Sentences with phrase «success skills such»

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.

Small and simple things such as taking an active interest in your superiors and reciprocating body language can pave the way to success, showcasing both your skills and value to your company.

Skills such as project management, team building and networking will help position members for success in business.

You can achieve success using such tools regardless of your trading skills or status.

In this day in which teams of scientists are devoting their skill to the problem of helping alcoholics and AA has achieved such impressive success in leading thousands to sobriety, the pastor examines his own meager success in the field and wonders whether he should leave such work to the scientists and to AA.

The skilled inquisitors of PRC, however, have a remarkable record of success in breaking down such resistance.

Vivid, here - and - now experience is valued by the youth who reject adult values such as success, achievement, disciplined development of skills.

Mertz should never have been our captain in the first place... who has ever heard of a team that makes 11th hour transfer buys (Arteta & Mertz) then seemingly places those same individuals into prominent leadership positions from the get - go... indicative of the problems that have permeated our clubhouse for the better part of 7 years under the Kroenke & Wenger... what is wrong with the players chosen and / or the management style of Wenger that doesn't develop and / or encourage strong leadership from within... Mertz was the fine collecting lackey from year one... this is what happens when you don't get world - class players because many times they want to have a voice on and off the pitch and this can't happen when you play for a fragile manager who has developed a coddling wage structure where everyone is rewarded for simply wearing the shirt and participating in the process... not enough balance between performance and pay, combined with the obvious favoritism shown to some players regardless of their glaring lack of production... remember that Ramsey has played in positions that make no sense considering his skill - set (out wide) and has forced other players off the field or into equally unfamiliar positions with little or no justification (let's remember when you read articles about how Ramsey's goals this upcoming season being the potential X-factor for our success that this is the same individual who didn't score a goal until the final week last season)... this of course is just one example of many... before I hear another word from Mertz I want this club to address the fact that no former player of any real consequence has any important role in the management structure of this club, yet several former Gunners have expressed serious interest in just such an endeavor (Henry, Viera, Adams, Bergkamp... just to name a few legends)... there is only one answer: an extremely insecure manager!!!

The immediate and huge success of the club created a responsibility to evolve the program to teach and promote the game and skills at international standards, while continuing to help the kids learn real core values about both rugby and life, such a respect, honor, discipline, integrity, teamwork and accountability.

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

And so we were left to choose a manager who perhaps was not judged on his successes, but rather his lack of failures (and maybe his Scottish - ness...) Unfortunately, all the skills that would have made Moyes such a good Assistant Manager to Fergie, and which made him a successful manager at Everton, proved his downfall when given sole responsibility at United.

For example, we know from existing research that social and emotional skills are critical to young people's academic success (Farrington et al., 2012), and that children must have the opportunity to practice and develop SEL skills such as empathy, perseverance, and collaboration, in order to thrive in careers, in family, and in community as adults (CASEL, 2015; Farrington et al., 2012; Pellegrino & Hilton, 2012).

Since boys at highest risk of becoming early fathers can be identified from age eight (see below) engaging with such young males in highly specialised programmes early on (to teach basic life skills, address negative peer influences, promote school success and direct them to alternatives other than early parenthood) is indicated, in order to reduce sexual risk - taking and early fatherhood (Thornberry et al, 2004)

In particular, such stressors compromise the higher order thinking skills that allow students to sort out complex and seemingly contradictory information such as when the letter C is pronounced like K (what psychologists call «executive functioning»), and their ability to keep a lot of information in their heads at once, a skill known as «working memory» that's crucial to success in school, college, and work.

Harnessing fine motor skills is such an important thing for children because this sets them up for success later in life.

Although Step 10 of the UNICEF UK Baby Friendly Initiatives requires that accredited maternity units provide post-natal breastfeeding support groups, the availability and uptake of these services remains unclear.40 The effectiveness of peer - support for long - term breastfeeding success has been well documented in middle - income countries, 35,41 and a systematic review has emphasized the importance of skilled post-natal breastfeeding support in the UK.39 However Graffy et al. 40 concluded from a randomized controlled trial of support provided by volunteer breastfeeding counsellors that although such support was rated by mothers as helpful, volunteer support was not effective at increasing breastfeeding duration, perhaps owing to mothers not actively taking up such support.

«It is scandalous that when we have such record levels of success the Coalition is reducing the opportunities for young people to access university to develop the higher level skills the economy needs.

«What we all have in common is we help each other,» she said, crediting the success of the community, such as in the deal to retain 5,000 affordable units, to its tenants» organizational skills.

To address the critical shortfall of skilled young and beginning farmers and ranchers, the Young Farmer Success Act would provide incentives to those perusing careers in agriculture by adding farmers to the Public Service Loan Forgiveness Program, which currently includes professions such as government service, teaching and nursing.

The skills you choose to work on may be skills that you need to build now for future success (presentation skills for future job talks, for example), or skills necessary for success in your current training (such as particular research skills, writing skills, and so on).

Necessary job skills such as team building and teamwork are only learned as a happenstance to on - the - job training,» says John Fetzer, author of the book Career Management for Chemists: A Guide to Success in a Chemistry Career (Springer, ISBN: 3 -540-20899-2).

New research suggests the consequences can go far beyond emotional strife and that being forced to keep information concealed, such as one's sexual orientation, disrupts the concealer's basic skills and abilities, including intellectual acuity, physical strength, and interpersonal grace — skills critical to workplace success.

Possessing such skills, according to Singer, has been correlated with success in college, specifically in STEM majors, but much more research is needed to know, for instance, whether it is possible to coach students in order to increase those skills.

Originally, Lilly was going to determine the success of solanezumab by looking at two measures: how it affected thinking skills such as memory and reasoning, and whether it changed a person's ability to function independently and perform daily activities such as dressing, bathing and feeding.

School interests such students more because they see how acquiring practical skills and learning to solve problems contribute to future success.

Positive youth development strategies that support goal - setting and underscore characteristics such as grit and compassion link to key social and emotional learning (SEL) skills, which research proves contribute to classroom success.

It may be that attending a school that employs them enhances those basic cognitive skills — such as processing speed, working memory, and reasoning — that research in psychological science has shown contribute to success in the classroom and later in life.

One is that the measures are accurate and the charter schools, despite their success in raising test scores, and contrary to their pedagogical goals, weaken students» non-cognitive skills along crucial dimensions such as conscientiousness, self - control, and grit.

The police training is part of a larger focus on SEL within the Oakland district that started in 2011, driven by research showing that children with social and emotional skills are not only more likely to do better in school, but also have better lifelong success, such as attending college and getting good - paying jobs.

Youth «play time» in such environments can build skills that will be a foundation for career success in the 21st century.

Such data also helps to build capability at both system and school levels, in the expectations for success and the skills required to affect change.

Parents hope their children will learn other skills that lead to success later in life, such as an ability to work in teams and persistence.

The more difficult success factors in just about any field come from more human skills such as collaboration, critical thinking, and creativity, all of which are developed as a side effect of gameplay in MMORPG's such as World of Warcraft.

Learning how to interact well with peers and learning general approaches toward learning such as task persistence are important to later school success, over and above the effects of specific pre-academic skills.

In a separate report, a council of 28 scientists called on schools to focus on SEL, making the argument that student success is tied not only to academic ability and cognitive skills (such as working memory and self - regulation) but also to emotional skills (such as the ability to cope with frustration) and interpersonal skills (including empathy and the ability to resolve conflict).

Their skills helped to make the London 2012 Olympics such a resounding success, and their abilities to model subtle changes in a design allows scientists to investigate more effective ways to prevent the spread of diseases.

These lessons address more than standards: They focus on many of the soft skills we know are critical for student success in college, career, and life — skills such as being able to collaborate, create, solve problems, communicate effectively, and persevere in tasks.

As such, their ability to provide useful course work, engage students, and build the skills necessary for economic success is particularly important.

This evidence, along with a new federal requirement that state accountability systems include an indicator of school quality or student success not based on test scores, has sparked interest in incorporating such «non-cognitive» or «social - emotional» skills into school accountability systems.

Key Knowledge, Understanding, and Success Skills — The project is focused on student learning goals, including standards - based content and skills such as critical thinking / problem solving, collaboration, and self - managSkills — The project is focused on student learning goals, including standards - based content and skills such as critical thinking / problem solving, collaboration, and self - managskills such as critical thinking / problem solving, collaboration, and self - management.

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

Such skills are critical components of the success of all schools.»

We recognize that skills such as conflict resolution or working successfully in a group are critical for success in school and in life.

Programs such as Skills for Success support school districts that seek to implement innovative approaches to developing their students» mindsets and learning sSkills for Success support school districts that seek to implement innovative approaches to developing their students» mindsets and learning skillsskills.

Additionally, district leaders should capitalize on other grant programs — such as Skills for Success — to promote their students» learning mindsets and sSkills for Success — to promote their students» learning mindsets and skillsskills.

Effective SEL instruction is essential for students» success, and quality SEL assessments such as the DESSA can be used to ensure schools are developing and supporting the social and emotional skills of all students.

Television documentaries such as Tough Young Teachers and Educating Yorkshire have shown how a teacher's «soft skills» are key for success in the classroom — both for novices and veterans.

Educators must explicitly teach students a variety of collaborative skills, including basic social skills, such as addressing classmates by name and offering praise; group process skills, such as encouraging peer participation and paraphrasing others» ideas; and reflection skills, such as assessing a group's success and identifying personal contributions to that success.

«Teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life,» according to the Missing Piece survey of educators, commissioned by the Collaborative for Academic, Social, and Emotional Learning: «Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this priority.

These experiences provide evidence of the self - teaching hypothesis (Share & Stanovich, 1995), which proposes that children develop a variety of reading skills — such as phonemic segmentation, decoding, and vocabulary building — when they engage in high - success reading.