Sentences with phrase «values education by»

The module supports the National Framework for Values Education by providing opportunities for explicit clarification of values in a systematic way.

Not exact matches

Companies are placing more value on training and retaining staff by establishing a professional development budget, offering time off for education, or setting up in - house training on new tools and concepts.

We calculated the Fair Market Value of college football players at the 15 most profitable programs using data provided by the Department of Education.

The Healthcare Reform Law, including The Patient Protection and Affordable Care Act and The Healthcare and Education Reconciliation Act of 2010, could have a material adverse effect on Humana's results of operations, including restricting revenue, enrollment and premium growth in certain products and market segments, restricting the company's ability to expand into new markets, increasing the company's medical and operating costs by, among other things, requiring a minimum benefit ratio on insured products, lowering the company's Medicare payment rates and increasing the company's expenses associated with a non-deductible health insurance industry fee and other assessments; the company's financial position, including the company's ability to maintain the value of its goodwill; and the company's cash flows.

We calculated the so - called fair market value of college football players at the 20 most profitable programs using data provided by the Department of Education and based on the work of Ellen Staurowsky, a professor at Drexel.

This is how my value investment education jumped into hyper speed by combining practice by doing and teaching.

You are advocating censoring education by prohibiting instructors who ARE musically knowledgeable from giving students a well - rounded and balanced musical experience by pretending that there was no music of value that was composed with a religious text or through the pat ronage of the church.

The interview format used by the Oliner team had over 450 items and consisted of six main parts: a) characteristics of the family household in which respondents lived in their early years, including relationships among family members; b) parental education, occupation, politics, and religiosity, as well as parental values, attitudes, and disciplinary approaches; c) respondent's childhood and adolescent years - education, religiosity, and friendship patterns, as well as self - described personality characteristics; d) the five - year period just prior to the war — marital status, occupation, work colleagues, politics, religiosity, sense of community, and psychological closeness to various groups of people; if married, similar questions were asked about the spouse; e) the immediate prewar and war years, including employment, attitudes toward Nazis, whether Jews lived in the neighborhood, and awareness of Nazi intentions toward Jews; all were asked to describe their wartime lives and activities, whom they helped, and organizations they belonged to; f) the years after the war, including the present — relations with children and personal and community — helping activities in the last year; this section included forty - two personality items comprising four psychological scales.

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.

Thus the Commission called for a Christian concern for Higher Education which helps critical rational and humanist evaluation of both the western and Indian cultures to build a new cultural concept which subordinated religious traditions, technology and politics to personal values according to the principle «Sabbath is made for man and not man for the Sabbath», enunciated by Jesus and illustrated in the idea of Incarnation of God in Christ.

What is worse, should they decide to enter seminary, they are skeptical of the value of the education offered there, since they have been lulled by experience into supposing they know how to do ministry already.

This does not, of course, exclude the possibility that changes in what are regarded as moral values may be brought about by education.

Fenggang Yang, author of «Chinese Christians in America: Conversion, Assimilation, and Adhesive Identities» and a professor at Purdue University, said Asians are drawn to Christianity partly by values that dovetail with Asian culture, including thrift, education and family.

Many of these shared beliefs and values are by - products of modernity and higher education.

I believe you're exactly right in saying that, «Asians are drawn to Christianity partly by values that dovetail with Asian culture, including thrift, education and family.»

These, then, are the several levels of unity that bind together the diverse topics of the chapters to follow: first, the curriculum of education; second, the major problems of contemporary civilization; third, the values by which education is seen as a moral enterprise; and fourth, a concept of value as devotion to worth rather than to satisfaction of desire, together with an ideal of democracy as the social expression of basic moral commitment.

Similarly, his ideal version of secular education, though it allows for a «proportion» of persons professing other faiths, and for some disbelievers, recommends that these people conform to public Christian values, presumably as determined by the Community of Christians.

Having now treated the values of intelligence, creativity, and conscience, we come to reverence, the last of the four pivotal values by which civilization and education should be formed.

In short, effective teaching of democratic values requires the practice of democracy by those who teach and a democratic structure in the institutions of education.

While he was active in local parliamentary politics before coming to America, and while he did indeed stress the value of open public education in numerous of his public lectures and writings in this country, nevertheless Whitehead was, by every account, an intensely private and solitary individual.

«Nationalism shows its character as a faith whenever national welfare or survival is regarded as the supreme end of life; whenever right and wrong are made dependent on the sovereign will of the nation, however determined; whenever religion and science, education and art, are valued by the measure of their contribution to national existence.»

In a climate of increasing separation between upper - and lower - class values in the Jewish society of first - century Palestine (witness the «pagan» lifestyle of the Herodian ruling class), the Jesus movement called for a return to the traditional kingly values of power, wealth and education — but now possessed by the lower classes.

Class status is defined by such matters as occupation, the length of a family's residence in a community, income and property, the quality and place of residence, the mores and values which guide them, and education.

One was the work of a sociologist, Earl Brewer, who, with the aid of a theologian and a ministries specialist, sought by an extensive content analysis of sermons and other addresses given in a rural and an urban church to differentiate the patterns of belief and value constituting those two parishes.67 The second was the inquiry of a religious educator, C. Ellis Nelson, who departed from a curricular definition of education to envision the congregation as a «primary society» whose integral culture conditions its young and old members.68 James Dittes, the third author, described more fully the nature of the culture encountered in the local church.

Other beliefs and values are much more unevenly distributed — by class, education, ethnicity, and other factors.

Scientific education is part of that heritage, fostering the «spiritual values of humanism» by teaching the habit of questioning arbitrary authority.

Mainly through worship, education and social activities, these congregations appropriate symbols and generate new ones, claim and revise traditions, defend and bridge social boundaries, articulate and invent meanings and values by which to make sense of changing circumstances.

In describing and accounting for the lives of the Religious Right, which we define simply as religious conservatives with a considerable involvement in political activity, the book and the series tell the story primarily by focusing on leading episodes in the movement's history, including, but not limited to, the groundwork laid by Billy Graham in his relationships with presidents and other prominent political leaders; the resistance of evangelical and other Protestants to the candidacy of the Roman Catholic John F. Kennedy; the rise of what has been called the New Right out of the ashes of Barry Goldwater's defeat in 1964; a battle over sex education in Anaheim, California, in the mid-1960's; a prolonged cultural war over textbooks in West Virginia in the early 1970's — and that is a battle that has been fought less violently in community after community all over the country; the thrill conservative Christians felt over the election of a «born - again» Christian to the Presidency in 1976 and the subsequent disappointment they experienced when they found out that Jimmy Carter was, of all things, a Democrat; the rise of the Moral Majority and its infatuation with Ronald Reagan; the difficulty the Religious Right has had in dealing with abortion, homosexuality and AIDS; Pat Robertson's bid for the presidency and his subsequent launching of the Christian Coalition; efforts by Dr. James Dobson and Gary Bauer to win a «civil war of values» by changing the culture at a deeper level than is represented by winning elections; and, finally, by addressing crucial questions about the appropriate relationship between religion and politics or, as we usually put it, between church and state.

Unanchored as they are to anything concrete outside the self, the values and virtues encouraged by the leading strategies of moral education provide meager resources at best for sustaining and supporting our far - reaching moral commitments to benevolence and justice.

If so, should the government by education and legislation seek to encourage or impose these values?

If I interpret the prospectus of the CMC correctly, the objective of the CMC namely to «impart to men and women an education of the highest order in the art and science of medicine and to equip them in the spirit of Christ for service In the relief of suffering and promotion of health», that is, the idea of a combination of training in professional skills, moulding the technically trained in a culture of human values and motivation, equipping them to utilize technology to serve «with compassion and concern for the whole person», the people especially the weaker sections of society, and giving spiritual reinforcement of that culture by the «spirit of Christ» and the motto «Not to be Ministered unto but to Minister» derived from him, goes back in tradition to the founder herself (Prospectus MBBS Course p. 5).

Builders, based in Aledo, Texas, whose expressed goal is «to exert a positive influence in government, education, and the family by 1) educating the nation concerning the Godly foundation of our country; 2) providing information to federal, state and local officials as they develop public policies which reflect Biblical values; and 3) encouraging Christians to get involved in the civic arena.

The Chronicle of Higher Education and Change have been much concerned about values recently, as have the American Association of Higher Education and the other Washington - based educational agencies; the Danforth Foundation recently held a workshop on values in liberal arts education, and the whole issue has been given academic credibility by programs in moral development and in value analysis at several univEducation and Change have been much concerned about values recently, as have the American Association of Higher Education and the other Washington - based educational agencies; the Danforth Foundation recently held a workshop on values in liberal arts education, and the whole issue has been given academic credibility by programs in moral development and in value analysis at several univEducation and the other Washington - based educational agencies; the Danforth Foundation recently held a workshop on values in liberal arts education, and the whole issue has been given academic credibility by programs in moral development and in value analysis at several univeducation, and the whole issue has been given academic credibility by programs in moral development and in value analysis at several universities.

The predator's skills and attitudes are also those cherished by the economic establishment, and successfully learning them is the way value is most profoundly appropriated at MIT and at other institutions of higher education as well.

Her research, supported by the a Western Sustainable Agriculture Research & Education fund, was recently published in the Nutrition Journal and continues to provide justification for «value added» nutritional labeling for farmer direct marketing of grass - fed products.

By bringing together the greatest innovators in packaging over three decades, the awards have fostered a truly worldwide collaboration and generosity of spirit, helping catalyze innovation across the value chain, from source reduction to production efficiencies to consumer education.

Sarah strongly values education and is driven by a genuine thirst for knowledge in an effort to broaden her guests» experience in new and meaningful ways.

Without doubt, wine education is a big plus if you're trying to carve a career path in the wine industry, and there are several programs recognized and valued by the industry.

That respects the value of an education while still letting players go for the money — provided by the NBA, not colleges.

Bonded by the shared values inherent to Waldorf Education, parents, teachers and staff work together to support the growth of the students and the promise they hold for the future.

But many dads observe that a basic education in the key societal values, and behavior by parents that reinforce them, certainly help minimize the chances that children will go astray.

Waldorf education is being discovered by an ever - broadening group of parents, who value the many traditional aspects of the education that remind them of what school was like when they grew up — music, art, recess, movement and games.

Equally a Rational mother, believing in the value of efficient education to produce competent adults, may become impatient with a Guardian child who wants rules and guidelines, and is happier learning step by step.

The authors conclude that some forms of parental involvement might benefit certain children, but that the more important impact parents can have is by communicating the value of education.

So much of my identity was shaped by the cultural traditions and values of Waldorf education, and it is a wonderful thing to have a positive community to belong to.

A child care philosophy is typically a written statement developed by a child care provider or educator regarding its organization's values, priorities, values and beliefs regarding a child's development, care, and education.

No Separation of Mother and Baby with Unlimited Opportunity for Breastfeeding Lamaze International Education Council, Crenshaw Jeannette, RN, MSN, IBCLC, LCCE, FACCE, Phyllis H. Klaus, CSW, MFT, and Marshall H. Klaus, MD In this position paper — one of six care practice papers published by Lamaze International and reprinted here with permission — the value of keeping mothers and their babies together from the moment of birth is discussed and presented as an evidenced - based practice that helps promote, protect, and support normal birth.

We've seen tremendous improvement in the economy and at the social level since 1992, the Rawlings regime and that of Kufour all contributed immensely to the growth we seeing, the Mahama administration has added value to what he inherited.The infrastructure development recorded under this government is the highest after Nkrumah, the improvement in the health and education sector can not be downplayed.Policies rolled out by the regime to close the yawning gap between the toiling but highly productive rural folks and city officials is commendable.The IMF director Christie Lagarde was right when she described what we called economic success between 2005 - 2008 as mediocre growth.The base of the economy was still shattered and now being built to restore the confidence of the people.

Their values, the very nurture and education of their children, were to be determined by their betters.

The changes, which promote values supported by the British Humanist Association (BHA) and emphasise that there is one law for all, represent a «significant victory» in the campaign against extremism, and in favour of citizenship education.