Sentences with phrase «academic colleges in»

Dr. Solberg is also diagnostician and head therapist in his private Yoga Therapy clinic and is a leading lecturer at various academic colleges in Israel in the fields of Human Anatomy, Kinesiology and rehabilitative movement.

After all, you're carrying a full course load at one of the toughest academic colleges in America.

Not exact matches

It was a natural move for Gurbacs, an early investor in the ethereum network (he got into crypto back in 2013), whose academic interests in mathematics took him to Williams College, Harvard, and MIT.

His name is on the honour roll at Aquinas College for academic excellence, which I brought to the attention of my grandson on grandparents day in May of this year.

A recent academic paper found that a 10 % decrease in house prices is associated with a 29 % drop in divorce rates among college educated couples.

To put that wedding spending in perspective, the cost to attend a private four - year college averaged $ 45,365 for the 2016 - 17 academic year, including tuition, fees and room and board, according to data from The Collegecollege averaged $ 45,365 for the 2016 - 17 academic year, including tuition, fees and room and board, according to data from The CollegeCollege Board.

University and college deans, trade school directors, and faculty heads help establish the academic direction in their respective departments and allocate budgets.

You might be able to earn academic credit for work performed on the job or in volunteer organizations through our Prior Learning Assessment (PLA) program or College Level Examination Program (CLEP) tests.

Before joining GW in 2007, Professor Cunningham taught at Boston College Law School, where he served a two - year term as Associate Dean for Academic Affairs.

But going by the past trends it has been observed that there is some difference when those students who excel in academics in, say, Engineering colleges come on board companies and are not able to perform to the mark.

There is not much in terms of academic learning happening at this particular community college.

By his way of thinking, the most pressing problems include a dramatic drop in college and university endowments, an ever increasing number of graduate students and recent PhDs who will likely never secure full - time academic jobs, and a graying, backward - looking professoriate that refuses to get out of the way.

Many conservative commentators point, as the icon for all that went wrong, to the 1967 Land O» Lakes statement, in which the presidents of Catholic colleges declared that their pursuit of academic excellence served a high Catholic goal and thus exempted Catholic schools from direct obedience to the hierarchy and magisterium of the Catholic Church.

I first heard of homeschooling as a child growing up in a college town in New England, when the only people who homeschooled their children were hippies living on communes in the country or academics and political activists protesting against the regimented and regimenting education «the system» provided for its own repressive purposes.

In order to get as much advanced standing as possible, I shamelessly bypassed the Yale admissions office, accepting the offer of Henri Peyre, the chairman of Yale's French department, that he accompany me on a visit to Dean De Vane, who presided over the academic affairs of the college.

APU offers a wide variety of academic programs, comparable to the best colleges and universities in the nation, yet provides low student - to - faculty ratios.

Despite academic pretensions of rational discourse and objective standards, mythmaking is alive and well in American colleges and universities.

Or Middlebury, Amherst, Williams, Smith, Wellesley, Swarthmore, Haverford, Pomona, Reed, or... well, suffice it to say we had a choice of dozens of small colleges that present a similar profile: formally committed to the liberal arts, highly selective in admissions, well - regarded for the quality of their academic programs, and quite openly enthusiastic about a handful of contentious concepts.

Consider a partial list of developments since just World War II: a broad national decline in denominational loyalty, changes in ethnic identity as hyphenated Americans enter the third and subsequent generations after immigration, the great explosion in the number of competing secular colleges and universities, the professionalization of academic disciplines with concomitant professional formation of faculty members during graduate education, the dramatic rise in the percentage of the population who seek higher education, the sharp trend toward seeing education largely in vocational and economic terms, the rise in government regulation and financing, the great increase in the complexity and cost of higher education, the development of a more litigious society, the legal end of in loco parentis, an exponential and accelerating growth in human knowledge, and so on.

Their whole analysis of decline hangs on a prescriptive or normative understanding of church - relatedness, and that normative understanding resembles suspiciously what the colleges were, or at least claimed to be, sometime earlier in the century, in perhaps some «golden age» of church - relatedness (and, unfortunately, often concomitant ethnic insularity and academic mediocrity).

The first change, enacted by Christians without any intention of extinguishing or even compromising the Christian character of the college or university, consisted in muting all overt claims of the academic institution to be functioning as a limb of a particular church.

Pupils may further be put into classes on the basis of prospective occupation or occupation type, as in the European multiple - track system, in which at a certain age — say, twelve — pupils are separated into «industrial» or «vocational,» «business» or «commercial,» and «academic» or «college preparatory» segments.

It's ironic, given I am at a fairly liberal college in terms of the academic staff, and a lot of the people who have done theology here have gone the reverse to me.

«We still need good theology... so we do need good theological colleges with well - trained, committed faculty members, able to publish and supervise higher research; where academic rigour is maintained and we continue to discern how God's word in the Bible speaks today.

By suggesting a correlation between how well a college actually succeeds in forming and shaping students» lives during their academic journey and well - being after graduation, the report offers an opportunity for further debate over how best to cultivate the life of the mind.

In the United States most colleges require that students be exposed to a spread of courses, introducing them to a range of academic disciplines, but students are soon able to order most of their work to their anticipated jobs.

The slogan of «freedom now» is not only the cry of civil rights demonstrators; it is also the watchword of a generation of college and university students seeking for meaning and motivation in their academic work.

Of the 1990 apostolic constitution, Ex Corde Ecclesiae, Curran writes: «The document theoretically limits academic freedom by truth and the common good, sees local bishops not as external to the college or university but as participants in the institution, and includes canonical provisions for those who teach theology in Catholic higher education.»

I'm talking about your actual, normal life — the life of a freshman in college who is all at once managing a massive portfolio of academic, social and personal stress.

It will be much harder to do that in the future unless the college administration reverses its present course, calls the faculty and students who have been brutalizing Professor Esolen to order, and reaffirms Providence College's commitment to genuine academic freedom and to a Catholic vision of the human person that challenges the tribalism and identity politics eroding our culture and our pocollege administration reverses its present course, calls the faculty and students who have been brutalizing Professor Esolen to order, and reaffirms Providence College's commitment to genuine academic freedom and to a Catholic vision of the human person that challenges the tribalism and identity politics eroding our culture and our poCollege's commitment to genuine academic freedom and to a Catholic vision of the human person that challenges the tribalism and identity politics eroding our culture and our politics.

For example, a college student's relentless pursuit of academic excellence in order to become a very successful professional may, in considerable part, be an unconscious performance before his or her parents, teachers, or others who embody an important cultural ideal.

To date, four Christian academic institutions have expressed interest in partnering with GRACE to make The National GRACE Center a reality (Palm Beach Atlantic University in West Palm Beach, Florida; Regent University in Virginia Beach, Virginia; Wheaton College in Wheaton, Illinois; and Biblical Seminary in Philadelphia, Pennsylvania).

But I do suggest that a start in the right direction might be made in our schools and colleges Today an entirely false concept of academic freedom is turning our colleges into booby traps for young and impressionable minds.

The way it has embraced the tensions in American academic and religious life and yet (apparently) not lost the middle way could be an example to all church - related colleges that want to retain, in Robert Benne's phrase, academic quality and soul.

The daughter of Gertrude Elizabeth Anscombe and Alan Wells Anscombe (science master at Dulwich College), Gertrude Elizabeth Margaret Anscombe, known to the academic world as «Miss Anscombe» and to her friends as «Elizabeth,» was born on March 18, 1919 in Limerick, Ireland, where her father, then a British army officer, was posted.

One can see the same mind - set at any gathering of the American Academy of Religion, the group of academics who teach religion in public and private colleges and universities.

Catholics who had in 1947 warmed to Boston Archbishop Richard Cushing's proud remark that there was not a single U.S. Catholic bishop born to a parent who held a college degree now took it as a reminder that in neither head nor members were they a body academic.

In fact, several have deliberately adopted the academic stance of disinterested relativism that characterizes the contemporary secular campus, and are distancing themselves from the «piety» of Wheaton or Westmont colleges.

One should specialize in the kind of study and knowledge that is most needed in liberal arts colleges, not in the kind that advances the work and status of academic guilds.

The difficulties with «strongly religious» colleges even today, much less between 1870 and 1920, are sometimes buried in Marsden's notes, as when he admits that academic due process is often absent from such schools and «dictatorial rule is particularly common.»

Having recently earned my PhD, I had just begun my academic career at Westmont College in Southern California.

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

Wheaton College (Wheaton, Ill.) is a coeducational Christian liberal arts college noted for its rigorous academics, integration of faith and learning, and consistent ranking among the top liberal arts colleges in the cCollege (Wheaton, Ill.) is a coeducational Christian liberal arts college noted for its rigorous academics, integration of faith and learning, and consistent ranking among the top liberal arts colleges in the ccollege noted for its rigorous academics, integration of faith and learning, and consistent ranking among the top liberal arts colleges in the country.

Such reprisals consciously or unconsciously have a chilling effect on the right to responsible dissent within the church; on academic freedom in Catholic colleges and universities; and on the right to free speech and participation in the U.S. political process.

No one doubted that she could handle the athletic rigors of college, but some of her friends wonder if Sarah would have been better off in a less competitive academic environment.

When asked whether his run was his proudest achievement, Sir Roger, who went on to become a distinguished neurologist and Master of Pembroke College, said he felt prouder of his contribution to academic medicine through research in to the responses of the nervous system.

«b. Either (i) the player has NOT attended a college or university in the United States or Canada during the academic year that takes place during all or any part of the season; (ii) the player has attended a college or university in the United States or Canada during the academic year that takes place during all or any part of the season but is no longer eligible in the current academic year (including by enrolling) to play basketball for the college or university during the season at the time of signing the Player Contract; or (iii) the player has no remaining intercollegiate basketball eligibility.

Yet most athletic officials, even those who oppose it, regard Prop 42 as a well - intentioned effort to strike a balance between academic integrity and the need to provide an opportunity for the disadvantaged athlete who wants a degree and is willing to work hard to get it — a kid like John Thompson was as a high school senior in Washington, D.C. Thompson says he could not have gone to college under Prop 42, but he's careful not to paint Proposition 42 in racial terms.

After the notoriety the COF gained from this, more than 1,000 readers chimed in on Reddit posts questioning whether College of Faith schools were «diploma mills» with subpar academic standards preying on deluded athletes.

One of the issues Jordan is looking into these days is sports related — how big money - making collegiate sports like football and basketball push lesser revenue - producing sports like men's wrestling slowly into obscurity and how to keep college education and sports connected in a way that emphasizes academics and not TV money.