Sentences with phrase «as teaching support»

As a Teaching Support Assistant within... more

In its Financial Reporting Summary, OSPI separately reports expenditures related to teaching (classroom instruction) and activities it categorizes as teaching support (curriculum development, student safety, nurses, counselors, etc.).

Not exact matches

As an employer, Catapult Learning seeks employment candidates whose skills, training, and experience will enhance the organization's ability to offer quality teaching solutions and excellent support services to the schools and districts it serves.

The Office of Teaching and Learning supports and promotes several initiatives on both an as - needed and recurring basis.

His idea of balance was to give equal time to opinions supporting and opposing the Church's teaching, leaving readers with serious doubts as to which side America was on.

As far as I know, he hasn't appealed to any of Jesus» teachings to support his position on embryo destruction, abortion on demand, partial birth abortion, or born - alive abortioAs far as I know, he hasn't appealed to any of Jesus» teachings to support his position on embryo destruction, abortion on demand, partial birth abortion, or born - alive abortioas I know, he hasn't appealed to any of Jesus» teachings to support his position on embryo destruction, abortion on demand, partial birth abortion, or born - alive abortion.

As an atheist I can support the basic tenets of Jesus» teachings... the golden rule (except his divinity).

What is less clear to me is why complementarians like Keller insist that that 1 Timothy 2:12 is a part of biblical womanhood, but Acts 2 is not; why the presence of twelve male disciples implies restrictions on female leadership, but the presence of the apostle Junia is inconsequential; why the Greco - Roman household codes represent God's ideal familial structure for husbands and wives, but not for slaves and masters; why the apostle Paul's instructions to Timothy about Ephesian women teaching in the church are universally applicable, but his instructions to Corinthian women regarding head coverings are culturally conditioned (even though Paul uses the same line of argumentation — appealing the creation narrative — to support both); why the poetry of Proverbs 31 is often applied prescriptively and other poetry is not; why Abraham, Isaac, and Jacob represent the supremecy of male leadership while Deborah and Huldah and Miriam are mere exceptions to the rule; why «wives submit to your husbands» carries more weight than «submit one to another»; why the laws of the Old Testament are treated as irrelevant in one moment, but important enough to display in public courthouses and schools the next; why a feminist reading of the text represents a capitulation to culture but a reading that turns an ancient Near Eastern text into an apologetic for the post-Industrial Revolution nuclear family is not; why the curse of Genesis 3 has the final word on gender relationships rather than the new creation that began at the resurrection.

Lawyers should encourage and participate in professional seminars that teach support of marriages as well as those that teach the mechanics of taking them apart.

It was the economic and productive unit of society, tilling the land together; it was the political unit of society, with parental authority as the supporting microcosm of the state; it was the cultural unit, transmitting letters and arts, rearing and teaching the young; and it was the moral unit, inculcating through cooperative work and discipline those social dispositions which are the psychological basis and cement of civilized society».

To these endorsements he added a list of Popes who have recommended St. Thomas: Clement VI, Nicholas V, Benedict XIII, Pius V, Clement XII, Urban V, Innocent XII and Benedict XIV are all quoted as supporting the teaching of St. Thomas.

This can be regarded as a form of liberal theology; so at this point I will simply argue that Wesley would support no holds barred biblical scholarship and rethink his teaching in its light.

Do we teach the tradition to our soldiers and those who may become soldiers and do we assure them of our spiritual and material support as they abide by the tradition, whether that takes the form of refusing to fight in an unjust war, or fighting in a war but only justly?

Members of the Synagogue met several times a week for prayer and teaching, often met together for meals, and supported one another as needs became known.

All religions have moral teachings that many people would support such as don't cheat or kill and really have nothing to do with believing in Supreme Being (s).

As the school prepared for graduation this week, many students standing in the parks and archways that dot campus expressed support for inviting Sebelius and for the idea of welcoming guests who don't always agree with Catholic teaching.

E.g., in regards to scientific support for evolution and rejection of creationism and the young earth dogma, in 1986, 72 US Nobel Prize winners, 17 state academies of science and 7 other scientific societies, signed an amicus curiae brief asking the US Supreme Court in Edwards v. Aguillard to reject a Louisiana state law requiring the teaching of creationism, which the brief described as embodying religious dogma.

To support his slurs, Eichenwald first tries to undermine reliance on Scripture as a supreme authority for moral discernment and then to show how Christians, oblivious to the problems with biblical inspiration, ignore its clear teaching.

Support for this understanding is found right in John 6:45 as well where Jesus says that all will be taught by God.

On his trip to Brazil, Pope Benedict said, as he has said before and as canon law specifies, that politicians who reject the Church's teaching and support abortion gravely impair their communion with the Church and should refrain from receiving the Eucharist.

The full exercise of this right requires that trustees and administrators protect teachers and students against pressures from outside in favor of certain methods and conclusions of inquiry, and that support for teaching and research be kept as free as possible from exerting a controlling influence on academic pursuits.

Their move to a Catholic church was taken as meaning only one thing: that despite the lip - service being paid by the diocese to the teaching that «non-celibate gay people should not be given Communion», the diocese of Westminster was in fact giving its tacit approval and support to a situation in which that was precisely what was happening, in a setting in which the Pope and the teaching of the Church were regarded with hostility and held up to contempt.

Weirdest freaking thing to me has been that as you begin to share life with the homeless and the homosexuals and the bikers and the rest of the «malcontents» THEY begin to teach YOU what it means to love, support, and care for your brothers.

If it had not been for their support and care, would Jesus and His apostles been able to travel around as they did, preaching, teaching, and performing miracles?

Although it does have a vital program for bringing to China English and American educators to teach English as a second language, it also supports a children's mental - health research institute, a child nutrition research project, and a factory that specializes in the manufacture and fitting of artificial limbs.

Yet you seem to speak as if the truth of the practice of slavery being immoral is universally understood and appeal to the teachings of Christ to support this notion... yet He Himself never condemned it, even including the practice in many of His parables.

Those texts are key to my view and support everything I teach, rather than disprove it as you assume.

Nevertheless, as long as Mormonism reveres Joseph Smith as a prophet, teaches that Christ failed to establish a Church that would last but Smith did, and supports his extra-biblical scriptures as truth, these teachings are far outside mainstream Christianity.

You might as well admit that you don't support the teachings of Jesus Christ as chronicled by four of his apostle - eye witness biographers.

Missionaries, usually supported by a military guard, went beyond the borders of white occupation, persuaded the natives to settle down, and taught them the arts of peace and Spanish culture as well as the Christian faith.

So while we would certainly see matter as ontologically non-reducible to its parts, and thus support a certain emergence, when we come to man this involves the direct creation of the new principle of the spiritual soul, as taught in Catholic tradition.

I've done my best to narrow the field to materials that support egalitarian teaching as much as I can without a deep dive into the material.

But it is shared by people whose marriages have been broken, who remain unreconciled, and who» because we can do no more than «support» them in their brokenness» must experience our liturgies, architecture, and teaching as profoundly dissonant and unconvincing.

While they support his election as pope, nearly three - quarters of American Catholics say they are more likely to follow their own conscience on difficult moral questions than the teachings of the pope.

The hypotheses about Jesus that I have found relatively well supported are, first, that the manner and content of Jesus» teaching and actions implicitly claimed extraordinary authority; second, that this implicit claim to authority is best understood as an expression of a distinctive type of experience or structure of existence; and third, that the distinctiveness of this structure has to do with the relation to God constitutive of it.

To be sure, the self - regarding motives were prominent in Jesus» teaching and any interpretation of unselfishness as meaning forgetfulness of the interests of one's own life found no support in him.

As Obama continues to rely upon Jesus» teachings for who to tax, who not to tax, who to support and who not to support, he dilutes his power as President and instead becomes a figurehead for special interest groups... Jesus, according to scripture, taught there was no difference between Jew or Gentile, freeman or slave, etcAs Obama continues to rely upon Jesus» teachings for who to tax, who not to tax, who to support and who not to support, he dilutes his power as President and instead becomes a figurehead for special interest groups... Jesus, according to scripture, taught there was no difference between Jew or Gentile, freeman or slave, etcas President and instead becomes a figurehead for special interest groups... Jesus, according to scripture, taught there was no difference between Jew or Gentile, freeman or slave, etc..

It is as though the resources needed to support the research called for by Wissenschaft were being attended to, but the resources needed for the peculiar sort of teaching and learning that Wissenschaft calls for were being ignored.

Now that modernity is waning (a slower process than advertised by some), this position will become more exposed as heresy by its lack of support from the biblical and orthodox truth (the Bible does not teach what MacArthur is peddling and the church has historically not taught this) and by its lack of cultural support, which was able to mask the lack of legitimate support for a while.

As his thinking became more radical, Wycliffe, who was in the service of John of Gaunt and the Black Prince and therefore in part protected, lost support at Oxford and in 1382 many of his teachings were condemned by Archbishop Courtenay (1342 - 96), a great - grandson of King Edward I, whose name is remembered in the name of the village of Nuneham Courtenay, which is one of my parishes.

The rest support unnecessary mass - murder and torture for profit based on lies as in the War of Choice in Iraq in direct contradiction to the spirit and literal teachings of Jesus (turn the other cheek, blessed are the peacemakers, love your enemies, repay evil with good, he who lives by the sword will die by the sword, forgive seventy times seven, thou shalt not kill, etc.).

I would absolutely support the creationism to be taught as long as every version according to every religion (of at least all the kids in the school) is taught in the classroom.

In doing so, they are removing the important aspects of the Christian faith which can only be communicated through an interactive, person - to - person community: personal challenge to change within a supportive community, individualized teaching, and personal - care functions such as counseling, support, and continuity of relationship.

Their enthusiastic support of expensive, lie - based, unnecessary massive violence (e.g., the War in Iraq) directly contradicts the teachings of Jesus, as the Vatican and most Protestant religious hierarchies have repeatedly pointed out.

Church should be there to support, but if we as parents don't teach our kids about God at home, we have failed.

Another question: why is it that, more than a century and a half since Darwin's theory (and it's still taught world - wide as an unproven theory) has the evidence increasingly pointed away from him, not in support of him», is utterly and quite refutably wrong by an abundance of verifiable scientific evidence.

Origins of such a notion go far back in human history, to primitive days when our remote ancestors thought that some special anima indwelt human bodies; it was given additional support by the teaching of certain of the Greeks, with their insistence on the soul as entirely distinct from, yet temporarily the tenant of, the body — at its most extreme this expressed itself in the saying soma sema, «the body is the prison - house of the soul».

In the same way that we must not prop up single passages out of context to support our views, we must also not see entire topics (such as tithing) as independent teaching points that can be disconnected from God's central message.

Thank you for your support in every single thing I do, for your daily morning prayers over my safety and future; for your ceaseless efforts to show me that your love is constant and never fading; for your example as a woman of God, and for everything that you have taught me and shaped me to be.

The new project focuses on the broader dissemination of knowledge and is build around an intensive training course for agents of the agriculture knowledge dissemination system (e.g. technical advisors, farm managers, government representatives etc.) Materials and teaching methodology will be developed and passed on to the trainees as part of the course and a first round of replication will be carried out and technically supported in the framework of the project.