Sentences with phrase «teaching fact finding»

Not exact matches

I promise my franchise ownership course will teach you how to separate fact from fiction, help you narrow down your search for the right franchise, show you how to find money - making franchise opportunities, teach you super-powerful research techniques, and get you to the finish line.

The fact is we have to find the intent behind the teachings and develop from there.

But what I find more interesting is the fact that in all their research they don't come to the conclusion that what Christ taught was pure love... and what God wants is for good to prevail.

-LRB-... Still not sure how the Big Bang «THEORY» even became a theory, other than somebody desperately trying to find an alternative to creation, but it should NEVER be taught as a fact, but rather as a THEORY).

The teaching that men are to be the «spiritual leaders» of their homes is found nowhere in Scripture, and yet I — along with far too many young evangelical women — spent hours upon hours fretting over this in college, worrying I'd never find a guy who was more knowledgeable about the Bible than I, who was always more emotionally connected to God than I, who was better at leading in the church than I, and who consistently exhibited more faithfulness and wisdom than I. (In fact, under this paradigm, I came to see many of my gifts as liabilities, impediments to settling down with a good «spiritual leader»!)

The fact is that the Talmud teaches that of all the ancient Near Eastern peoples, only the Jews survived the mass deportations conducted by the Assyrians before the destruction of the First Temple in 586 b.c.e. Hence, there are no real Amalekites to be found any more, just as there are no real Moabites or Ammonites to be found any more.

Indeed, if the teachings of the churches are properly understood, it becomes apparent that the good found in these relations in fact derives from what Christians have to say about the goods of the sexual division, the goods of sex, and the goods of marriage itself.

In fact, the new Christian vocabulary introduced by the missionaries was somewhat alien to them.41 While teaching the Pulaya candidates of Mepra, Koshi Koshi found many responses from the candidates did «not fully correspond» to Anglican Christian instruction.

Such a discussion would also be important because it would help to explain the remarkable and much - noted fact that in Mahayana we find, beside some very crude, coarse, and primitive beliefs, rites, and customs, the most sublime and subtle ideas and teachings.

I used to teach and write about the death of Jesus in this same way, and in fact, many of the posts and sermons which you can find on this blog will contain this exact sort of theological explanation about the death of Jesus.

In fact Catholic chastity education can confirm that those who follow the teaching of the Church will find it almost impossible to catch AIDS or any other venereal disease.

The fact that some like yourself have found comfort in the church despite its depravity is a blessing, and I believe that blessing comes from the teachings of Jesus and the fellowship enjoyed by people who are drawn to his message.

But I remain perplexed at the fact that Patricia Snow, along with many other reviewers, does not find this lesson being taught.

My heart is heavy as I have received multiple messages today from women and daughters who say they have just now found the courage to confront the fact that they are (or have been) in physically or emotionally abusive relationships, justified by religious teachings.

Craig maybe the definition of teaching men under authority is limited to that particular area within the church.But that does nt stop God from working outside those constraints.Mother Etta and no doubt other women felt compelled to preach the gospel such as women missionaries.Mother Etta preached the gospel and many were saved people were healed just as in the day of the disciples it is the same Jesus that saves and delivered from from sin and disease not the fact that it was a man who spoke behind the altar.Why do you find it hard to see that God can use women just like he uses men to witness for him.The call to witness for Christ is for everyone not just men and not just in a church situation.When we limit God to a narrow view it limits the effectiveness of the gospel.

Having been taught that the Christian faith is held together by a set of propositional truths and fact - claims, they found that removing one truth (or fact) was enough to make the whole thing collapse.

If indeed there were significant new findings, broadly accepted by leading New Testament scholars, concerning the historical facts about what Jesus taught, such findings would indeed be newsworthy.

In fact, where Catholicism is taught we find good citizenship and tolerance, as OFSTED has consistently testified.

«Here is a sad fact: many of those who teach us how to read the Bible teach us how to gather information and find the right path from A to B.

In fact, I don't find anything anti-Greek in his teachings.

and although he now finds himself more skeptical than once he was about the authenticity of some of the elements of the teaching involved, this does not change the fact that this emphasis was a part of the teaching of Jesus; there is still more than sufficient evidence to show this.

In spite of the fact that the Methodist Conference of 1910 found the teachings of pastor Hoover to be «anti-Methodist, contrary to the Scriptures, and irrational,» [7] the emerging Pentecostal movement could be considered orthodox from a doctrinal point of view.

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

Teaching your kids about money is an investment in their future and it is better that you tell them the facts, including the mistakes you might have made, rather than let them find out.

This fact is not what most parents have been taught, more about this can be found here.

Often times the challenges / problems on the agenda can turn into a lecture forum, but instead we're in fact teaching our children and reminding ourselves that instead of finding blame we're searching for solutions.

It is an undeniable fact that for your hypocritical convenience you wish to hide behind the pulpit to find solace and further launch attacks on your critics at this particular moment but sir, it is shameful to say the least that till date you of all who have taught many life and managerial lessons haven't found wisdom in coming out publicly to apologize to your church for investing their tithes in this enterprise and leading them to this abyss.

In addition to finding fulfillment in teaching and mentoring students, he says, «I like the fact that I'm steering my own ship in terms of research.

A Surfeit of Schoolteachers: An Italian Perspective Transitioning to teaching is difficult in Italy — right now, in fact, it's impossible — but Chris Berrie has found a few scientists who have made (or are making) the switch.

He says that it's important to distinguish between facts and opinion, which is why he found «odd and distasteful» an undergraduate course in macroeconomics taught by Paul Krugman, the outspoken liberal economist who in 2008 would win a Nobel Prize in economic sciences for his work on international trade patterns.

«The fact that eyewitnesses have experienced the past themselves makes them so credible that the students who interact with them in person find it hard to build up the distance needed for a critical approach to their accounts,» explains Christiane Bertram, who is first author of the study and who meanwhile teaches teaching didactics in the social sciences at the University of Konstanz.

«In fact, we were unable to even find recent national data on who teaches STEM courses (full - time tenured faculty, adjunct, or other), the level of instructional training that instructors had received, or alignment of instructor practices with evidence - based practices.»

«This finding supports the argument that it's not just a few students who are having trouble using retrieval - based strategies when they are expected to do so, and the prevalence of this problem suggests that researchers need to stop looking for explanations that are based on cognitive deficit, which are thought to originate with the child, but focus more on understanding how teaching practices can contribute and even hinder children's development of basic number fact fluency.»

State funding systems are not closely linked to desired educational outcomes: despite the fact that all states have adopted educational standards, the commission found that only a few states have developed funding systems that enable schools to teach all students the content of state standards.

They find themselves in a strange gallery with two unusual guides who teach them some fascinating facts about first pets!

The Tutor Will Adopt the Right Style of Teaching for Your Child — The fact is, in a classroom of 30 - odd children, some teachers might find that they struggle to hit on what it is that each child needs in order to thrive.

However, the fact that we find very «precise zeros» — that is, we don't find statistically significant relationships even though we have the statistical power in our data to detect even very modest relationships — implies that neither measurement error nor a lack of sufficient variation are what's driving our inability to detect a relationship between teaching and research quality.

«Think more about your pupils and less about the internal logic or the mind - training value of your subjects, and you will find, in fact, that you will be teaching your subject better than before and, above all, you will be helping your pupils more.»

These apps, however, are by no means limited to student - use; in fact, there is a good chance that instructors of all levels will find these to be equally useful teaching and learning tools as they are enlightening and entertaining.

al. find that teachers who report greater economic stress and those with characteristics that would predict greater economic stress are less positive about teaching, report a greater likelihood of resigning, and, in fact, come to school less.

It gives some basic facts and so on, but most of the time I have found discussion to be the most useful form when teaching this subject.

As I've been thinking about the fact that we champions must still find ways around the roadblocks discussed in the Educational Leadership article, I came across a recent opinion piece from the New York Times called «Teaching Is Not a Business.»

Learn what the research says about how to develop expertise in this genre of writing — building an understanding of (persuasive) schema; developing stronger writing prompts for the 3 argument types (fact - based, judgment - based, policy - based); and teaching students how to find and use the most relevant evidence (text, data, etc.) needed to support each argument / opinion type.

Statewide assessments across the US are essentially «final exam» tests to find out how much kids have learned, rather than diagnostic tests designed to help teachers teach [except in an after - the - fact way to perhaps adjust instructional practice for the next group of kids, a relatively weak form of diagnostic testing for individual teachers].

Teachers who use this technology find that students will work hard to learn because they enjoy the interaction with the camera and the fact that it is a different style of teaching and learning.

Add to this the fact that North Carolina's lateral entry program also allows someone with a bachelor's degree to begin teaching in a public school immediately in their subject area while pursuing a teaching license, and it's unclear how a way couldn't have been found to employ the Senator's pharmacist friend.

The fact that many fifth - grade teachers teach multiple subjects to the same students may have been a reason for the positive impact of merit pay found in fifth grade, according to the study's authors.

Perhaps the most respected study to date, conducted by researchers Jason Richwine and Andrew Biggs (in which they account for all variables — including the fact that teachers work on average for 180 days, while private industry workers toil for 240 - 250 days) found that workers «who switch from non-teaching jobs to teaching jobs receive a wage increase of roughly 9 percent, while teachers who change to non-teaching jobs see their wages decrease by approximately 3 percent.»

«Every year I was in the classroom in some way,» said Miller, which is especially important because critics of teacher preparation programs usually point to the fact that in traditional schools of education, students often don't get to teach in a classroom until their senior year — a point in time when students find out too late that teaching may not be for them.

«What I found — the information, the links, the teaching strategies — it wasn't just about facts and details.