Je was op zoek naar: teacher centered approach (Engels - Arabisch)

ngo/csos call for a people-centered approach to poverty eradication, and this
إنها تطالب بالإدماج الكامل للمهمشين والمستبعدين، خاصة النساء، والشباب، والمسنين، والمصابين بفيروس نقص المناعة البشرية/الإيدز، والمهاجرين والشعوب الأصلية.

teaching methods in myanmar also are traditionally based on rote learning rather than a more child-centered approach.
كما أن أساليب التعليم في ميانمار تقوم على الحفظ عن ظهر قلب، لا على تطبيق نهج يركز على الطفل.

the traits-centered approach has not vanished from studies of leadership, but it has been broadened and made more flexible.
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octip takes a human rights centered approach and places the rights and needs of trafficked persons at the centre of all its work.
ويعتمد هذا المكتب نهجاً يركز على حقوق الإنسان ويضع حقوق ضحايا الاتجار واحتياجاتهم في صلب أعماله كلها؛

9. as a result of over three decades of commitment to and engagement in a people-centered approach to development, seychelles has achieved most of the mdgs.
9- ونتيجة ما يزيد على ثلاثة عقود من الالتزام والانخراط في نهج إنمائي يركِّز على الناس، حققت سيشيل جل الأهداف الإنمائية للألفية.

he pointed out that unctad x has seen a convergence of views among all development partners, including civil society, for a holistic, people-centered approach to development.
وأشار إلى أن الأونكتاد العاشر شهد التقاء وجهات النظر بين جميع الشركاء الإنمائيين، بمن فيهم المجتمع المدني، من أجل اتباع نهج إنمائي كلي محوره الإنسان.

the most effective route to the fulfillment of that purpose is the learning and dialogue centered approach advocated by the global appeal for human rights learning, signed by more than thirty world leaders and issued on december 10, 2004 by pdhre.
وأكثر الطرق فعالية لتحقيق هذا الهدف هو النهج القائم على التثقيف والحوار الذي دعا إليه النداء العالمي للتثقيف في مجال حقوق الإنسان الموقع من أكثر من ثلاثين من القادة العالميين والصادر في 10 كانون الأول/ديسمبر 2004 عن الحركة الشعبية للتثقيف في مجال حقوق الإنسان.

5. urges states, subregional, regional and multilateral organizations to develop and strengthen strategies and plans of action to combat trafficking in persons in accordance with a victim-centered approach;
5- يحث الدول والمنظمات الإقليمية ودون الإقليمية والمتعددة الأطراف على أن تضع استراتيجيات وخطط عمل ترمي إلى مكافحة الاتجار بالأشخاص بانتهاج نهج محوره الضحايا، وأن تعزز هذه الاستراتيجيات والخطط؛

in order to promote children's creativity, analytical skills, critical thinking, and problem-solving skills, the child centered approach have been expanded to use in the schools.
ومن أجل النهوض بقدرة الأطفال على الإبداع وبمهاراتهم التحليلية وبتفكيرهم النقدي وبمهارات إيجاد الحلول للمشاكل، جرى توسيع نطاق تطبيق نهج يركز على الطفل، لاستخدامه في المدارس.

102.75. implement the recommendations of the reform committee established by the bureau of gender affairs, including the inclusion of a gender sensitive and victim-centered approach in the legislation (indonesia);
102-75- تنفيذ التوصيات الصادرة عن لجنة الإصلاح التي أنشأها مكتب الشؤون الجنسانية، بما في ذلك تضمين التشريعات نهجاً يراعي القضايا الجنسانية ويركّز على الضحايا (إندونيسيا)؛

resolution 18/7 requires the special rapporteur to "integrate a victim-centered approach throughout the work of the mandate ", which he intends to do in an effective, hands-on manner.
54- يعهد القرار 18/7 إلى المقرر الخاص ب "دمج نهج يركز على الضحايا في جميع الأعمال التي تدخل في إطار الولاية "، وهو ما يعتزم القيام به بطريقة فعالة وعملية.

a "client "- (or the one who is in need of capacity-building or technology) centered approach, the client being one who seeks capacity-building or technology, was stressed.
9 - تم تقييم النهج المرتكز على العميل، بوصف العميل أو الزبون هو الذي يبحث عن بناء القدرات أو التكنولوجيا.

carl ransom rogers (january 8, 1902 – february 4, 1987) was an influential american psychologist and among the founders of the humanistic approach (or client-centered approach) to psychology.
كارل روجرز ( 8 يناير 1902 - 4 فبراير 1987) عالم نفس أمريكي هام، قام (مع أبراهام ماسلو) بتأسيس التوجه الإنساني في علم النفس السريري.

primary informant.61 the information gathered from measuring children’s thoughts and feelings about their participation in childhood roles can complement results obtained from functional assessments. in addition, occupational therapists may consider gathering information about the child’s life satisfaction. often the best strategy for gathering information about the child is to interview him or her about play interests, favorite activities, best friends, concerns, and worries, using open-ended questions. in client-centered intervention, building a relationship with the child and family is a priority for the therapist. this relationship is instrumental to the potential effects of intervention. according to parham et al., a primary feature of sensory integration intervention is “fostering therapeutic alliance” (p. 219).65 they describe this alliance as one in which the therapist “respects the child’s emotions, conveys positive regard toward the child, seems to connect with the child and creates a climate of trust and emotional safety”65 (see chapter 11). in a family-centered approach, the therapist is invested in establishing a relationship with the family characterized by open communication, shared decision making, and parental empowerment.7 an equal partnership with the family is desired; at the same time, parents begin to understand that professionals are there to help them and to provide information and resources that support their child’s development.42,90 trust building between professionals and family members is not easily defined, but it appears to be associated with mutual respect, being positive, and maintaining a nonjudgmental position with a family (see jaffe, case-smith, & humphry, chapter 5). trust building can be particularly challenging with certain families— for example, families whose race, ethnicity, culture, or socioeconomic status may differ from that of the occupational therapist. these families may hold strong beliefs about child rearing, health care, and disabilities that are substantially different from those of the occupational therapist. however, establishing a relationship of mutual respect is essential to the therapeutic process. understanding the family context and respecting the family’s perspective are critical to determining the priorities for intervention and the outcomes that are most valued. jaffe et al. (chapter 5) also explain that positive relationships with families seem to develop when open and honest communication is established and when parents are encouraged to participate in their child’s program to the extent that they desire. when asked to give advice to therapists, parents stated that they appreciated (1) specific, objective information; (2) flexibility in service delivery; (3) sensitivity and responsiveness to their concerns55; (4) positive, optimistic attitudes16; and (5) technical expertise and skills.7 in chapter 23, on early intervention services, meyers, tauber, and stephens explain how to collaborate with families. the occupational therapy activities most likely to be implemented by and helpful to the family are those which are most relevant to the family’s lifestyle and routines. when interventions make a family’s daily routine easier or more comfortable, the intervention has meaning and purpose and will likely have a positive effect on child and family. comprehensive evaluation the chapter authors advocate and illustrate a top-down approach1 to assessment: the occupational therapist begins the evaluation process by gaining an understanding of the child’s level of participation in daily occupations and routines with family, other caregiving adults, and peers. initially, the therapist surveys multiple sources to acquire a sense of the child’s ability to participate and to form a picture of the child that includes his or her interests and priorities. with this picture in mind, the therapist further assesses specific performance areas and analyzes performance to determine the reasons for the child’s limitations. table 1-2 lists attributes of occupational therapy evaluation of children
ممارسة تتمحور حول الطفل والأسرة تتم إحالة الطفل إلى خدمات العلاج المهني لأنه لديه تشخيص محدد (على سبيل المثال ، التوحد أو الشلل الدماغي) أو لأنه يظهر مشكلة وظيفية معينة (على سبيل المثال ، ضعف المهارات الحركية الدقيقة أو ضعف الاهتمام). على الرغم من أن التشخيص أو المشكلة هي سبب خدمات العلاج ، إلا أن المعالج المهني ينظر دائمًا إلى الطفل على أنه شخص أولاً. التدخل الذي يركز على العميل له العديد من الآثار على كيفية تصميم المعالج