Sentences with phrase «achievements if that matters»

There are also achievements if that matters to you.

Not exact matches

[01:10] Introduction [02:45] James welcomes Tony to the podcast [03:35] Tony's leap year birthday [04:15] Unshakeable delivers the specific facts you need to know [04:45] What James learned from Unshakeable [05:25] Most people panic when the stock market drops [05:45] Getting rid of your fear of investing [06:15] Last January was the worst opening, but it was a correction [06:45] You are losing money when you sell on corrections [06:55] Bear markets come every 5 years on average [07:10] The greatest opportunity for a millennial [07:40] Waiting for corrections to invest [08:05] Warren Buffet's advice for investors [08:55] If you miss the top 10 trading days a year... [09:25] Three different investor scenarios over a 20 year period [10:40] The best trading days come after the worst [11:45] Investing in the current world [12:05] What Clinton and Bush think of the current situation [12:45] The office is far bigger than the occupant [13:35] Information helps reduce fear [14:25] James's story of the billionaire upset over another's wealth [14:45] What money really is [15:05] The story of Adolphe Merkle [16:05] The story of Chuck Feeney [16:55] The importance of the right mindset [17:15] What fuels Tony [19:15] Find something you care about more than yourself [20:25] Make your mission to surround yourself with the right people [21:25] Suffering made Tony hungry for more [23:25] By feeding his mind, Tony found strength [24:15] Great ideas don't interrupt you, you have to pursue them [25:05] Never - ending hunger is what matters [25:25] Richard Branson is the epitome of hunger and drive [25:40] Hunger is the common denominator [26:30] What you can do starting right now [26:55] Success leaves clues [28:10] What it means to take massive action [28:30] Taking action commits you to following through [29:40] If you do nothing you'll learn nothing [30:20] There must be an emotional purpose behind what you're doing [30:40] How does Tony ignite creativity in his own life [32:00] «How is not as important as «why» [32:40] What and why unleash the psyche [33:25] Breaking the habit of focusing on «how» [35:50] Deep Practice [35:10] Your desired outcome will determine your action [36:00] The difference between «what» and «why» [37:00] Learning how to chunk and group [37:40] Don't mistake movement for achievement [38:30] Tony doesn't negotiate with his mind [39:30] Change your thoughts and change your biochemistry [40:00] The bad habit of being stressed [40:40] Beautiful and suffering states [41:50] The most important decision is to live in a beautiful state no matter what [42:40] Consciously decide to take yourself out of suffering [43:40] Focus on appreciation, joy and love [44:30] Step out of suffering and find the solution [45:00] Dealing with mercury poisoning [45:40] Tony's process for stepping out of suffering [46:10] Stop identifying with thoughts — they aren't yours [47:40] Trade your expectations for appreciation [50:00] The key to life — gratitude [51:40] What is freedom for you?

No matter if you are still a fan of his or not, there's no denying how much Le Prof has done for the club and if it is to be his final year in charge, I hope that not only he goes out having won something, but that he also gets the respect and sense of achievement he truly deserves.

To make matters worse is that if or when this happens people will be totaling up how much money the Chelsea Manu and the city teams cost and mentioning how much more spectacular this achievement is because of it.

Andres S I can't fault a word you have said.He made that change at half time that changed the shape just enough to get the job done and you have to acknowledge the team responding.This now leads us to the fact we have ANOTHER Wembley date that 90 other teams wish they had despite it being labelled a Mickey Mouse tournament.Win it and we have Europa Cup minimum next season (correct me if I'm wrong here) and that will keep him in the job next season no matter how much we recognise and want change.I suppose all the AKB's will be swinging from the chandeliers (note - that was for you JW) at what we still feel will be an under achievement but they would rejoice at us winning the Emirates Cup they are so blinkered.Yes he got the job done last night but let's not be fooled he is the manager that can take us forward.In spite of that we will all ba at Wembley and as we all know we NEVER LOSE there.

Many people would indeed be willing to put more money into New York City schools (or any poorly performing school for that matter) if they had any reason to believe that students» achievement would improve significantly.

The achievement gap asks if students are achieving X. Instead, it might be more useful to look at the relevance gap, which asks if X is going to matter to the lives students are likely to lead.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasIf teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasif there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasif the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasif there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasif a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasif the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasif the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasif the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

There are therefore several things to think about as we further explore the AEI study: long term outcomes do indeed matter a lot, especially for poor kids; if large test - score gains don't eventually translate into improved long term outcomes, it is a legitimate cause for concern; and we must stay open to the possibility that some programs could help kids immensely over the long haul, even if they don't immediately improve student achievement.

If school financing matters, then reforms that equalize funding will also tend to equalize student achievement across districts.

Considering Connecticut's biggest corporate executives are determined to see their policies adopted, no matter how wrong that are, it will be interesting to see if the new Executive Director of the Connecticut Council for Education Reform reverses herself and joins the call for charter schools or if she is able to sit down with her organization's members and explain why shifting scarce public resources from district schools to charter schools is not the solution for closing Connecticut's achievement gap.

The upshot is that, even if you operate with an extremely naive model in which only student achievement outcomes matter, it's not obvious that tenure reform2 will have large net benefits:

«As a parent, no matter where my child starts from in terms of academic achievement, I would want to know if my child is learning and growing,» said Burton.

The Education Trust West recently released a report, Black Minds Matter, that lays out the troubling impact, on students and their future, if «the California Department of Education [continues to] lack an office, initiative or committee focused on African American achievement or the achievement gap, more generally.»

If lawmakers wanted to make the biggest effect on student achievement, they would focus on those home and community factors that matter most.

Here's a new, better deal for education: Find out which teachers would accept full accountability for achievement if they had full authority over what matters in school and give them that authority.

If factors such as poverty and segregation matter a great deal more to student achievement than the existence of collective bargaining, why not write about those issues instead of claiming that the ability of teachers to band together and pursue their interests is the central problem in American education?

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

If we, as a nation, are to raise achievement for all students, we must be prepared to invest where it matters most: in leading for teacher effectiveness.

Does the fact that Celeste allows players to unlock all the achievements, even if they use the game's Assist Mode, matter?

If games with more than 20 achievements - or even 60 for that matter - are completely trivial and not actual achievements, go 100 % complete Dofus, Tales of Maj «Eyal, Guns of Icarus Alliance, or Siralim 2 and get back to me.

There is another compelling reason to unlock achievements, but this one pretty much only matters if the person playing is really young, or if they live somewhere where games are not really affordable.

(2) I believe that trying to find a just solution to a contentious matter is as if not more demanding than arguing for its resolution according to legal precedents (I always tell my students that they are mistaken if they believe that mooting is the pinnacle of intellectual achievement in law school — in fact it is learning how to negotiate, mediate and problem - solve)(3) Learning how to problem - solve (which includes relating to the people as well as the problem) is a good deal more practical and important for prospective lawyers than being able to find and apply legal precedent, any well - trained monkey can learn to do that and (4) I think we make the mistake all the time of imagining that knowledge and skills are somehow binary processes.

If you've done your home work, you should know which industry players, contacts, technologies, expertise, companies and achievements matter the most to the specific company to which you're applying; feel free to tailor this section so that it fits your target employer like a glove.

No matter if you're a front office banker or part of the mailroom team, listing and identifying achievements and backing these achievements up with numerical examples is the number one way to make your resume standout.

Your impressive work history and stellar professional and personal achievements will not matter if hiring managers do not consider your resume to be appealing and engaging.

You should also include a number of achievements, focusing on metrics if possible but no matter what, demonstrating the positive impact you had on your prior employers.

No matter how talented or even untalented you might think you are, you can always do better if you keep up with the latest trends in how to display your achievements and convince people to hire you.

No matter how many years of education you've had, you'll want to start this section by listing your most recent academic achievement, which may include high school if your education ended after that point.

«While we often hear that educators feel overwhelmed, we also hear that the schools and districts that take the necessary steps to implement SEL see that it pays off — for student achievement and wellbeing, and for the adult community — in a matter of months, if they focus on climate and practices,» said Rachel Poliner, this year's conference organizer.