Sentences with phrase «planning skills necessary»

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.

Make sure to voice your interest and map out a plan of attack to ensure you acquire the skills necessary for progression.

Your SBA loan application should draw from the same work you do when preparing your business plan — mapping your experience to the skills necessary to run your business.

Finally, Michael urges the importance of developing educational procedures to train a special cadre of persons with the intellectual and emotional skills necessary to assist in the process of applying what we know to the task of planning and achieving humanly fulfilling futures.

Some defy my taxonomic skills, either because they're on the borderline (PLAN AHEAD — IT WAS NOT RAINING WHEN NOAH BUILT THE ARK has a biblical reference but no necessary spiritual meaning) or because they're incomprehensible: What does CHECK UP BEFORE YOU CHECK OUT mean?

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

players like Ozil always present the fans with a bit of a conundrum, especially when times are tough... if you look around the sporting world every once in awhile there emerges a player with incredible skill, like Ozil, Matt Sundin or even Jay Cutler, who have a different way about themselves... their movement seemed almost too lackadaisical, so much so that it seemed to suggest indifference or even disinterest on the part of the player... their posture always appears somewhat mopey and they generally have an unflattering «sour puss» expression on their face... for some their above average skills are enough to keep them squarely in the mix, as their respective teams try desperately to find a way to get the best out of them visa vie player acquisitions or the reworking of tactics... when things go according to planned the fans usually find a way to accept their unique disposition, whereas when things go awry they become easy targets for fans and pundits alike... in the case of Ozil and Sundin, their successes on the international stage and / or with their former teams led many to conclude that if we surrounded such talented individuals with players that have those skills that would most likely bring the best of these players success would surely follow... unfortunately both the Maple Leafs and our club chose to adopt half - measures, as each were being run by corporations who valued profitability over providing the best possible product on the field... for them, they cared more about shirt sales and season tickets than doing whatever was necessary... this isn't, by any stretch, an attempt to absolve Ozil of any responsibility for his failures on the pitch... there is no doubt oftentimes his efforts were underwhelming, to say the least, but this club has been inept when it comes to providing this prolific passer with the kind of players necessary for him to flourish... with our poor man's version of Benzema up front, the headless chickens in Walcott, the younger Ox and Welbeck occupying wide positions far too often and the fact that Carzola, who provided Ozil with great service and more freedom to roam, was never truly replaced, the only real skilled outlet on the pitch was Sanchez... remember to be considered a world - class set - up man goals need to be scored and for much of his time here he has been surrounded by some incredibly inept finishers... in the end, I'm not sure how long he will be in North London, recent sentiments and his present contract situation seem to suggest that he will depart at season's end, but how tragic would it be if once again we didn't put our best foot forward and failed to make those moves that could have brought championship football back to our once beloved club... so when you think about this uniquely skilled player don't be so quick to shift all the blame on his shoulders because he will not be the first or the last highly skilled player to find disappointment at the Emirates if we don't rid the club of those individuals that are truly to blame for our current woes

If you're ready for a clear, easy - to - follow plan that will teach your child the skills necessary to happily sleep through the night (and take long, restful naps during the day),...

If you're ready for a clear, easy - to - follow plan that will teach your child the skills necessary to happily sleep through the night (and take long, restful naps during the day), then here's everything you need to know about setting up a private consultation with me.

If you're ready for a clear, easy - to - follow plan that will teach your child the skills necessary to happily sleep through the night (and take long, restful naps during the day), then click on the appropriate package for your needs.

The Biotechnology Young Entrepreneurs Scheme — a programme run jointly by the BBSRC and the University of Nottingham — introduces postgraduate and postdoctoral scientists to the skills necessary to commercialise science and write a business plan.

Functional skills are generic work skills that are necessary in most work settings including planning, verbal and written communications, negotiating, problem solving, scheduling, analytical, and reporting skills.

The SNMMI Future Leaders Academy training focuses on setting a clear plan for increasing leadership abilities by developing the necessary skills and organizational expertise to enhance performance and ultimately evolve into a leader both within the nuclear medicine and molecular imaging community and the society.

The IDP serves as a tool for mentor and postdoc to identify short - term skills for improving current performance, as well as long - term planning to identify approaches to develop the necessary skills for the career objectives.

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 for the couple.

The leads are obviously older than the 17 - year - olds in the story, a nod, perhaps, to the planned sequels, but they have a bouncy sort of verve and a capacity for the emotional depth necessary to make their story work, particularly Garfield, with sleepy eyes and an unruly field of dark hair, finding the exact note of wide - eyed terror and joy to Peter's discovery of his new skill set, as well as to the inner turmoil of re-aligning his moral compass.

This module will give the participants the strategies and the skills necessary to manage unruly parents and give them the skills to manage both planned and unplanned parent / teacher meetings.

The steps guide teams through three phases — prepare, inquire, and act — and outline the key tasks involved in building the skills necessary for looking at data, identifying a problem of practice, developing an action plan, and assessing to what extent it succeeds in improving student learning.

Together, the above two processes should provide the teacher with a detailed list of what maths skills are required to undertake the task and to use that plan to have the necessary resources and activities at hand when the maths content needs to be explicitly taught.

The long term plans map out where students will develop the skills necessary to access the new specification 9 - 1 GCSE English language and literature papers.

Resources are meticulously planned in line with the skills necessary for the new GCSE 9 - 1 course.

The key learning objective of business simulations in corporate use is to train business acumen and equip participants with skills and knowledge necessary to implement corporate strategic plans.

At least 12 states described in their ESSA plan a vision to align K - 12 outcomes and post-secondary attainment goals to ensure students are graduating high school and college with the necessary knowledge and skills.7

According to the research, most Learning and Development professionals, 87 %, believe that business planning is a top priority for the profession, but only 47 % said they had the necessary skills in - house to achieve organizational change.

This Direct Instruction reading intervention program delivers scripted, tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners.

Achieve Texas offers guidance to help students plan their educational experience based on their career goals & allows students to develop the knowledge & skills necessary for a successful transition into skilled employment, advanced training, and associate's degree, a bachelor's degree, or technical certification.

Does it include a component specifically designed to address how the school will help the adults in your school develop the skills necessary to implement the plan?

«We know that strong literacy skills are the foundation for students to become lifelong learners and by equipping administrators and teachers with the knowledge, skills and tools necessary to develop a comprehensive literacy plan, we are helping them bring this to scale within their districts,» said Michael Haggen, Chief Academic Officer, Scholastic Education.

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

In this new school, I plan on working with the school improvement leadership team in designing staff development programs that will equip the instructional staff with the skills necessary to promote collaboration in identifying grade level focus on highest student achievement, as identified by the student performance data.

Through training of College and Career Planning Managers in Eskolta skills; assistance with tools for planning and tracking progress; and support in sharing practices across schools, Eskolta's work with the College Access for All Institute will help provide students with the practical resources and structured guidance necessary to thrive beyond high school graPlanning Managers in Eskolta skills; assistance with tools for planning and tracking progress; and support in sharing practices across schools, Eskolta's work with the College Access for All Institute will help provide students with the practical resources and structured guidance necessary to thrive beyond high school graplanning and tracking progress; and support in sharing practices across schools, Eskolta's work with the College Access for All Institute will help provide students with the practical resources and structured guidance necessary to thrive beyond high school graduation.

As the 1997 position states, teachers must be provided the time and other resources necessary to reflect on their experiences, investigate new approaches, learn new skills, and plan with their colleagues.

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

Teachers in all schools should be provided the time and other resources necessary to reflect on their experiences, investigate new approaches, learn new skills and content, and plan with their colleagues.

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).

We must advance beyond compliance («OK, I'll follow this classroom management plan and the student handbook that tells me the consequences I can assign when students misbehave») toward empowerment, taking charge and taking responsibility for teaching students the behavioral skills they need to succeed, and preparing the supports necessary for all students to learn these vital life skills.

Are the skills and opportunities for practice that Dr. Heritage says are necessary to craft and monitor a school's improvement plan present at your school?

There are a number of lesson plans and resources on this site that help out with the many steps involved in developing the necessary writing skills.

They developed the technical skills necessary to implement e-readers and e-text into their planning.

As the early college experience is made available to a broader range of students — including many who are less academically prepared than traditional dually enrolled students — Pour says it's essential that community colleges create plans to help those students develop the necessary skills for success.

Plans are underway to release a new National Education Policy (NEP) in the near future, with the goal of making India «a knowledge superpower by equipping its students with the necessary skills and knowledge and to eliminate the shortage of manpower in science, technology, academics and industry.»

It strives to develop confident, resilient, positive, reflective children who love to learn, who enjoy coming to school, and through the planned rich variety of experiences develop the necessary skills for lifelong learning.

Closing the Achievement Gap: Oregon's Bold Plan For over 30 years, Oregon has been committed to developing a diverse K - 12 educator workforce with the skills necessary to educate all students — that is, educators who are «culturally competent.»

After identifying all the necessary skills for group work, plan how the team will teach, reinforce, and assess these skills.

There are people who can really write well but do not have the necessary skills to market their own product; to solve this Xlibris has a very extensive marketing plan for their customers.

Our carefully planned itineraries and our guides» special skills, plus our willingness to keep on trying where necessary, have earned us wonderful reputation for consistently showing those who travel with us an unusually high proportion of the truly special birds, a reputation of which we are very proud.

At Ambergris Caye Elementary School we create individualized educational plans for students with disabilities, promote inclusion, have a substantiallyseparate special needs class and resource room and provide a safe and accepting place to learn important educational skills and necessary life skills.

Our family law and divorce attorneys have the skills and resources necessary to handle high - conflict and high - asset divorces, and we leverage our years of experience in the areas of estate planning and criminal defense in order to build a thorough and innovative divorce strategy on your behalf.

From the outset we obtain all necessary medical records and in consultation with highly skilled medical experts we develop and implement a plan to prove the claim and obtain the highest possible settlement or award for each client.

(6) Does your firm have a plan to develop the necessary skills to implement alternative billing arrangements with specific clients?