Sentences with phrase «described early problems»

Some owners described early problems with the wired EarPods that Apple ships with its latest iPhones too.

Not exact matches

As his friend and critic Stephen Spender has observed, Auden's stance in his early poetry is that of a diagnostician: he describes the symptoms of the social and spiritual problems of the age and prescribes love as the proper cure.

In general, there are three approaches to discipline problems which frequently are helpful: (a) Provide opportunities to get «bad» feelings put into the open, as described earlier.

A Salt Lake Tribune article from 2013 details the health problems missionaries can face — both physical and psychological — and describes «an elaborate system for helping missionaries and their families cope» when missionaries must return early.

Problems with this standard are described in, among other places, the journal Early Human Development.

Mutual growth - work is radically different from the superficial problem - solving of early sessions, described by a group member as «everyone playing Mr. Fix - It to keep the group away from him.»

An infant must learn to attach and suckle properly at the breast during the first few days of life to successfully establish breastfeeding.1,, 2 Early oral experiences that require sucking mechanics different from those required for breastfeeding are believed to contribute to the development of improper latch and subsequent breastfeeding failure — a problem described as nipple confusion.2 — 4 The avoidance of pacifiers was included as 1 of 10 steps for successful breastfeeding in the 1990 Innocenti Declaration on maternity services and breastfeeding, and many experts recommend that mothers who are breastfeeding avoid exposing their infants to artificial suckling experiences including use of pacifiers.5 — 7

J. P. Bouchaud describes his early love for statistics and how his ideas progressed into a company that uses statistical physics to model financial problems.

Reducing the spatial dimensions of the early Universe avoids the problems with the standard model, because the unwanted infinities arise only for equations describing three dimensions, says Landsberg.

As described earlier, a good balance of zinc and copper in food might be able to help offset possible problems even if zinc intake regularly exceeded the UL.

My purpose in pointing out these differences is simply to draw a useful line of distinction and acknowledge that teachers of skill - driven and fact - driven courses probably will find it more challenging to come up with the type of problem scenarios described earlier.

9 • solve one - step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher • recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity • recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity • Compare, describe and solve practical problems for: lengths and heights [for example, long / short, longer / shorter, tall / short, double / half]; mass or weight [for example, heavy / light, heavier than, lighter than]; capacity / volume [for example, full / empty, more than, less than, half, half full, quarter]; time [for example, quicker, slower, earlier, later]; • measure and begin to record the following: lengths and height; mass / weight; capacity and volume; time (hours, minutes, seconds) • recognise and know the value of different denominations of coins and notes • sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening) • describe position direction and movement including whole half quarter and three quarter turns PLUS MANY MORE OBJECTIVES!

Instead, he tries to describe research on the building blocks of character skills, all the way from early brain development to later disciplinary problems in schools.

One expert who visited some schools summed up the problem by describing a scene that was common to progressive schools created under the umbrella of many early Gates grants: «A bright Ivy League graduate working with a teenage boy in a wool hat trying to get him interested in doing some sort of project.»

The term early intervention is often used to describe targeted instruction provided for children at risk of later problems.

Earlier this week, John Howson, a research fellow at Oxford University's education department, described the shortage of primary places as the «biggest problem» facing the school system.

«Unconference» Originator Early ASCD conferences started out with a «Presentation of Problems» session in which experienced educators would describe discussion group topics so that attendees could select which topic most appealed to them before beginning a three - day exploration of their chosen topic.

Both Toppo and Vogel — whose piece was published in late February and reviewed here in early March * — approached their topics through the lens of charter schools, which is an understandably newsy but problematic strategy when it leaves readers with a confused understanding of the problems being described.

Medical therapy is utilized to slow the progression of the disease (minimize the compensation mechanism we describe earlier), control the fluid that builds up in the lungs, and decrease the heart rate as the problem worsens.

Booth explained that she knew Fraser was having problems very early on; the emotional meltdowns and the tantrums she described would make any parent desperate for a solution.

I met President Johnson Toribiong earlier this week as the United Nations climate summit ended, and he described the problems, which are particularly troublesome in a place where tourism revolving around reef diving is a top source of income.

What he finds is that the problem I described earlier — where you have too much solar or wind and you don't know what to do with it — reduces their economic value.

Kirk described the buoy installation as an «out - of - the - box» idea, and the early reviews from the local police are that it is «a good solution to a persistent and dangerous problem.»

As a result, they tend to spend more time onlooking (watching other children without joining) and hovering on the edge of social groups.8, 11 There is some evidence to suggest that young depressive children also experience social impairment.12 For example, children who display greater depressive symptoms are more likely to be rejected by peers.10 Moreover, deficits in social skills (e.g., social participation, leadership) and peer victimization predict depressive symptoms in childhood.13, 14 There is also substantial longitudinal evidence linking social withdrawal in childhood with the later development of more significant internalizing problems.15, 16,17 For example, Katz and colleagues18 followed over 700 children from early childhood to young adulthood and described a pathway linking social withdrawal at age 5 years — to social difficulties with peers at age 15 years — to diagnoses of depression at age 20 years.

DC: 0 — 5 ™ enhances the professional's ability to prevent, diagnose, and treat mental health problems in the earliest years by identifying and describing disorders not addressed in other classification systems and by pointing the way to effective intervention approaches.

Exceptionally able students are likely to show some of the following characteristics: have acute powers of observation; learn to read early (often prior to attending school); read rapidly and widely; have a well - developed vocabulary; possess intellectual curiosity; absorb information rapidly (often described as sponge - like); have a very good memory; display an ability to concentrate deeply for long periods; have very good powers of reasoning and problem solving; have intense interests; and possess exceptional imaginative powers.

As early in the interview as respectfully possible to do so, [2] SF therapist / counselors invite the client to envision their preferred future by describing what their life will be like when the problem is either gone or being coped with so satisfactorily that it no longer constitutes a problem.

Watch, Wait and Wonder: A manual describing a dyadic infant - led approach to problems in infancy and early childhood.

This pathway is characterized by three elements: the onset of conduct problems (such as developmentally excessive levels of aggression, noncompliance, and other oppositional behaviour) in the preschool and early school - age years; a high degree of continuity throughout childhood and into adolescence and adulthood; and a poor prognosis.1, 2 The most comprehensive family - based formulation for the early - starter pathway has been the coercion model developed by Patterson and his colleagues.3, 4 The model describes a process of «basic training» in conduct - problem behaviours that occurs in the context of an escalating cycle of coercive parent - child interactions in the home, beginning prior to school entry.

The authors describe the problem, early intervention, strategies for teachers, calming strategies, problem solving strategies, techniques to avoid, and a list of children's literature.