Sentences with phrase «in the specific language used»

The cognitive test is given in the specific language used on the job.

Not exact matches

While the images (and entire site) contribute to creating a feeling of love, the specific language used in the call - to - action form contributes to the feeling that, just by signing up, you're starting your journey to find your next soul mate.

We discovered some barriers to entry around the use, social value and cultural meaning of the English language, internet usage and trust in digital platforms that were specific to Egypt.

Trump used some of his toughest language yet against North Korea in a wide - ranging address in Seoul on Wednesday that lodged specific accusations of chilling human rights abuses, although he offered no evidence to support the accusations.

Porter raised additional concerns about language used in posting tools that allows users to post about «suspicious activity,» a category she views as overly broad, as opposed to restricting reports to notifications of specific crimes that were witnessed.

Description: For someone with multilingual skills and legal experience, bilingual - legal - assistant jobs are often available as projects or temporary jobs in which you'll help an organization with a specific case or issue, reviewing legal documents using your language skills.

To further the conversation about inclusion in the tech industry, she says companies need to be more specific in the language they use and think about intersectionality in their solutions.

Tell Me What to Do: In Pure Barre, you become a «trained listener» for instructions: «lift your leg, turn out to open your hip, tuck your hips under...» It is so helpful when teachers use the same familiar language in very specific ways to direct what they wanIn Pure Barre, you become a «trained listener» for instructions: «lift your leg, turn out to open your hip, tuck your hips under...» It is so helpful when teachers use the same familiar language in very specific ways to direct what they wanin very specific ways to direct what they want.

Technically sound whitepaper that presents your specific use case in simple, straightforward language.

But why not take the time to look through sites like Quora, Yahoo Answers, public Facebook Groups in your industry, or industry - specific forums to find the questions people are asking and the language they're using?

I am kind of with Wzrd1 on this, even if you don't know he difference between hebrew and arabic (pretty different languages, but not everyone can tell) orthodox jews dress in a very specific and unique way, not anything traditional arabic garb or the western clothing that we wear and most terrorists use to blend in on planes etc..

There still exists inequality and oppression in the Church regarding women religious, propounded by the use of gender - specific language:

(It is because of specific difficulty attached to learning how to use the moral expressions of a language that we find novels more helpful than explicit ethical reflection in teaching us how to live morally.)

With regard to translation in the literal sense, Eugene Nida used to say regularly that no translation from one language to another can ever be perfectly accurate, but that in every specific interlinguistic interface it is possible to find a substantially adequate rendering of the central point of the original text.

Paul also uses reunification language in I Corinthians and Colossians, but without specific reference to male and female.

Ron Allen examines specific ways in which we use language, and how the genre of the text shapes its thrust; he also offers concrete homiletical strategies.

Since Kim believed in a coaching model to help her parents learn and apply language development techniques at home, she often provided specific praise on how well a parent started to use a new technique.

Then they examined the next six months» worth of published scientific papers in those fields for specific language used in the published Wikipedia entries, and compared it to the language in the entries that never got published.

The study examined test results for more than 33,000 students in grades 4 through 12 and found that student performance varied across testing formats by grade band, students» primary language, and the specific features of the computer - based system used.

Teaching the language of physics thus means not only teaching the language structures typically used in the subject, including the specific terminology and grammar, but also the reasoning or argumentation that we find in physics and how this is expressed in language.

Moreover, it suggests that we seem to use specific strategies for making sense of confusing information — the «noise» interfering with the signal conveyed in language, as researchers think of it.

The language used in Myriad's patent, the court found, did not describe a specific method of transforming material into a useful invention.

A research group led by Jonathan Aldrich, associate professor in the Institute for Software Research (ISR), is developing a programming language called Wyvern that makes it possible to construct programs using a variety of targeted, domain - specific languages, such as SQL for querying databases or HTML for constructing Web pages, as sublanguages, rather than writing the entire program using a general purpose language.

Tell Me What to Do: In Pure Barre, you become a «trained listener» for instructions: «lift your leg, turn out to open your hip, tuck your hips under...» It is so helpful when teachers use the same familiar language in very specific ways to direct what they wanIn Pure Barre, you become a «trained listener» for instructions: «lift your leg, turn out to open your hip, tuck your hips under...» It is so helpful when teachers use the same familiar language in very specific ways to direct what they wanin very specific ways to direct what they want.

Be specific and fun in your language when describing yourself and what you like, think of an anecdote or an example that really reflects your personality and who you are rather than using clichés.

Coupled with fully customisable site designs allowing you to have your site looking exactly as you want it to (or you can use one of our wide choice of pre made templates), multi languages, geo targeting, country specific pricing and payment options, the best affiliate marketing tools, powerful reporting functions to allow you to really get an in depth insight into your traffic and finances, and advertising system's to allow you to make money from adverts that you place on your site, message all or only specific members of your site with newsletters or tempting offers.

Lesson: Students...... spot language features in the extract... consider typical features of a a spy novel resolution... consider different structural techniques... find shifting narrative focus... read model paragraph on shifting narrative focus... analyse own portion of extract with specific question This lesson uses the»39 Steps» extract from the AQA website.

Using culture - neutral graphics, avoiding region - specific references to sports, humor, religious symbols, and using international formats (for dates, units of measurement) in the source course will make it easy to localize the course into different languUsing culture - neutral graphics, avoiding region - specific references to sports, humor, religious symbols, and using international formats (for dates, units of measurement) in the source course will make it easy to localize the course into different languusing international formats (for dates, units of measurement) in the source course will make it easy to localize the course into different languages.

«We have seen an improvement in reading and writing with students using more specific language.

Requesting that they use many specific language structures or advanced vocabulary is likely to be counterproductive to higher level thinking: When students devote part of their cognitive ability to looking for chances to sneak in a subjunctive structure, their ability to listen and react to the ideas brought forth will be limited, which detracts from the spontaneity and meaningfulness of the exchange.

In some systems, such as in Cambridge, the facilitators had to work with teachers unions to develop specific language so rounds would not be used as a way to evaluate and punish teacherIn some systems, such as in Cambridge, the facilitators had to work with teachers unions to develop specific language so rounds would not be used as a way to evaluate and punish teacherin Cambridge, the facilitators had to work with teachers unions to develop specific language so rounds would not be used as a way to evaluate and punish teachers.

's application uses descriptive, specific language to define expanded learning time as part of their explanation for checking the box regarding flexibility in using 21st CCLC funds:

While there are linguistic and visual input modes, our purpose is to highlight the importance of visual interpretation in the learning process and the important task for science teachers to ensure that students become familiar with and use science - specific academic language.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninIn (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

Imagine Learning is a great tool used at Lafayette for our English Language Learners and Special Education scholars, particularly those identified with a specific learning disability in reading comprehension and / or a language impairment.

The Hochman Method is a set of specific writing strategies that teachers use in all subjects, including ELA, social studies, science, foreign languages and math, and in every grade.

In fifth grade, students should have command of grade level appropriate sight words, read and comprehend informational text with domain - specific vocabulary, and use context to determine the correct meaning of homonyms (multiple - meaning words) and figurative language, like metaphors, similes, and idioms.

In fourth grade, students should have command of grade level appropriate sight words, be able to read and comprehend informational text with domain - specific vocabulary, use context to determine the correct meaning of homonyms (multiple - meaning words), and recognize figurative language, including common idioms, simple similes, and metaphors.

Under the Every Student Succeeds Act (ESSA), Minnesota will be using a new multi-stage system to identify schools for several different categories of support going into the 2018 - 19 school year, and this presentation will provide specific details about one of the newest and most complicated measurements in that system: progress toward English language proficiency.

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 euses 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 eUses 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 eUses 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 euses 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 euses 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

At the other end of the continuum, 27.3 % of LLMT participants received the highest score of 9, demonstrating the ability to identify evidence of effectiveness directly linked to students» specific mathematical content understandings and difficulties or to student engagement in math practices or to the use of specific mathematics academic language.

So it's especially important that preschool children hear the language and vocabulary typically used in school to talk about specific subjects and content.

This includes common words (often called Tier 1 words) that are used in everyday language, as well as less common (Tier 2) words that are often found in picture books and text, and content - specific words (Tier 3), such as words related to biology (cell, ecosystem, etc) are less common.

We will explore how specific language arts and reading strategies may be adapted for use in the mathematics classroom.

Instead, concentrate on using specific verbs and accomplishments, such as «improved students» scores on annual math achievement tests for three years in a row» or «Developed students» language skills through weekly video conference with sister school in Mexico.»

Though the comment on student use of language is still limited to content specific vocabulary, the teacher seemed to have realized the importance of focusing on student output in language use as a way to assess learning and «hold students accountable» to the learning objectives.

(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.

Some words may have uses in everyday language as well as some uses that are specific to mathematical contexts.

Specific provisions included scholarships and loans to students in higher education, with loans to students preparing to be teachers and to those who showed promise in the curricular areas of mathematics, science, engineering, and modern foreign languages; grants to states for programs in mathematics, science, and modern foreign languages in public schools; the establishment of centres to expand and improve the teaching of languages; help to graduate students, including fellowships for doctoral students to prepare them to be professors at institutions of higher learning; assistance for the improvement of guidance, counseling, and testing programs; provisions for research and experimentation in the use of television, radio, motion pictures, and related media for educational purposes; and the improvement of statistical services at the state level.

The intervention attended to both the language and literacy needs of English language learners; for example, the student booklets included activities and strategies to strengthen students» reading and writing by using «specific comprehension questions about inquiry activities, strategies to enhance comprehension of science information in expository text at the end of each lesson, and [focus on] various language functions (e.g., describing, explaining, reporting, drawing conclusions «in the context of science inquiry»)» (Lee et al., 2008b, p. 38).