Sentences with phrase «at false teachers»

In the next several posts, we will look at false teachers, how to recognize them, and what we are to do about them.

Not exact matches

This last passage we looked at above (2 Peter 2:1) clearly indicates that there are false teachers and false prophets.

Osteen is at best extremely naive and at worse a false teacher and heretic.

I've always been concerned about people who throw the False Teacher around at others while never considering it may apply to them sometimes as well.

Clive Ireson, director of strategy at the Association of Christian Teachers agrees with the findings, speaking on Premier's News Hour, he said: «Children know if they've done something good or not in their work and if people say «oh that's very good», and it isn't, then it's just false.

4:6), and false teachers, as Peter noticed (2 Peter 3: i6), were quite prepared for and adept at twisting the Scriptures to serve their own ends, and no one is immune from doing the same thing.

When Peter writes in 2 Peter 2:5 that the flood was brought upon the people at the time of Noah, Peter uses the exact same word he uses in 2:1 to write about how the false teachers brought destruction upon themselves (Gk., epagō, «to bring upon»).

Yet the Apostle Paul, though reasoning calmly with the philosophers at Athens and with the ruling authorities on trial, issued thundering anathemas against the false teachers who came to the Galatian church as spokesmen for Christian orthodoxy.

I remember a curate at my church saying that «there is a difference between a teacher teaching falsely, and a false teacher».

The threats, made at North Dakota State in Fargo and the University of Texas in Austin, have proven to be false alarms, but nevertheless forced the evacuation of tens of thousands of students, teachers and personnel.

False fire alarms can be a real problem for some schools — interrupting carefully planned lessons, forcing teachers to give up their precious PPA time should they be out of class at the time of the alarm, and even causing major disruption to exams.

However, our concerns continue about the failure of those in authority to distinguish false and malicious allegations at an early stage in the process and before the careers and family lives of accused teachers are destroyed.

Teachers claim that cameras in the classroom can help stamp out students» false allegations against them, providing an added level of protection for both their careers and personal integrity while at the same time affording parents full confidence in terms of how their children are being treated while at school.

She describes the history of merit pay at some length, showing how its assumption that teachers would teach better if only they were motivated by money has again and again proved false.

While this is somewhat controversial, many teachers claim that CCTV cameras in the classroom can help stamp out students» false allegations against them, providing an added level of protection for both their careers and personal integrity, while giving parents full confidence about how their children are being treated whilst at school.

These all confirmed that our methods are highly effective at isolating cases of potential cheating and avoiding false positives (innocent teachers accused of cheating).

At a more basic level, research can not address whether teacher evaluation policies involving classification result in the «right» tradeoff between false positives and false negatives.

Figures 1a and 1b focus on misclassification at the bottom of the teacher performance distribution, but the false positive / false negative tradeoff arises with any classification system.

One of them is Karen Lewis, the president of the American Federation of Teachers, who, in a correspondence with Ravitch published yesterday on the latter's site, accused David Rosenberg, a vice president at Teach For America who criticized Ravitch publicly and demanded her to take down her nastiness, of «false outrage».

The Idea of across the board raises is fantastic but even then the way that teachers at the top of the pay scale have done without and listened to all of the false promises in the past.

«Not true at all»: Blackburn said the rumors were false, pointing to his next job as CEO at national California - based education nonprofit New Teacher Center, which he said contacted him for the position in December during a national search.

While wooing teachers with false promises of a change in policy here at home, Governor Dannel «Dan» Malloy and his administration continue to trumpet their Corporate Education Reform Industry Agenda far from the gaze of Connecticut voters.

Add Los Angeles» notorious Superintendent John Deasy (with the fake PhD) to the list of Broad graduates to receive votes of no confidence from his teachers, at least those he hasn't forced out using false and / or spurious allegations and had targeted by administrators who often act out of fear of losing their jobs.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).