Sentences with phrase «traditional skills like»

We're facing next - generation work, and traditional skills like negotiation and delegation no longer cut it.

Because parents worry about a decline in traditional skills like handwriting (which turns out to have some value)?

Not exact matches

The scientifically - validated questions address traditional things like the communication skills of the physician, but will also take into consideration how the telemedicine technology worked, whether it was effective, and how it impacted the patient experience.

The democratization of education has helped break down traditional barriers of access like high costs and location, resulting in a more skilled and informed workplace and citizenry.

In addition to traditional specializations like financial management, Sprott now allows students to choose the International Development Management program, which combines leadership skills with a deep understanding of international development.

Often, they don't look like typical «entrepreneurs,» don't come from traditional business backgrounds, and don't have special skills.

It seems like more skills are needed than the traditional post C, so I think players at every position will become more skillful.

He could have some competition from Nelson but, Nelson isn't at any time soon going to be employed as a wing back and will be used as a traditional winger as like Chamberlain he has the ability to take people on from standing positions and glide past opponents with a mixture of skill and speed.

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

How Children Succeed introduced readers to an exciting new body of research showing that the traditional way we measure children's abilities — through standardized tests of their cognitive skills — was missing a crucial dimension: the importance of so - called non-cognitive skills or character strengths, qualities like grit, curiosity, conscientiousness, self - control, and optimism.

Most of these schedules looked a lot like what I remember from the traditional preschools that I and my siblings attended: primarily centered on activities, projects, themes, plans and crafts to build literacy and numeracy skills.

«I think women sometimes get scared away from traditional, focused engineering fields, but they often have skills that are very applicable to fields like bioengineering,» she says.

Most men don't realize that meeting women is a skill like any other, and with the help of a dating authority their results could improve in leaps and bounds, as compared with the traditional trial and error route.

The OCED rankings on subjects or NAPLAN results (as examples) are held up as report cards on how we are doing in education, but the skills that young people need are not as easy to measure in traditional assesses like these examples.

Research tells us that social and emotional skills trump the more traditional cognitive measures — like IQ, standardized test scores, and GPAs — in predicting major life outcomes when the individuals are in their early adult years.

Most critics of portfolio assessment say they like the emphasis on demonstrated writing and oral skill, but have seen too many instances in which a refusal to give traditional tests of factual recall leads to charmingly written essays with little concrete information to support their arguments.

The Common Core augments traditional learning techniques, like rote memorization, with multiple problem - solving methods to help develop strong critical - thinking and analysis skills, even among young students.

Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem - solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests.

On the surface, these groups may seem like traditional tracking, where students are put with those of similar skill - levels.

These are designed to measure higher - order skills like creativity, students» well - being and technological literacy as well as traditional academics.

The big problem — with any co-op, or reinvention (which is what we authors need — sans the NY office, and the endless meetings, and dahlings) is much like the US faced in Iraq — they needed a civil administration — but all the civil administrators were Ba'ath party loyalists (because that was the only way into civil admin) and we have thesame problem — many of the people with the skills needed have the values of traditional publishing so deep in their mindset, I don't think they can change.

A bestseller is almost always the work of a small team of skilled artists and professionals — just like in traditional publishing.

Fable: Coin Golf draws upon the wealth of traditional British pub games like Shove Haâ $ ™ Penny, Bar Billiards, and Skittles, and combines them with elements from very popular modern puzzle games to create an addictive skill - based game that is entirely in keeping with the Fable pub game universe.

With our diverse range of Addicting Games, you'll find everything from battling alien invasions, through to traditional games, like the ancient Chinese game of Mahjongthat will keep your brain cells active and test your logical skills too.

Whilst you've got simple things like the HP counter that pops above enemies as you beat them down, you've also got traditional RPG hallmarks such as also the experience points earned by defeating them (which you use to level up), the focus on utilising tactics to take down enemy mobs, as well as the wide range of skills each character has.

Button bloat refers to the habit of certain MMOs — especially older and more traditional titles like World of Warcraft, Rift, and Star Wars: The Old Republic — to cover the action bars of every class and every character with dozens of different abilities, many of them niche utility skills that are rarely used, as opposed to the much smaller sets of abilities seen in games like Elder Scrolls Online, Neverwinter, or The Secret World.

With a party - based single - player gameplay that boasts a deep skill and trait system, Thorvalla hearkens back at traditional role - playing games, just the way you loved it when playing games like Realms of Arkania or Planescape: Torment.

Most of them eschew traditional leveling in favor of stats and skills that improve based on combat, sort of like Final Fantasy II.

LOCATION: Providence, Rhode Island SPECIALTIES: Literally everything from furniture design to landscape architecture to painting, with the most popular majors being illustration, industrial design, architecture, and graphic design TUITION: $ 42,622 TIME TO DEGREE: 1 — 3 years; most students finish in 2 NOTABLE FACULTY: Dike Blair, Naomi Fry, Dean Snyder, Patricia Treib, Henry Ferreira FAMOUS ALUMNI: Roni Horn, Andrea Zittel, Janine Antoni, Jenny Holzer, Kara Walker BIGGEST SELLING POINT: While many MFA programs offer a post-studio mix of critical theory and interdisciplinary experimentation, RISD's curriculum is firmly planted in the mastery of technical craft, with a curriculum that emphasizes traditional skill sets over conceptualism — in other words, this program is for those who like to get their hands dirty.

Is there still a place for traditional skills such as anatomy drawing, or for genres like «the nude»?

Using found objects like furniture, wood, wheels, shells, fabric and bone, her sculptural works are informed by traditional hand - working skills that have been passed down through generations, and are bolstered by spiritual aspects of Mormon Thought and Sisterhood.

The new range of video and photographic imagery has reduced the importance of drawing skills, and by manipulating the new technology, artists (notably those involved in new media, like installation, video and lens - based art) have been able to short - cut the traditional processes involved in «making art,» but still create something new.

What sort of skills would you like to see besides «traditional lawyer skills» included in new lawyer training?

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

Massachusetts called for a medical school like residency program in order to teach more practical skills early on in a lawyer's career and New York studied the impact of technology, stating that «technology will continue to impact the way lawyers are educated and practice, and will impact the traditional skills associated with lawyering and how lawyers interact with their clients.»

If you would like to learn more about possible New Underwood South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the New Underwood South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Newell South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Newell South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Valley Springs South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Valley Springs South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Worthing South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Worthing South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Chamberlain South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Chamberlain South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Lennox South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Lennox South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Custer South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Custer South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible St. Francis South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the St. Francis South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Pierre South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Pierre South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Baltic South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Baltic South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Centerville South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Centerville South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Brandon South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Brandon South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Ipswich South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Ipswich South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Menno South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Menno South Dakota MVD for a list of MVD - approved brick - and - mortar schools.

If you would like to learn more about possible Edgemont South Dakota traffic schools that teach defensive driving skills in a traditional classroom setting, you should contact the Edgemont South Dakota MVD for a list of MVD - approved brick - and - mortar schools.