Sentences with phrase «focussed skills system»

Not exact matches

While the federal immigration system has been criticized for putting emphasis on post-secondary education when judging candidates as economic immigrants, Manitoba has designed its nominee program to focus on skill shortages in its own labour market.

To support the ramp of vehicle production to 500,000 cars a year by 2018, Tesla is focused on achieving the world's most automated manufacturing systems while ensuring its large factory workforce is trained in the advanced skills unique to Tesla's production processes.

In conclusion: By applying a creative methodology that tapped certain skills and developing a system of deliberate practice where I would focus on the weak parts of my skill set I was about to climb up the link building mountain and enjoy the view.

The Micro Focus family of certifications helps you to prove your understanding and skills on topics and platforms ranging from workload management, identity management, and endpoint management, to backend operating systems and integration.

Lead analytics expert technical consultant teams in delivering project implementations and configurations Strategist for Client Implementations of Adobe Marketing Cloud Products (AEM, Analytics, Target, Social, Campaign, etc.) Participate and lead internal brainstorming and creative thinking sessions that solve client / prospect digital marketing roadblocks, customer roadmap & journey strategies, technical integrations, and discover upsell opportunities Leverage digital marketing consulting skills to assess client's requirements in aligning proper resources and provide on - time delivery of the scope of work Key strategic member of sales and business development teams by providing expert solutions to prospects leading to purchasing content management systems such as Adobe AEM (CMS & Communities), Target, Campaign, Analytics and other digital marketing technologies and services Collaborate with all business units including: consulting, technical, sales, and marketing Developed acquisition & demand generation strategies via event, email and content marketing programs Establish excellent sales and client retention strategies and demand generation by providing guidance through evaluation of current technologies and sourcing of complementary products and services to recommend Created sales strategy to increase sales pipeline and focus on opportunities in both inbound and outbound marketing Co-Sell, Cross-Sell, Upsell & Strategize with Partners.

The Ranch offers secluded cabins with EPA approved low - emission fireplaces and kitchen facilities, two guest lodges, including the newly opened High Lonesome Lodge, two restaurants featuring organic / sustainably focused cuisine, 35 miles of trails for hiking and mountain biking (summer) and 130 + km Nordic trail system for cross country skiing and snowshoeing (winter), a year round professional horsemanship program and stables including Summer Wrangler Camps, trail riding, skill training and feed rides as well as hiking, mountain biking, fly - fishing, zip - lining, stand up paddle boarding, adventure / skill training courses, and a nature - based, 18,000 sq. ft. restorative spa featuring massage, facials, body wraps, soaks and more.

Highly developed relationship management and leadership abilities, sound negotiation skills, commercial acumen, a focus on system and process improvement, a strong customer service orientation and the ability to operate successfully in a fast paced production environment with changing priorities will also be important.

San Ramon Softball prides its organization in fielding experienced and professional level coaches, who focus on developing each player by teaching skills to get each and every player throughout our system ready for high school softball and beyond, regardless of their age.

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

Pacific Volleyball Camps provides a positive learning environment that focuses on individual skills such as serving, passing, setting, defense, attacking, blocking and team systems.

When using a system that focuses on general skill development based on sound principles of movement, young athletes will see a tremendous improvement in speed, quickness, body control and — most importantly — injury reduction.

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

- strengthening the upper body and core muscles for other gross motor tasks - strengthening the upper body and core muscles to create a stable base for fine motor skills - developing stability in the bones of the shoulder joint (the ball and socket joints of the shoulders and hips are shallow and unstable at birth but are molded into stronger, more stable joints through weight - bearing)- visual development to quickly shift focus from near to far - hand - eye - coordination - providing plentiful early opportunities for motor planning (movement problem - solving)- refining balance - integrating the movement (vestibular), pressure & stretch (proprioceptive), visual and touch (tactile) sensory systems - learning to coordinate movements where two sides of the body are doing different movements - learning to coordinate upper body and lower body movements - developing body awareness and spatial awareness - fostering independence

The focus of the Draft Legislative Programme (due to be launched today) «New Industry, New Jobs» - on improving skills, supporting low - carbon services and industries, the continued openness of the global trading system and ensuring Government action across departmental boundaries - has been welcomed by the Chamber of Shipping.

The program, which is based in the School of Computing Science, focuses on computing and engineering skills for the programming of biological systems.

During the opening keynote address, former NBA basketball star and U.S. global cultural ambassador Kareem Abdul - Jabbar set the tone for the summit: In order for the United States to stay economically competitive with emerging markets in China, India, and elsewhere, it will have to overhaul its education system to increase its focus on critical thinking and on applied science, math, and tech skills.

Bioengineering Division (BED) is focused on the application of mechanical engineering knowledge, skills and principles from conception to the design, development, analysis and operation of biomechanical systems.

After far too long, Star Wars Battlefront 2 has updated its much - vilified Multiplayer Progression System to create a fairer and more skill and play - focused levelling system, instead of the randomness of Star Cards and Loot CSystem to create a fairer and more skill and play - focused levelling system, instead of the randomness of Star Cards and Loot Csystem, instead of the randomness of Star Cards and Loot Crates.

OECD Director of Education and Skills Andreas Schleicher says Indigenous students face tough challenges in most education systems, but analysis of outcomes in Canada, New Zealand and Queensland, Australia reveals sustained improvements have been achieved through focusing on several or all of six areas.

«Teachers do need to become very familiar with the content, and also to understand that for this curriculum, Digi Tech, at least probably 50 per cent of the curriculum focuses on developing types of thinking skills which support problem solving and the use of digital systems,» — Paula Christophersen.

It includes: a presentation of the three themes, assessments for the 4 skills, the 9 - 1 grading system by Ofqal, rules, homework policy and expectations to succeed in the French GCSE, skills focus.

Maarit Rossi in Finland wonders if all classrooms might need a common «global curriculum,» and Carl Hooker in the United States writes, «if we were starting the American school system from scratch today, knowing what skills our students will need, we could change the subjects and not base them on what big - time publishers want us to focus on with our students.»

Despite the need to keep the focus on academic achievement, the Teacher Advancement Program acknowledges that research has identified pedagogical methods that help students learn, so it includes evaluation of classroom skills as part of its teacher compensation system.

Current state tests were missing several important opportunities — they often did not measure the full range of what students should know, focusing on easier skills and ignoring hard - to - measure standards, and most states did not include writing in their assessment systems (to name just a few of the issues with the current market of tests).

«Oiling the wheels» to making apprenticeships work best for employers was clearly needed, Mr Way explained: «We need to focus on specific opportunities, such as ensuring the levy works for employers, using the political consensus around apprenticeships to secure stability in the skills system and defining a role for the new Institute for Apprenticeships that will provide everyone with confidence that apprenticeships are achieving their ambitions for productivity growth and social mobility.

Focusing on academic issues are the less strident but still determined critics who say many non-native English speakers are graduating from school systems with poor reading skills in both English and their native language.

Ultimately, the strides that the UAE has made in its educational reforms rely on a number of focuses, but it is fair to say that the success of the changes being made to the education systems in UAE countries reply on teachers; their skills, happiness and wellbeing all contribute to pupil, state and national achievement in an undeniable way.

The test assesses three skills that education systems like to focus on which are used in today's workplace, namely literacy, numeracy and problem solving.

Should education systems in the future focus more on softer skills and give up teaching hard skills altogether, or is there some value in knowing skills that robots, at the moment, seem to be better at?

«If we were starting the American school system from scratch today, knowing what skills our students will need, we could change the subjects and not base them on what big - time publishers want us to focus on with our students,» writes Carl Hooker (@mrhooker).

For example, a social studies teacher could use the transit dilemma to focus on map - reading and map - making skills and the profound impact of transportation systems on a community.

Brands matter, of course, but so do real skills, and the present system is focused on passing college, not really on employability.»

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

Beyond Standardized Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to master.

While the national discourse focuses on the merits of school choice initiatives in their own right and for their own sakes, as leaders of state and local education systems, as educators of diverse regional, political, and professional backgrounds, we believe that these policies are better thought of as means to critical ends, and that the goal of these and other education policies should be, above all else, the enhancement of skills for America's youngest generation and expanded opportunity for children to thrive as adults.

While the focus is on life sciences to prepare students for high school biology, to ensure they have the skills for projects and labs, students spend time reviewing general principles of science, the scientific method, measurement, and measuring using the metric system.

A Lego focused resources for working with TEACCH system or developing interaction skills.

Consider the fact that some high - performing education systems, such as that of Japan, do not stress formal higher - order skills - such as «learning how to learn,» or focusing on problem - solving skills - in early schooling.

Let me make an assertion based on my experience, and that is: Districts across the country commonly have this phenomenon going on... they'll have a walkthrough protocol that has one focus and one list of pedagogical skills, if you will, which is totally unrelated to their evaluation system for teachers, which has another list and another perspective, which is totally unrelated to their professional development.

Much more difficult is to push the system in the direction of focussing on skills that are not easily taught by traditional methods.

Each and every instructional leader will support and ensure an aligned system of curriculum, instruction and assessment focused on the Core Curriculum essential concepts and skill sets.

Webinar Recording: Bridging the Gap Between Afterschool and Workforce This webinar focused on two new papers: Afterschool and Workforce: Opportunities for System - Level Alignment, a white paper released by the American Youth Policy Forum (AYPF) and Building Workforce Skills in Afterschool, an issue brief released by Afterschool Alliance.

The project - focused system (PFS) is a comprehensive resource addressing all key aspects of Teaching English as a Second Language (TESL) and Business Skills.

Joanne is actively engaged in exploring connections between systems thinking skills and processes and issues of systemic educational reform, and is committed to a focus on sustainable improvement.

We focus on three indicators: (1) College and Career Readiness, (2) School Climate, and (3) Student Social - Emotional Mindsets and Skills and discuss the ways each indicator can be operationalized within an accountability system.

«One of the things that we see when you look at high - performing education systems in maths, they typically have three things in the curriculum; one is rigour, the second is focus and the third is coherence,» he said, ahead of the Global Education and Skills Forum in Dubai.

Go deep, once is his message and focus on skills only in years 7 - 9 and don't move on until they can solve questions with automaticity, system 1 thinking.

As a result, the tests tend to leave the best teachers — those with wider teaching repertoires who are able to move students beyond the basics — at a disadvantage, while putting pressure on the entire school system to focus on low - level skills.

INCLUDES: 36 Student Activity Books (1 copy of each of the six titles per grade level, 32 - pages each) 4 Answer Cases 1 Teacher Guide FEATURES: Flexibility for task centers, independent or partner work, or one - on - one tutoring / remediation Clearly stated objective for each activity that allows you to differentiate Focus on foundational skills and concepts Engaging puzzle format for a fun challenge Immediate feedback for self - checking Titles: Grade 1: Number and Operations: Counting and Place Value Addition and Subtraction: Properties and Situations Addition and Subtraction: Strategies and Equations Addition and Subtraction: Beyond 20 Measurement and Data: Length, Time, and Analysis Geometry: Shapes and Attributes Grade 2: Addition and Subtraction: To 20 and Beyond Foundations of Multiplication: Equal Groups and Arrays Addition and Subtraction: Properties and Place Value Measurement and Data: Length, Time, and Analysis Measurement and Data: Time, Money, and Analysis Geometry: Shapes and Attributes Grade 3: Number and Operations: Multiply and Divide Multiply and Divide: Problem Solving Fractions: Fractions as Numbers Measurement and Data: Use and Interpret Data Geometric Measurement: Perimeter and Area Geometry: Shapes and Attributes Grade 4: Number and Operations: Whole Numbers Number and Operations Multi-Digit and Fractions Fractions: Equivalence and Ordering Fractions: Operations Measurement and Data: Convert and Solve Problems Geometry: Angles and Plane Figures Grade 5: Operations and Algebraic Thinking: Expressions and Patterns Number and Operations: Whole Numbers and Decimals Fractions: Add and Subtract Measurement and Data: Convert and Interpret Geometric Measurement: Volume Geometry: Graphing and 2 - D Figures Grade 6: Ratio and Proportions: Ratios and Problem Solving The Number System: Rational Numbers The Number System: Factors and Multiples Expressions and Equations: Write, Solve, and Analyze Geometry: Problem Solving Statistics and Probability: Variability and Displays

As an alternative, competency - based systems support student advancement by awarding credit according to students» mastery of skills.1 At ROADS Charter School in the Bronx, a transfer school dedicated to serving students who are overage and under - credited, competency - based learning has helped students re-engage in their learning as each class is structured so that students focus on mastering 10 clear, meaningful, and targeted «outcomes,» or competencies.