Sentences with phrase «academic education in»

Born in Ukraine, Feinstein immigrated with his family in 1922 settling in Philadelphia where he was nurtured as an artist, receiving an academic education in painting, printmaking and commercial art.

Born in Russia in 1987, she moved to Sweden at an early age where she obtained her academic education in fine art and where she resides today.

At Meridian, we provide an excellent academic education in which the joy of childhood infuses the excitement of learning.

Not exact matches

After finishing three degrees at the University of Toronto, she co-founded Insight Data Science, a Silicon Valley education startup that helped PhDs transition from academic research to careers in industry.

The notion promoted by the Canadian technology council that an arts education leads to better results in a wide range of other areas was repeatedly deflated: «There is no evidence for a link between theatre training and overall academic skill... We found no evidence that dance education improves overall academic skills or reading... There is no evidence that training in visual arts improves overall academic skills or literacy.»

• Pacific Equity Partners is in «exclusive talks» to acquire Academic Colleges Group, a New Zealand - based provider of academic education services to international students, according to Academic Colleges Group, a New Zealand - based provider of academic education services to international students, according to academic education services to international students, according to Reuters.

What it's like: Ron Owston, dean of the Faculty of Education at York University in Toronto, was initially surprised at how much time he spent on human resource issues, such as dealing with the concerns of faculty members and mapping out the academic year so professors can handle their course loads.

«We have all this evidence that the academic benefits are limited to high - needs kids,» says education expert David Johnson, an economist at Wilfrid Laurier University in Waterloo, Ont.

To address the current and potentially explosive future of technology in the classroom, the U.S. Department of Education has released their plan, Future Ready Learning: Reimagining the Role of Technology in Education, which calls for improving teacher training in digital tools and how to leverage them to enhance their academic experience.

I am 72 and retired, female and divorced, with graduate degrees and 45 years an academic in higher education.

There was also an account of my elaborate academic sponsorship plan so I could afford to attend Yale — some corporation would pay for a year of education in exchange for labor or repayment down the line.

I will abide by all Regulations and Requirements as outlined in the Academic Calendar and the Co-op Education Handbook

«Provocative and timely, Ellsberg lays bare what he sees as a giant hole in much of traditional education — a focus on «academic» knowledge and a de-emphasis on the knowledge and skills necessary to actually succeed in life.

The recent surge in domestic oil and gas production signals «the start of a new era of cheap energy,» he said, while less expensive online education programs could open the door to millions of people who have been priced out of more traditional academics.

Other positive results include reduced absenteeism rates, increased representation in the academic stream, and higher graduation and postsecondary education rates.

The Co-operative Education Program is an optional supervised academic program that allows you to alternate in - school learning with work experience that is relevant to your academic studies.

The PhD program at the Rotman School is designed to prepare individuals for academic and research careers by providing in - depth education in current and emerging theory.

Accepted participants undergo an intensive two week program, including formal academic lectures by Schulich Executive Education Centre instructors, workshop - based training in entrepreneurship, and mentorship by key industry leaders.

The benefits foot he education and academics are concealed in the domain of the precepts and concepts.

One visiting academic from Harvard called it «just - in - time education.»

In view of his approach to solving the problems facing higher education, it's not surprising that, although long a tenured professor at prestigious schools, Taylor evinces little respect for academic disciplines.

Black academic underperformance reflects racial bias in the provision of public education.

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.

Though she dedicates the book to her parents and in the end praises them for their adoption of two Haitian children, her account of her religious and academic education comes off as pretty nutty.

The readers he has in mind include: perhaps a student starting her second year of study, or an academic who has just joined a theological school faculty and has never herself been previously involved in theological education, or a person newly appointed to the board of trustees of a theological school.

A. N. Whitehead (1861 — 1947) retired in 1924 from an academic career in England in the fields of mathematics and education and promptly accepted an invitation to join the faculty in philosophy at Harvard University, where his work took off in a totally unexpected direction.

The major resistance to the total victory of economism in higher education is commitment to academic disciplines.

Wood is not much troubled by the fact, which so disturbs Farley and Hough and Cobb, that the way in which academic disciplines are institutionalized in American higher education also dictates the structure of the curricula of theological schools.

In a statement about the case, a spokesman for the Department for Education, said: «Schools are not allowed to remove pupils from sixth form because of academic attainment once they are enrolled.»

At the same time, its inter-disciplinary nature also perplexes academicians in finding its role and place in the academic arena and impedes its independent existence within the existing theological education system.

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.

At the same time, Catholic professors criticized their institutions for intellectual mediocrity, redefined «academic excellence» in line with the standards of leading graduate schools, and turned (with equivocal success) to theology to provide what Holy Cross historian David O'Brien has termed «the bridge between the older Catholic identity and the newer, more excellent version of Catholic higher education.»

Insofar as it is, the students experience their education as a series of rather isolated academic studies, not as steps in the forming of theological wisdom.

While it is of course true that educational enterprises require money, there is something odd about the assumption that infusion of additional funds to the academic operation will necessarily result in improved education.

The principles of academic freedom and of relative independence for education within the political structure do not exclude or excuse those who teach from active participation in political life.

The first three meanings of «liberal» in the academic sphere are all familiar and have frequently been treated in discussions of higher education.

Yet despite the upheaval in the education system from the 1960s onwards some schools have managed to maintain high academic levels of excellence.

(a teacher that gained their education in a leftist led academic environment and a teacher in a lefties led union, a union with an agenda).

That, if they would only listen to themselves more carefully, is what some advocates of academic freedom are asserting in current debates about Christian higher education.

An incarnational approach to education might just require us to set aside some of our «professorial prerogatives» and «professional prestige» (i.e., academic arrogance) in order really to teach — as well as to learn.

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.»

Many of my friends believe that the push for diversity in higher education has led to a decline in emphasis on academic achievement.

With the academic year in full swing on American university campuses — and bipartisan discontent over higher education's sorry state now stronger and louder than ever — it's worth asking what we can learn from Augustine's example.

They are not only getting a * far * better academic education, they are also getting a far better moral education than can be had in a public school, where morality may not even be mentioned and there is little or no talk about ethics, either.

First, it is engaged directly in the practices constitutive of theological education — the transmittal of knowledge, the development of the capacities required for critical inquiry, the formation of skills for ministry, and the nurturing of the virtues of honesty and integrity that are essential to serious academic work.

As historian Richard Hofstadter has documented, the principles of academic freedom had relatively little place in American higher education prior to this century.

No longer cloistered in a white academic environment and thus free of the need of my professors» approval, I turned my attention to the rage I had repressed during six years of graduate education.

Moreover, in addressing «the nature of the academic calling» (as they significantly still put it), the AAUP argued that «if education is the cornerstone of the structure of society and if progressing in scientific knowledge is essential to civilization, few things can be more important than to enhance the dignity of the scholar's profession...» Scientific knowledge and free inquiry thus gained near - sacred status.

My year in pursuit of a master's degree in theology at Yale was for me not just a preparation for further academic study, but, rather, an essential rounding out of my education for the Presbyterian ministry.

It is not clear, however, whether Brown's constant stress on high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace in the 1930s in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged in original research.