Sentences with phrase «as knowledge problems»

Starting with framing practice issues generally as knowledge problems can put too much emphasis on certain activities and not enough on desired outcomes.

Not exact matches

When they were breathing well - ventilated air, with roughly the same low CO2 content as in a «green» building, the employees were 172 percent better at applying knowledge to a problem, and 97 percent more effective at responding to a crisis.

Stumpf testified last month that he was not aware of the sales problem until the fall of 2013, shortly before the L.A. Times article, but the bank's board and other senior executives had knowledge of the issue as far back as 2011.

«Changing careers and a changing world bring new problems and the need for new knowledge,» said G. Richard Shell, a professor and expert in negotiations who served as chair of the MBA Review Committee that created the new design.

Revelations of Wells Fargo's problems with small - business customers come almost a month after it reached a $ 190 million settlement over opening as many as 2 million accounts in retail customers» names without their knowledge.

But if that market knowledge isn't being translated into how you can solve their problem, then it won't be as effective.

is mediated by our own unique belief system, then this issue of expert opinion can be a real problem, especially where belief and the «self» is involved, as opposed to expert knowledge on medical / legal / other issues.

Krishnamurti saw the accumulation of knowledge as the problem to knowing truth.

Studying the humanities offers students «mental empowerment» so that they can go forward in life armed with «a sense of social responsibility» and «intellectual and practical skills that span all areas of study, such as communication, analytical and problem - solving skills, and a demonstrated ability to apply knowledge and skills in real - world settings.»

Knowledge and genius are the twin factors of effective personality, and the true ultimate problem before the educator is how to impart knowledge so as to stimulatKnowledge and genius are the twin factors of effective personality, and the true ultimate problem before the educator is how to impart knowledge so as to stimulatknowledge so as to stimulate genius.

Both intelligence and persistence are required to cope with these problems, and the use of the best types of secular knowledge in a Christian framework, as in the growing convergence of Christian faith with psychotherapy in pastoral counseling.

As modern knowledge advances and hitherto insoluble problems are solved, a good deal of religion will be seen to be based on false premises, to be inadequate for modern conceptions of the universe, or to be little more than a collection of superstitious taboos.

Religious people speak of God when human knowledge (perhaps simply because they are too lazy to think) come to an end, or when human resources fall — in fact it is always the deus ex machina that they bring on to the scene, either for the apparent solution of insoluble problems, or as strength in human failure — always, that is to say, exploiting human weakness or human boundaries.11

In this essay, I will argue that a major problem with the idea of divine relativity is that it assumes both God's exact knowledge of the whole, which is thus the One as it is a unified act of knowledge, and also precise knowledge of the fragmentary, concrete Many of experience.

Even if God is thought of as having slightly less than perfect knowledge, the idea of God being able to fully appreciate ignorance seems categorically impossible.6 There are further problems for the theory of divine relativity.

A Swiss theologian, Gerhard Ebeling, has pointed to this «sphere of radical questionableness» as «the condition on which it is possible for the problem of a natural knowledge of God to arise».

The current problem in America is simplemindedness as fewer Americans value history and knowledge than did in years past.

If this were not sufficient to discourage some who, like me, are at best indifferent to and wearied by Heidegger's thought, such as it is given to us to understand, it seems oddest of all that Heideggerians themselves have not, to my knowledge, taken up the problem of the relation of Heidegger's life to his thinking — especially as it marks the involvement of Heidegger (officially and publicly, or privately and spiritually) in the Nazi movement.

Rather, the problem is that of sheer knowledge, of how to accede linguistically to the aesthetic value in the sheer relationality and facticity before one's eyes.20 To regard such a poem as a proposition is to make it a banality; and for the Western, scientifically - minded, academic intellectual that is no trick at all.

Some knowledge of the history and forms of political organization of other nations is also desirable, as a source of suggestions for improving American governmental processes and of warnings about tendencies to be avoided, and as a basis for understanding the different ways of people with other traditions, resources, and problems.

As being can never be studied as an independent object, the history of metaphysical thought can not be without implications for the history of being:» [E] very science goes through a process of historical development in which, although the fundamental or general problem remains unaltered, the particular form in which this problem presents itself changes from time to time; and the general problem never arises in its pure or abstract form, but always in the particular or concrete form, determined by the present state of knowledge or, in other words, by the development of thought hithertAs being can never be studied as an independent object, the history of metaphysical thought can not be without implications for the history of being:» [E] very science goes through a process of historical development in which, although the fundamental or general problem remains unaltered, the particular form in which this problem presents itself changes from time to time; and the general problem never arises in its pure or abstract form, but always in the particular or concrete form, determined by the present state of knowledge or, in other words, by the development of thought hithertas an independent object, the history of metaphysical thought can not be without implications for the history of being:» [E] very science goes through a process of historical development in which, although the fundamental or general problem remains unaltered, the particular form in which this problem presents itself changes from time to time; and the general problem never arises in its pure or abstract form, but always in the particular or concrete form, determined by the present state of knowledge or, in other words, by the development of thought hitherto.

These positions of leadership required extensive travel in America, Europe and the Far East, and enabled him to discuss the problems of International Christianity against a background of almost unrivaled political as well as religious knowledge.

The Cultural Dimension As culture develops, so too will religion in order that it may answer more adequately the basic problems of human life and to further deepen the synthesis of scientific knowledge with religious knowledge - the principle of evolution is written into the nature of religion, as in all lifAs culture develops, so too will religion in order that it may answer more adequately the basic problems of human life and to further deepen the synthesis of scientific knowledge with religious knowledge - the principle of evolution is written into the nature of religion, as in all lifas in all life.

The problem with the critical tradition, from Reimarus to Bultmann and beyond, has been the interpretation of historical events within the methodology of the laboratory — as if the historical veracity of John's Gospel can be analysed while dogmatically refusing to accept the possibility of Jesus» miracles and divine self - knowledge.

John T. Wilcox argues that this theory poses a problem for any theism which holds that «God's knowledge grows as the universe grows in time, and the moments in his experience form a temporal sequence.

In the words of Wilhelm von Humboldt, research universities «always treat knowledge as an as yet unresolved problem, and thus always stay at research.»

Surely someone with as strong a knowledge of the Bible should have no problem answering them.

Now if mere moral realists are right, then although the problem of moral decline may begin in volition, it dwells in cognition: it may begin as a defect of will, but ends as a defect of knowledge.

From the moment Levin saw his beloved brother dying and for the first time looked at the problems of life and death in the light of what he called the new convictions that between the ages of twenty and thirty - four had imperceptibly taken the place of the beliefs of his childhood and youth, he was horrified not so much by death as by a life without the slightest knowledge of where it came from, what it was for, and why, and what it was.

Another problem is seeing knowledge itself as part of the problem.

(c) Science may claim that its knowledge of the universe is such as to entitle it to be the sole and final arbiter of existence and its problems.

He cited potential problems as the use of data without people's knowledge and bias decision making, such as computers making decisions in human resources and job applications without fully understanding the criteria.

Whereas secondary schools teach students knowledge that is well established and no longer problematical, research universities, in Humboldt's words, «always treat knowledge as an as yet unresolved problem, and thus always stay at research.

Observe that Pagels is using the term «mystery» as the equivalent of «problem to be solved,» or «present gap in our knowledge.»

For starters we need to question the modern faith that teaches us to view the world as a problem to be solved through scientific knowledge and technological innovation.

This problem becomes particularly acute for a theological position that repudiates both the aesthetic and the religious faculties as sources for a true or genuine knowledge of God.

This question, of course, was at least as important to Locke as the problem of insufficient factual knowledge regarding the interaction of physical objects.

Traditional Western theology treats particularity as a problem in divine providence, or even as an issue in divine election: why should God's knowledge and mission be restricted to particular segments of human history?

There was no problem in contrasting science as a method of finding out about things with the dominant model of knowledge at the time of the renaissance of science in the sixteenth century.

Moreover, knowledge - producing institutions of all sorts take on a new significance.6 The universities will be especially important as the place where the problem - solving knowledge of the future will be created.

So, by that, compounded with problems such as Heisenberg's principle of uncertainty, the observer's effect, and the like — the modern day human lacks sufficient qualification to ascertain a good part of their knowledge as being absolute.

C. Colpe, himself a Religionsgeschichtler of real standing, has investigated thoroughly all the proposed possibilities and reached the conclusion that this «Canaanite hypothesis» comes nearest to meeting the needs of the case, so far as our present knowledge goes, TWNT article, B. Das religionsgeschichtliche Problem, esp.

Our problem is that the knowledge of good and evil that begins with the forbidden fruit is irreversible; it can not be wished away, and it includes very importantly the knowledge of good and evil in one another, tied to issues of power and shame as well as desire.

This awareness should be directed at knowledge of the food recovery process and understanding recovery as a better alternative to the current problems of both food wastage and food insecurity.

However, as much as we try to gain some comfort in the knowledge that our opponents are also not doing too well, the problem with our team seems to a persistence of the same unaddressed issues season after season.

I think there was a problem with soreness in the first month, but with proper help, and her new knowledge, she continued to bf, until child 2 self - weaned, as did child 3.

Another problem, many parents leave their children with loving baby sitters, grandparents, aunts uncles friends, who don't have knowledge or experience about safety such as this or allowing child to chew on toys that contain movable parts such as batteries, bottle caps, walnuts.

And the knowledge, self - awareness, and problem - solving skills children develop through years of hands - on inquiry is of far greater value to them as learners and as human beings than anything they could have picked up by sitting at a screen.

I think that every hospital should have someone with proper knowledge about nursing who sees all new moms and babies, as I think that many of the problems new mothers encounter begin in hospital.

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