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.
More than 40 % of the companies in our study
included members of the next generation on their boards and committees in
order to nurture their business and management
skills.
Directors are required to bring their expertise, experience and leadership
skills to all aspects of their role
including the discussions held at board meetings in
order to make them personally effective and the business successful.
From the earliest weeks of life, when an infant is taught to control hunger in
order to meet the sleeping needs of parents and to fit into a social pattern in which people do not eat during the night; through babyhood, where etiquette
skills include learning conventional greetings such as morning kisses and waving bye - bye; to toddler training in such concepts as sharing toys with a guest, refraining from hitting, and expressing gratitude for presents, manners are used to establish a basis for other virtues.
Fourth, ongoing coaching by an experienced trainer, using tape recordings of group sessions one has led (recorded with the group's permission); coaching —
including peer - coaching — should be ongoing in
order that one can continue to enhance leadership
skills.
Strong verbal and written communications
skills,
including writing reports and managing work
orders
Time for some brutal honesty... this team, as it stands, is in no better position to compete next season than they were 12 months ago, minus the fact that some fans have been easily snowed by the acquisition of Lacazette, the free transfer LB and the release of Sanogo... if you look at the facts carefully you will see a team that still has far more questions than answers... to better show what I mean by this statement I will briefly discuss the current state of affairs on a position - by - position basis... in goal we have 4 potential candidates, but in reality we have only 1 option with any real future and somehow he's the only one we have actively tried to get rid of for years because he and his father were a little too involved on social media and he got caught smoking (funny how people still defend Wiltshire under the same and far worse circumstances)... you would think we would want to keep any goaltender that Juventus had interest in, as they seem to have a pretty good history when it comes to that position... as far as the defenders on our current roster there are only a few individuals whom have the
skill and / or youth worthy of our time and / or investment, as such we should get rid of anyone who doesn't meet those simple requirements, which means we should get rid of DeBouchy, Gibbs, Gabriel, Mertz and loan out Chambers to see if last seasons foray with Middlesborough was an anomaly or a prediction of things to come... some fans have lamented wildly about the return of Mertz to the starting lineup due to his FA Cup performance but these sort of pie in the sky meanderings are indicative of what's wrong with this club and it's wishy - washy fan - base... in addition to these moves the club should aggressively pursue the acquisition of dominant and mobile CB to stabilize an all too fragile defensive group that has self - destructed on numerous occasions over the past 5 seasons... moving forward and building on our need to re-establish our once dominant presence throughout the middle of the park we need to target a CDM then do whatever it takes to get that player into the fold without any of the usual nickel and diming we have become famous for (this kind of ruthless haggling has cost us numerous special players and certainly can't help make the player in question feel good about the way their future potential employer feels about them)... in
order for us to become dominant again we need to be strong up the middle again from Goalkeeper to CB to DM to ACM to striker, like we did in our most glorious years before and during Wenger's reign... with this in mind, if we want Ozil to be that dominant attacking midfielder we can't keep leaving him exposed to constant ridicule about his lack of defensive prowess and provide him with the proper players in the final third... he was never a good defensive player in Real or with the German National squad and they certainly didn't suffer as a result of his presence on the pitch... as for the rest of the midfield the blame falls squarely in the hands of Wenger and Gazidis, the fact that Ramsey, Ox, Sanchez and even Ozil were allowed to regularly start when none of the aforementioned had more than a year left under contract is criminal for a club of this size and financial might... the fact that we could find money for Walcott and Xhaka, who weren't even guaranteed starters, means that our whole business model needs a complete overhaul... for me it's time to get rid of some serious deadweight, even if it means selling them below what you believe their market value is just to simply right this ship and change the stagnant culture that currently exists... this means saying goodbye to Wiltshire, Elneny, Carzola, Walcott and Ramsey... everyone, minus Elneny, have spent just as much time on the training table as on the field of play, which would be manageable if they weren't so inconsistent from a performance standpoint (excluding Carzola, who is like the recent version of Rosicky — too bad, both will be deeply missed)... in their places we need to bring in some proven performers with no history of injuries... up front, although I do like the possibilities that a player like Lacazette presents, the fact that we had to wait so many years to acquire some true quality at the striker position falls once again squarely at the feet of Wenger... this issue highlights the ultimate scam being perpetrated by this club since the arrival of Kroenke: pretend your a small market club when it comes to making purchases but milk your fans like a big market club when it comes to ticket prices and merchandising... I believe the reason why Wenger hasn't pursued someone of Henry's quality, minus a fairly inexpensive RVP, was that he knew that they would demand players of a similar ilk to be brought on board and that wasn't possible when the business model was that of a «selling» club... does it really make sense that we could only make a cheeky bid for Suarez, or that we couldn't get Higuain over the line when he was being offered up for half the price he eventually went to Juve for, or that we've only paid any interest to strikers who were clearly not going to press their current teams to let them go to Arsenal like Benzema or Cavani... just part of the facade that finally came crashing down when Sanchez finally called their bluff... the fact remains that no one wants to win more than Sanchez,
including Wenger, and although I don't agree with everything that he has done off the field, I would much rather have Alexis front and center than a manager who has clearly bought into the Kroenke model in large part due to the fact that his enormous ego suggests that only he could accomplish great things without breaking the bank... unfortunately that isn't possible anymore as the game has changed quite dramatically in the last 15 years, which has left a largely complacent and complicit Wenger on the outside looking in... so don't blame those players who demanded more and were left wanting... don't blame those fans who have tried desperately to raise awareness for several years when cracks began to appear... place the blame at the feet of those who were well aware all along of the potential pitfalls of just such a plan but continued to follow it even when it was no longer a financial necessity, like it ever really was...
Jane Nelsen and Lynn Lott have completed a DVD training that
includes 6 1/2 hours filmed at a live training and requires about 5 1/2 hours of homework to practice the
skills in
order to receive a certificate as a Certified Positive Discipline Parent Educator.
In
order to ensure proper positive discipline, the Positive Discipline site lists criteria for parents to follow,
including that discipline helps children connect with adults, discipline is mutually respectful as well as encouraging, it is effective in the long - term, it teaches important life
skills without being permissive or punitive, and discipline allows children to discover their capabilities.
«That this House is deeply concerned by the ban on all prisoners receiving books as gifts under the Incentives and Earned Privileges Scheme which will have a detrimental effect on prisoner rehabilitation; notes that the ban has been opposed by eminent writers
including Mark Haddon, Philip Pullman and Carol Ann Duffy; further notes that to deny prisoners the books they need in
order to improve their
skills and support their learning is both unreasonable and counter-productive given that reading goes hand - in - hand with education, rehabilitation and humanity; and urges the government to reverse the ban as soon as possible by exempting books from the Incentives and Earned Privileges Scheme.»
We have also started training some widows at our DEPOWA
Skills Acquisition Scheme Centre Abuja and you will be
included in the training program in
order to make you self - reliant and have something doing to sustain yourselves and the children.
In
order to be empowered, leverage these
skills to your advantage crossing the great divide from «he loves me not» to «he loves me do» using communication,
including body language, to authentically connect.
As with past expansions, Summerset also comes with a bunch of new content,
including a story, an
order, a new
skill set, and jewelry crafting.
Players can now explore a new zone — the incredible isle of Summerset, seen for the first time since 1994's The Elder Scrolls: Arena, a new story line, a new Psijic
Order Skill Line, a new crafting ability — Jewelry Crafting, and much more,
including all of the new upgrades and features of Update 18.
Skills include: • Identifying fractions • Equivalent fractions •
Ordering fractions • Comparing fractions •
Included in this packet: • Pre assessments • Mini Fractions Booklet • The Great Bubble Gum Challenge • Build A Bug Group Activity with Spinners • 100 Pieces of Me activity • Build Your Pizza - a critical thinking challenge • Sweet Fractions • Equivalent Fraction Hunt card game.
Skills include:
Ordering and comparing proper fractions
Ordering and comparing mixed numbers.
1 create your own copy
Skills covered
include: Multiplication and division fact families Two digit by one digit multiplication Two digit by two digit multiplication Associative law You may also be interested in Spin Your Math Wheels interactive packets for Addition and Subtraction, Place Value
Ordering and Comparing and Operations with Fractions.
Although 43 states are employing strategies that encourage elementary teachers to teach higher -
order thinking
skills, few have developed comprehensive policies for reforming the curriculum to
include such
skills in the early grades, a study by a federally sponsored research center shows.
Topics I have
included: Proportion, Types of number, Calculator
Skills,
Ordering Fractions, Mean from a table Pie Charts, Charts, Graphs, Angles, transformations, Construction and Loci, Standard Form Area and Perimeter, Probability, Tree Diagrams, Estimation, Wordy Problems, Trig and Pythag, Forming and Solving, Time, and a general revision sheets labelled the final countdown aimed at the first NON CALC exam.
Topics I have
included: Proportion, Types of number, Calculator
Skills,
Ordering Fractions, Mean from a table Pie Charts, Graphs, Angles, transformations, Construction and Loci, Standard Form Area and Perimeter, Probability, Tree Diagrams, Estimation, Wordy Problems, Trig and Pythag, and a general revision sheets labelled the final countdown aimed at the first NON CALC exam.
Led by Stanford University professor Linda Darling - Hammond, a panel of experts outlined a comprehensive system that
includes summative and formative tests of higher -
order thinking
skills, reflecting a marketplace that they say places increasing value on such
skills.
OA.A) In
order to demonstrate their understanding of this
skill, children should be able to clearly communicate the steps they took to solve a problem by identifying which strategies they used to find their answer and
include math vocabulary in their explanation.
The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function
skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in
order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention,
including approaches that impact two generations.
States must also meet several other conditions,
including: 1) working with the public schools to define the academic and social
skills that five - year - olds must possess in
order to succeed in kindergarten; 2) developing preschool activities and materials that help poor children acquire these
skills; 3) outlining an accountability program for determining whether four - year - olds are learning these
skills; 4) maintaining state spending on preschool programs; and 5) continuing to provide comprehensive services.
Includes concepts such as sorting, matching,
ordering, alphabet work, fine motor
skills and more... BONUS Halloween Tasks also
included!
Skills Covered Include: - Apply information - Choose the correct word - Expand vocabulary - Understand meaning of words and ideas - Use context clues - Use dictionary and glossary skills - Develop life / survival skills - Find relevant facts - Spell correctly - Understand and use reference sources - Analyze information - Write an original sentence - Classify information - Determine alphabetical order - Express / justify an opinion - Make decisions / c
Skills Covered
Include: - Apply information - Choose the correct word - Expand vocabulary - Understand meaning of words and ideas - Use context clues - Use dictionary and glossary
skills - Develop life / survival skills - Find relevant facts - Spell correctly - Understand and use reference sources - Analyze information - Write an original sentence - Classify information - Determine alphabetical order - Express / justify an opinion - Make decisions / c
skills - Develop life / survival
skills - Find relevant facts - Spell correctly - Understand and use reference sources - Analyze information - Write an original sentence - Classify information - Determine alphabetical order - Express / justify an opinion - Make decisions / c
skills - Find relevant facts - Spell correctly - Understand and use reference sources - Analyze information - Write an original sentence - Classify information - Determine alphabetical
order - Express / justify an opinion - Make decisions / choices
Includes concepts such as sorting, matching,
ordering and fine motor
skills.
And children who participated in both activities outperformed the control group in multiple math - related
skills,
including counting,
ordering, comparing, and adding.
To break this cycle, this project aims to build EEC providers» self - regulatory
skills,
including emotional regulation, stress management, executive functioning, and ability to communicate calmly and warmly with children, in
order to support the high quality interactions and
skill modeling that support children's self - regulation.
Cognitive science has yielded some paradoxical findings,
including that play may be the best way for children to learn the self - control needed for hard work; that rote memorization can be a stepping stone to using higher -
order critical thinking and problem - solving
skills; and that integrating arts into the curriculum can improve students» long - term memory of what is taught.
High expectations should
include a broad range of higher level thinking
skills and creative and practical thinking, as well as the ability to apply knowledge to real life experiences, engage in problem finding and focusing as well as problem solving, work cooperatively with others, and learn how to evaluate one's own work in
order to make continuous improvements.
I built on her conception of Equity Literacy to
include the
skills and consciousness with which teachers ought to be equipped in
order to create equitable learning environments for students and families in poverty.
The 2012 PISA exams
include a section that examines students» ability to solve ill - defined problems with higher
order thinking
skills across non-mathematical curricula as well as in the usual section on tightly defined problem solving.
When considering alignment of formative or benchmark assessments to standards it is important to recognize that in
order to assess progress toward end - point outcomes, items reflecting the full range of
skills need to be
included in the assessment.
An exhibited ability to work with children in a caring and respectful manner in
order to create a joyful, caring classroom environment where instructional time
includes community building, conflict resolution,
skill - building, and empowering students to be peacemakers and agents for positive social change
INCLUDES: 36 Student Activity Books (1 copy of each of the six titles per grade level, 32 - pages each) 4 Answer Cases 1 Teacher Guide FEATURES: Flexibility for task centers, independent or partner work, or one - on - one tutoring / remediation Clearly stated objective for each activity that allows you to differentiate Focus on foundational
skills and concepts Engaging puzzle format for a fun challenge Immediate feedback for self - checking Titles: Grade 1: Number and Operations: Counting and Place Value Addition and Subtraction: Properties and Situations Addition and Subtraction: Strategies and Equations Addition and Subtraction: Beyond 20 Measurement and Data: Length, Time, and Analysis Geometry: Shapes and Attributes Grade 2: Addition and Subtraction: To 20 and Beyond Foundations of Multiplication: Equal Groups and Arrays Addition and Subtraction: Properties and Place Value Measurement and Data: Length, Time, and Analysis Measurement and Data: Time, Money, and Analysis Geometry: Shapes and Attributes Grade 3: Number and Operations: Multiply and Divide Multiply and Divide: Problem Solving Fractions: Fractions as Numbers Measurement and Data: Use and Interpret Data Geometric Measurement: Perimeter and Area Geometry: Shapes and Attributes Grade 4: Number and Operations: Whole Numbers Number and Operations Multi-Digit and Fractions Fractions: Equivalence and
Ordering Fractions: Operations Measurement and Data: Convert and Solve Problems Geometry: Angles and Plane Figures Grade 5: Operations and Algebraic Thinking: Expressions and Patterns Number and Operations: Whole Numbers and Decimals Fractions: Add and Subtract Measurement and Data: Convert and Interpret Geometric Measurement: Volume Geometry: Graphing and 2 - D Figures Grade 6: Ratio and Proportions: Ratios and Problem Solving The Number System: Rational Numbers The Number System: Factors and Multiples Expressions and Equations: Write, Solve, and Analyze Geometry: Problem Solving Statistics and Probability: Variability and Displays
Strong technical
skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving
skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining
order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties
including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
She is the author or coauthor of several books and many articles on classroom assessment,
including ASCD's How to Give Effective Feedback to Your Students, How to Assess Higher -
Order Thinking
Skills in Your Classroom, and How to Create and Use Rubrics for Formative Assessment and Grading.
Aligned with college and work expectations; Clear, understandable and consistent;
Include rigorous content and application of knowledge through high -
order skills; Build upon strengths and lessons of current state standards; Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Evidence - based.
While federal legislation calls for «multiple up - to - date measures of student academic achievement,
including measures that assess higher -
order thinking
skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level
skill that can be measured on standardized mostly multiple - choice tests.
The resources
included here have been selected and sequenced in
order to deepen students» ethical and moral reasoning, challenge their critical thinking and literacy
skills, and engage them in a rigorous study of history.
However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences,
including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher -
order thinking, reasoning, and performance
skills; and growing dissatisfaction among parents and educators with the school experience.
PALO ALTO, CA — As states, districts, and schools are expanding instruction to
include the competencies associated with college, career, and civic readiness, they are also developing ways to measure mastery of these deeper learning and higher -
order thinking
skills.
The bill requires tests to
include multiple measures of student academic achievement and assess higher -
order thinking
skills and understanding.
The common core standards are a good start because they were designed to
include both rigorous content and application of knowledge through higher -
order thinking
skills.
The digital content
includes multiple formative and summative assessments, prescriptive pretests, and authentic assessments that elicit higher -
order thinking; opportunities to reflect on learning and interactive
skill assessments should be incorporated.
Constantly updates personal
skills and knowledge in
order to work effectively with teachers, administrators and other staff — both to expand their general understanding of information issues and to provide them with specific opportunities to develop sophisticated
skills in information literacy,
including the uses of informational technology
In
order to develop their
skills in the classroom, teachers should undergo clinical experiences that
include a gradual release of responsibility, high - quality coaching and feedback, and the opportunity to observe mentor and other
skilled teachers.
As states, districts, and schools are expanding instruction to
include the competencies associated with college, career, and civic readiness, they are also developing ways to measure mastery of higher -
order thinking
skills.
Teachers will have to create lessons that
include higher level thinking
skills and writing components in
order to prepare students for the Common Core Standards.