Not exact matches
In the same and in other schools uncertainty about the meaning of the ministry comes to appearance also in the feeling of conflict in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatio
In the same and
in other schools uncertainty about the meaning of the ministry comes to appearance also in the feeling of conflict in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatio
in other schools uncertainty about the meaning of the ministry comes to appearance also
in the feeling of conflict in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatio
in the feeling of conflict
in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its sense of obligation to denominational officials, alumni and churchmen in general who urge a more «practical» educatio
in a faculty between its loyalty to a traditional idea, such as that of the preacher, and its
sense of obligation to denominational officials, alumni and churchmen
in general who urge a more «practical» educatio
in general who urge a more «practical»
education.
On the other hand, as «professional»
education for a socially necessary practice, it is public
in the
sense of contributing to public welfare, the
general good.
NRLC director of
education and research Randall O'Bannon said that «one element that may not be getting its due is the increasing
sense among Americans that abortion is no real solution for mothers, for their babies, or for society
in general.»
I told her he wasn't supposed to be
in anything but a Special Ed contained classroom and she told me that his classroom was «unable to take attendance» (which makes no
sense but whatever) so he would arrive at school, go into the
General Education classroom (during the most unstructured time of day), stay for a few minutes and then go to his Special Ed classroom.
«The high degree of involvement
in the lives of an opioid user among attendees is consistent with reported motivations to have a kit
in the house for a greater
sense of security and improved confidence to handle an overdose,» explained lead author Sarah Bagley, MD, from the Clinical Addiction Research and
Education (CARE) Unit at BUSM and BMC and a physician
in General Internal Medicine at BMC.
Christine Blower,
general secretary of the National Union of Teachers, said: «Reductions
in education funding have led to cuts in provision such as breakfast and after school clubs, music lessons, SEN support and the Education Maintenance Allowance which helped students stay on in e
education funding have led to cuts
in provision such as breakfast and after school clubs, music lessons,
SEN support and the
Education Maintenance Allowance which helped students stay on in e
Education Maintenance Allowance which helped students stay on
in educationeducation.
My own
sense from watching this debate play out is that most of the «white suburban moms» who oppose Common Core also share a romantic, progressive view of
education that is at odds with traditional schooling
in general.
The
sense that spreading money too thinly and without any notable strings can be a waste — that even a billion dollars can fall into a black hole — has had an influence on
education philanthropy
in general.
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 identity.
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 identity.
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 identity.
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 identity.
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 identity.
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 identity.
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 identity.
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.
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.
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.
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
As Benjamin Cardozo observed nearly a century ago
in regard to judgments
in general, making
sense of an image involves a wide array of implicit (which is to say, unconscious) meaning shaping factors, such as
education, experience, class, ideology, and character.
The second strategy for such
education vis a vis expert testimony is to have the expert testify about the phenomenon of parental alienation and what it looks like
in a
general sense.