Sentences with phrase «necessarily have the skill»

On the other, they don't necessarily have the skills or the time to give your program the time and attention it deserves.

It is for guys who want to go on more dates, but don't necessarily have the skill set or the time to find women who interest them.

«It's not a simple process, they don't necessarily have those skills there automatically... so there is a lot of modelling involved.»

This is because a student who knows what he wants to see in his essay may not necessarily have the skill to flesh it out in paragraphs.

Not exact matches

And while each of you won't necessarily have that job title in the future, every one of you will need to be entrepreneurial — to have the attitudes, the tools, and the skills that every successful entrepreneur quickly develops and then spends a lifetime of hard work sharpening.

I think he has more offensive skill than we've really ever seen because he's been cast in a role that doesn't ask or necessarily allow for him to display that skill (D - zone start %).

Up front we have a few world - class players surrounded by some serious pretenders... Sanchez is by far the most accomplished player in our attack but the controversy surrounding his contractual mishandling could see him go before the window closes or most definitely by season's end... obviously a mistake by both parties involved, as Sanchez's exploits have never been more on display than in North London, but the club's irresponsible wage structure and lack of real intent have been the real undoing in this mess... Lacazette, who I think has some world - class skills as a front man, will only be as good as the players and system around him, which is troubling due to our current roster and Wenger's love of sideways passing... Walcott should have been sold years ago, enough said, and Welbeck should never have been brought in from the get - go... both of these players have suffered numerous injuries over their respective careers and neither are good enough to overcome such difficulties: not to mention, they both are below average first - touch players, which should be the baseline test for any player coming to a Wenger - led Arsenal team... Perez should have been played wide left or never purchased at all; what a huge waste of time and money, which is ridiculous considering our penny pinching ways and the fact that fans had been clamoring for a real striker for years... finally Giroud, the fact that he stills wears the jersey is a direct indictment of this club's failure to get things right... this isn't necessarily an attack on Giroud because I think he has some highly valued skills, but not for a team that has struggled to take their sideways soccer to the next level, as his presence slows their game even more, combined with our average, at best, finishing skills... far too often those in charge have either settled or chosen half - measures and ultimately it is us that suffer because no matter what happens Wenger, Gazidis and Kroenke will always make more money whereas we will always be the ones paying for their mistakes... so every time someone suggests we should just shut - up and support the team just think of all the sacrifices you've made along the way and simply reply... f *** off

I put anyone in this region with uncommon skills for someone their size and / or athletic specimens who don't necessarily have a position.

I do believe Manchester players are not only the players who have the skills but also those who fight for the shirt.If you can not fight for the shirt u don't deserve to be a united player even if u could be the best on planet.For the period i've watched and supported Man u, i have come to vehemently accept that the players who win trophies are not necessarily the most talented players.But rather those with the heart and head to win for MAN U.And so i don't care whichever player it is to be axed / sold as long as he doesn't not help the club to win trophies.Big names don't matter as long as they cant bring success to the Team.Let Jose go ahead and do what he thinks can make the club successful, let him be supported by the board to assemble a winning team.Guys with big hearts.

traditional sexual scripts for men have them desiring sex, not necessarily being desired, having strong «sex drives,» frequently being the ones to initiate sex and push it to the next level of intimacy, and needing to be sexually skilled.

Just because your teen has a driver's license doesn't mean she necessarily has transportation skills.

This is normal, since they can not necessarily reach and they do not have the motor skills yet to be able to wipe themselves.

We also know people who aren't necessarily going to score high on IQ tests but have all of these other skills — and they're not just window dressing, they're important in getting tasks done.

This might help ease frustration between ages 8 months and 2 years — when children begin to know what they want, need and feel but don't necessarily have the verbal skills to express themselves.

Remember, though, that you have given your child the relational skills necessary to make healthy decisions, and the young adult years are a time when he or she needs to use those skills independently, without necessarily consulting you for input.

The district needs «job training for those who are out of school and don't necessarily have the job skills to work these days,» Benjamin continued.

The people reading your résumé are looking for real, convincing evidence that you have leadership skills, but they aren't necessarily looking for leadership titles.

«It is a difficult transition coming away from academia into a job because employers don't necessarily know what skills you can bring,... so having that internship and kind of doing a normal job, I think that definitely helps,» Reeve says.

You can have supervisors who are brilliant in their work as scientists but who don't necessarily have people skills.

Vocal learning skills alone don't necessarily mean that killer whales have language in the same way that humans do.

It's not clear, though, that removing Lynx1 would necessarily spell happy times for learning complex skills and languages.

«And people do not necessarily have the coping skills to deal with it, even when they think they do.»

When it comes to trying on dresses, knowing your body type and knowing how to work with it are two womanly skills not necessarily learned at school, but these three ladies have it down!

Quick, easy, and once again doesn't require much skill if you haven't necessarily got the time to learn a new craft.

When the weather outside is frightful, it can be fun to get lost in something intricate and substantial that you wouldn't necessarily want to devote hours to when the sun is shining and the pool is calling — which for me is honing my skills in After Effects and stretching my creative limits.

Boss fights usually require a new set of skills that you've not necessarily practiced before.

«Children learn by modeling, and if parents yell and scream when they are mad, toddlers - who don't necessarily have the verbal skills to do yelling and screaming - may start tearing things up or becoming more destructive,» writes Dr. Linda Sonna, author of The Everything Toddler Book.

This isn't necessarily the fault of the actors, and Teplitzky at least appears to have some skill.

It wouldn't even necessarily be much of a time saver if you haven't got the skill to use the items you've gotten.»

These students came to develop their mastery not necessarily because they had «natural talent» but because they learned the skills of persevering, facing frustration and being open to strategies that helped them engage not just in practising but in the deliberate practising that Ericsson emphasises.

' [Another] of the issues was that the parent capacity to actually support learning at home was very inconsistent, and assuming that parents have the time or skills to actually do that was a bit of a risk, because that's not necessarily the case in all households.»

«The skills you learn with computers don't necessarily translate to the paper - and - pencil tests that have such high currency in our school systems right now,» Warschauer notes.

I have seen many classrooms full of students who are engaged in an activity, but don't necessarily master any skills.

But as we've already been hearing, there is a question over whether GCSE is necessarily the right qualification for those young people and for the skills that they need in the wider context.»

Florida International University's Lisa Delpit has noted that the skills which make a teacher effective with proficient, affluent students will not necessarily translate to schools serving a different student population.

Some might dismiss the test results and say that Chinese students are good testers, but don't necessarily have the higher order thinking skills and creativity that other education systems try to cultivate.

Translation: If funding increases helped build students» social - emotional skills, then low test scores wouldn't necessarily mean the money was wasted.

These are skills that haven't necessarily been taught in the past due to the advancing of technology.

Character development does not necessarily include the more rigorous skill analyzing a character's change over time (which would be «dynamic development.»).

He also said he wants to see the creation of a state school board to oversee the Department of Public Instruction and would make efforts to improve students» academic skills without necessarily calling for increased school funding.

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 evHas 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 evHas 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 evHas 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 evHas 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 evhas 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 evHas 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 evHas 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 evHas 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 evHas a strong affective memory, re-living or re-feeling things long after the triggering event

While that may be the case for students with deficits in the specific skill, studies have demonstrated that while performance on the single skill can be improved, this doesn't necessarily translate into gains in overall reading ability (Pressley, Hilden, & Shankland, 2005; Samuels, 2007).

You don't necessarily want a beta reader who has particular writing or editing skills.

Conversely, new business models don't necessarily have the capital to survive, the necessary skills for success, or the commitment to the long haul which is inevitably required.

While many authors may possess the required talent and determination to see their work published, there are many which do not necessarily have the technical skills - i.e. the grammatical ability and / or the knowledge of typesetting / formatting; authors which may be novice to the publishing industry, may not have English as their first language, or may be lacking in confidence and wish to enlist the assistance of editing and publishing professionals.

Intelligent people don't necessarily have riches, and skilled people don't necessarily receive special treatment.

Each individual has their own circumstances and it doesn't necessarily have to be because of poor money management skills.

This does not necessarily mean that you have to work for 12 hours a day in a number of physically demanding jobs, however, as those of you with a viable industry skill can use it to work from home and freelance in your spare time.

Running a blog is truly a team effort, so it doesn't necessarily have to be a veterinarian who does the writing — you just need someone with writing skills and a solid grasp on the finer points of grammar.

Not only can you increase the stats of your character by the usual means of earning EXP, WP or purchasing cool equipment, but you can also stick with a particular fairy whose skills and abilities complement your own and level them up or you can choose a Fairy that may not necessarily have the same skills and abilities that you do but work against certain enemies that you may encounter in the game world.