47 Sentences With "individual instruction"

Every lorry driver needs individual instruction; a capable autonomous-driving system can be duplicated endlessly.

So in the scheme of things, between the sprints, weight lifting, individual instruction, practice, film sessions, treatment, study hall and class, we had it made.

Every summer, the Lamoureux sisters, who play for the United States at the Olympics next month, return to Grand Forks to give individual instruction and skills clinics.

Individual instruction is fine, but the kids are being told every single play which fielder should get the ball and generally shutting down or getting confused because of it.

Community needs influenced the organization to extend its range of service to include individual instruction and independent living support as well as expansion into Los Angeles County.

In the years since becoming a non-profit organization, the school has grown upon its base of individual instruction by creating a curriculum of group music classes. Current subjects include Suzuki method, Adult Group Guitar, Musikgarten (early childhood music education), and Musicianship (music theory and history).

While still in his student years, Zaynulla became interested in Sufism. In 1859, he joined the Sufi order of Naqshbandi. Received individual instruction from sheikh Ahmed Ziyaüddin Gümüşhanevi in Istanbul in 1869—1870, from whom received the Ijazah, or the authorization to teach Sufi Naqshbandi’s doctrine. Made a hajj.

The school educates over 1000 students each semester and holds classes in multiple locations throughout Milwaukee County. It employs over 50 teachers and performers. Both group classes and individual instruction are available. It has an annual budget of about $2 million, with 70% of the operating expenses covered by tuition.

The Rhode Island Philharmonic Orchestra and Music School is across the street from the PCD campus. PCD Upper and Middle School students can enroll in individual instruction with the Music School's professional musicians, as well as use their facilities for class instruction and practice space. The Music School's performance space is also available for PCD musical groups.

The consequent growth in population increased the demand for clergymen. Up until Bishop Law's college, training for clergy was haphazard. Most were ordained on the strength of a degree from Oxford or Cambridge, whilst some were ordained after individual instruction from a member of the clergy. Resulting clergy were variable and did not meet a reliable standard.

Assembly languages directly correspond to a machine language (see below), although there may not be a 1-1 mapping between an individual statement and an individual instruction, so machine code instructions appear in a form understandable by humans. Assembly languages let programmers use symbolic addresses, which the assembler converts to absolute or relocatable addresses. Most assemblers also support macros and symbolic constants.

They suggest an implementation model for Mastery Learning that is mixed with flipped classroom. The idea is to use technology to time-shift the individual instruction and eliminate whole-class lectures. The students watch online lectures and move through the content at their own pace. In this way technology frees up the teachers to individualize the learning for each student.

Julian A. Garrity, S.J., > is the director of St. Xavier's Commercial School for Girls and the Sisters > of Notre Dame de Namur teach in the school. “Two programs are now available. > The new intensive secretarial course is open to high school graduates only. > This program is arranged so that the students receive individual instruction > and are, therefore, capable of progressing according to their maximum > ability.

NAWDC also annually hosts a ten-day CSAR exercise providing all-service participation with one full week of exercise flying involved. Concurrent with each SFTI course, NAWDC conducts an Adversary Training Course where pilots receive individual instruction in threat simulation, effective threat presentation and adversary tactics. Each class trains five to six Air Intercept Controllers in effective strike/fighter command and control. In the classroom, NAWDC also conducts tactically oriented courses.

Practices consist of individual instruction and focus on body awareness, stroke technique, streamline, and some terminology. Group 2 is generally for athletes ages 7–11. They should be able to complete a 100-yard freestyle, 50-yard backstroke, 25-yard breaststroke, and 25-yard butterfly. The group will focus on improving technique, circle swimming, bilateral breathing, underwater fly kicks off walls, breaststroke pull outs, and introduction to starts and turns.

Desikachar developed Viniyoga, a term from the Yoga Sutras of Patanjali. This approach is claimed to be holistic and aligned with the Yoga Sutras. In 1976 Desikachar and A. G. Mohan founded the Krishnamacharya Yoga Mandiram (KYM), a yoga therapy clinic and yoga center in Madras, India, as a non-profit public charitable trust. Under Desikachar’s leadership, it offered teacher training and individual instruction in asana, pranayama, meditation, yoga philosophy, and Vedic chanting.

In his books and columns he has explained his methodology for individual instruction, indicating that it consists of four basic parts. # Regular review of the student's games and play; # Constant practice and examination without moving the pieces; # Gradual mastery of endgame basics and fundamentals; # Step-by-step instilling of the analytic method. The latter he achieves by relentlessly posing relevant questions, until the student absorbs the process of determining reasonable options and making logical choices.

94, said: > The Sleeper's Business College, located in its own building at 625 Welsh St, > Chester, was planned for educational purposes. The school offers secretarial > and accounting courses to young men and women, and the curriculum of the > public school is open to both young and old. The method of individual > instruction is particularly adapted for the backward pupil. In the 1950s, the ground floor of 625 Welsh was occupied by the Welsh Restaurant, a diner-style restaurant.

In the absence of this unusual motherboard hardware, device driver software must write to different addresses to undo the incomplete transformation and also must perform a normal byte swap. Some CPUs, such as many PowerPC processors intended for embedded use and almost all SPARC processors, allow per-page choice of endianness. SPARC processors since the late 1990s ("SPARC v9" compliant processors) allow data endianness to be chosen with each individual instruction that loads from or stores to memory.

"Natural vision correction" or "natural vision improvement" continues to be marketed by practitioners offering individual instruction, many of whom have no medical or optometric credentials. Most base their approach in the Bates method, though some also integrate vision therapy techniques. Also, many self-help books and programs, which have not been subjected to randomized controlled trials, are aimed at improving eyesight naturally. Purveyors of such approaches argue that they lack the funds to formally test them.

Because of its construction procedure, in a CFG, every edge A→B has the property that: : outdegree(A) > 1 or indegree(B) > 1 (or both). The CFG can thus be obtained, at least conceptually, by starting from the program's (full) flow graph—i.e. the graph in which every node represents an individual instruction—and performing an edge contraction for every edge that falsifies the predicate above, i.e. contracting every edge whose source has a single exit and whose destination has a single entry.

The Conservatoire russe de Paris Serge Rachmaninoff (English translation: Sergei Rachmaninoff Russian Conservatory of Paris) is a professional music school in Paris, which conducts its courses in both French and Russian. The Conservatoire offers individual instruction in voice and in the standard Western classical musical instruments, as well as in the balalaika and the clarinet in the klezmer and Roma traditions . For studies in music theory, composition, analysis, music history, or theatre (Stanislavski System), pupils attend classes together in groups.

In the decades after the war, Herrick also devoted herself to her work as a photography teacher and artist. In addition to individual instruction, she taught photography courses at the New York Institute of Photography, the School of Modern Photography, New York University, Y.W.C.A. and the Germain School. She also taught courses and photographed for many summers at the Chautauqua Institute in upstate New York. During this period, her travel, landscape and portrait photographs were exhibited in New York City and at Chautauqua.

Harding led all rehearsals, provided all band instruction, and did all individual instruction on band instruments after the fall tryouts. On 3 March 1906, he conducted his first concert in the Armory (now the Kenney Gym Annex) on Springfield Avenue, appearing on the concert program as Conductor.Sixteenth Annual Concert of the University of Illinois Military Band at the Armory Saturday March 3rd, 1906, 8:00 P.M. A.Austin Harding, Conductor; T.H. Guild, Cornet; Earl E. McCoy, Violin; Miss Irene Parsons, Accompanist. Unpublished printed concert program.

The Community Music School of the Piedmont (CMSP) has been in operation in Virginia since 1994. Originally begun as a music school linked to the children's choral group, the American Children of SCORE, the school grew rapidly and became an independent entity in 2001. It is a non-profit organization that enjoys status as a tax-exempt charitable organization under section 501 (c) 3 of the Internal Revenue Service code. The school offers a wide range of group classes, ensemble programs, individual instruction, and music therapy.

Founded in 1905, Greenwich House Music School is a true community based arts school located. The School was the result of a growing Italian population with a strong musical tradition at the turn of the 20th Century in the Village. Started as a place for immigrant children Greenwich House Music School now provides music, art and dance education for both children and adults. About 40 faculty members provide group and individual instruction for a variety of instruments including piano, strings, guitar, harp, percussion, woodwinds, brass and Suzuki Violin.

Two stations form a console, and instructors could move their seats to the consoles and sit beside students for individual instruction. The large cabin allowed easy access to seating and storage, yet reduces the distance between student stations and instructor positions. The aircraft were initially assigned to the 323rd Flying Training Wing (323 FTW) of the Air Training Command (ATC) at Mather AFB, California, plus two additional aircraft assigned to the Colorado Air National Guard at Peterson AFB, Colorado to support introductory air navigation training for cadets at the United States Air Force Academy.

In 1968, a new school complex was built for the boarding school, featuring a pioneering teaching program which was to be operated in conjunction with Southwestern State College. The program was designed to overcome language and cultural barriers and offer Indian students access to college materials and individual instruction. The school was closed after the graduation ceremonies held 14 May 1982 due to federal budget cuts. Though parents and the tribe protested the closure and obtained an injunction to stop it, at the end of the 1983 school term, the school permanently closed.

The facades that face the playground are more informal, free-form, and brightly colored. Three of the school's four wings (two each on two floors) are for a different age group, with classrooms opening off of common activity areas for group learning, tutoring, project- based learning, and individual instruction. The fourth wing houses the library and specialist classrooms (music, art, Spanish, etc.). The building includes a science lab, technology center, media publishing lab, library/multi-media center, a dedicated foreign language classroom, music room, and exterior covered plazas for play and outdoor learning.

Possibly Walton's most noticeable change is the Walton Enrichment Block, or WEB, which shortens classes one day a week (usually Wednesday) to provide students several hours to complete missed assignments, receive individual instruction, or simply leave early. WEBs only occur on weeks without any other events such as county-mandated teacher workdays or early releases. Walton also allows students to take additional classes before and after school. Many students today take advantage of 0 Period to take an additional course each day before the normal school day begins.

The MPT8080 acts like a simulator, in that code can be stepped through one instruction—or each cycle of each individual instruction—at a time to observe what is happening. The MPT8080 has simple input and output, consisting of eight LEDs and eight switches. The input port allows code to sense the state of external switches, whilst the output port can display information on one of its eight LEDs. The input and outputs port also have connectors, allowing them to be connected to external signals through accessory patch kits, allowing the MPT8080 to control and monitor other circuitry.

In 1992, Bonann and partner, Collins, launched a non-profit organization called The Camp Baywatch Foundation to benefit homeless and at-risk youth. The foundation began by teaching inner city children about water safety through a week-long summer camp at Pepperdine University in Malibu, California. Bonann called in favors from Baywatch cast members, Olympic athletes, and other celebrities who volunteered at the camp. The children were not only taught to swim in both a pool and the ocean, but each received individual instruction in water safety from LA County Lifeguard, U.S. Coast Guard, and L.A. County Fire personnel.

In 1912, the college was one of the first in the country to teach machine shorthand: Stenotype. Dayton's second business school, the Jacobs Business College, merged with Miami Commercial in 1916, to form Miami-Jacobs. In 1922, a collegiate curriculum was established, with subjects listed in credit hours, with classes organized as lecture-style groups rather than for individual instruction, and with a four-year program leading to a bachelor's degree. As business subjects became more popular in high school, Miami-Jacobs, for a period of over 10 years, was chartered by the state to provide training for business teachers.

FTE Teacher Programs conduct over 55,000 hours of individual instruction each year for high school teachers who, in turn, impact more than 300,000 students annually. FTE Teacher Tom Rooney throws out a handful of “classroom bucks” to demonstrate a hands-on activity to help young students understand foreign exchange rates and world markets. Programs are taught by mentor teachers and university professors who run hands-on games and simulations with real students so teachers can observe students’ interactions. The teachers see up close why FTE-designed lessons are so effective and leave with a better knowledge of economics, new classroom strategies and a renewed enthusiasm for teaching.

Austin has produced many professional musicians of regional and national acclaim, including John Maus, Trace Bundy, Charlie Parr, Martin Zellar, Matthew Griswold, and Molly Kate Kestner. In 2015 the MacPhail Center for Music, based in Minneapolis, Minnesota, opened its first outstate location in Austin, at Riverland Community College. MacPhail's Austin campus provides individual instruction on nearly a dozen musical instruments for adults and children, as well as large ensembles and early childhood music instruction. Theater The Frank W. Bridges Theatre is home to an active theatre program at Riverland Community College, while Matchbox Children's Theatre, established in 1975, provides shows year-round for both adults and children.

By the mid-1950s, monotypes began to predominate in his oeuvre, mostly created on sheets of glass and increasingly abstractions of the human figure. The overt literary based subjects, and the more personal grotesques and composites of forms were replaced by simplified, though often interlocking forms, usually on a flat background. Hilde seems to have coped with their daughter’s death by returning to the weaving of her early years, and produced large woolen tapestries that exactly duplicated the form of individual Neumann prints. The artist also starts to give individual instruction to a number of students, and began to exhibit with groups of mostly younger artists.

But his strictly religious principles education displeased Joseph II, who depraved him his position, assigned him to his provostship at Presburg, and advised him to look after educational intests in Hungary (1782). In 1776 Felbiger with members of the Illyrian Court Deputation wrote the procedures for elementary schools for Orthodox children in Banat, which were published in German and Serbian. The chief peculiarity of Felbiger's too mechanical method was the use of tables containing the initials of the words which expressed the lesson to be imparted. Other features were the substitution of class-instruction for individual instruction and the practice of questioning the pupils.

These "AIC" students, some of whom are E-2C/D Hawkeye Naval Flight Officers, go back to their Carrier Air Wings after graduation and are given the responsibility of training all the air controllers and fighters in their Carrier Strike Groups in the art of air intercept control. TOPGUN also conducts an Adversary Training Course, flying with adversary aircrew from each Navy and Marine Corps adversary squadron. These pilots receive individual instruction in threat simulation, effective threat presentation, and adversary tactics. TOPGUN provides academics and flight training to each Carrier Air Wing during their Integrated and Advanced Training Phases (ITP/ATP) at NAS Fallon which are large scale exercises that can involve as many as fifty aircraft.

Navigation missions, instrument flying, and night flying were also prescribed. Stress was placed, especially after 1943, on high-altitude operations and on the development of combat vigilance and aggressiveness. Unit as well as individual instruction was limited by the pressure of time during the first part of the war. Within the hours available, the greatest attention was paid to take-off and assembly procedures, precision landings in quick succession, formation flying under varying conditions, and the execution of offensive and defensive tactics against air and surface forces, Along with these came instruction on how to maintain aircraft in the field, on procedures for movement to a new base, and on necessary administrative and housekeeping activities.

Cognitive Tutors provide step- by-step guidance as a learner develops a complex problem-solving skill through practice. Typically, cognitive tutors provide such forms of support as: (a) a problem-solving environment that is designed rich and "thinking visible"; (b) step-by-step feedback on student performance; (c) feedback messages specific to errors; (d) context-specific next-step hints at student's request, and (e) individualized problem selection. Cognitive Tutors accomplish two of the principal tasks characteristic of human tutoring: (1) monitors the student's performance and providing context-specific individual instruction, and (2) monitors the student's learning and selects appropriate problem-solving activities. Both cognitive model and two underlying algorithms, model tracing and knowledge tracing, are used to monitor the student's learning.

The Forest tradition is often cited as having an anti-textual stance, as Forest teachers in the lineage prefer edification through ad-hoc application of Buddhist practices rather than through methodology and comprehensive memorization, and likewise state that the true value of Buddhist teachings is in their ability to be applied to reduce or eradicate defilement from the mind. In the tradition's beginning the founders famously neglected to record their teachings, instead wandering the Thai countryside offering individual instruction to dedicated pupils. However, detailed meditation manuals and treatises on Buddhist doctrine emerged in the late 20th century from Ajahn Mun and Ajahn Sao's first-generation students as the Forest tradition's teachings began to propagate among the urbanities in Bangkok and subsequently take root in the West.

For most of his coaching career he preferred only a tight man-to-man defense, but during the 1963–64 season, he became one of the first coaches to begin experimenting with the trapping 1–3–1 zone defense, and his Kentucky teams used this defense at times for the remainder of his career. Throughout his time at Kentucky, Rupp's recruiting focused largely on local and regional talent; over 80% of Rupp's Kentucky players came from the state of Kentucky."Kentucky's Big Blue Machine", by Russell Rice (1988)"All the Moves- A History of College Basketball", by Neal Issacs (1975) Rupp strongly emphasized the fundamentals of basketball, both on offense and defense, and overall discipline. He believed that excellence was achieved only through repetition, and his practices stressed individual instruction, precision, and continuity.

The Performing Arts Center of MetroWest (PAC) is located at 3 Maple Street, Framingham, Massachusetts in the lower level of the St. Andrews Episcopal Church, near Framingham State University and Rte. 9. PAC is a 501 (c)(3) non- profit and accredited member of the National Guild of Community Arts Education. PAC is a community arts center that has been providing high quality, affordable education and performance opportunities in Music, Theater and Dance, for all ages and stages of development for over 35 years. PAC offers individual instruction in musical instruments, voice and acting; classes and workshops in music, theater, and dance; theater performance opportunities for children, teens and adults; a dance therapy program for children with special needs; student and faculty recitals; and performances in the community and other special events.

Haskell teaches in the tradition of the Daniel Bonade School, through her training at Eastman School of Music with D. Stanley Hasty, as well as with Mitchell Lurie, with whom she studied at Music Academy of the West. In addition, her studies with the great diagnostician Joseph Allard at Juilliard and piano training with Maria Louis-Faini have given her a well-rounded foundation for building her own teaching and coaching expertise. Haskell is currently the Woodwind Chamber Music Coordinator at Chautauqua Institution School of Music, where she gives individual instruction to conservatory clarinetists and coaches mixed chamber groups. For five years Ms. Haskell recruited, organized and led her own Clarinet Intensive, a rigorous two-week immersion program for 5-7 advanced conservatory and high school students as part of the MasterWorks Festival.

A dynamic disassembler can be incorporated into the output of an emulator or hypervisor to 'trace out', line-by-line, the real time execution of any executed machine instructions. In this case, as well as lines containing the disassembled machine code, the register(s) and/or data change(s) (or any other changes of "state", such as condition codes) that each individual instruction causes can be shown alongside or beneath the disassembled instruction. This provides extremely powerful debugging information for ultimate problem resolution, although the size of the resultant output can sometimes be quite large, especially if active for an entire program's execution. OLIVER provided these features from the early 1970s as part of its CICS debugging product offering and is now to be found incorporated into the XPEDITER product from Compuware.

Between June and August, training progressed from individual instruction up to brigade-level exercises as the unit was re-constituted for its next campaign. During training it experienced a high turnover of personnel and a large influx of reinforcements, including several officers, was received in the middle of 1944 from the disbanded 62nd Battalion, a Queensland-based Militia battalion that had previously been assigned to Merauke Force. A long period of training followed the battalion's return to Australia in early 1944, as there was a degree of uncertainty about the Australian Army's role in future operations in the Pacific after the US military assumed primary responsibility for combat operations in the theatre. Nevertheless, in the final months of the war the 2/15th took part in efforts to recapture North Borneo as part of Operation Oboe Six.

In his freshman season at Arizona 2001–02, Bynum averaged 6.4 points, 1.5 rebounds and 1.4 assists as he posted three straight double-figure scoring efforts twice during the year and finished the year with nine double-figure scoring games. In the summer of 2002, he averaged 12.8 points, 2.8 rebounds and 2.0 assists per game on Arizona's 10-game tour of Australia. He saw action in six contests (three starts) before returning home to Chicago to be with his mother, Rose, who had been in the hospital. In his sophomore season, Bynum played just eight games for Arizona before deciding to leave the program on January 6, 2003 and subsequently enrolled at Georgia Tech seven days later in order to give his mother a better opportunity to see him play. For the rest of the 2002–03 season, he practiced with the Yellow Jackets and participated in the team's spring strength and conditioning workouts and individual instruction. Bynum became eligible to play for the Yellow Jackets following the 2003 fall semester exams and went on to play 30 games in 2003–04 while averaging 9.6 points, 2.2 rebounds and 2.5 assists in 20.5 minutes per game as Georgia Tech finished as National Runner-Up.