Sentences with phrase «value schools students»

For the sixth year in a row, Board Chair Grant Cambridge has generously provided promising Value Schools students the opportunity to broaden...

Not exact matches

The piece draws a comparison to Virginia's Fairfax County, which is similar in many ways to Westchester: They're both suburbs of big cities (New York and Washington, D.C.), they have similarly high home values, and they educate about the same number of students in public schools, which in both places have a good reputation.

More from Personal Finance: 5 graduate degrees that leave people drowning in debt 10 states where student loan debt is a big problem Grads of this college get a starting salary of $ 80,000 — plus more best value schools

Often referred to as the «Wizard of Omaha,» Buffett is chairman, CEO, and largest shareholder of Berkshire Hathaway, where he has largely made his fortune by remaining true to the principles of value investing he first learned from Professors David Dodd ’21 and Benjamin Graham while a Columbia Business School student.

So now it's 2015, I'm 4 months from graduating college, I'm making 70k as a project manager (been working here for 2 months), putting 10 % of my income into my 401k (currently valued at 10k, & 50 % is matched by my employer, i'm at their max for matching), living at home with my parents, I have 3k in CD's, $ 26k in savings, and have no debt whatsoever (paying $ 8k per year for school in cash, so no student loans).

While schools see tremendous value in allowing students to access technology on thin clients through VDI, poor performance and cost - escalation can sink a project.

The Heilbrunn Center announces the formation of Columbia Business School's inaugural student - run Value Investing Fund!

«However, the decision of an adult to personally criticize a high school student who has lost his classmates in an unspeakable tragedy is not consistent with our values.»

A 1992 survey by the U.S. Department of Education discovered that private school students had more community spirit and were more likely to value helping others and to volunteer in community causes.

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

Some argue that a democracy needs public schools that all students attend so all learn shared values and discover how to work together across class and racial lines.

It has been more than a half - century since James Coleman and his team surveyed students in ten high schools to determine their values and interests and attitudes toward learning.

Vocational advisement, if it is to be of real educational value, should consist not in one or a few interviews on entering or leaving school, but in a continuing dialogue between the student and his parents and teachers in all fields as well as with professional guidance officers.

A second approach has been what she calls values integration, one version of which «seeks to incorporate various themes such as social justice, peace, the environment, etc, into the total life of the school so that the student may incorporate the Catholic values demonstrated in the way the school lives the theme».

Participants have developed innovative ways to integrate students» feelings, values, and relationships with the regular school curriculum.6

Here the religious values of a school can clash with the hidden (or not so hidden) values of schools today: the need to market the school, stay competitive, attract good students, or simply survive.

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

In the absence of other values, the public schools find their justification in preparing students to work.

For if we, the teachers, can't fit the forcibly divorced domains of real fact / imaginary value, actual causes / fanciful ideals, feeling / form, concrete / abstract, together, how do we expect our students, shuttled between worlds without transition as they flow between classrooms through school corridors, to do the job?

As far as I am concerned, however, the hiring of ethicists in medical schools and business schools to lecture to students about what it means to be ethical or to teach values is to try to cure the illness with but another form of the disease.

By combining the pastoral and RE teaching, the essential knowledge component of SRE is provided to students but within the school's values.

Laredo students value the «food court» style cafeteria setup and were excited to be provided with even more choices to create healthier school meals.

Colleges value students who are involved in activities outside of school, and they are not only looking for participation, they are looking for Leadership.

It's about the value of high school sports, and that value applies equally to every student who wants to put on a uniform and go out and try to do his or her best.

The value of the stipend varies by school and is based on, among other things, cost of living and travel expenses for students.

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a small, independent, coeducational school, serving approximately 100 students in grades 7School is a small, independent, coeducational school, serving approximately 100 students in grades 7school, serving approximately 100 students in grades 7school, serving approximately 100 students in grades 7 - 12.

I spoke with several other students that I personally trained at the Honor Council's first ever Integrity Day about defining success in qualitative rather than quantitative ways, organized presentations for parents in the local community, wrote brochures explaining of the program for the teachers, and held discussions about how Challenge Success ties into Jewish values at my Hebrew School.

I now devote a whole day of discussion to talking about what kinds of employees «bosses» value and how students can begin to practice those traits — collaboration, critical thinking, creativity, problem - solving — in school.

As a middle school educator, I find myself in conversations with parents who are convinced of the value of play, but are unsure what play might look like for a middle school student.

Other students calculate the exact GPA needed to «beat» their peers for valedictorian status, and may sleep 2 - 3 hours each night and compromise their health — and sometimes their values (cheating rates are typically high in these kind of schools) in order to win that title.

We don't believe everyone deserves a trophy, but we have seen the problems associated with a ranking system, and have urged schools to consider other ways to honor their top students — ways that rely less on a grade point average and that are more similar to the MVP status on a sports team - where multiple skills and traits are valued.

Character Education: Idaho has no specific policy requiring character education; however, Statute 33 - 1612 requires public schools to instill certain basic values, such as honesty and unselfishness, in students.

§ 49-6-1007 (2008) requires public school instruction to include character education to «help each student develop positive values and improve student conduct.»

Before Juicy Fruit, Bubblicious or the sticky debate in schools (um, let's face it, when students don't chew gum quietly or bullies smash it in someone's hair, it's a learning distraction and not an enhancement), our distant ancestors saw the value of chewing resins and latex secretions from plants.

For example, the school's science teacher started using class time to introduce one new salad bar fruit or vegetable at a time, helping students understand the value of each item.

Teachers, students, parents, school nutrition professionals, custodians, and administrators saw the value in the program, which delivered on its promise to increase participation at breakfast.

The Waldorf School of Garden City is committed to fostering a fully inclusive school community and welcomes faculty, staff, and students of all races, ethnicities, nationalities, religions, socioeconomic backgrounds, sexual orientations, and spiritual vSchool of Garden City is committed to fostering a fully inclusive school community and welcomes faculty, staff, and students of all races, ethnicities, nationalities, religions, socioeconomic backgrounds, sexual orientations, and spiritual vschool community and welcomes faculty, staff, and students of all races, ethnicities, nationalities, religions, socioeconomic backgrounds, sexual orientations, and spiritual values.

As the students enter their middle school years, they also develop skills and values in team sports, musical ensembles and community service.

There is no major cost difference between nutritious and not nutritious food at schools: 55 % of student being served very healthy food report their lunch costing under $ 2, compared to 55 % of students being served food with no nutritional value

The Waldorf School of Garden City values and actively seeks a student body reflecting the ethnic, racial, cultural, and socioeconomic diversity of our Long Island community.

Researchers at the University of Chicago looked at the predictive value of a student's freshman year of high school as it relates to a number of future outcomes.

But when she talks about reducing student stress, she seems to dismiss the value that millions of Americans like me put on the hard assignments we endured in high school.

This graphic compares the nutritional value of the snack foods and beverages that had been available to students to those that meet the Smart Snacks in School standards that went... Read More

So while there's clearly room for improvement in Greene, it feels unfair to compare it to a county which places an unusually high value on exceptional school food, has a student population better conditioned to accept such food, and has affluent parents who can pay the higher price tag that comes with it.

Often celebrated with events, special guests, custom menus and nutrition education activities, the purpose remains to help educate students, parents and communities about the nutritional value of school lunch.

For example, what if districts with lower property values received more federal reimbursement dollars for school meals than districts with higher property values, with the affluent districts making up the difference via a higher lunch price for paying students?

It became evident that it was time to advance the school's governing practices in order to best meet the needs of our students and families in this dynamic 21st century while maintaining the principles and community values of Hartsbrook's founding.

Whether someone's son or daughter sprains an ankle, cuts their arm, twists their knee, or, more seriously, injures their head, a school district's ability to provide that particular student - athlete with the proper care is an enormous value.

This graphic compares the nutritional value of the snack foods and beverages that had been available to students to those that meet the Smart Snacks in School standards that went into effect at the beginning of the 2014 - 15 schoolSchool standards that went into effect at the beginning of the 2014 - 15 schoolschool year.

AACS Locations with a HUMAN Healthy Vending program will gain: 1) Healthful food and beverage options for students / future professionals, including hot meals 2) Energy savings compared to traditional vending equipment 3) Increased value - add for AACS schools, which adds to their overall marketability