Sentences with phrase «skills as we construct»

Bring your problem - solving skills as we construct several STEM activities and learn how to create a blended learning environment to encourage your students to consider a STEM career path.

Sharpen both your woodworking and gardening skills as you construct and plant a birdhouse with a rooftop of live succulent plants.

Not exact matches

There is a secondary sense in which we must speak of art also as craftsmanship, the work of a skilled artisan, to satisfy a desire for that harmonious blending of line and color and texture that makes a commercial product attractive, or gives one pride in the ability to construct something.

We do not deny or circumscribe the Creator, because we hold he has created the self - acting originating human mind, which has almost a creative gift; much less then do we deny or circumscribe His power, if we hold that He gave matter such laws as by their blind instrumentality moulded and constructed through innumerable ages the world as we see it... Mr Darwin's theory need not then be atheistical, be it true or not; it may simply be suggesting a larger idea of Divine Prescience and Skill... At first sight I do not see that «the accidental evolution or organic beings» is inconsistent with divine design - It is accidental to us, not to God.»

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.

Now and then some deep - dedicated fan goes beyond the newspaper's daily statistics and constructs a rating system of his own, as elaborate as his skill or his fancy can manage.

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

To measure character skills researchers used five personality traits — openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism — which are widely accepted as a meaningful construct for describing differences in character skills by psychologists.

In Desert Island Escape, make use of each animal's different skills, find materials and evade enemies on dozens of islands as you attempt to construct a raft and float to safety within seven days.

«NAPLAN tests are constructed to give students an opportunity to demonstrate skills they have learned over time through the school curriculum, and NAPLAN test days should be treated as just another routine event on the school calendar,» he says.

Mindfulness in the Classroom: Five Skills That Influence Your Ability to Work With All Kinds of Learners — Part 6 Resilience is an essential construct to consider when working with children in an educational capacity because learning and behavioral difficulties can be devastating to a childs self - esteem and identity as a new learner.

Gardening can be used for numeracy skills including: measurement, areas and volumes, data gathering and presentation and for literacy labelling plants, recording and describing plant development researching, creating written and multi-modal texts, science and technology (growth and reproduction, testing soil pH as well as designing, planning and constructing the garden).

Still others expand the notion of twenty - first - century literacy beyond spoken and writtenlanguage to include the panoply of skills often collected under the umbrella term multimedia (being able to both understand and create messages, communications, and works thatinclude, or are constructed with, visual, aural, and haptic — that is, physical — elements as wellas words).

As a fourth - grade teacher, I can truly appreciate how a well - constructed project - based learning experience offers opportunities for stronger, more consistent reinforcement and support of important foundational learning skills and concepts across multiple disciplines and provides me more time for individualized and differentiated instruction for my learners.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

[vii] With respect to reliability, we first examined the extent to which students» responses to specific items used to measure the same skill were correlated, as would be expected to be the case if they captured a common underlying construct.

On the other hand, proponents of the view that history is about facts and dates would regard essay - based tests as deeply flawed, since they assess students» writing and linguistic skills as well as historical knowledge (what is sometimes called «construct - irrelevant variance»).

The assessment measures the student's ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and cause and effect reasoning skills.

Integration: As the Common Core State Standards (CCSS) call for students to have skills such as being able to persevere in solving difficult problems, collaborate, construct viable arguments, and critique the reasoning of others, SEL skills help students master this deeper engagement and learninAs the Common Core State Standards (CCSS) call for students to have skills such as being able to persevere in solving difficult problems, collaborate, construct viable arguments, and critique the reasoning of others, SEL skills help students master this deeper engagement and learninas being able to persevere in solving difficult problems, collaborate, construct viable arguments, and critique the reasoning of others, SEL skills help students master this deeper engagement and learning.

We do know that getting a high score on the SAT gives us no information about the students» ability to ask their own questions, make their own connections, and construct their own meaning as they read, or express their own ideas as they write in a personal voice because the Common Core rejects those skills.

Command one of five different civilizations: the Britons, Franks, Mongols, Saracens, or Japanese; Control special «hero» units such as Richard the Lionheart, Robin Hood, Joan of Arc and Genghis Khan, whose special «hero» powers affect the entire battlefield; Lead over 45 different types of units into battle — from bowmen and monks to hand cannoneers, mercenaries and samurai; Players» can construct and upgrade buildings to help their units learn new skills and create resources for their civilizations; Research over 50 different technologies like chemistry, ballistics, siege craft and spying to advance civilization into the next age; A new Combat Advisor offers advice on certain campaign strategies and provides an assessment of the battle's outcome; Multi-player scenarios allow up to four players to wirelessly battle each other; By gaining Empire Points, players can unlock maps and units to improve their Emperor Rank.

He was turned off by the lack of technical skill, as well as the inability to draw the figure, and construct a decent composition.

Lawyers are paid to construct arguments that get round legal obstacles, so why shouldn't they use their skills to get round procedural ones as well?

Logic is an important skill for lawyers, both for constructing strong arguments and as the basis of legal thinking.

The specification of an invention must (a) correctly and fully describe the invention and its operation or use as contemplated by the inventor; (b) set out clearly the various steps in a process, or the method of constructing, making, compounding or using a machine, manufacture or composition of matter, in such full, clear, concise and exact terms as to enable any person skilled in the art or science to which it pertains, or with which it is most closely connected, to make, construct, compound or use it; (c) in the case of a machine, explain the principle of the machine and the best mode in which the inventor has contemplated the application of that principle; and (d) in the case of a process, explain the necessary sequence, if any, of the various steps, so as to distinguish the invention from other inventions.

These templates are constructed so as to provide a great deal of flexibility for the skill developer.

«As with that device, the Echo Show is overly reliant on skills — the mini-apps that allow Alexa to move out of the carefully constructed ecosystem and onto other sites and information repositories.

It is important that you should construct a professional resume, mentioning the essential features such as your professional qualification including your present and past experience, academic qualification, skill set, achievements and your qualities.

As opposed to any other interview questions, when answering these management questions, you should organize your answer (the way you construct your answer — through the required elements of an answer) for the interviewer to assess your managing skills.

Do your best to avoid tacky constructs such as proven track record, excellent communication skills, results - driven or team player.

Constructing a well thought out resume that includes your goals, academic background, skills, accomplishments, experience, and activities, is a vital component to a successful internship search as well as any future job searches.

Objective: To work as a welder fabricator and help the company achieve new heights in constructing metal structures to precision applying my skills in all types of welding..

Whether you have gained technical skills through some program or after working for a couple of years as a helper, you will need a welder fabricator resume to show employers that you can construct anything using metal and power tools.

Using information you provide on volunteer work, course work, and relevant skills developed at any previously held positions, your writer will construct a resume that presents you as a candidate with true potential.

Put those skills to work as you begin searching for new employment by constructing an engaging and informative professional resume that markets your skills, accomplishments, and experience.

Those interested in a position as a Drywall Finisher should demonstrate the following skills in their resumes: physical fitness, expertise with drywall constructed walls, stamina, teamwork, being able to work at heights, and time management.

Providing concrete evidence of your skills and competencies as they relate to the job opportunity in a well constructed cover letter is an essential step in your successful job search.

• To obtain a position as Mechanical Technician at AVL by employing skills in working from blueprints and schematic drawings to construct components, subunits and models to specified mechanical standards and protocols.

It is crucial you construct a resume that is well - written and contains important information such as professional skills and educational background.

The construct emotional competence3 has been proposed as a set of affect - oriented behavioural, cognitive and regulatory skills that emerge over time as a person develops in a social context.

Students also gain experience constructing curricula for specific issues such as divorce, substance use, grief, and social skills.