Sentences with phrase «when teaching courses»

UOIT instructors also use Tablet PCs when teaching their courses.

When he taught a course for military generals early on in his career, the feedback forms were overwhelmingly negative and criticized his young age.

Even when I taught a course at Vanderbilt University divinity school in 1971 called «Forms of Religious Reflection,» in which we looked at the limitations and possibilities for religious reflection of various literary genres (parables, autobiographies, novels, poems, etc.), I did not know that a movement was aborning concerned with story and autobiography in theological reflection — a movement of which I was soon to feel very much a part.

Keeping this advice in mind, when I taught the course subsequently I completely changed the way I used illuminated texts with preservice teachers.

Indeed, when I teach courses and seminars, one of the things I do is to help free attendees from the tyranny of always - on email - everywhere.

When I taught a course on legal information last summer appropriate dress in a legal environment was a topic of some interest to those starting their careers.

Not exact matches

When Flombaum teaches computer - science courses, he uses storytelling skills acquired while studying creative writing, and incorporates history into his lessons, including highlighting the programmer who created the concept at hand.

While some folks are, of course, naturally gifted in this area, if you're not an inherently smooth operator you can teach yourself behaviors and mental tricks that will help you win friends, influence people, and make a strong impression when you walk in a room.

When I teach my Baby Got Booked course online, I coach my students to think about the following ways to «hook» their message onto what's relevant right now.

Yes, of course you need to get through your requirements, but after that an idiosyncratic pick with an inspiring or thought - provoking teacher («When I think about the classes that shaped me the most, I think about my Marxist Canadian history class, taught by a socialist ideologue,» says Blattman) beats on on - topic one taught by a snooze - inducing robot.

That's just common sense, of course — you don't need to be an accomplished dog - cognition researcher like Horowitz to realize that children should be taught limits when it comes to the family dog (or cat, or bird, or whatever).

Of course, teaching the process of innovation is easier when grades and not profits are up for grabs.

If you have a fear of associating with people, you have to go out there and do it, and it's painful... When I was young and completed the [public speaking] course, I was worried I would lapse back... so I started teaching a class at night and, you know, you've got to force yourself to do some things sometimes.»

When it comes to online marketing courses, if it's about selling a course that teaches people to do the same thing the speaker does, it's a ponzi scheme.

When I teach Aristophanes THE CLOUDS, I of course dwell on the part when the poet shows us that a guy who loves his family not about to listen to «the case for incest.&raWhen I teach Aristophanes THE CLOUDS, I of course dwell on the part when the poet shows us that a guy who loves his family not about to listen to «the case for incest.&rawhen the poet shows us that a guy who loves his family not about to listen to «the case for incest.»

While it is of course true that those who belong to this school are perhaps most vocal in their assertion that in our Lord alone may God be seen at work, and while it is they who denounce the concept of «general» revelation as a vain fancy of sub-Christian speculation, a considerable number of other Christian thinkers take what in effect is the same position when they make central to their teaching a kind of uniqueness in the coming and the person of Christ which effectively removes him from the context of the total sell - expressive operation of the Eternal Word.

They are not only practices of teaching and learning, but also practices of raising funds and maintaining the school's resources; not only practices of governing various aspects of the school's common life, but also practices of various kinds of research; practices not only of assessing students and when they should be deemed to have completed their courses of study, but also of assessing faculty and judging when they should be promoted and when terminated; and so on.

Of course, the church has done a great disservice to the world when it teaches that God is in absolute control of everything.

actually you do nt have to prove the many deities or Gods that they really exist, because they really had existed in their times, They are part of the evolutionary process for us humans to transcend to higher consciousness.To simplify the analogy, when we were young and we are in the lower grade school, we were taught simple subjects not advance literatures but simple stories even mythicals, The same with religion, thousands of years ago when there was no science yet, primitive people had a religion, of course man made faiths to conform with their state of mind or intellect.But later atfter thousands of years we evolve into a more educated people and so new concept of God again was presented to them, another man made concept, and this go on and on, until a few thiousand years ago.monotheism, Judaism, christianity, islam, buddhism, etc also evolved, But with the accelerated evolution, these faith again is threatend with obsolesencs because of of scientific developments and education.In panthroteistic faith, the future religion needs to conform to evolutionary process, This proves that God is always there guiding the change.And it his will that made this a reality in history since the begining of the universe 13 billion years ago, and this will continue to exist until He will completely fulfill His will to infinity, Thats PANTHROTHEISM, the futue, man made religion under His guidance through scientifiic evoluition after the Bi Bang

The Ofqual requirement to teach Catholicism in the context of the beliefs and practices of other Christian denominations further undermines the presentation of Catholic teaching in the official course books, especially when other denominations concur with secular society against the Catholic position.

I'm so convinced of this that now when I teach beginning Hebrew I introduce BibleWorks on the first day of the course, project it on a screen, and demonstrate how it can supplement the students» linguistic knowledge.

We are called to be light and salt, and one way to do this is to stand up and speak out FOR BIBLICAL VALUES and against sin... yes, of course we should be preaching / teaching / living God's «theology of marriage» in our own marriages...... but God has clearly defined marriage as between one man and one woman, and therefore, when our government says it's otherwise, we should be light and salt and speak up, and vote accordingly.

Of course, the right thing to do when you steal an idea is to give credit to the people who taught it to you.

Of course their argument may not line up with the simple teachings of JC, but who cares when there's a war to fight.

Of course they don't know when or how matter was created, but they teach it as if it were fact.

In preparing to teach a course, I looked through a folder of accumulated notes and realized that I first taught the course to an adult class consisting of three women: Jennifer, a widow of about 60 years of age with an eighth - grade schooling, whose primary occupations were keeping a brood of chickens and a goat and watching the soaps on television; Penny, 55, an army wife who treated her retired military husband and her teenage son and daughter as items of furniture in her antiseptic house, dusting them off and placing them in positions that would show them off to her best advantage, and then getting upset when they didn't stay where she put them — she was, as you can imagine, in a perpetual state of upset; and Brenda, married, mother of two teenage sons, a timid, shy, introverted hypochondriac who read her frequently updated diagnoses and prescriptions from about a dozen doctors as horoscopes — the scriptures by which she lived.

It's taught in college courses that the bible was written in times when people were unruly and out of control to «scare» them into a straight and narrow path.

But I came to see that what was important was neither what I had been taught as a child when my brother and sister died at a very early age nor what would provide some immediate comfort to me when (as was bound to happen and of course did happen some years later) my parents also died, leaving me with no close living relations.

She quite explicitly states that many of the ideas of this book started to take form when she began to teach a course called Law and Literature at the University of Chicago Law School.

So, for instance, if it is not clear to the readers of my work that my writing is done by an Episcopalian Christian, I will have failed to practice this virtue — which, of course, includes my making clear at which points the materials I study or engage seem to me false, noxious, or incomplete; just as it includes my making clear when and in what ways it seems to me that the materials I engage are true, have taught me something I didn't know before, or may be of use to me and my community in its search to apprehend and incarnate the gospel.

I believe that what I teach is of great help to people, which is why I make a large chunk of it available for free through this website and my podcast, and so I hope that when you buy one of my books or teaching courses, it is not because you were pressured, but because you simply wanted to learn more.

This long course of events continued from the day of the grotto, when Muhammad was simply warned that he would receive a divine teaching, until the day of the last pilgrimage, when he was told that his mission was accomplished and he had nothing else to do on earth.

When this world began to become more complex, pluralistic and morally ambiguous and it also became clear that influences other than those which could easily be understood on Main Street decided the course of events, both the old teachings and the institutions that taught them began to seem less relevant.

Parents who continue to teach their children this are inevitably going to confuse the heck out of their children when they have to take more advanced science courses in high school and college.

A lot of these comments show the lack of biblical teaching and understanding of scripture in the home, of course its hard to teach biblical truth when the home is run by to men.

When Duke was founded in 1924, its founding document stated that «The Aims of Duke University are to assert a faith in the eternal union of knowledge and religion set forth in the teachings and character of Jesus Christ, the Son of God... «Until the 1960s, Duke continued to require undergraduates to take courses in Bible.

Of course, some of the reasons for the emergence of a religious right are to be found in the secular political choices that religious people must make, but there are also several aspects of Christian teaching which, when emphasized to the neglect of other aspects, lend themselves to political and social rightwing interpretations.

as humans learn more intricate sciences and venture out into space, religion will become a mythology taught to children as «when the world was full of hate» or as a course on «how to start wars»

This film was shown in the Bible classes in the school where I teach — Encina High, Sacramento — when, in 1973, we introduced a Bible course there as a junior - senior nine - week literature elective.

And then in (with a gleeful chuckle of righteous indignation, of course) when you knock them off the ladder, you can assume that the divine saftey net will teach them a lesson by conveniently letting them hit the bottom with full force.

It does not seem to have been known by Mark, whose gospel, when it overlaps with Q, e.g. in John the Baptist's teaching, the Temptation, the Beelzebub controversy, follows an independent course.

When I decided to study Makeup Artistry I was also tossing up studying a Naturopathy course, so it's not much of a surprise to me that I'm now teaching the importance of using natural beauty!»

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

Bubba could teach Ph.D level courses on how to play Augusta, there's no one better when it comes to the creativity and shotmaking that's needed to win here.

When he retired from the army in his early 40s, Earl taught himself the game while playing the military courses of Southern California, once shooting 63 on a par - 72 Navy course.

The tackle on Arshavin was a foul and probably nothing more, the one on Diaby — it was a very strong tackle but it was very dangerous and could have broken a leg, A refereeing course I went on a few weeks ago taught us that players must be in full control when going into tackles, as none of his body was in contact with the ground — he can't have been said to be in full control of his body and it's a dangerous tackle and a foul.

guys i cant believe Laurent Koscielny, is the same height as vamerlyn i taught he was taller how the hell could wenger buy a defender the same height as the one we have when the nature of english football requires u to have good height at the back to prevent aerial bombardment as in the past and of course physical problems with the likes of stoke and chelsea have wenger not learn from five trophyless seasons i cant believe this and still debating if to buy a new defender i must say i had optimism for the new season but after seeing this i think we are a dead horse again hell if this is the case then cesc should bolt and go to barca wenger nothing personal but i think ur an absolute idiot............

Of course I'll teach her that she doesn't need makeup, but if she feels great when she's wearing it and we're just having fun, I'm fine with that.

Comments by participants in other cycles of this course: «When I put the principles taught in the TSS course into action in the classroom, I found the students enthralled by both the experiments and the conversations about them.

When my son was going to daycare on the campus where I was taking college courses, his teacher taught him to drink from a cup without a sippy lid.