Sentences with phrase «necessary relationship skills»

What it does mean is that you currently lack the necessary relationship skills to move forward together.

So, I repeat, always make time for your children to interact with other kids their age; this way they'll continue developing necessary relationship skills and, on a lighter note, have some fun... and maybe prevent door banging.

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.

He points out, however, that this dynamism is but one of several operative forces and must be augmented with others — the development of the interpersonal skills necessary to form relationships with persons of the opposite sex being perhaps the most important.

I hope he eventually came to see that recognizing the kind of person one likes does not represent the full range of skills necessary for a good relationship.

Acquire the knowledge and skills necessary to pursue a vital Christian life and witness manifest in all personal relationships and vocational endeavors.

On its tenth anniversary, this parenting classic returns with fresh, up - to - date information to offer you inspiring and workable ideas for developing a trusting relationship with children, as well as the skills to implement the necessary discipline to help your child become a responsible adult.

1 -2-3 Magic: Effective Discipline for Children 2 - 12 A well written book that provides the basics of creating a positive parent - child relationship with the tools to motivate children to master the basic communication, problem solving and behavioral skills necessary for success at home, school and in the community.

According to the study of Kassle and colleagues (2006), individuals with insecure attachments lack necessary skills to form social relationships which will lead them to anxiety and distress.

This presentation focuses on the set of skills necessary to get mothers talking and keep them talking about the joys and challenges they face in their breastfeeding relationship.

Good organisation and communication skills are also necessary, not only for the family but also for the relationship of the parents, which is often neglected in the discussions about working parents.

Our facilitator - led support sessions provide opportunities for students to collaborate with peers while learning necessary skills for managing stigma, strengthening campus support and relationships, and assessing readiness to increase academic and social demands.

This course offers life skills that will help women stand their ground in difficult situation at work, in relationships and wherever it's necessary.

Relationship coaches are tasked with instilling the skills necessary to produce a more fulfilling relationship and they often do this through listening to your understanding of the problem, observing the couple in action and creating a customized plan of action forRelationship coaches are tasked with instilling the skills necessary to produce a more fulfilling relationship and they often do this through listening to your understanding of the problem, observing the couple in action and creating a customized plan of action forrelationship and they often do this through listening to your understanding of the problem, observing the couple in action and creating a customized plan of action for the couple.

«The study showed that singles tend to focus on the emotional aspects of a relationship and don't focus as much on the skills and requirements that are necessary to make a long term relationship stronger,» Gonzaga said.

During my work with couples as a unit I analyze a level of its mental health, define troublesome behaviors, beliefs, compulsions, thoughts, or emotions in the couple, and if necessary try to improve relationships and social skills.

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), social - emotional learning (SEL) is the process of acquiring and effectively applying the knowledge, attitudes and skills necessary to recognise and manage emotions, developing caring and concern for others, making responsible decisions, establishing positive relationships, and handling challenging situations capably.

Of late, they've reappeared — and gained remarkable traction — under the banner of social - emotional learning, which claims to build the ways by which children learn and apply skills necessary to understand and manage their emotions, make decisions effectively, sustain positive relationships, and practice empathy.

In addition, as international business continues to become a norm in the global economy, it's important that the UK workforce has the necessary language skills to establish meaningful relationships with others from different countries.

While we know that some children are more naturally extroverted or introverted than others, all children can learn the skills for working together to build relationships necessary for human thriving.

According to Collaborative for Academic, Social and Emotional Learning (CASEL), social and emotional learning is «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

Research shows that social emotional learning significantly helps to foster the mindsets, skills, and confidence within each child to manage emotions, make good decisions, and build healthy relationships — skills necessary for success in school and life.

SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (CASEL).

Our online professional learning community is a safe and secure environment where you can feel confident and empowered to build lasting professional relationships and the necessary skills to help you achieve your organizational or professional goals.

CASEL defines SEL as «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

CAN builds intentional relationships with students to ensure they have the academic, financial and socio - emotional skills and resources necessary to navigate the college journey and overcome barriers to college access and success.

According to CASEL (the Collaborative for Academic, Social and Emotional Learning), social - emotional learning, or SEL, is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

A comprehensive school counseling program, when delivered in a collaborative relationship among school, parents, and community, provides students with the skills necessary for them to become successful lifelong learners, responsible citizens, and productive workers.

The Collaborative for Academic, Social and Emotional Learning (CASEL) defines SEL as «the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

This program's educational model incorporates Aboriginal Worldviews and perspectives of teaching and learning, designed to ensure that students acquire the skills necessary to form positive and healthy relationships with themselves, with their community and with Mother Earth.

«Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.»

Social and Emotional Learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

Social - Emotional Learning: The «process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions,» is the definition of SEL according to CASEL.

With a focus on SEL in instruction, children are more likely to acquire and learn to effectively exercise the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, and establish and maintain positive relationships.

They build their vocabulary, acquire conceptual knowledge, learn about letter - sound relationships and the relationship between oral and written language, and practice the skills necessary to become automatic and fluent readers who can tackle the more specialized and technical texts of secondary reading (Chall, 1983; Chall & Jacobs, 1996; Jacobs, 2000).

The main goal for mainstreaming is often to enable students with mild disabilities to interact with peers who do not have disabilities so as to develop the social skills necessary for healthy social interaction and emotional development (for example, self - control, problem - solving, and relationship building).12 While this reasoning apparently de-emphasizes academic learning, it does not mean that content learning is not important.

SEL is a process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy for others, establish positive relationships, and make responsible decisions.

The Collaborative for Academic, Social and Emotional Learning (CASEL) defines social emotional learning as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make decisions responsibly.

Through these trusting relationships, infants learn necessary social skills such as taking turns and cooperation.

Through SEL, kids learn how to manage their emotions, set and achieve goals, overcome obstacles, and develop healthy relationships — skills necessary to succeed in school, be prepared for the workforce, and lead positive and healthy lives.

We use an early and comprehensive approach grounded in the principles of positive youth development and evidence - based social emotional learning practices to foster the mindsets, skills, and confidence within each child to behave well, make good decisions, and build healthy relationships — skills necessary for success in school and life.

On May 3, 2010, Massachusetts enacted An Act Relative to Bullying in Schools, which required the department of elementary and secondary education to publish and biennially update guidelines for the implementation of social and emotional learning curricula in kindergarten to grade 12 (see Section 16) and defined social and emotional learning as «the processes by which children acquire the knowledge, attitudes and skills necessary to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and constructively handle challenging social situations.».

According to the Collaborative for Academic, Social and Emotional Learning (CASEL), SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Developmentally - appropriate preschool, with an emphasis on play, enables children to acquire the skills necessary to form healthy relationships.

focuses on helping students and staff «acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions» [Collaborative for Academic, Social, and Emotional Learning (CASEL)-RSB-.

Social Emotional Learning helps develop the skills needed to understand and manage emotions, develop positive relationships, and gain skills necessary for being successful in the community.

The goal of the AfterSchool Program is to provide opportunities for elementary and middle school students to improve their academic performance, develop necessary life skills, create positive relationships with caring adults, explore the arts, and nurture their faith.

Not being able to navigate more intricate relationships with superiors returns to the difficulty of students that have undergone education designed to keep them in the lower class and it hinders a student's ability to develop the skills necessary for economic advancement.

There are two aspects of an effective learning environment (and, by extension, successful classroom management): relationships (specifically, the range of interpersonal skills necessary to maintain healthy relationships) and high - quality instruction.