Sentences with phrase «as they construct meaning»

Maybe I could pronounce the words, but I couldn't read it if reading is defined as constructing meaning from print.

The arts can help students experience the world vividly — with all of their senses — as they construct meaning and communicate messages.

Not exact matches

Risk management for us means constructing portfolios that our clients will not abandon even as markets become headlines news.

However, because of the way Kabbage loans are constructed, you will pay more the first two months (and this also means you won't save as much paying early).

Religion itself is understood as a means for women's self - fulfillment and is constructed as such.

Mrs May said: «As terrorism breeds terrorism and perpetrators are inspired to attack, not only on the basis of carefully constructed plots after years of planning and training, and not even as lone attackers radicalised online, but by copying one another and often using the crudest of means of attack.&raquAs terrorism breeds terrorism and perpetrators are inspired to attack, not only on the basis of carefully constructed plots after years of planning and training, and not even as lone attackers radicalised online, but by copying one another and often using the crudest of means of attack.&raquas lone attackers radicalised online, but by copying one another and often using the crudest of means of attack.»

The notion that matter randomly self - constructed to form living organisms is meant for delusional God - deniers such as yourself.

In a modest sense, this is the approach followed in this book, as we examine «texts» in the world of television and construct a «reading» of them in order to surmise their meaning for society as a whole.

This assertion is not meant to imply that religion is either false or ultimately nothing more than the fabrication of human minds — indeed, Berger argues in other writings that the transcendent seems to break through humanly constructed worlds, as it were, from the outside, However, the social scientist must recognize the degree to which religion, like all symbol systems, involves human activity.

What we have done here is (a) accept that mathematics arises from experience, (b) recognize that we can get a general idea of twoness from our experience, (c) accept constraints on our experience — what we can assert as existing and what we can construct — by accepting some formal system, in this case a system defining set theory, and (d) acknowledge that we can define precisely within that system what we mean by number, successor of a number and in the process twoness.

Nevertheless, as we have seen, there is a small but growing number of scientists, both in physics and biology, who operate with a relational model, who see some correspondence between the constructs of the mind and reality itself, however inexact, and who also see the possibility of restoring the experience of meaning if the non-human natural world is perceived as dynamic, creative, full of life and purpose, whom process thinkers have engaged in conversation; together they have attempted to explore new visions of reality better suited for adaptation to the urgent needs of the contemporary world.

It is fundamental to any adequate understanding of Ricoeur to note that his phenomenology is so constructed as to be open to the «signs» generated by «counter-disciplines,» and indeed to read the meaning of human existence «on» a world full of such expressions generated by the natural and social sciences, as well as in the history of culture.

And it remains an absolute norm as long as its literal meaning serves as an indisputable basis on which all the other levels of meaning — the allegorical, moral, and anagogical — are constructed.

While it is evident to science that there is a functional «teleonomy» or machine - like purposiveness in individual organisms (for example, the fish's eye is constructed so as to enable it to see under water, the heart toward pumping blood, the human brain toward problem - solving, etc.), still there is no hard evidence that life itself, terrestrial evolution or the universe as a whole has any overarching meaning.

It is a sign of Plato's essential continuity with his Greek predecessors that his own definitive and most sophisticated meaning for soul is «self moving mover», and that when he comes, in the tenth book of the Laws, to construct the first formal proof for the existence of God in the history of western thought, a version of the cosmological argument, he will seek to establish the existence of soul as self moving mover.

In other essays Bellah elaborates these points, both descriptively and normatively, by suggesting that modern culture develops an attitude of «symbolic realism» toward religion that recognizes the humanly constructed nature of religious symbolism and affirms the importance of such symbolism as a source of ultimate meaning and personal integration.

On balance, the most likely view seems to be that bara» simply means «to build» or «construct,» but that it came into the Hebrew as part of the sacral vocabulary of priestly circles and may already at its importation have had by convention an exclusive link with the deity.

«INASMUCH (1) as certain men have set the truth aside, and bring in lying words and vain genealogies, which, as the apostle says, (2) «minister questions rather than godly edifying which is in faith,» and by means of their craftily - constructed plausibilities draw away the minds of the inexperienced and take them captive, [I have felt constrained, my dear friend, to compose the following treatise in order to expose and counteract their machinations.]

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

We've got to the stage with this race after the changes in the way the handicap is constructed where weights and measures perhaps don't mean as much as they used to.

The fact that this is constructed in just one piece means that it does not pose as a choking hazard, and it also cuts down on the potential for germs to fester on the device.

Another common reason is that the company may have been set up for a special purpose, such as to construct a large building or carry out another civil engineering project, which once complete and sold on means the company is no longer required.

Somehow, we construct meaning out of those senses, experience that slippery property known as consciousness and perhaps even possess that elusive quality we call intelligence.

For his dissertation at Princeton University in the 1950s, he analyzed a «learning machine,» meant to simulate the brain's neural networks, that he had constructed as an undergrad.

The theory is considered «constructivist», meaning that, unlike nativist theories (which describe cognitive development as the unfolding of innate knowledge and abilities) or empiricist theories (which describe cognitive development as the gradual acquisition of knowledge through experience), it asserts that we construct our cognitive abilities through self - motivated action in the world.

«There are ways to construct meaning around memory loss that show greater compassion and solidarity toward people with cognitive frailty rather than seeing them as passive victims in our biological war against the disease.

The cultural meanings of dating should be acknowledged when making generalizations and building theoretical constructs on romantic relationships, as well as in applying American research results in describing Finnish romantic relationships.

When she says, «you want me to be some Platonic ideal of a girlfriend,» it has a double meaning — Calvin has constructed her as such, but she struggles under the pressure he places on her, even as she is unaware of his hand in her existence.

It is by no means an unworthy film, shedding light as it does on an issue still with us today, but it treats the people on screen more as dramatic constructs than as actual human beings with their own agency.

That sense of conceptual déjà vu means the series can often feel like an anthology of previous anthology shows, as various entries play up different aspects of Dick's interests, emphasizing the formats and types of story he was capable of constructing.

Additionally, the decision to linger during many scenes means that what may have been constructed as exquisite discomfort for the audience rapidly becomes only irritating.

But Polley seems to share her sister's caution to some extent, and so insists over and over that Stories We Tell is really «about stories,» and how different people in the same family construct narratives — as though this theme will lend her story more meaning.

«Translanguaging is a little bit of a tricky construct - essentially it means drawing from the child's other languages within the English classroom, so they can use those other languages as support while they are carrying out work,» she explains.

For example, in the «Bridges» capstone (PDF), students learn about the mathematical and engineering concepts necessary to construct bridges, as well as the symbolic meaning of bridges in literature, history, and social studies.

I model what it means to construct your own meaning, and then support them as they learn to take intellectual risks.

objectives include: Year 6 objectives • solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3 decimal places where appropriate • use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places • convert between miles and kilometres • recognise that shapes with the same areas can have different perimeters and vice versa • recognise when it is possible to use formulae for area and volume of shapes • calculate the area of parallelograms and triangles • calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm ³) and cubic metres (m ³), and extending to other units [for example, mm ³ and km ³] • express missing number problems algebraically • find pairs of numbers that satisfy an equation with 2 unknowns • enumerate possibilities of combinations of 2 variables • draw 2 - D shapes using given dimensions and angles • recognise, describe and build simple 3 - D shapes, including making nets • compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons • illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius • recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles • describe positions on the full coordinate grid (all 4 quadrants) • draw and translate simple shapes on the coordinate plane, and reflect them in the axes • interpret and construct pie charts and line graphs and use these to solve problems • calculate and interpret the mean as an average • read, write, order and compare numbers up to 10,000,000 and determine the value of each digit • round any whole number to a required degree of accuracy and more!

Making predictions also encourages the brain to stay attentive and engaged as students actively think about what they read, and construct meaning, understanding, and linkages to durable memory circuits.

I certainly could have simply told passive students the definition of this term and what it means, but by enabling them to actively construct their own knowledge, they internalize the ideas more deeply — as well as internalize their ability to have voice and agency in an academic setting.»

Researchers are currently investigating the use of CATS as a means of broadening the tests themselves, including «constructed response items that require students to produce, rather than just select their answers.»

Have them think hard about the situation and the consequences that they would have to face as a result of their decisions, not about the sentence construct and what it might mean before making a choice.

In the Powerpoint, pupils are introduced to the meaning of key words such as co-efficient, linear and equation, shown how to solve equations using the balance method and also how to construct and solve a linear equation when given information.

It has been found that treating spelling as part of a broader concept, namely «word study», can greatly increase students» interest in words — for example, discovering where the words came from, how they are constructed and can be changed, and how different parts of words signal different units of meanings.

For example, in 1984, Michigan put forward a «new» definition of reading as «the process of constructing meaning through the dynamic interaction among the reader, the text, and the context of the reading situation» (Wixson & Peters, 1984).

25 - 30 minutes of history in grades 2 - 4, rooted in the exploration of primary source documents as well as informational and literary texts to construct meaning about the past

The assessment measures the student's ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and cause and effect reasoning skills.

• learners construct meaning; • learners see the connection between what they learn and the real world; • learners are actively engaged in purposeful tasks; • activities are integrated and meaningful; • learners work individually and as members of a group; • learners are expected and encouraged to learn; • learners internalize that what they learn and do in school makes a positive change in the community; • learners are supported by passionate, engaged coaches, mentors, and advocates; • all learners have advanced learning opportunities; and • learners see themselves as part of the community and find ways to serve the community.

Students can construct meaning for themselves as an active part of the learning and character development process, and begin to understand the world through many sources of knowledge.

Reading — Students will be assessed on their ability to construct meaning as they comprehend, interpret and respond to reading; students will apply a range of strategies to reading; students will read and respond to print and non-print material; and students will gather, analyze, synthesize and evaluate information from a variety of sources and communicate their findings appropriately.

As many of you know, principals throughout many districts throughout the US, as per the Danielson Framework, use a four - point rating scale to rate teachers on 22 teaching components meant to measure four different dimensions or «constructs» of teachinAs many of you know, principals throughout many districts throughout the US, as per the Danielson Framework, use a four - point rating scale to rate teachers on 22 teaching components meant to measure four different dimensions or «constructs» of teachinas per the Danielson Framework, use a four - point rating scale to rate teachers on 22 teaching components meant to measure four different dimensions or «constructs» of teaching.

We do know that getting a high score on the SAT gives us no information about the students» ability to ask their own questions, make their own connections, and construct their own meaning as they read, or express their own ideas as they write in a personal voice because the Common Core rejects those skills.