Sentences with phrase «classes on an as needed basis»

I also have classes on an as needed basis in Bellingham at Bellingham Baby Company.

Not exact matches

in the case of our directors, officers, and security holders, (i) the receipt by the locked - up party from us of shares of Class A common stock or Class B common stock upon (A) the exercise or settlement of stock options or RSUs granted under a stock incentive plan or other equity award plan described in this prospectus or (B) the exercise of warrants outstanding and which are described in this prospectus, or (ii) the transfer of shares of Class A common stock, Class B common stock, or any securities convertible into Class A common stock or Class B common stock upon a vesting or settlement event of our securities or upon the exercise of options or warrants to purchase our securities on a «cashless» or «net exercise» basis to the extent permitted by the instruments representing such options or warrants (and any transfer to us necessary to generate such amount of cash needed for the payment of taxes, including estimated taxes, due as a result of such vesting or exercise whether by means of a «net settlement» or otherwise) so long as such «cashless exercise» or «net exercise» is effected solely by the surrender of outstanding stock options or warrants (or the Class A common stock or Class B common stock issuable upon the exercise thereof) to us and our cancellation of all or a portion thereof to pay the exercise price or withholding tax and remittance obligations, provided that in the case of (i), the shares received upon such exercise or settlement are subject to the restrictions set forth above, and provided further that in the case of (ii), any filings under Section 16 (a) of the Exchange Act, or any other public filing or disclosure of such transfer by or on behalf of the locked - up party, shall clearly indicate in the footnotes thereto that such transfer of shares or securities was solely to us pursuant to the circumstances described in this bullet point;

As much as possible the emphasis ought to be on experiential, learner - centric and inquiry - based classes that help to develop the mindset, reflexes, agility and resilience an entrepreneur needs to search for certainty in a chaotic worlAs much as possible the emphasis ought to be on experiential, learner - centric and inquiry - based classes that help to develop the mindset, reflexes, agility and resilience an entrepreneur needs to search for certainty in a chaotic worlas possible the emphasis ought to be on experiential, learner - centric and inquiry - based classes that help to develop the mindset, reflexes, agility and resilience an entrepreneur needs to search for certainty in a chaotic world.

Like I already said, Walcott may be class as a CF, but why take that risk based on what we already know and what we badly need?

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

Acceptances into the Early Childhood programs at the Hartsbrook School are based on the school's ability to meet the particular child's needs, as well as on factors such as age ratios in the class.

The techniques involved in the Bradley method are based on what a Bradley instructor will refer to in class as the «six needs of laboring women.»

And, of course, you're invited to join in on the fun, as celebrity yogi, mbg class instructor, and best - selling author Kathryn Budig; the inimitable Thug Kitchen's Matt Holloway and Michelle Davis; Top Chef star and cookbook author Candice Kumai; The Chew favorite Dan Churchill; and chef and blogger Cynthia Groseclose share Thanksgiving memories, healthy eating tips, and, of course, all of the plant - based recipes you need to host a delicious Thanksgiving dinner.

If we do need to do anything whiteboard - based [as a whole class] then they bring their chairs [so it's] more sort of lecture theatre style, or they can sit on the floor [at the front].

Also, as Wetoku is web - based, we didn't need any extra software like Skype (which isn't installed on the class computer anyway).

Important considerations here are that food security (and sovereignty) requires as much of the provisioning as possible to happen through localized production and consumption networks, that agriculture is based on organic, biologically diverse inputs, that the enormous waste of food characterizing the consumerist class is eliminated, and that for the extreme poor who do not have access to either the means of production or food itself, there needs to be rights - based schemes ensuring such access.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

On these two days, my standard class packed to the brim with as many as 36 scholars is cut in half, using technology and small group instruction to give groups of scholars the targeted remediation that they need based on recent assessment datOn these two days, my standard class packed to the brim with as many as 36 scholars is cut in half, using technology and small group instruction to give groups of scholars the targeted remediation that they need based on recent assessment daton recent assessment data.

Rather than pour those savings into Pell Grants — which the document describes as a better way to deliver need - based aid — the budget maintains the current funding level for Pell grants and calls for the «cancellation» of $ 3.9 billion in Pell reserves, money that lawmakers on both sides of the aisle had hoped would be used to help students take summer classes.

One large classroom at Cherryland is set aside for free Parent University classes based on what parents need and request, such as English as a Second Language, GED preparation and Zumba.

Although the existing literature provided a basis of information, more work on the sociology of middle class black families needs to be done, especially as this demographic increases in size and importance in the future.

With a levels membership, you can come to our drop - in classes as often as you want or need, based on your own expectations for your dog.

There's the expected stupefying variety of character attributes: seven races including dwarves, half - elves and gnomes, thirteen classes including a few (apparent) novelties in the Barbarian and Psion, six base abilities like charisma or wisdom, a moral alignment restricted by class (Chaotic Evil Clerics need not apply) which has a bearing on the game narrative, skills such as weapon proficiencies and lock - picking, and finally - deep breath - feats, special or enhanced capabilities unique to every character.

Alec M.: I am prepared to repeat this master class in the real heat transfer at the Earth's surface on as regular a basis as needed to correct the problem of people having been taught incorrect radiative physics!

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with the services offered by complainant lexis is a paper exchange programme that our department participates in with several english departments in ontario and quebec lexis is and particularly how it is different from «vocabulary lexis is the basis of language lexis is probably less well known lexis is now advertising lexisone on law lexis is continued until graduation lexis is determined to carry on with similar community projects for future lexis is used extensively to provide legal information lexis is closed or lexis is a french lexis is only permitted lexis is less sophisticated than westlaw lexis is concerned lexis is designed to keep out of the way of the candidate as much as possible lexis is open to all areas of literary study lexis is available from most of the other subject categories as well lexis is remarkably homogenous in nature lexis is similar to westlaw in coverage lexis is licensed by west group to use its star pagination system lexis is an exciting new twist on the «falling blocks» classic concept familiar to most gamers lexis is free and unlimited lexis is restricted to educational use only lexis is great for ferreting out story ideas and background research lexis is owned by darlene zapp & willis alford of fairbury lexis is a large collection of computerised legal information lexis is a full text database covering a wide range of legal information sources including case law lexis is a good starting point lexis is a legal information retrieval system lexis is giving away 100 lexis is introduced by a full colour illustration which means the learner will remember the word much more easily lexis is a legal information system lexis is prepared to offer the same kind of limited password as westlaw for first lexis is available to people with lexis passwords lexis is known as star pagination lexis is an amazing twist on the classic «falling blocks» game concept lexis is easier via the web than via its graphical software lexis is a literal search engine 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The «law of multiples» which can take many forms such as multiple lawyers doing the same type of work (or based on the same guidance) that leads to class action potential when there's an allegation that they all did it wrong; or the same lawyer is sued over doing the same (alleged wrong) thing multiple times; or a lawyer undertakes many mortgage transactions without considering that there are red flags that need to be brought to the attention of the lender — such as a significant increase in the value of the property in a very short period of time or inexplicable credits.

The «law of multiples» which can take many forms such as multiple lawyers doing the same type of work (or based on the same guidance) that leads to class action potential when there's an allegation that they all did it wrong; or the same lawyer is sued over doing the same (allegedly wrong) thing multiple times; or a lawyer undertakes many mortgage transactions without considering that there are red flags that need to be brought to the attention of the lender — such as a significant increase in the value of the property in a very short period of time or inexplicable credits.

An underwriter will review your application, medical exam results and additional information as needed and will assign you a health class, which your rates will be based on.

I chose Emory driving school on the basis of reviews before me.I found them absolutely true.I took classes from Mr. Emory and passed my test in seven classes plus my little driving experience from my home country.He is great as a teacher, patient enough to sense the student's needs and baseline driving skills and builds on it.He offers 4 lessons package at reasonable price which becomes affordable by the students.He's friendly, makes you comfortable and courteous.

No driving school in London, Ontario is affiliated with the university, although some driving schools rented classroom spaces on campus to conduct their classes on an as - needed basis.

Overstock CEO Patrick Byrne believes that one day all company shares will be blockchain - based equity tokens classed as securities, and they will need a regulated exchange to trade on.To raise funds to develop that exchange, the online retail giant is launching an initial coin offering ICO for T0.com tZero, the companys blockchain - focused subsidiary and trading platform that supports equity tokens.Byrne announced details of the ICO at Money20 / 20 in Las Vegas on October 24, 2017.

Key Accomplishments • Successfully implemented an activities based elementary curriculum, resulting in a large number of parents registering their children into the program • Development and implemented a core elementary program, that resulted in increased efficiency in motivating students to develop skills, attitudes and knowledge needed to provide a good foundation for elementary grade education • Identified a child with special needs within the class, after thoroughly analyzing his personality and limitations, and placed him in an inclusion program • Developed a series lesson plans as part of the elementary teaching program, focusing on students with speech impairments

EXPERIENCE June 2006 — Present Rainbow — Starkville, MS 66353 Special Needs Aide • Provide assistance to special education teacher • Work on educational tasks designed on individual basis • Assist with class room activities • Escort children to and from transportation and between activities in a safe manner • Assist with out of school visits • Prepare and tidy classrooms as needed • Administer first aid as and when required • Assist students by enabling them to access their aides and equipment • Monitor students during activities

• Assess the need for recreational activities for registered groups • Identify each group's special recreational interests • Design and develop recreational activities such as camping and sports to meet each group's needs • Coordinate the details of each recreational program on a day to day basis • Plan, organize and instruct specific classes, activities and holiday programs • Arrange for premises to be secured in sync with each program's requirements • Ascertain that secures premises are cleaned and maintained before and after each activity • Meet with vendors, suppliers and agencies to secure delivery or supplies and services • Provide clients with information on available recreational avenues and their monthly fees • Evaluate the efficacy of implemented programs and ensure that amendments are made to them so that more value can be derived out of them • Schedule program activities and volunteers and handle recruitment, training and deployment activities • Prepare recreation plans and ensure that each activity is carried out according to the plan

Collector III (9/2007 — 9/2008) • Aided non-prime borrowers in bringing loan payments current utilizing a variety of related programs, providing customized solutions based upon individual financial needs • Assisted team manager with maintaining and distributing month - end numbers to peers, providing relevant information to help staff achieve all individual as well as team monthly goals • Created and facilitated various training classes to assist peers with negotiation skills, reducing the past - due loan balances outstanding while improving departmental bottom - line • Coached prime and HAD agents on negotiation skills as well as objection handling and time management

• Advise staff of any changes in policy and procedures, allocate resources, plan work schedule and assign work • Train current and new staff members, conduct performance reviews and make recommendations regarding corrective actions and dismissals • Proactively assist departmental manager with scheduling for entire department for various training courses to ensure service level is met • Create and distribute various reports to staff and peers Collector III (September 2007 to present) • Assisted non prime borrowers in bringing their loan current using one of the variety of programs offered customized for individual financial needs • Assisted team manager with maintaining and distributing month end numbers to peers needed for individuals to achieve individual as well as team monthly goal • Proactively created and facilitated various training classes to assist peers with negotiation skills, creating a sense of urgency as well as curing past due mortgage loans • Peer coached Prime and HAD agents on negotiation skills, overcoming objections and handle time Financial Service Advisor / Relief Team Manager (March 2006 to September 2007) • Proactively contacted Card members that were deemed likely to attrite, educated them on their current terms and offered competitive balance transfer rates based on their individual credit history • Assisted with new hire training and development • Created reports assisting peers with agent availability which increased team results by 20 % • Provided feedback to marginally performing associates to improve both individual and department performance in percentage of contacts to attempts, phone availability and sales rate

Current UK government policies recognise the need for universal parenting support to complement targeted and indicated approaches29 — 33 and the English Department for Education is currently piloting the offer of free vouchers for parenting classes (the CANParent initiative) to all parents in three areas of the country.34 Such recommendations derive from observations relating to the prevalence of suboptimal parenting, 35 the inefficiency of targeting on the basis of identifiable risk factors36, 37 and the potential for realising change in high risk as well as whole population groups by reducing the stigma which may be attached to targeted parenting support.36 — 38 Given the range and prevalence of health and social outcomes on which parent — child relationships have an influence, 2, 3, 5 — 16 universal approaches are appealing.

Essential Duties and Responsibilities: • Create, adapt, and execute daily lesson plans based on Parenting and School Readiness curriculum • Administer pre - and post-testing of parents and children to determine measurable progress • Organize family learning activities and events both in the classroom and in the community to support program objectives • Facilitate Parenting education, Parent and Child Interactive literacy sessions, and Parents Interacting with Infants playgroups • Manage routine administrative functions of the classroom including recording attendance, enforcing attendance policy, and contacting absent students and encouraging their return to class • Provide supplemental learning material and activities based on parents» and children's» needs • Maintain currency in Early Childhood education techniques and strategies • Develop meaningful relationships with parents and children in our program and also with other team members • Communicate with parents, staff and administrators regarding issues that concern parents and children • Facilitate a safe, educational and stimulating learning environment • Participate in the planning and implementation of program evaluation activities • Operate standard office equipment and uses required software applications • Performs other duties and responsibilities as assigned.

Also finding community needs where CCIM members can offer knowledge - based contributions rather than monetary contributions while at the same time branding the CCIM designation, such as speaking to undergrad commercial real estate classes about the CCIM designation, inviting a student to follow you for a day on the job, etc..