Not exact matches
«For example, we know from previous studies that neuromuscular training may help to improve motor
skills and
performance while
decreasing risk for injury among athletes specializing in a single sport.
Researchers at the Patanjali Research Institute in India found that 18 minutes of alternate nostril breathing in 26 healthy volunteers effectively
decreased blood pressure and improved
performance of
skilled motor tasks requiring hand - eye coordination, repetitive motor activity, and focused attention.
This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18:
decreased emotional distress such as anxiety and depression, improved social and emotional
skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules),
decreased classroom misbehavior and aggression, and improved academic
performance (e.g. standardized achievement test scores).
Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL
skills, attitudes, positive social behavior, and academic
performance while finding
decreases in conduct problems, emotional distress, and drug use.
With PAIRIN, those soft
skills defined by Yong Zhao as «the new survival
skills,» allow educators to specifically target behavior and mindset development among their students that leads to increased academic
performance, fewer dropouts, and
decreased behavioral issues.
For example, a meta - analysis of school - based and afterschool SEL programs found that participation improved elementary and middle school students» test scores by an average of 11 to 17 percentile points,
decreased conduct problems, and increased students» problem - solving
skills.17 Similarly, a meta - analysis of school - based SEL programs for students in kindergarten through 12th grade found that participation improved students» academic
performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including urban, suburban, and rural school environments.19
Decreased driver / operator
performance and decision - making
skills, due to driver fatigue caused by adverse weather.
PA Reps for staff development and growth opportunities * Plan, assign, and direct work, appraise
performance, reward and discipline employees, address complaints and resolve problems within the team * Assist in the hiring process * Assist in the preparation of
performance reviews * Deliver
performance reviews in conjunction with the Prior Auth Manager * Meet monthly with each staff member to go over
performance status * Assist with training as needed * Lead weekly Team meetings with staff to keep them informed of changes to policy and procedures and corporate communications * Meet with the Prior Authorization Management team weekly to report on clinical call center
performance and personnel issues Required Qualifications: * High School Diploma or equivalent * Current and unrestricted Pharmacy Technician license * 2 years» experience supervising Pharmacy Technicians in a Call Center environment * Prior Authorization experience * Knowledge of the Pharmacy Benefit Management and / or Health Insurance * Knowledge of Call Center industry through work experience and as obtained through related courses * Proficient in Microsoft Word and Excel Preferred Qualifications: * Bachelors» Degree * PBM experience * National Pharmacy Technician Certification Required Competencies: * Must have strong leadership and problem solving
skills * Strong written and verbal communication
skills * Strong interpersonal
skills * Ability to effectively present information and respond to questions from groups of associates, managers and clients * Ability to comprehend ACD statistical reporting and apply it to the operation of the department * Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form * Ability to maintain a high level of consistency while working with team members * Ability to recognize the needs of the staff, heighten morale, and
decrease stress and burnout * Ability to understand what style of conflict resolution is best suited for a particular situation * Ability to determine the needs of each individual team member and assist them in achieving set goals * Demonstrate a clear understanding of company and client confidentiality * Excellent organizational
skills * Exemplary coaching / motivational
skills at both an individual and team level * Adaptable and able to move with change while maintaining a positive attitude and strong role model for the Team.
Key Accomplishments and Contributions as an Accounting / Accounts Manager • Collected payments on delinquent accounts through persuasive communication and negotiation
skills, resulting in a significant increase in accounts receivable and
decrease in the company's loss • Improved processes in relation to internal audits compliance and ensured tax, legal, and organizational compliance with payroll regulations and procedures, as well as internal policies • Monitored proper controls or systems to effectively manage inventory levels and control all costs • Analyzed operational
performance to maximize operations and made effective recommendations
Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL
skills, attitudes, positive social behavior, and academic
performance while finding
decreases in conduct problems, emotional distress, and drug use.
This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18:
decreased emotional distress such as anxiety and depression, improved social and emotional
skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules),
decreased classroom misbehavior and aggression, and improved academic
performance (e.g. standardized achievement test scores).