Sentences with phrase «skilled individuals through»

It's not that Switzerland does not produce highly - skilled individuals through its education system.

Not exact matches

But free will is an essential ingredient of the quintessential American hero archetype - the explorer, the pioneer - the lone individual who rises to the challenge and saves the day through skill, grit, and initiative - Cooper.

Mr. Alberg's individual qualifications and skills as a director include his experience as a venture capitalist investing in technology companies, through which he gained experience with emerging technologies, his experience as a lawyer, his knowledge of Amazon from having served as a director since 1996, as well as his customer experience skills and skills relating to financial statement and accounting matters.

The internist is equipped to treat the physiological problems and administer Antabuse; the psychologist is trained to do testing through which the alcoholic's therapeutic needs can be evaluated, and he may be trained to do research and psychotherapy; the psychiatrist, being a medical doctor like the internist, can prescribe medication, but his unique skills are in the area of individual and group therapy and their relationship to drug therapies; the social worker may be trained to help the alcoholic work through his marital and vocational problems and do group as well as individual therapy; the social worker may also work with spouses; the pastoral counselor is specially equipped by training to help the alcoholic with his «spiritual» problems as these relate to his sobriety and his interpersonal relationships; he may also be trained to do group and marital counseling; 40.

Specialization is regarded as a means for increasing the individual's qualitative excellence of achievement and for making possible higher forms of cultural life through the organization of differentiated skills.

The state's propensity to assign individuals identities through voter registration lists and social security numbers or more generally to reinforce conceptions of individual rights serves as an example; the roles of educational systems (through individualized test scores) and professional careers (organized around cumulative skills attached to the individual's biography) provide further examples.7 This work is important because it shows the dependence of self - constructs on markers in the culture at large: the self is understood not only in terms of internal development but also as a product of external reinforcement.

Lifehouse is a 501 (c)(3) nonprofit agency that has provided opportunity and independence to individuals with developmental disabilities through life - skills training, community integration, advocacy, referral and information.

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

Campers will break off to individual skills position to go through drills.

Each athlete will have the opportunity to develop their skills through individual instruction, small group sessions, and game experience.

The camp is designed to work on and improve each fundamental skill (shooting, passing, dribbling, rebounding, and defense) through individual and group lessons that culminate in the playing of team games.

Workshop A: American Red Cross CPR / AED / FA Certification Course - $ 375 (non members $ 500 *) Workshop B: EBP WORKSHOP: Sport - Related Concussion Standard of Care Guidelines that Incorporate the 5th International Consensus Conference on Concussion in Sport (2016) Recommendations - $ 35 (non members $ 60 *)- CLOSED Workshop C: Maximizing Employee Talents and Retention: Instituting Value Driven Leadership - $ 40 (non members $ 70 *) Workshop D: EBP WORKSHOP: The Use of Neurodynamics in the Treatment of Musculoskeletal Dysfunction - $ 105 (non members $ 180 *) Workshop E: EBP WORKSHOP: Opioid Awareness and Narcan Training - $ 70 (non members $ 120 *) Workshop F: Forgotten Skills - Problem Based Learning Through Simulation - $ 80 (non members $ 140 *) Workshop G: EBP WORKSHOP: Evidence - Based Practice in the Management of Sport - Related Concussion - $ 140 (non members $ 240 *) Workshop H: ATs Care: Assisting Individuals in Crisis (Two day workshop - Continues on Sunday)- $ 195 (non members $ 195 *)

Trauma - Informed Expressive Arts and Play Therapy integrates neurodevelopmental knowledge and the sensory qualities of the arts in trauma including the following 1) how the mind and body respond to traumatic events; 2) recognition that symptoms are adaptive coping strategies rather than pathology; 3) emphasis on cultural sensitivity and empowerment; and 4) helping to move individuals from being not only survivors, but ultimately to becoming «thrivers» through skill building, support networks, and resilience enhancement.

This is a young, but highly competent group of individuals who have the skills that a modern Ayurveda needs in order to reach the millions around the globe who seek wellness through prevention.

Through individual sessions, group sessions or a combination of both, we will devise a plan that will support your team by customizing a program that develops skills and techniques to will serve everyone.

Each playable character has an individual skill tree with new combos, abilities and classes to be unlocked through the use of consumable materials.

As observation, intuition, empirical research, and a quick examination of the Department of Labor's occupational employment statistics [vi] will demonstrate, success in life depends on hard skills: the individual's capabilities in subject matter and tasks that are valued in society and are passed on through formal and informal instruction, e.g., being able to write computer code, or service heating and air conditioning equipment, or cook gourmet meals, or understand market derivatives.

This lesson plan supports the learning of science concepts and key vocabulary through movement and dance as individual learners and in small groups focusing on compositional skills.

This lesson plan supports the learning of science concepts and key vocabulary through movement and dance as individual learners and in small groups focusing on compositional and performance skills.

This lesson plan supports the learning of science concepts and key vocabulary through movement and dance as individual learners and with a partner focusing on building a dance vocabulary and introducing compositional skills.

«The reality is that for the novice student engaged in basic skill building, such as learning chemical symbols, individual learning through reading or simple drill and practice might be the optimal learning design.

Is it that we should use many of the Chinese strategies (that promote self - discipline, a deep respect for learning, the understanding that effort is critical, and a strong foundation of basic facts and knowledge) early on, and then, in later grades, focus more on critical - thinking skills, analytical abilities, and the pursuit of individual passions through curious exploration?

«Continuous Learning» refers to the ongoing development of skills, abilities, and knowledge through different means (including work on the job, training, experiences, communications, etc.), and is part of an individual's ongoing professional life at work and outside of work.

The move toward hiring leaders who have not come up through the education ranks is «recognition that [running a school district] requires a real team of people with very different skills, including management skills of a scope and scale that might be found in individuals from outside education,» Seltz commented.

Increasingly, learning is recognised as a continuous, cumulative and potentially lifelong process through which individuals develop deeper understandings, more sophisticated knowledge and higher levels of skill.

I am 200 percent in favor of personalized learning, defined as enabling every child to move through the prescribed curriculum at his or her own speed, progressing on the basis of individual mastery of important skills and knowledge rather than in lockstep according to age, grade level, and end - of - year assessments.

Often those efforts include lists of specific skills in a variety of subject areas and a reporting method that identifies an individual student's progress through the skill levels.

Through play, students: • Interact socially; • Engage in dramatic play, role play and fantasy; • Extend their creativity and imagination; • Test themselves physically, developing skills and mastery over physical challenges; • Develop ball handling and other skills; • Observe the natural environment; and, • Engage in a range of self - directed activities which aid each individual to develop towards independent adulthood.

If individual interests and pre-existing cognitive skills determine what is learned and when it is learned (i.e., «each student learns at her own pace»), demographic characteristics that are correlated with personal interests and cognitive skills will mirror how far students proceed through the curriculum.

Through a flexible approach of whole - class instruction, differentiated small - group instruction, and individual student practice, teachers have the flexibility they need to meet students at their skill levels and adapt instruction accordingly.

That is so, and much of their value lies in allowing states to see their own standards through the prism of the judgments that the principal industrialized countries make collectively as to what skills matter for the success of individuals in a global economy.

Teachers prepare students for careers of the future by incorporating technology skills into their teaching and meeting the needs of individual learners through computer learning programs.

However, unlike these impeding factors, the challenges associated with individual accountability, affective team support, the presence of positive leadership and consensus building skills could have been addressed through better design and instruction.

To ensure that all children develop the necessary cognitive, social, emotional and physical skills that build the foundation for life - long learning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organizations.

In its 10th Year, the Leadership Academy is funded by a statewide Teacher Center grant to be a Learning Community studying Leadership.Its mission is to empower individuals to realize their professional and personal leadership capacity through learning together, enhancing individual and group skills, and to set and achieve goals that advance distributive leadership within the New York State Teacher Centers» Organization.

Pinpoint an individual student's strengths, weaknesses, knowledge, and skills in a particular concept area through the diagnostic assessments.

Our goal was to create a school that would meet the individual needs of Providence's diverse students through a maritime - themed curriculum that would promote social and civic skill - building as well as outstanding academic learning.

Skilled crafts workers are individuals who perform jobs which require special manual skill and a thorough and comprehensive knowledge of the processes involved in the work which is acquired through on - the - job training and experience or through apprenticeship or other formal training programs.

We work to advance teachers» skills through graduate - level coursework in English literature, advanced instructional methods in English education, educational leadership, and other courses selected by the individual.

I won't lie — I felt the gravity of the responsibility, and this impacted my desire to learn, practice, and perfect the Real Time Teacher Coaching model so that I can ensure these skills transpose through the individuals I work with.

The Mission of the El Monte City School District's Music Department is to cultivate a life long love of music in our students by developing individual skills and an academic music vocabulary, helping students to realize a sense of belonging, establish connections to the community, foster creativity, imagination, and critical thinking through, song, movement, language, and performance.

The enrichment triad consists of three types of activities: (1) Exploratory activities in which students investigate avenues of interest and then decide on a topic or problem to study in depth, (2) activities in which students are provided with the technical skills and thinking processes needed to investigate the research topic or problem selected in step one, (3) investigative activities in which students explore their topic or solve their problem through individual or small group work.

Students work through specific skill / strategy - based cards to meet individual needs.

Training in relationship skills and social awareness through advisory groups, peer mentoring, individual / group counseling and more

Leveraging Metiri Group's background in 21st Century learning and the learning sciences, our team is developing a collaborative, personalized professional learning environment that will lead individual teachers or teams through an initial needs assessment to formulate a personalized growth plan, guide them to research - based resources and strategies they can use tomorrow, match them with collaborative partners who share their interests and professional goals, guide them in redesigning units or lesson plans that support students» development of the cognitive skills that underlie entrepreneurship, and ultimately help them implement teaching practices that support personalized instruction that develops students» 21st Century skills.

Yes, we live in an era of unique specializations, but to distill our education system - our children's learning - down to a narrow set of skills that students are to learn through mechanistic teaching and testing - is shameful and flies in the face of the individual hopes and dreams that this country was largely founded upon.

• Identifying, collecting and analyzing student data with a robust body of evidence • Selecting instructional and social emotional Tier 1,2, and 3 interventions aligned to appropriate skill gaps • Monitoring student progress and setting appropriate goals • Deepen your understanding of the principles of MTSS and best practices as shared through national researched based practices and real time case scenarios, • Prioritize an action plan on next steps for your team or individual tool box and capacity

These LEAs are making equity and access a priority and aim to prepare each student to master the content and skills required for college - and career - readiness, provide each student the opportunity to pursue a rigorous course of study, and accelerate and deepen students» learning through attention to their individual needs.

We tap the connective power of the arts and technology to offer programs and services through which young people share, collaborate and explore with their peers from different cultures; and gain the skills, knowledge and attitudes they need to improve their academic achievement and become thoughtful, compassionate and globally competent individuals.

Testimonial Videos follow individual educators on their journeys through implementing a variety of new skills and practices.