Sentences with phrase «following skills abilities»

I have the following skills abilities which will help me meet and exceed your expectations while maximizing your revenue:

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.

When asked what their primary satisfaction is as a freelancer, 40 % said better control over their time, followed by 24 % who said their ability to use their skills to do things on their own terms.

You must possess strong organizational and follow - through skills, have the ability to multi-task, and follow processes and procedures.

if the Ox was played to either showcase his skills or to increase any potential bids because of his perceived importance to our starting 11, this was an incredibly risky move that could have cost us dearly... imagine if he was injured or played poorly, like he did, and this negatively impacted our ability to get the best available deal... more importantly, why was Wenger willing to play someone who obviously wants out in such an important game under false pretenses... this kind of behaviour might be less offensive in April, when things are done and dusted, but to do this following a loss against a supposed main rival that pipped us for fourth by a point last year, could be considered at best inappropriate and at worst treasonous... we can't afford to let this coach make business decisions on game day, which has gone on for far too long

terror will be spread upon his enemies and justice will prevail (just following the pattern of the movie «Danny the dog», hope i remember the story of that movie right d) Got a new world class member in our medical staff that amongst other abilities and skills he specializes in healing just every kind of injury of a DEFENDER in just two working days (for other players's positions he needs a bit more) e) Chambers is of pure quality - nothing to brag a lot, yet.

Billed as a skilled attacking midfield player, a move to The Emirates would go a long way to improving his fledgling ability and could follow in the footsteps of Aaron Ramsey, who Wenger picked up from Cardiff as a teenager.

The capacities that develop in the earliest years may be harder to measure on tests of kindergarten readiness than abilities like number and letter recognition, but they are precisely the skills, closely related to executive functions, that researchers have recently determined to be so valuable in kindergarten and beyond: the ability to focus on a single activity for an extended period, the ability to understand and follow directions, the ability to cope with disappointment and frustration, the ability to interact capably with other students.

The following baby play activities will help your 1 to 12 months baby to develop motor skills and logical thinking ability.

This game develops your baby's observation skills, demonstrates the concept of «under,» and enhances your baby's ability to follow directions.

You can help them to develop a range of new skills from language expansion, artistic ability, spatial awareness and imagination with the... MORE following top picks for the best gifts for 5 - year - olds.

In a randomized trial of CSRP, children who spent a pre-K year in CSRP had better cognitive skills and better self - regulation — the ability to sit still, follow directions, and pay attention — than kids who hadn't gone through CSRP.

However, if your child will be going to preschool or playgroups to interact with other children, practicing gross and fine motor skills daily and playing games to improve letter recognition and the ability to follow directions, delayed entry may be the way to go.

All that's needed is basic sewing skills, either on a machine or by hand - and an ability to follow directions.

This interactive learning buddy will help kids develop gross motor skills, listening skills, and the ability to follow directions.

Parent support programs aim to support and strengthen existing parenting abilities and promote the development of new competencies so that parents have the knowledge and skills needed to carry out child - rearing responsibilities and provide their children with experiences and opportunities that promote child learning and development.14 Parenting support programs typically include the following features: universal access for families, early support to families, and family involvement at all levels of program operation15 Parenting programs often encompass a variety of parenting activities, including, but not limited to, parent and child play groups, parent information classes and support groups, parenting materials, and individualized parent supports provided in response to particular child - rearing concerns or specific parenting questions.

We've followed SFL reading ability development over several years and studied which cognitive and linguistic tasks are most promising for predicting literacy skills in several languages», says Alderson.

While chimps performed well on tests involving their physical environment and spatial reasoning, they did not do as well when it came to tests of cooperative communication skills, such as the ability to follow a pointing finger or human gaze.

Identification of a specific learning disability is based on determination of the following Individual with Disabilities Education Improvement Act (IDEA): The child does not achieve commensurate with his / her age and ability levels in one or more of the seven areas (oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculations or mathematical reasoning) when provided with learning experiences appropriate for the child's age and ability levels.

In addition to acquiring cognitive skills, the ability to pay attention, follow directions, and function productively in groups helps a child get the most out of school.

Candidates must demonstrate the following skills: organization, accuracy, excellent communication skills, computer literacy to include Microsoft Office, and ability to multi-task.

A successful dater has good communication skills, has the ability to flirt, is assertive and direct, has integrity, follows through with what he says he will and demonstrates confidence and self - esteem when interacting with others.

It follows a basic lesson structure with reading and comprehension tasks suitable for students with good literacy skills - but also includes a differentiated task for lower ability students.

Full lesson materials and editable presentation - life after levels lesson graded grade 2 to grade 7 for mixed ability Year 9 following a 3 year key stage 3 or mixed ability Year 8 following a 2 year key stage 3, Historical Skill: Causation.

9 fully differentiated (by colour) lessons to support the teaching of writing skills for paper 2 (non fiction and transactional writing (writing to argue, persuade etc.) Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide example responses and activities to allow students to develop the following: - Language - linguistic devices - tone - style - register - vocabulary - structure - perspective

Analysis of the following texts: - leaflets - theme of holidays and attractions - articles - theme of legal driving age - reports - adverts - newspapers - range of broadsheet and tabloid - posters - NSPCC - social media - tv news - autobiography - letters - ban mobile phones Differentiation by colour: yellow = higher ability blue - middle ability purple = lower ability These resources provide opportunities to: - Analyse language, form and structure of non fiction texts - analyse the use of persuasive language - write persuasively - create a wide variety of non fiction texts - explore texts from a variety of sources and media - explore relevant topics for young people - develop speaking and listening skills Ideal for KS3 ahead of GCSE 9 - 1

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Speeches that are used as a stimulus: - Emma Watson - Winston Churchill - Queen Elizabeth I - George W Bush - Napoleon (Animal Farm) Students will practice writing speeches using the following topics: - increase in legal driving age - importance of mobile phones - social media Students will develop the following skills: - speech writing using the 6 part structure - persuasive writing - speaking and listening - developing effective openings

Help your students develop important life skills with these easy - to - use activities sure to strengthen their abilities in reading, writing, spelling and following directions!

Some 60 % of parents said the games improved listening skills and the ability to follow instructions.

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).

The study, which followed 147 preschoolers in 21 settings, showed that children taught using the Tools method scored significantly higher than did their counterparts on tests of «executive function skills,» such as the ability to keep their behavior in check, control their impulses, and focus — skills that certainly don't hurt when it comes to learning to read.

7 fully differentiated (by colour) lessons to support the teaching of writing skills for paper 1 - descriptive and narrative Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide example responses and activities to allow students to develop the following: - Language - linguistic devices - tone - style - register - vocabulary - structure - perspective - narrative writing - descriptive writing - show not tell - importance of planning - technical accuracy Sample narratives and descriptions included

The guidelines will provide for a sequential course of study for each of the grades kindergarten through 12 and must include, at a minimum, the following: (1) knowledge of the research process and how information is created and produced; (2) skills in using information resources and critical thinking about those resources; (3) the abilities to evaluate information critically and competently, to recognize relevant primary and secondary information, and to distinguish among facts, points of view, and opinions; (4) access to information and information tools; and (5) an understanding of economic, legal, and social issues surrounding the use of information, and how to use information ethically and legally.

Using a detailed observation guide (see the Student In - Class Observation Guide), the coordinator records events that demonstrate readiness skills for fully learning English, such as the ability to follow directions, comprehend lesson content, participate in class discussions, use writing materials, and independently implement writing strategies.

They believe these trends stem from five myths that policymakers and teachers alike buy into: that curriculum enrichments are «frills»; that all students should follow the same standardized curriculum; that teaching for basic skills rather than critical thinking is «politically neutral» teaching; that low achievement reflects deficiencies in a student, not the system; and that tracking by ability promotes achievement.

Special education teachers typically do the following: • Assess students skills to determine their needs and to develop teaching plans • Adapt lessons to meet the needs of students • Develop Individualized Education Programs (IEPs) for each student • Plan, organize, and assign activities that are specific to each students abilities • Teach and mentor students as a class, in small groups, and one - on - one • Implement IEPs, assess students» performance, and track their progress • Update IEPs throughout the school year to reflect students» progress and goals • Discuss students» progress with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work with students with disabilities • Prepare and help students transition from grade to grade and after graduation Special education teachers in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically in special education.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Position Requirements / Skills: MINIMUM EDUCATION OR FORMAL TRAINING High school diploma or equivalent MINIMUM EXPERIENCE One to three years building trades experience in two or more of the following areas: electrical, carpentry, HVAC, landscaping, plumbing preferred SKILL REQUIREMENTS Effective communicationMay need basic computer skillsGeneral office equipment GENERAL REQUIREMENTS U. S. Citizen Clear background check GENERAL EXPECTATIONS Is flexible Has the ability to work collaboratively with supervisors and co-workers Maintains a positive attitude Observes all district policies and procedures LICENSES OR CERTIFICATION Valid Colorado driver's license

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

The legislation requires that the alternative assessment method must be designed to assess a student's mastery of the essential knowledge and skills in writing through timed writing samples; improvement of a student's writing skills from the beginning of the school year to the end of the school year; a student's ability to follow the writing process from rough draft to final product; and a student's ability to produce more than one type of writing.

What follows are just a few of the many exciting AYEP stories that show Indigenous students are taking the skills they have learned and turning them into successful ventures, and more importantly, into confidence in their abilities and their futures.

However, in many ways the ability to follow rules is a trait most associated with the lowest - skill and lowest - wage jobs (Bowles & Gintis, 1976, p. 129).

We are seeking candidates with the following qualities: Excellent scissoring skills Strong knowledge of correct breed standards Experience with and willingness to groom cats Positive and professional attitude with pets, clients and co-workers Ability to work independently as well as with others Strong work ethic Dedication to cleanliness of equipment and surrounding work areas Concern for safety at all times Great communication and customer service skills Any hand stripping experience or interest is a bonus, but not mandatory Ability to work with special needs and senior patients.

«The purpose of a tracking test is to demonstrate the dog's ability to recognize and follow human scent, a skill that is useful in the service of mankind.

Our ideal candidate will also have strong communication skills, the ability to work well within a supportive team environment and have strong follow through and execution skills.

Requires training in protocols and procedures with the expectation that they'll be followed and involves working with little supervision with strong driving skills and ability to use good judgement.

Additionally, the candidate must fit the following description: hard working; prompt; ability to interact positively with team members, clients, volunteers, clinic site hosts and vendors; ability to lift 50 pounds on a continual basis; flexibility in scheduling, including working long shifts and taking out - of - town trips for as long as four days; open and fair communicator; detail - oriented; tolerance for working in extreme weather conditions; and skills to manage multiple priorities in a fast - paced environment.

We will identify volunteers who have shown good handling skills, ability to follow instructions and consistency in service and reach out to them to train for Level 2.

Self - motivated and able to work on his / her own Ability to multitask and prioritize responsibilities Strong organizational skills Strong attention to detail Knowledge of Microsoft Office — Word, Excel, and Outlook Desire to continuously improve processes Strong ability to follow directions Experience with the general contracting or construction field is preferred, but not reAbility to multitask and prioritize responsibilities Strong organizational skills Strong attention to detail Knowledge of Microsoft Office — Word, Excel, and Outlook Desire to continuously improve processes Strong ability to follow directions Experience with the general contracting or construction field is preferred, but not reability to follow directions Experience with the general contracting or construction field is preferred, but not required.