Sentences with phrase «key objectives from»

The legal team has also adopted specific key objectives from internal customers» scorecards to reinforce the company's collaborative focus.

Playing as a Flank champion like Skye will mean you are best suited to attacking key objectives from behind enemy lines, whereas a Front Line champion excels at holding the line and stopping enemies from getting through.

Not exact matches

The provocative documentary, Inside Job, brought embarrassing attention to professors who profit from unreported consulting and directorship deals with companies and organizations and then weigh in as «objective» observers on key policy issues in economics and financial regulation.

They start from setting clear quarterly goals using a process called OKRs - Objectives and Key Results.

Generating sales - ready leads was a key nurturing objective for 69 %, with 45 % citing greater acceptance of leads from the sales team as a top benefit.

«Our objective is to introduce key purchasing personnel to a vast list of supplier partners and complete that supply chain process from farm to fork by engaging them with the contracted grower / packers of the product they utilize every day,» Dyess - Mam explains.

Conclusion: Apart from the formal objectives, the course also resulted in a overcoming of challenges, key learning points related to finding the best way to encourage both farmers and consumers in the healthy way of life.

I started with dropping the pumping sessions because to be liberated from the pump was my key objective!

My forthcoming book, Oser la liberté: l'individu comme objectif, le collectif comme moyen («Daring Freedom: the individual as objective, the collective as a means»), further develops an original version of individual liberty as a key concept in articulating the interests of individual citizens from the perspective of progressive change.

This happens because a key behavioural characteristic of Defence Contractors is that they will always choose to conceal technical risks identified early in the programme, by engaging with procurement officials and getting them to focus on declared risks which ordinarily fall in the trivia category, whilst skilfully diverting their attention away from those really huge «show stopping» risks which they will only reveal later on, when things go wrong, to realise their objective of «growing» the Contract by getting Abbey Wood Team Leader to raise Contract Amendments and / or let Post Design Services Contracts.

The key objective was to see how exam scores varied from the national average depending on whether twins had the same genetic make - up, as identical twins do, or shared only half of their genes, which is true for non-identical twins.

Dr Samantha Gibbs, from Ocean and Earth Science at the University of Southampton, who was Dr O'Dea's PhD supervisor and co-author of the study, says: «A key objective was to record calcification in fossil coccolithophores in a way that enabled direct comparison with measurements from living specimens.

Objectives: We propose to develop best - practice guidelines and minimal reporting standards specifically in the context of several regulatory toxicology case studies; e.g. (a) chemical grouping and read - across to supplement ECHA's Read - Across Assessment Framework, (b) discovery of mode of action / molecular key events (within the AOP framework), (c) derivation of Benchmark Doses from concentration - response relationships, and (d) cross-species extrapolation within environmental toxicology.

That social capital piece is key to actually achieving your objective from a mentoring relationship.

Key lesson objectives * To understand what energy is and why we need it * To understand where our energy comes from * To understand the concept of energy input and output.

Produced by the ABPI, this adaptable assembly / lesson plan includes practical objectives and challenges for classes ranging from key stage 3, 4 and 5.

This resource is a BUNDLE (79 pages total) of the STEAM packs that I have put together for Key Stage 1, all following objectives from the 2014 Nati...

AQA, GCSE Religious Studies B, NEW Specification B: Catholic Christianity, 3.12: Prayer and posture The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

AQA, GCSE Religious Studies B, NEW Specification B: Catholic Christianity, Unit 3.1 Psalms and the use of music in worship The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

AQA, GCSE Religious Studies B, NEW Specification B: Catholic Christianity, Unit 3.6: The influence of the Trinity on Christians today The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

AQA, GCSE Religious Studies B, NEW Specification B: Catholic Christianity, 3.9 The authority of the Magisterium and its views on the Trinity The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

AQA, GCSE Religious Studies B, NEW Specification B: Catholic Christianity, 3.11: Traditional and spontaneous prayer The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

AQA, GCSE Religious Studies B, NEW Specification B: Catholic Christianity, 3.10: Baptism The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

AQA, GCSE Religious Studies B, NEW Specification B: Catholic Christianity, Unit 3.3 Acclamations used in the Mass The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

2.1 - Jesus as God Incarnate 2.2 - God's message to Joseph 2.3 - Jesus, the Word of God 2.4 - Jesus as both fully human and fully God 2.5 - Christian symbols The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

Each PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

This resource is a BUNDLE (79 pages total) of the STEAM packs that I have put together for Key Stage 1, all following objectives from the 2014 National Curriculum of England.

, AQA, GCSE Religious Studies B, NEW Specification B: Catholic Christianity, Incarnation unit: 2.1 - Jesus as God incarnate The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

UNESCO, in response to the increasing demand from its Member States for support in empowering learners to become responsible global citizens, has made GCE one of its key education objectives for the next eight years (2014 - 2021).

B: Catholic Christianity, Incarnation Unit: 2.2 God's message to Joseph The PowerPoint contains: Learning objectives, prayer, starter, definition of key terms, notes from the AQA GCSE NEW specification B textbook, tasks and practice exam questions with sample structure for answering the evaluation question and finally the plenary.

The overall learning objectives are: To know key scenes from the play Macbeth To be able to present a costume and set design for a performance of Macbeth.

Year 4 Science Assessments Objectives covered: Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors

These are assessment objective 2 based questions designed to test the students» ability to apply the key information from the specification for the 2 Biology papers in the Trilogy pathway.

These are assessment objective 1 based questions designed to test the students» ability to recall the key information from the specification for the 2 Chemistry papers in the Trilogy pathway.

These are assessment objective 2 based questions designed to test the students» ability to apply the key information from the specification for the 2 Chemistry papers in the Trilogy pathway.

These are assessment objective 2 based questions designed to test the students» ability to apply the key information from the specification for the 2 Physics papers in the Trilogy pathway.

These are assessment objective 1 based questions designed to test the students» ability to recall the key information from the specification for the 2 Physics papers in the Trilogy pathway

The key points are accurately derived from the objective and represent the knowledge and skills that students will need to demonstrate mastery of the lesson objective.

Since the key points are accurately and appropriately derived from the objective, each portion of the lesson is aligned to both the key points and the objective.

This lesson's «key points are accurately and appropriately derived from the objective,» «SWBAT generate and organize supporting details of a personal narrative by using the prewriting strategies of brainstorming and using graphic organizers» because they cover the entire objective, meet the cognitive demand of the objective, and are concise.

For example, the guided practice activity walks students through what they will be expected to do to demonstrate mastery (i.e. use a graphic organizer to plan thoughts, then rewrite their personal narrative with details), while emphasizing the key points derived from the objective.

This lesson's key points are not «accurately and appropriately derived from the objective» because they only relate to the first objective, «SWBAT identify, list, compare, and contrast the characteristics of the phylum Chordata, Subphylum, and Vertebrata (Fish, Amphibians, and Reptiles)» and not the second, «SWBAT explain the evolutionary process from Chordata to Subphylum to Vertebrata.»

The key points are «accurately and appropriately derived from the objective.»

This book allows you to contextualise your budget review to your own school's situation and ultimately achieve your personalised objective, whether that be to recover from a deficit position, make savings to prevent a deficit position, or release funds to be re-focused on a key area for improvement.

She recently played an instrumental role in a landmark agreement in which leaders from eight Maryland education organizations have joined together to support the implementation of Student Learning Objectives (SLOs), a key component of the new teacher and principal evaluation system in the state.

The objective of the presentation is to identify the successes and help the education design world learn the key lessons from them in order to deliver new solutions that meet the needs of children and educationalists now and in the future; and to identify the opportunities and challenges for integration into the city that architects and planners are having to address.

From interviewing executives to determine what they see as key corporate objectives, to addressing these in your instructional design, to then measuring learning outcomes through your LMS and Talent Management System, you must execute across the organization and across your training systems to make the best possible case.

Digital content options can be «bright shiny objects», due to their ability to distract implementers from critical activities such as determining the key need that they want to solve and iterating their design to meet objectives.

Each lesson should have one or two key learning objectives which should be either taken directly from the exam specification or from the Mastery statements, depending on key stage.