Sentences with phrase «achieving necessary skills»

At a public meeting last month, members of the Secretary's Commission on Achieving Necessary Skills said they expected that their final report, scheduled for release...

As early as 1990, The U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills published a report (PDF download) about the changing skills young people need to succeed in the workplace.

Government and education officials at all levels should make teaching more engaging and active and reinforce that focus with a new generation of tests, according to the Secretary's Commission on Achieving Necessary Skills, which issued its final report after two years of study.

The district's diploma guarantee will be based on job skills identified by the U.S. Labor Secretary's Commission on Achieving Necessary Skills, or SCANs, which last summer released a set of job competencies that it urged school districts to adopt.

Knowing what a typical worker in your prospective career is expected to do will help you tailor training courses and extracurricular learning to achieve the necessary skills, knowledge and certifications.

Not exact matches

Important factors that could cause actual results to differ materially from those reflected in such forward - looking statements and that should be considered in evaluating our outlook include, but are not limited to, the following: 1) our ability to continue to grow our business and execute our growth strategy, including the timing, execution, and profitability of new and maturing programs; 2) our ability to perform our obligations under our new and maturing commercial, business aircraft, and military development programs, and the related recurring production; 3) our ability to accurately estimate and manage performance, cost, and revenue under our contracts, including our ability to achieve certain cost reductions with respect to the B787 program; 4) margin pressures and the potential for additional forward losses on new and maturing programs; 5) our ability to accommodate, and the cost of accommodating, announced increases in the build rates of certain aircraft; 6) the effect on aircraft demand and build rates of changing customer preferences for business aircraft, including the effect of global economic conditions on the business aircraft market and expanding conflicts or political unrest in the Middle East or Asia; 7) customer cancellations or deferrals as a result of global economic uncertainty or otherwise; 8) the effect of economic conditions in the industries and markets in which we operate in the U.S. and globally and any changes therein, including fluctuations in foreign currency exchange rates; 9) the success and timely execution of key milestones such as the receipt of necessary regulatory approvals, including our ability to obtain in a timely fashion any required regulatory or other third party approvals for the consummation of our announced acquisition of Asco, and customer adherence to their announced schedules; 10) our ability to successfully negotiate, or re-negotiate, future pricing under our supply agreements with Boeing and our other customers; 11) our ability to enter into profitable supply arrangements with additional customers; 12) the ability of all parties to satisfy their performance requirements under existing supply contracts with our two major customers, Boeing and Airbus, and other customers, and the risk of nonpayment by such customers; 13) any adverse impact on Boeing's and Airbus» production of aircraft resulting from cancellations, deferrals, or reduced orders by their customers or from labor disputes, domestic or international hostilities, or acts of terrorism; 14) any adverse impact on the demand for air travel or our operations from the outbreak of diseases or epidemic or pandemic outbreaks; 15) our ability to avoid or recover from cyber-based or other security attacks, information technology failures, or other disruptions; 16) returns on pension plan assets and the impact of future discount rate changes on pension obligations; 17) our ability to borrow additional funds or refinance debt, including our ability to obtain the debt to finance the purchase price for our announced acquisition of Asco on favorable terms or at all; 18) competition from commercial aerospace original equipment manufacturers and other aerostructures suppliers; 19) the effect of governmental laws, such as U.S. export control laws and U.S. and foreign anti-bribery laws such as the Foreign Corrupt Practices Act and the United Kingdom Bribery Act, and environmental laws and agency regulations, both in the U.S. and abroad; 20) the effect of changes in tax law, such as the effect of The Tax Cuts and Jobs Act (the «TCJA») that was enacted on December 22, 2017, and changes to the interpretations of or guidance related thereto, and the Company's ability to accurately calculate and estimate the effect of such changes; 21) any reduction in our credit ratings; 22) our dependence on our suppliers, as well as the cost and availability of raw materials and purchased components; 23) our ability to recruit and retain a critical mass of highly - skilled employees and our relationships with the unions representing many of our employees; 24) spending by the U.S. and other governments on defense; 25) the possibility that our cash flows and our credit facility may not be adequate for our additional capital needs or for payment of interest on, and principal of, our indebtedness; 26) our exposure under our revolving credit facility to higher interest payments should interest rates increase substantially; 27) the effectiveness of any interest rate hedging programs; 28) the effectiveness of our internal control over financial reporting; 29) the outcome or impact of ongoing or future litigation, claims, and regulatory actions; 30) exposure to potential product liability and warranty claims; 31) our ability to effectively assess, manage and integrate acquisitions that we pursue, including our ability to successfully integrate the Asco business and generate synergies and other cost savings; 32) our ability to consummate our announced acquisition of Asco in a timely matter while avoiding any unexpected costs, charges, expenses, adverse changes to business relationships and other business disruptions for ourselves and Asco as a result of the acquisition; 33) our ability to continue selling certain receivables through our supplier financing program; 34) the risks of doing business internationally, including fluctuations in foreign current exchange rates, impositions of tariffs or embargoes, compliance with foreign laws, and domestic and foreign government policies; and 35) our ability to complete the proposed accelerated stock repurchase plan, among other things.

An ability to organize efforts and initiatives is a necessary skill to achieve success.

Finally, Michael urges the importance of developing educational procedures to train a special cadre of persons with the intellectual and emotional skills necessary to assist in the process of applying what we know to the task of planning and achieving humanly fulfilling futures.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

To create an elite environment that attracts, retains and develops top quality players providing an ongoing supply of academy graduates to the First Team squad, whilst ensuring those individuals who fall short of this standard have the necessary skills and education to enable them to achieve success either at another football club or in a vocational career.»

To achieve parent - centredness, the policies and protocols need to incorporate that ethos, and staff training needs to provide the necessary attitudes, knowledge and skills.

Well, you need to start somewhere and a PhD can give you the tools and skills necessary for achieving higher scientific goals.

Now researchers from the University of Missouri have found that the health care process not only impacts adolescents with autism, but caregivers also feel they lack the skills and support necessary to help those adolescents achieve health - related independence.

For the explosive skills, all you have to do to progress is to follow the necessary progressions for achieving the skill and once you master it move to a different skill.

I observe your trends and pinpoint where you could do better to hit nutritional benchmarks, overcome obstacles to achieving food freedom, and help you develop the skills necessary to be successful with intuitive eating.

Gordon - Levitt is verbally miscast (his Franch acc - SANT is too theatrical and might make you wish they'd cast an actual French actor) but physically convincing; you buy him as a man driven to achieve the impossible, and willing to do the hard work necessary to hone his skills, and you also believe him as a charismatic, selfish leader whose hint of madness is as attractive as it is troubling.

Other benefits highlighted by these stakeholders included: Literacy and numeracy assessments can be used to celebrate learning, identify strengths, needs, barriers to learning and allow teachers to make informed and objective judgements about learning; Focusing teachers» and schools» attention on the need for phonics to be taught explicitly and systematically to achieve the necessary level of word reading skills that are required to develop skilled reading; Early identification of children with learning difficulties or [those who] need additional instruction.

What then follows is creative thinking about what education leaders, schools, teachers, parents and students themselves can do to support policy actions that ensure every student is equipped with the skills necessary to achieve their full potential and participate in an increasingly interconnected global economy.

Applicants simply need to make sure that they have the latest skills and certifications necessary to achieve their career goals.

«These grants to the Harvard Graduate School of Education and the Center for Collaborative Education will offer the funding necessary to provide educators with the knowledge and skills to create the kind of small, focused learning environments that help all students achieve.»

In order for students to successfully achieve the learning and outcomes expected it is vital that the teacher monitors their progress and intervenes when necessary to teach any identified mathematics and problem - solving skills that are necessary or missing for the task being tackled.

The students need to be supported and guided in order to learn the necessary skills to achieve the desired outcomes.

They achieve this goal by teaching necessary skills to parents, like how to negotiate the U.S. school system and how to speak workplace English.

The No Child Left Behind legislation, signed into law January 2002, aims for all children to achieve academic proficiency and gain the educational skills necessary to succeed later in life.

According to Collaborative for Academic, Social and Emotional Learning (CASEL), social and emotional learning is «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

Too often, elementary school students lack the behavioral and social skills necessary to focus on academics and achieve in school.

According to the research, most Learning and Development professionals, 87 %, believe that business planning is a top priority for the profession, but only 47 % said they had the necessary skills in - house to achieve organizational change.

• That the Next Generation Science Standards, developed by Achieve and considered for adoption by Ohio, consist of low - level science expectations that do not promote the necessary skills for developing skilled scientists and technologists.

High quality after - school, before - school, and summer school programs will help us achieve the goal of having all children graduate with the knowledge and skills necessary for postsecondary success in college and careers.»

SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (CASEL).

Our online professional learning community is a safe and secure environment where you can feel confident and empowered to build lasting professional relationships and the necessary skills to help you achieve your organizational or professional goals.

CASEL defines SEL as «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

Achieve Texas offers guidance to help students plan their educational experience based on their career goals & allows students to develop the knowledge & skills necessary for a successful transition into skilled employment, advanced training, and associate's degree, a bachelor's degree, or technical certification.

Instead, it is oriented around the value of liberty and the pursuit of one's own goals by ensuring that students are prepared to make informed, knowledgeable decisions and have the skills and understandings necessary to achieve their goals.

NET Academies Trust, alongside Abbotsweld Primary Academy, is committed to giving every child the opportunity to achieve their full potential and celebrate their uniqueness; equipping them with the necessary skills to embrace the fast changing world of the 21st Century.

They don't know what they need to do to learn the skills necessary to achieve a higher score, so they give up.

NET Academies Trust, alongside Latton Green Primary Academy, is committed to giving every child the opportunity to achieve their full potential and celebrate their uniqueness; equipping them with the necessary skills to embrace the fast changing world of the 21st Century,

According to CASEL (the Collaborative for Academic, Social and Emotional Learning), social - emotional learning, or SEL, is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Early interventions to help low - achieving students improve their reading and writing skills establish the necessary foundation for effective learning in all other subjects.

Equipping students with the skills necessary to achieve their full potential, participate in an increasingly interconnected global economy, and ultimately convert better jobs into better lives is now a central preoccupation of policy makers around the world.

The Collaborative for Academic, Social and Emotional Learning (CASEL) defines SEL as «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

Very often, especially for low achieving students, feedback may come in the form of scaffolded instruction with the intent of guiding the student to an improved understanding of the necessary skills and / or concepts.

The mission of the West Valley School District, a vital partner of a proud and caring community, is to ensure that all students achieve their highest level of knowledge, skills and attitudes necessary to be responsible and productive citizens, effective communicators, creative problem - solvers and life - long learners.

«Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

The necessary gains in math proficiency can only be achieved if instruction is streamlined to target the unique learning profile of each student: comprehension, skill level, learning style, and strategies for processing thought.

The mission of KIPP Baltimore is to create and operate high - achieving, college preparatory schools in Baltimore City that develop the knowledge, skills, and character strengths necessary for students to succeed throughout their education and in life.

Social and Emotional Learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Equity and Funding Due to different abilities, backgrounds, and preparation, some students require additional educational resources to achieve comparable standards and to develop the skills necessary for success.

This article describes PHAST (for Phonological and Strategy Training), a research - based remedial reading program that focuses on the primary obstacles to word identification learning and independent decoding that most students with reading disabilities face and the steps necessary to help these children achieve independent reading skills.

ARLINGTON, Va. — More than 4,000 teachers nationwide have just learned the exciting news that they have achieved National Board Certification, demonstrating the knowledge and skills necessary to successfully prepare students for 21st century careers.