Challenging Experiences Sample Clauses

Challenging Experiences. Ericsson has conducted groundbreaking research on the pursuit of expert performance and the facilitation of mastery practice. Mastery of a skill is achieved not through accumulation of experience, but more through sustained levels of achievement, intentional engagement with full concentration on deliberate practice (Ericsson et al., 1993). Wanting to improve mindfulness to the point of expertise, is a powerful way to commit to mindfulness. Xxxxx Xxxxxx (personal communication, August 18, 2015) highlighted that it is not a quick or easy one to master, therefore patience and discipline are required and likely over a period of several years as Ericsson’s work suggests. One of the major challenges of implementing mindfulness to elite athletes is resisting the assumption that if there are no immediate results, then it doesn’t work. One player agrees with this statement and stated, “first I was just getting annoyed…what’s the point”. The structure of an academy day is busy and because of this, players become tired and lethargic. Players mentioned that they struggled to practice the skills of mindfulness when in this state: “If I was tired, I did find it harder…I am tired and it’s hard to get out of that thought process” “I have had an awful day, your brain tells you that you don’t want to be there, and it all sort of goes downhill” “It is quite hard, because your mind just doesn’t want to do something sometimes” “When you are lifting heavy and you are struggling, your mind is telling you to lift the weight, in your body it’s telling you not to. It’s overcoming your body telling you not to” As Xxxxxx stated above, patience is key and learning the skills take time and personal investment. If an individual is willing to put in the deliberate practice, they will see and experience the rewards. A player highlights the frustrations but also the use of mindfulness in practice. “Just after I made a mistake and as soon as you make a mistake you are angry. Then people start having a go and you’re like I wouldn’t deliberately make a mistake, you’re angry on yourself, and I have let the team down… All of this is within five seconds and after that five seconds the ball is on the other side of the pitch you have that little time to think, even if it is two or three seconds to just breathe. Just calm down and next time you get the ball, do something simple”.
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Related to Challenging Experiences

  • Teaching Experience Recognized Years of Experience: Uncredited Experience:

  • Challenge If Executive violates or challenges the enforceability of any provisions of the Restrictive Covenants or this Release, no further payments, rights or benefits under Section 5 of the Agreement will be due to Executive (except where such provision would be prohibited by applicable law, rule or regulation).

  • Challenges The Experts may be challenged by either Party if circumstances exist that give rise to justifiable doubts as to any of their impartiality or independence. In such circumstances the challenge shall be brought by written notice to the ICC copied to the other Party within fourteen (14) calendar days of the appointment of the relevant Expert or within fourteen (14) calendar days of the challenging Party becoming aware of the circumstances giving rise to the challenge. Unless the challenged Expert withdraws. or whichever of the Parties that has not brought the challenge agrees to the challenge, within fourteen (14) calendar days of the challenge, the ICC shall decide the challenge and, if appropriate, shall appoint a replacement Expert in accordance with the criteria set out herein.

  • Independence from Material Breach Determination Except as set forth in Section X.D.1.c, these provisions for payment of Stipulated Penalties shall not affect or otherwise set a standard for OIG’s decision that CHSI has materially breached this CIA, which decision shall be made at OIG’s discretion and shall be governed by the provisions in Section X.D, below.

  • IDENTIFYING THE PROBLEM During the early stages of problem detection, the NMC will be able to tell which CLECs are affected by the catastrophe. Further analysis and/or first hand observation will determine if the disaster has affected CLEC equipment only, BellSouth equipment only or a combination. The initial restoration activity will be largely determined by the equipment that is affected. Once the nature of the disaster is determined and after verifying the cause of the problem, the NMC will initiate reroutes and/or transfers that are jointly agreed upon by the affected CLECs' Network Management Center and the BellSouth NMC. The type and percentage of controls used will depend upon available network capacity. Controls necessary to stabilize the situation will be invoked and the NMC will attempt to re-establish as much traffic as possible. For long-term outages, recovery efforts will be coordinated by the ECC. Traffic controls will continue to be applied by the NMC until facilities are re-established. As equipment is made available for service, the ECC will instruct the NMC to begin removing the controls and allow traffic to resume.

  • Proposing Integration Activities in the Planning Submission No integration activity described in section 6.3 may be proposed in a CAPS unless the LHIN has consented, in writing, to its inclusion pursuant to the process set out in section 6.3(b).

  • Complaints and Feedback 15.3.1 The primary responsibility for receiving feedback and investigating complaints promptly and thoroughly in respect of the Services will rest with the Provider. The Provider will have procedures in place including but not limited to a complaints framework, which are acceptable to the Department, to gather and act upon feedback and complaints from Learners and/or their representatives and employers and the wider community. The Provider must also keep a log of the complaints received which will be accessible to the Department upon request.

  • Employability Executive acknowledges (i) that Executive has sufficient abilities and talents to be able to obtain, upon the termination of Executive’s employment, comparable employment from another business while fully honoring and complying with the above covenants concerning confidential information and contacts with the Company’s or any of its Affiliates’ customers or employees, and (ii) the importance to the Company and its Affiliates of the above covenants. Accordingly, for a period of one (1) year following the termination of Executive’s employment with the Company and upon the Company’s reasonable request of Executive, Executive shall advise the Company of the identity of Executive’s new employer and shall provide a general description, in reasonable detail, of Executive’s new duties and responsibilities sufficient to inform the Company of its need to request a court order to enforce the above covenants.

  • Professional Development; Adverse Consequences of School Exclusion; Student Behavior The Board President or Superintendent, or their designees, will make reasonable efforts to provide ongoing professional development to Board members about the adverse consequences of school exclusion and justice-system involvement, effective classroom management strategies, culturally responsive discipline, appropriate and available supportive services for the promotion of student attendance and engagement, and developmentally appropriate disciplinary methods that promote positive and healthy school climates, i.e., Senate Bill 100 training topics. Board Self-Evaluation The Board will conduct periodic self-evaluations with the goal of continuous improvement. New Board Member Orientation The orientation process for newly elected or appointed Board members includes:

  • FLORIDA CONVICTED/SUSPENDED/DISCRIMINATORY COMPLAINTS By submission of an offer, the respondent affirms that it is not currently listed in the Florida Department of Management Services Convicted/Suspended/Discriminatory Complaint Vendor List.

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