Sentences with phrase «quality of his other skills»

Not exact matches

WLES underpins other, more complex skills, so if you organize formal or informal higher levels of training — such as quality - assurance systems or computer use — you could be missing out on the full value of those programs if your employees don't have foundational literacy and numeracy skills.

Others might point to the qualities of today's so - called celebrity CEOs — charisma, virtuoso communication skills, and a confident management style.

Social competence is made up of your social awareness and relationship management skills; social competence is your ability to understand other people's moods, behavior, and motives to respond effectively and improve the quality of your relationships.

And in the process they show vulnerability, respect for the knowledge and skills of others, and a willingness to listen — all of which are qualities of outstanding leaders.

For to all the other arts and skills of the Hebrew narrator the story of Joseph adds two qualities that lift it into the class of modern story - telling.

Recovering quickly from mistakes is a skill, and like any other, it needs to be practiced with quality and consistency in order to hold up under the pressure of the game.

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

terror will be spread upon his enemies and justice will prevail (just following the pattern of the movie «Danny the dog», hope i remember the story of that movie right d) Got a new world class member in our medical staff that amongst other abilities and skills he specializes in healing just every kind of injury of a DEFENDER in just two working days (for other players's positions he needs a bit more) e) Chambers is of pure quality - nothing to brag a lot, yet.

personally i would give up a bit of power for more skill and mobility which is why i think we need another carzola type urgently... but i appreciate there are other ways... but without a top quality option in midfield this window any chance of competing at the top again will be gone for another year... that will be 14 barren years... back to the future with the yoghurt man it seems!!

Beginners can expect to come away with a better understanding of basketball and the skills necessary to become successfully involved with high school, middle school, CYO, AYB, and other quality programs.

While we know that not every camp can engage in a large evaluation process, we hope that our findings will be useful to others and inspire reflection about how camps can excel as high quality learning environments where kids can practice many of the essential skills they need for school, job, and relationship success.

In other words, 1) the level of the parents» skill seems to have a greater effect on the child's development than anything else, 2) higher quality child care leads to high vocabulary scores and 3) the more time a child spends in childcare, the more likely she is to misbehave or resort to behaviors like biting or hitting.

Most experts agree that there are plenty of other ways for children to develop the skills necessary to be successful in kindergarten, including attending a good daycare facility or spending quality time at home with you or another loving caregiver.

These kinds of wilderness camps offer unprecedented personal growth, encouraging personal development, deepening of leadership skills, teamwork and reliance on others, along with a wealth of other intangible qualities unachievable by any other means.

But the reality is that there are many things that would affect that other than just individual parenting skills — like a long line of trickle - down societal expectations; the way kids are treated at school; not to mention a high - quality, state - funded daycare system that most parents choose over staying at home permanently with their children.

In view of the growing body of work evaluating breastfeeding peer support, we have distinguished between this and other kinds of lay support, following the definition by Dennis 2002: «Peer support is provided by lay individuals who are not part of the client's own embedded network, who possess experiential knowledge of the targeted behaviour (i.e. successful breastfeeding skills) and similar qualities (i.e. age, socioeconomic status, ethnicity, residency etc.) in order to aid the client during a time of actual or potential stress (i.e. the initiation and continuation of breastfeeding).»

Dawkins has become «Darwin's rottweiler» — as Alister McGrath, an Oxford theologian, reminded readers of his recent book, Dawkins» God: Genes, Memes, and the Meaning of Life — so intent on prevailing in intellectual combat that he alienates others and undermines the dazzling quality of his argumentative skills.

In addition to her expert skill as a clinician, Dr. Frontera also has many research interests including identifying biomarkers and predictors of early brain injury and vasospasm / delayed cerebral ischemia after subarachnoid hemorrhage and their impact on outcome; determining the efficacy of therapeutic strategies and developing guidelines for the management of patients with intracranial hemorrhage; evaluating the cost, length of stay, quality of life, functional and cognitive outcomes in a broader population of intracranial hemorrhage patients; developing guidelines for the integration of palliative care into the intensive care unit setting; and evaluating the relationship of Zika virus infection, Guillain - Barre, and other neurologic disorders.

Collateral benefits to clinical trial sites include equipment and facilities, skills development, high - quality jobs for local researchers, healthcare workers and other staff, and generally a higher standard of healthcare for trial participants.

Other quality - of - life improvements include health restoration upon level - up, the world map on the bottom screen, a menu display of how many experience points you need to level up, the ability to withhold skill allocation, and a quick - save that functions like a save - state.

Cattell noted that one «has the «fluid» quality of being directable at almost any problem,» while the other «is invested in particular areas of crystallized skills which can be upset individually without affecting others.»

Small gains in the education of teachers relative to other workers may not be evidence of declining quality, however; additional years of schooling may be more valuable for teachers because, as highly skilled workers, they face higher opportunity costs of staying out of the labor force.

That measure of human capital, however, implicitly assumes that each additional year of schooling translates into a comparable increment in the stock of relevant skills, totally ignoring any variations in the quality of the student's home, community, school, teachers, and other factors.

If a child has limited opportunity to experience a wide range of textures and shapes and qualities of materials then this has impacts such as losing the ability to walk with confidence and other skills like holding tools or objects such as pencils and pens, which affects the ability to manipulate those materials in order to process symbols, such as the alphabet.

Yes, we need to make sure we are arming students with the skills and stamina to read texts that are complex; where the task assigned to students is rigorous, the quality level of the text is high, and the Lexile levels and other quantitative indicators are high as well.

First, using years of school as a measure of quality, it appears that the education level of teachers has declined relative to the schooling of other workers, no matter how skilled.

High quality residential programmes develop: • confidence, optimism and a «can do» spirit • the ability to make decisions in the face of complex and daunting challenges • motivation and hence be more successful learners • positive attitude toward problem solving; • resilience, tenacity and determination • adaptability • understanding of risk, risk assessment and risk management • creativity both initiating and being receptive to innovation • knowledge and appreciation of healthier and more active lifestyles • ability to reflect on their own potential and contribution to society • appreciation of others, their place contribution and potential in the world • team work and strong communication skills • leadership qualities Such programmes are motivating, challenging; even fun.

Quality unit instruction combined with differentiated instruction transforms «the game called school» into a meaningful journey where learners understand and connect with the curriculum on a daily basis, whether the approach is project - based learning (PBL), Understanding by Design (UBD), or any other unit design that connects a deep understanding of content and a mastery of skills and concepts to real - world contexts.

Maintaining high quality planning, preparation and marking whilst ensuring you fulfil other strategic and supporting roles as well as the day to day business of helping to lead the school can require skill, organisation and a persistent drive.

Every other potential quality metric tested in this survey far surpasses testing as a measure of school quality: having extracurricular activities, art and music classes, advanced academic classes, technology and engineering classes, and efforts to develop students» interpersonal skills.

These skills in turn depend not only on the quality of the state's schools but also on the quality of schools in other states and other countries that supply immigrants to each state's workforce.

To the fullest extent permitted by applicable law, the National Education Union expressly disclaims all warranties, conditions and other terms of any kind, whether express or implied, including, but not limited to any implied term of merchantability, satisfactory quality, fitness for a particular purpose, and any term as to the provision of services to a standard of reasonable care and skill or as to non-infringement of any intellectual property right.

Asked about six factors in school quality, the percentage of New Yorkers was highest regarding the importance of schools helping students «learn skills like being cooperative, respectful of others and persistent at solving problems.»

Other findings were: 82 percent of people supported focusing on building students» job or career skills even at the expense of traditional academic subjects; 86 percent said schools should offer licensing programs and; 80 percent said technology and engineering classes were a very important element of school quality.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

About 82 percent of people surveyed say that it is important for high schools students to develop interpersonal skills, be cooperative and respectful of others and 42 percent said standardized tests were a «highly important» indicator of school quality, according to a national poll.

The literacy tasks are developed to align with the Common Core English Language Arts Standards and are meant to promote high - quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, social studies, and other subjects.

Constructed responses are meant to promote high - quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, social studies, and other subjects.

The tasks are developed to align with the Common Core English Language Arts Standards and are meant to promote high - quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, social studies, and other subjects.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

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.

High quality early childhood experiences; summer school to address summer loss; parent education programs to build skills needed in school; parent housing vouchers to reduce mobility; after school programs such as sports, chess clubs, and robotics; a full array of AP courses; school counselors and school nurses at the ratios their professions recommend; professional development for teachers and establishment of school cultures of professionalism; pay for teachers at parity with what others at similar educational levels receive; and so forth.

Outside of the classroom, high quality afterschool providers, for example, are one of the other entities that help contribute to student's college and career readiness through college and career exploration, social and emotional learning, soft skills development, various enrichment activities, and more.

Like others with similar findings, Bowen and colleagues speculate that, beyond measuring content mastery, grades «reveal qualities of motivation and perseverance — as well as the presence of good study habits and time management skills» and «often reflect the ability to accept criticism and benefit from it and the capacity to take a reasonably good piece of one's work and reject it as not good enough» (p. 124).

Other organizations signed on to the compact include: AASA, the School Superintendents Association; Alliance for Quality Education; The Albert Shanker Institute; American Youth Policy Forum; Center for Teaching Quality; Coalition for Community Schools; Committee for Economic Development; Education Law Center; League of United Latin American Citizens; Institute for Educational Leadership; National Association of Bilingual Educators; National Association of Secondary School Principals; National Education Association; Opportunity to Learn; Partnership for 21st Century Skills; and Southeast Asia Resource Action Center.

Although some preparation programs require that students complete as many as 600 clinical training hours through student teaching, other programs — which are all low - quality alternative certification programs — report that their students did not complete any clinical training hours.25 Even the most intensive teacher preparation experiences pale in comparison with the 10,000 hours of deliberate practice that researchers say are needed to develop expertise in any given field.26 While there are isolated examples of excellent clinical residency models that provide students with ample time to practice their skills in a classroom setting, 27 there is not an entire system that supports this approach.

This is hands down the best way because it takes care of many different things: it saves you time, it helps you get a higher quality of assignment that you may not have the skills to produce yourself, it allows you more energy to spend on other assignments or to spend time with friends and family, and it also helps you learn about the internet and how to be careful of scams and holding your own in the world of the web.

Yes, quality writing is of paramount importance, but being involved with other writers is a great way to keep your skills up - to - date, enrich your social life with like - interested acquaintances, and be in the know when a new opportunity comes your way.

The truth is that your oral skills and other academic strength remain unnoticed by the professor, but the quality of thesis you submit might undermine your academic performance.

In other words, your task is to apply your critical thinking skills to dissect the specific research article, to assess its strengths and weaknesses, and to present your conclusions on the overall quality of conducted research.