, and in only half of them had the doctors been involved in doing so. Doctors responsible for gathering data and those responsible for collating and reporting data found their experience significantly less useful than those who were not. 172 (86%) respondents considered that audit had helped patient care. Suggested improvements to the educational value of audit were mostly for better methods but included requests for less "witch hunting," better feedback, more training, more time, and more participation by consultants. CONCLUSIONS: The educational value of audit to junior doctors could be improved by better audit methods, guidance, and feedback. (+info)Strengthening health management: experience of district teams in The Gambia. (2/318)
The lack of basic management skills of district-level health teams is often described as a major constraint to implementation of primary health care in developing countries. To improve district-level management in The Gambia, a 'management strengthening' project was implemented in two out of the three health regions. Against a background of health sector decentralization policy the project had two main objectives: to improve health team management skills and to improve resources management under specially-trained administrators. The project used a problem-solving and participatory strategy for planning and implementing activities. The project resulted in some improvements in the management of district-level health services, particularly in the quality of team planning and coordination, and the management of the limited available resources. However, the project demonstrated that though health teams had better management skills and systems, their effectiveness was often limited by the policy and practice of the national level government and donor agencies. In particular, they were limited by the degree to which decision making was centralized on issues of staffing, budgeting, and planning, and by the extent to which national level managers have lacked skills and motivation for management change. They were also limited by the extent to which donor-supported programmes were still based on standardized models which did not allow for varying and complex environments at district level. These are common problems despite growing advocacy for more devolution of decision making to the local level. (+info)Health insurance and productivity. (3/318)
AIM: To provide a conceptual understanding of the basic relationship between health insurance and overall economic productivity, and to look at the human development index as a proxy for the quality of human capital. METHODS: Economic data and data related to human development in Central and Eastern European (CEE) countries, including Croatia, were compared to the European Union (EU) average. Data were selected out of databases provided by the International Monetary Fund, the Organization for Economic Cooperation and Development, and the United Nations. Income and growth rates were related to the EU averages. The human development index was used to compare the level of the average achievements in the longevity of life, knowledge, and quality of living in CEE countries. RESULTS: Relative to the EU-average, human development is lagging behind in CEE countries. Considering the world as a benchmark regarding human development, 8 out of 13 CEE countries exceed the world. However, all CEE countries have 3-28% lower human development than the industrialized countries. CONCLUSIONS: The specific challenge for transition countries is how to adopt strategies to translate economic progress into health and social gains through reliable institutions, among them social health insurance bodies. The institutions and the provision of social health insurance are particularly challenged at a turning point when transition in terms of macroeconomic stabilization, along with the consolidated organization and financing of social and health insurance schemes, is accommodated to a business cycle-driven market economy. (+info)Human resource development: the management, planning and training of health personnel. (4/318)
The morale of health personnel is fast becoming the major factor affecting both the sustainability and the quality of health care world-wide. Low morale mirrors problems ranging from declining balance of payments allocation to GNP, and a lack of support for the health system from the very top down to the rigid application of national pay, grading and career structures, and the stress of not being able to do the job properly. While many of these and other problems have been voiced again and again in the press and in the academic literature, much of the work on health manpower development has focused on the planning and production of personnel. This has been with the aim of producing specific categories of better-trained health workers with relevant qualifications, resulting in a heavy emphasis on a quantitative output. In this paper it is argued that the management of health personnel, the qualitative aspect of staff development, has been relatively neglected. Unless and until the management of human resource development receives the attention it needs, seeds of discontent, disillusion and dissatisfaction will ultimately lead to national health services losing their competitiveness as employers. The sustainability and quality of health programmes will then be in even greater jeopardy than they are at present. The planning, production and management components of health manpower development have developed haphazardly as verticle activities. A new term such as 'human resource development; the management of health personnel' might help ensure the concept of an integrated process contingent on economic, political, organizational and other important circumstances. (+info)Rethinking human resources: an agenda for the millennium. (5/318)
Health care reforms require fundamental changes to the ways in which the health workforce is planned, managed and developed within national health systems. While issues involved in such transition remain complex, their importance and the need to address them in a proactive manner are vital for reforms to achieve their key policy objectives. For a start, the analysis of human resources in the context of health sector appraisal studies will need to improve in depth, scope and quality by incorporating functional, institutional and policy dimensions. (+info)A competency model for general practice: implications for selection, training, and development. (6/318)
BACKGROUND: The role of the general practitioner (GP) has changed significantly over the past decade. This problem is compounded by growing concern over postgraduate attrition rates from medicine, with current estimates as high as 19%. AIM: To define a comprehensive model of the competencies required for the job role of GP. METHOD: Three independent studies were conducted to define GP competencies including (1) critical incidents focus groups with GPs, (2) behavioural coding of GP-patient consultations, and (3) critical incidents interviews with patients. Study 1 was conducted with GPs (n = 35) from the Trent region. Study 2 involved observation of GP-patient consultations (n = 33 consultations), and Study 3 was conducted with patients (n = 21), all from a Midlands-based medical practice. RESULTS: The data collected from the three studies provided strong evidence for a competency model comprising 11 categories with a summary of the associated behavioural descriptions. Example competencies included empathy and sensitivity, communication skills, clinical knowledge and expertise, conceptual thinking, and coping with pressure. CONCLUSIONS: Triangulation of results was achieved from three independent studies. The competencies derived imply that a greater account of personal attributes needs to be considered in recruitment and training, rather than focusing on academic and clinical competency alone. The model could be employed for future research in design of selection techniques for the role of GP. (+info)Changes in learning-resource use across physicians' learning episodes. (7/318)
INTRODUCTION: This study explores the numbers of learning resources physicians use at each stage in self-directed learning episodes addressing general problems. MATERIALS AND METHODS: A survey of a statewide random sample of doctors estimated the number of resources used at each stage in solving various general problems. RESULTS: The 50% response rate for faculty allowed generalization of findings to the population of these physicians; the rate for nonfaculty physicians was too low to allow generalization. Faculty findings showed (1) broader resource use in learning about diseases than diagnosis or therapeutics (2) comparable numbers of resources used in deciding whether to take on the learning problem and learning the required skills and knowledge, (3) greater numbers of resources selected to evaluate the problem and to learn the required skills and knowledge than to gain experience with the newly learned skills and knowledge, and (4) support for assertions that doctors value learning resources that are accessible, applicable, familiar, and time effective. DISCUSSION: The findings were interpreted in light of theory describing physicians' self-directed learning episodes, and implications are presented for physicians-in-training, physicians, and medical librarians. (+info)The changing face of dental education: the impact of PBL. (8/318)
The past decade has seen increasing demands for reform of dental education that would produce a graduate better equipped to work in the rapidly changing world of the twenty-first century. Among the most notable curriculum changes implemented in dental schools is a move toward Problem-Based Learning (PBL). PBL, in some form, has been a feature of medical education for several decades, but has only recently been introduced into dental schools. This paper discusses the rationale for the introduction of a PBL pedagogy into dental education, the modalities of PBL being introduced, and the implications of the introduction of PBL into dental schools. Matters related to implementation, faculty development, admissions, and assessment are addressed. Observations derived from a parallel-track dental PBL curriculum at the University of Southern California (USC) are presented and discussed. This program conforms to the Barrows (1998) concept of "authentic PBL" in that the program has no scheduled lectures and maintains a PBL pedagogy for all four years of the curriculum. The USC dental students working in the PBL curriculum have attained a high level of achievement on U.S. National Dental Boards (Part I) examinations, significantly superior to their peers working in a traditional lecture-based curriculum. (+info)I'm sorry for any confusion, but "staff development" is not a medical term per se. It is a general human resources term that refers to the process of improving and increasing the knowledge, skills, and abilities of an organization's workforce. In a healthcare setting, staff development might involve training programs, workshops, or continuing education opportunities for medical professionals to enhance their clinical skills, patient communication, leadership abilities, and other competencies necessary for providing high-quality care and ensuring positive patient outcomes.
'Nursing Staff' is a general term that refers to healthcare professionals who deliver nursing care to patients in various settings. Nursing staff includes several roles and positions, such as registered nurses (RNs), licensed practical nurses (LPNs)/licensed vocational nurses (LVNs), nurse practitioners (NPs), clinical nurse specialists (CNSs), certified nurse midwives (CNMs), and nursing assistants/aides.
Registered Nurses (RNs) are responsible for assessing, planning, implementing, and evaluating patient care plans based on their education, training, and clinical judgment. They often supervise other members of the nursing staff and collaborate with interdisciplinary teams to ensure optimal patient outcomes.
Licensed Practical Nurses/Licensed Vocational Nurses (LPNs/LVNs) provide basic nursing care under the direction of RNs or other healthcare professionals. Their responsibilities typically include taking vital signs, administering medications, and providing personal care to patients.
Nurse Practitioners (NPs), Clinical Nurse Specialists (CNSs), and Certified Nurse Midwives (CNMs) are advanced practice registered nurses (APRNs) who have completed additional education and training beyond the RN degree. NPs can independently diagnose and manage common illnesses, prescribe medications, and provide primary care services to patients of all ages. CNSs focus on improving patient outcomes through evidence-based practice, research, and education within a specific specialty area. CNMs are specialized APRNs who provide comprehensive gynecological and obstetric care, including prenatal, delivery, and postpartum care for women, as well as newborn care.
Nursing Assistants/Aides, also known as Certified Nursing Assistants (CNAs) or Patient Care Technicians (PCTs), provide basic patient care under the supervision of RNs or LPNs/LVNs. Their duties may include assisting with personal hygiene, mobility, and nutrition; taking vital signs; and answering call lights.
Overall, nursing staff plays a critical role in maintaining patient safety, promoting health and well-being, and providing compassionate care to individuals across the lifespan.
'Hospital Nursing Staff' refers to the group of healthcare professionals who are licensed and trained to provide nursing care to patients in a hospital setting. They work under the direction of a nurse manager or director and collaborate with an interdisciplinary team of healthcare providers, including physicians, therapists, social workers, and other support staff.
Hospital nursing staff can include registered nurses (RNs), licensed practical nurses (LPNs) or vocational nurses (LVNs), and unlicensed assistive personnel (UAPs) such as nursing assistants, orderlies, and patient care technicians. Their responsibilities may vary depending on their role and the needs of the patients, but they typically include:
* Administering medications and treatments prescribed by physicians
* Monitoring patients' vital signs and overall condition
* Providing emotional support and education to patients and their families
* Assisting with activities of daily living such as bathing, dressing, and grooming
* Documenting patient care and progress in medical records
* Collaborating with other healthcare professionals to develop and implement individualized care plans.
Hospital nursing staff play a critical role in ensuring the safety, comfort, and well-being of hospitalized patients, and they are essential members of the healthcare team.
'Medical Staff, Hospital' is a general term that refers to the group of licensed physicians and other healthcare professionals who are responsible for providing medical care to patients in a hospital setting. The medical staff may include attending physicians, residents, interns, fellows, nurse practitioners, physician assistants, and other advanced practice providers.
The medical staff is typically governed by a set of bylaws that outline the structure, authority, and responsibilities of the group. They are responsible for establishing policies and procedures related to patient care, quality improvement, and safety. The medical staff also plays a key role in the hospital's credentialing and privileging process, which ensures that healthcare professionals meet certain standards and qualifications before they are allowed to practice in the hospital.
The medical staff may work in various departments or divisions within the hospital, such as internal medicine, surgery, pediatrics, obstetrics and gynecology, psychiatry, and radiology. They may also participate in teaching and research activities, as well as hospital committees and leadership roles.
Medical staff, in a hospital or healthcare setting, typically refers to licensed healthcare professionals who are responsible for providing medical care and treatment to patients. This can include physicians (both specialists and general practitioners), surgeons, dentists, podiatrists, and advanced practice nurses (such as nurse practitioners and certified nurse midwives).
The term "medical staff" may also refer to the organized body of such professionals within a healthcare institution, who are responsible for establishing medical policies and procedures, providing clinical leadership, and ensuring quality of care. This group often includes both practicing clinicians and those in administrative or teaching roles. Membership in the medical staff is usually granted through an application and credentialing process, which ensures that each member meets certain professional and educational standards.
'Hospital Personnel' is a general term that refers to all individuals who are employed by or provide services on behalf of a hospital. This can include, but is not limited to:
1. Healthcare professionals such as doctors, nurses, pharmacists, therapists, and technicians.
2. Administrative staff who manage the hospital's operations, including human resources, finance, and management.
3. Support services personnel such as maintenance workers, food service workers, housekeeping staff, and volunteers.
4. Medical students, interns, and trainees who are gaining clinical experience in the hospital setting.
All of these individuals play a critical role in ensuring that the hospital runs smoothly and provides high-quality care to its patients.
The "attitude of health personnel" refers to the overall disposition, behavior, and approach that healthcare professionals exhibit towards their patients or clients. This encompasses various aspects such as:
1. Interpersonal skills: The ability to communicate effectively, listen actively, and build rapport with patients.
2. Professionalism: Adherence to ethical principles, confidentiality, and maintaining a non-judgmental attitude.
3. Compassion and empathy: Showing genuine concern for the patient's well-being and understanding their feelings and experiences.
4. Cultural sensitivity: Respecting and acknowledging the cultural backgrounds, beliefs, and values of patients.
5. Competence: Demonstrating knowledge, skills, and expertise in providing healthcare services.
6. Collaboration: Working together with other healthcare professionals to ensure comprehensive care for the patient.
7. Patient-centeredness: Focusing on the individual needs, preferences, and goals of the patient in the decision-making process.
8. Commitment to continuous learning and improvement: Staying updated with the latest developments in the field and seeking opportunities to enhance one's skills and knowledge.
A positive attitude of health personnel contributes significantly to patient satisfaction, adherence to treatment plans, and overall healthcare outcomes.
Staff and Educational Development Association
Botswana National Development Bank Staff Union
Fluid Motorsport Development
Caesarea Development Corporation
Personnel economics
Roman Catholic Archdiocese of Cincinnati
J. P. McKersie
University of Sri Jayewardenepura
Stockton ferry service
Lorenz Educational Press
Chris Underhill
Wickham railway station, New South Wales
Central Massachusetts Regional Library System
Recreational diver training
Agusan del Sur State University
Disciplinary literacy
Reading F.C. Under-23s and Academy
Diving instructor
Scott Nydam
Video-based reflection
Wario Land: Shake It!
Kirk Champion
Lakewood Ranch, Florida
Wood Badge (Boy Scouts of America)
Padraig O'Malley
Education in Ethiopia
Dan Meyer (pitcher)
Wollotuka Institute
Rapid Reload
Haunting Sarah
Staff and Educational Development Association - Wikipedia
Community Development Staff - Community Development
Sites Mimicking Social Networks Set Up for Staff Development
HR and staff development | Staff - UCL - University College London
New Employees - Staff Center for Training & Development
APS Staff Development Workshop - APLU
Research Core Staff - Harvard Center for Population and Development Studies
Staff Training and Development, Administration | University of Otago
Faculty & Staff - Professional Development
Alison Snookes - Head of Development Operations - staff
Employment Research and Program Development Staff Home Page : U.S. Bureau of Labor Statistics
Staff | Center for Career and Professional Development | SFA
Alumni & Development Staff Directory | Central Connecticut State University
Development Staff Directory
Office of Alumni and Staff Development - Alcorn State University
Faculty Development and Innovation Center | Staff | Eastern Illinois University
Help for Staff - UI Extension 4-H Youth Development - University of Idaho
Web 2.0 and Professional Development of Academic Staff: Education Book Chapter | IGI Global
Professional Development at College of San Mateo - Classified Staff
Operations Staff | Alaska Small Business Development Center
Operations Staff | Alaska Small Business Development Center
Teaching and Learning / Staff Development
Web Development with current IT staff - PeoplePerHour.com
Staff Development Events Database - RWTH AACHEN UNIVERSITY - English
Staff and PhD Candidates - Chair of Environmental Development and Risk Management - TU Dresden
Diana Klein | Meet the Staff | Continuing Education and Professional Development | Academics | Bradley University
Meet the Staff: Business Development | USCIB
Secondary Staff Development / Collaboration with OneNote
Faculty and staff7
- SEDA's activities are clustered into five main areas: Professional development Conferences and events Publications Research Services to members Fellow of the Staff and Educational Association (FSEDA) Associate Fellow of the Staff and Educational Association (AFSEDA) SEDA accredits (recognises) professional development programs for all types of faculty and staff working in higher education institutions in the UK, and a few outside the UK. (wikipedia.org)
- The Professional Development team develops curriculum for both faculty and staff from joint initiatives, such as applications training to courses tailored ​specifically to each audience. (sac.edu)
- Providing training for faculty and staff at SPMCI. (umcmission.org)
- If the Faculty and staff are satisfied and empowered, normally they produce satisfied and empowered learners. (umcmission.org)
- The faculty and staff are the main agents to make the vision, mission, goals and objectives of the institution come into reality. (umcmission.org)
- Faculty and staff professional development day is an important event that allows educators and support staff to enhance their skills and knowledge. (macc.edu)
- The Faculty and Staff of Color retreat will offer 15 SU faculty and staff a dedicated space to focus on connection, identity, and wellness. (seattleu.edu)
Academic Staff1
- In order to attract, retain and develop employees, Lund University has highlighted a series of career opportunities for academic staff. (lu.se)
Centre1
- A community health centre provides cultural competence training as part of all staff inductions. (ceh.org.au)
20021
- She was previously on staff at Shelterforce from 1997 to 2002 and freelanced for the magazine in the interim. (shelterforce.org)
19901
- Prior to joining the Center staff in 1990, Ray served twelve years in ministry with the Roman Catholic Diocese of Gary, Indiana, and has worked as an independent organizational consultant. (missionalchurch.org)
Academics1
- Teachers, counselors and administrators may contact their campus GT / Advanced Academics Specialist or the Advanced Academics Department for more information about staff development offerings. (gpisd.org)
Alumni1
- The vision for the Office of Alumni and Staff Development for the School of Agriculture and Applied Sciences is to advance the goals, objectives and priorities of the university and School of Agriculture and Applied Sciences through building and maintaining positive relationships with alumni, supporters and friends and keep abreast of professional development opportunities to promote efficient and effective employee and student development. (alcorn.edu)
Leadership1
- SEDC will provide useful information and dynamic leadership to economic development practitioners throughout the American South. (sedc.org)
Main1
- It is the main vehicle for the development of the Middle Belt Zone which comprises Ashanti, Eastern, Bono, Bono East and the Ahafo Regions. (businessghana.com)
Services9
- Find out all you need to know about people services, staff development and more. (ucl.ac.uk)
- The financial training modules provided by Financial Services cover all aspects and levels of financial administration and financial management to assist University staff members in their respective financial administration roles. (otago.ac.nz)
- The San Mateo County Community College District recognizes that the quality of its educational offerings and services is enhanced by the professional growth and development of its employees. (collegeofsanmateo.edu)
- The Classified Professional Development Program is intended to provide opportunities to attend classes and workshops that will promote outstanding departments, programs and services, while fostering the creativity, personal growth and advancement of our employees. (collegeofsanmateo.edu)
- Teachers must receive 30 clock hours of professional development (prior to their assignment to provide gifted services) that includes the nature and needs of gifted students, identification and assessment of gifted students, creativity and instructional strategies, differentiating curriculum for the gifted, and the social and emotional needs of gifted students. (gpisd.org)
- In addition to the initial 30 hours, teachers who provide instruction and services that are a part of the program for gifted students must receive a minimum of six hours annually of professional development in gifted education. (gpisd.org)
- On this day, there are no classes or services provided, so that all members of the educational community can fully engage in their professional growth and development. (macc.edu)
- How to equip staff members and other service providers with the requisite attitudes, knowledge and skills to deliver culturally competent services. (ceh.org.au)
- Most recently, in many countries, the ambition of achieving universal health coverage (UHC) has generated a demand (and market) for defining and monitoring "good services" and for the development of accreditation as an independent assessment of the competence and capacity of provider organizations. (who.int)
Employees1
- Interested employees should complete the Classified Professional Development Application before starting their class work and obtain the approval of their supervisor and administrator. (collegeofsanmateo.edu)
Programme2
- The Learning and Development Programme covers a wide range of professional and personal skills. (otago.ac.nz)
- The Mentoring Programme provides staff with an opportunity to reflect on their professional development, and also provides an opportunity for experienced staff to share their experiences. (otago.ac.nz)
Center5
- The Staff Center for Training & Development is the one place you can go for help accessing the resources you need to be successful during your career with Ferris State University. (ferris.edu)
- The Staff Center for Training & Development homepage provides information and links to training resources available for you to use to ensure you stay up-to-date on the skills and knowledge you need to be successful. (ferris.edu)
- Nigel Harriman is a research assistant at the Center for Population and Development Studies supporting the HAALSI project. (harvard.edu)
- He formerly served as vice president of Anchorage Economic Development Center (AEDC). (aksbdc.org)
- At the request of the Department of Housing and Urban Development (HUD) and the Demographic Surveys Division (DSD), staff from the Center for Survey Measurement, the Demographic Surveys Division, and the Housing and Household Economic Statistics Division cognitively pretested three supplements planned for the 2011 American Housing Survey: the Healthy Homes Module, the Home Accessibility Module, and the Mortgage Module. (cdc.gov)
Employee1
- The university's home page for employee s http://www.staff.lu.se/ contains important information about health and other benefits (including holiday and leave), pedagogical training, and more. (lu.se)
Connective1
- Craniofacial development is an extraordinarily complex process that requires the orchestrated integration of multiple specialized tissues, such as the surface ectoderm, neural crest, mesoderm, and pharyngeal endoderm, in order to generate the central and peripheral nervous systems, axial skeleton, musculature, and connective tissues of the head and face. (medscape.com)
Pathway1
- By 2003 the OU's Associate Lecturer Development and Accreditation Pathway (ALDAP) was established and recognised through the Staff and Educational Development Association's (SEDA) Professional Development Framework (PDF). (wikipedia.org)
Teaching2
- Pathways to the Profession of Educational Development: New Directions for Teaching and Learning. (wikipedia.org)
- the move to professionalise and accredit teaching in higher education, with the Staff and Educational Development Association (SEDA) at the forefront of these developments (Beaty, 2006). (wikipedia.org)
Chief Financi1
- Elaine Brown is the Chief Financial Officer of Howard County Economic Development Authority (HCEDA) where she is responsible for planning, implementing, managing, and reporting the financial activities of the organization. (hceda.org)
Training14
- As director of research, she leverages her training and experience as a sociologist and family demographer, as well as her substantive work on the HAALSI project (including her expertise in fieldwork training, survey development, and grant proposal writing) to help to shape and oversee the Center's research initiatives. (harvard.edu)
- Initiate training relevant to the School of Agriculture and Applied Sciences mission and goals for faculty, staff and students. (alcorn.edu)
- These informal meetings will provide a platform for county staff to gather information on a variety of topics including system updates, report system issues, identify training needs and more. (uidaho.edu)
- The article deals with the problem of pedagogical staff training for use of interactive technologies within education environment. (easychair.org)
- it requires all staff to have access to and support for ongoing skills development, training and knowledge. (ceh.org.au)
- There is a training program for staff development in cultural competence. (ceh.org.au)
- Community input is obtained regarding staff training. (ceh.org.au)
- The quality of staff training is assessed. (ceh.org.au)
- Using information obtained through community consultations, a youth health service incorporates information on family structures and cultural norms within families into its staff training program. (ceh.org.au)
- April 1995 Centers for Disease Control and Prevention Atlanta, Georgia ***************************************************************************** Core Training for Health Education and Risk Reduction Activities Staff training is an important element in the development of a sound program. (cdc.gov)
- The suggested areas in which health education and risk reduction staff should receive training are listed below. (cdc.gov)
- Not all staff members should receive training in all the listed areas. (cdc.gov)
- The outlined training areas provide various program and management staff with the specific technical support necessary to implement their component of the health education and risk reduction program. (cdc.gov)
- Effective training plans for Health Education and Risk Reduction staff: - Provide basic HIV, STD, and tuberculosis (TB) health education information. (cdc.gov)
Community6
- Through our professional development opportunities, we hope to create a positive climate of open communication, mutual respect and appreciation for the advantages of a diverse community. (collegeofsanmateo.edu)
- Jon also served as the Deputy Commissioner for the Alaska Department of Commerce, Community, and Economic Development. (aksbdc.org)
- Prior to her role as Learning & Development Manager, MaryAnne also worked with community councils and federally-recognized tribes across Alaska on a variety of economic development planning, transportation planning and housing development projects. (aksbdc.org)
- She has also been the news editor of a weekly newspaper, an opinion columnist, freelance editor, parenting blogger, performance poet, urban planning student, and community development consultant. (shelterforce.org)
- He holds graduate degrees in theology from St. Francis School of Pastoral Ministry in Milwaukee and in Community and Organizational Development from Loyola University in Chicago. (missionalchurch.org)
- We hire staff locally in the places we work because we understand the value of community development. (cdc.gov)
Develop1
- During the sixth week of development, the mammary glands first develop as solid downgrowths of the epidermis that extend into the mesenchyme from the axilla to the inguinal regions. (medscape.com)
Opportunities4
- As support and professional-development opportunities for teachers begin to move from conference rooms to chat rooms, a burgeoning number of states and districts are drawing on features from course-management software and popular social-networking sites to establish online networks connecting teachers to peers who may live dozens or even hundreds of miles away. (edweek.org)
- Professional Development opportunities outside of Santa Ana College can be viewed on the External Professional Development List​ . (sac.edu)
- Opportunities to receive GT professional development credit are offered in the fall and spring semesters as well as during the summer in GPISD. (gpisd.org)
- Learn more about staff development opportunities provided by other departments. (sussex.ac.uk)
Support4
- We support the safety and wellbeing of our staff and students with clear pathways to report an incident or make a complaint. (edu.au)
- Thanks to generous support from the Endowed Mission Fund, registration for the Staff and Faculty of Color Retreat is free ! (seattleu.edu)
- How to support the effective and culturally appropriate exchange of information between your organisation and its clients, and between staff members. (ceh.org.au)
- For information on Lupin and instructions on using it, see http://www.staff.lu.se/support-and- tools/purchases-invoices-finances/invoice-management) . (lu.se)
Team2
- Conceptually, these teacher networks reflect the "learning team" approach to professional development, in which teachers at a school site seek feedback, glean new ideas, and reflect on instructional practices through discussions with their colleagues. (edweek.org)
- The CCPD team includes trained student staff. (sfasu.edu)
Career4
- Find out about Career Experiences as well as browsing our learning and development portfolio. (ucl.ac.uk)
- Over the course of her career, Jones has served as the Deputy Chief of Staff for the Howard County Government, where she helped thousands of businesses survive and thrive through the pandemic. (hceda.org)
- Now based in Ft. Collins, Colorado, Shelby started her journalism career covering public safety and then housing and development in the Pacific Northwest. (shelterforce.org)
- The career development activities are offered in English and the vast majority are free of charge, both for individuals and departments. (lu.se)
Population1
- The objective of this study was to determine the prevalence of physical and mental health conditions, poor health-related quality of life, and health care access in a defined population of Head Start and Early Head Start staff. (cdc.gov)
Program3
- The United Methodist Church in the Davao Episcopal Area will have enough number of pastors, deaconesses and home missioners and the quality of the church workers will be upgraded because of the regular and intentional development program with them in partnership with SPMCI. (umcmission.org)
- This online program is a self-study program that each staff member can complete at their own pace. (peoplemaps.com)
- The survey was intended to reach the entire staff, including program directors, managers, classroom teachers, home-based visitors, and family service workers. (cdc.gov)
Retreat1
- The authority has also prioritized and is currently focusing on branding and staff capacity building, as important tools to push its transformational agenda", Mr Mackay stated when addressing the closing session of a-four-day staff retreat of the authority, held at Goaso in the Ahafo region. (businessghana.com)
Offerings1
- We welcome you and hope you will take advan​tage of the many offerings made available to you through SAC Professional Development. (sac.edu)
Questionnaire1
- The reports are written to the staff member (the person who completed the personality questionnaire) and are suitable to hand over to them. (peoplemaps.com)
University2
- He holds a dual MA/MS in sustainable international development, and global health policy and management from the Heller School at Brandeis University. (harvard.edu)
- Frances received her Bachelor of Arts degree with an emphasis on Human Resources Organizational Development from Alaska Pacific University. (aksbdc.org)
Health5
- A special note of appreciation is extended to the health educators, health providers and literacy professionals who shared with us their insights into health education materials development. (cdc.gov)
- These staff are the key to achieving Head Start's overarching goal of promoting school readiness by addressing children's cognitive, social, emotional, and physical development and health. (cdc.gov)
- The stress experienced by staff could adversely affect their physical and mental health (2), which in turn could make it harder for staff to serve as models and meet the needs of children and families. (cdc.gov)
- Despite the potential effect of stress on staff's health and children's outcomes in Head Start, we are not aware of any studies that describe the health of Head Start staff. (cdc.gov)
- Its purpose was to describe the physical health and psychological well-being of the staff and how their health and well-being relates to their functioning at work. (cdc.gov)
Specialist1
- It does this through its Professional Development Framework which includes 16 "named awards" aimed at different roles or activities, which have different "specialist outcomes" but share common professional values and developmental outcomes. (wikipedia.org)
University's1
- This is important to both the University's activities and our own personal development in our work. (lu.se)
Office3
- The application should then be forwarded to the CSM Business Office, where it will be reviewed by the Classified Professional Development Committee. (collegeofsanmateo.edu)
- In her most recent role as Business Development Strategist for the County Executive's Office, Jones advised on economic development, holding over a dozen business roundtables to understand and address challenges, and implemented entrepreneurship and small business initiatives. (hceda.org)
- The most common breast abnormality seen in a primary caregiver's office in children younger than 12 years is a unilateral breast mass corresponding to asymmetrical breast development. (medscape.com)
Members2
- This means staff members are dedicated to coaching all majors within their assigned colleges. (sfasu.edu)
- At group supervision, staff members of a counselling service present examples of cross-cultural situations they encountered in their practice. (ceh.org.au)
Teachers2
- Developing Effective Part-time Teachers in Higher Education: New Approaches to Professional Development. (wikipedia.org)
- Staff include managers, classroom teachers, and home-based visitors, along with family service workers, who act as the primary liaison between programs and families. (cdc.gov)
Manager3
- As Learning & Development Manager, MaryAnne LeMaitre manages all of our trainings offered by the Alaska SBDC statewide. (aksbdc.org)
- The IT Manager will assign certain areas of the web development and design to the successful candidate who should be able to work under instructions of the IT Manager and keeping the deadline in mind. (peopleperhour.com)
- You and your manager will together decide on the suitable professional development based on the organisation's current and future needs for development. (lu.se)
Personal5
- Faculty can fulfill Flex Obligations by participating in SAC's Professional Development Week, other professional development activities, both through SAC​ and externally, as well as by creating a Personal Flex Project. (sac.edu)
- The urgency and essence are outlined for the personal development system computer-automated on the cloud service of educational process management. (easychair.org)
- A creation of integral personal development system is stated possible for project management of educational process extensively using Internet resources. (easychair.org)
- Through the Intranet pages (https://internt.ht.lu.se/en) you can update your personal webpage a t www.fil.lu.se, see general documents and book rooms at LUX. (lu.se)
- Fenwick and Hall (2006) question staff competencies and other issues related to personal development. (lu.se)
Projects3
- Managing Educational Development Projects: Effective Management for Maximum Impact. (wikipedia.org)
- He emphasised the authority was also poised to coordinate and implement projects and programmes to tackle the deficit in the country's physical development in a more proactive manner. (businessghana.com)
- Nana Agyei II accompanied the participants to inspect some development projects being executed by the authority in the area. (businessghana.com)
Important1
- When nonhuman mammalian development is compared with human development, the study subjects must be compared at the same developmental stage (fetal, perinatal, postnatal) When collected appropriately, data from experimental studies of nonhuman mammalian embryos elucidate important aspects of human facial development. (medscape.com)
Vice President1
- She also served as the Vice President of Business Development at Live Nation, where she was responsible for business analysis and market expansion. (hceda.org)
Management3
- the Board and Management are working assiduously to well position the authority as the government's vehicle to push the nation's physical infrastructure development agenda. (businessghana.com)
- It was on the theme "building common grounds for rethinking and repositioning for management and staff of the MBDA" and the participants were taken through various topics and exercises to improve their knowledge base, sharpen their skills and to empower them to deliver on the mandate of the Authority. (businessghana.com)
- She holds an MDiv from Fuller Seminary and a Master of Science in Organizational Development from Case Western's Weatherhead School of Management. (missionalchurch.org)
Students1
- This development is a pure delight for all faculty, staff and students. (lu.se)
Learning1
- Many children in Head Start have multiple social risks, which can contribute to poor self-regulation and disruptive behaviors that interfere with learning and place emotional demands on staff (1). (cdc.gov)
Programs4
- Two major functions of ERPDS are to assist in the development of the above data programs and to conduct original research using BLS data. (bls.gov)
- To confidentially report Child Safety concerns related to Global Ministries' staff or programs, contact Child Safety hotline at 1-888-230-2157 or report online at www.alertline.com . (umcmission.org)
- We used data from a web-based survey in 2012 in which 2,199 of 3,375 (65.2%) staff in 66 Pennsylvania Head Start programs participated. (cdc.gov)
- The Pennsylvania Head Start Staff Wellness Survey, conducted during 4 months in spring 2012, was a web-based survey of all staff working in the state's Head Start and Early Head Start programs. (cdc.gov)