Sentences with phrase «by deep teaching»

The development of philosophical dispositions must be fostered within both students and educators, because deep thinking is supported by deep teaching.

Not exact matches

By investing the time to work and coach your future leadership team, you can thoroughly discuss and teach the principles of your culture at the deepest levels, helping to ensure a strong culture for generations to come.

Self - taught, his management style is based on the strict application of the principles of value management (Graham, Buffet, Peter Lynch, etc.), underpinned by a deep understanding of the Austrian theory of economic cycles.

The Church's teaching on sexuality seems puzzling to many people whose understanding has been clouded by the corruption of a culture that practises and glorifies sex without commitment or even deep feeling, a culture in which the most lucrative internet business is pornography.

In his encyclical letter on the importance of St. Thomas» work, Pope Leo also alluded to the Church's need to maintain a deep study of science: «When the Scholastics, following the teaching of the Holy Fathers, everywhere taught throughout their anthropology that the human understanding can only rise to the knowledge of immaterial things by things of sense, nothing could be more useful for the philosopher than to investigate carefully the secrets of Nature, and to be conversant, long and laboriously, with the study of physical science.»

Stratford Caldecott, on Zenit.org argues, in a piece entitled «Metaphysics has returned: And more overlooked themes of new encyclical», that «the encyclical takes Catholic social teaching to a new level by basing it explicitly on the theology of the Trinity and calling for «a deeper critical evaluation of the category of relation.»

He must really risk mutual discussion with the world, must take for granted that he will not only teach but learn thereby, that the whole truth is always richer and more mysterious than what he has already explicitly grasped, that between the real truth of yesterday, today and tomorrow there exists a deeper hidden agreement than is realized either by insensitive innovators or diehard defenders of the old at any price.

«Until we know the power of divine grace, we read in the Bible concerning eternal punishment, and we think it is too heavy and too hard, and we are apt to kick against it, and find out some heretic or other who teaches us another doctrine; but when the soul is really quickened by divine grace, and made to feel the weight of sin, it thinks the bottomless pit none too deep, and the punishment of hell none too severe for sin such as it has committed.

You have Christian faith when these basic attitudes are consciously and pre-eminently drawn from, based on, or focused by the teachings and example of Jesus whom we call the Christ or the body of the faithful that we call the Church, and when there is a deep commitment to living out these basic attitudes in your life.

@Truly Emulate Christ: I encourage you to look deeper at the history and current teachings of the Catholic Church and you might be surprised by how much the bible shapes the Church's teachings and sacraments.

He notes that the subsequent years have brought disillusionment and deep uncertainty, but ends on the note that Christians once so inspired by the teachings of such as Dietrich Bonhoeffer will surely play a constructive role when the former East Germany finds its future.

They arose instead from the practices and the teachings of the ancient Hebrews, a people whose deep and widely celebrated commitment to learning was and still is informed by an epistemology that is profoundly communal in character.

How far the renewed interest of some Christians in the mystical and contemplative traditions is indebted to Hinduism it is hard to say, but Western Christians can still be helped to discover a deeper dimension to life by encounter with the authentic spiritual teaching and practice of Hinduism.

Sixteen chapters deep into the third book of the New Testament, we've grown familiar with Jesus» dinner partners and we've already been soundly thumped by Jesus» teachings on wealth.

The USCCB website invites us a little coyly to «Dive in deep into the Church's teachings»: this can be done by going to one of the site's most valuable pages, which gives links to statements on marriage by the United States Conference of Catholic Bishops, the Catechism of the Catholic Church, the Second Vatican Council, Pope Benedict XVI, Pope John Paul II, the Congregation for the Doctrine of the Faith, the Pontifical Council for the Family and the Pontifical Council for Justice and Peace.

The history of religions, if it is taught competently in the undergraduate colleges, universities, and seminaries, can widen the intellectual and spiritual horizons of students by bringing to them these deeper dimensions of life and culture in the dreams and faith by which men live.

We have said before in Faith magazine that Pope John Paul II, supported especially by Cardinal Joseph Ratzinger, through his wide ranging and deep teaching over a long pontificate had really re-built the Catholic Faith and encouraged us all.

He answers the deepest yearnings of the prophets for justice and righteousness before God by his own life and teaching, and he makes ever present in himself the future longings of Psalmist and Wisdom writer for human wholeness and integrity of life.

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

You can also teach your child how to count to ten until he is less angry, how to do deep breathing in order to calm down, or how to use his words by making statements such as «I am really, really angry right now!»

The balloon latching, a variation of technique first described by Diane Wiessinger in 1998 is useful when teaching staff about the techniques for a deeper latch and prevention of sore nipples for the client.

In her years of teaching she developed a concept of education that she expressed as «liberal education for all,» by which she meant an education that was broad and deep enough curriculum to be suitable for all children.

In a study aimed at reducing anxiety in young children scheduled for a medical procedure, researchers taught kids how to take slow, deep breaths by having them exhale into party blowers (Jay et al 1987).

Teach your child how to remain calm in difficult situations by taking deep breaths.

While it's great to empower a kid to stand up for him - or - herself, you can't expect a kid to do it completely independently right off the bat, any more than you'd teach a kid to swim by tossing him or her directly into the deep end, with no flotation devices or prior instruction.

Teach the child to stop emotions by following cool - down technique such as taking a deep breath, imagining a peaceful scene, recollecting sweet memory, or counting numbers, pleasurable activity for some time as a means of relaxation.

Since qualifying as an instructor in 2011, I was fascinated by all the science and deep impact behind a practice that was easy to learn and fun and rewarding to teach.

Howard Glaser, a former top Cuomo aide, received outside income to teach classes in a Columbia University program run by a professor with deep ties to key players in an ongoing federal corruption investigation.

Commenting on the Public Accounts Committee's report Retaining and Developing the Teaching Workforce, Chris Keates, General Secretary of the NASUWT - The Teachers» Union, said: «We have now had numerous official public bodies highlighting the lack of effective action by this Government to address the deep teacher recruitment and retention crisis.

For example, a therapist may teach a patient to head off panic attacks by taking slow, deep breaths.

In DeepStack researchers have broken their poker losing streak by combining new algorithms and deep machine learning, a form of computer science that in some ways mimics the human brain, allowing machines to teach themselves.

Teachers respond by attempting to teach a topic a week, says education professor Marcia Linn of the University of California, Berkeley, an adviser to the TIMSS study, but that approach «denies students the opportunity to find out what it is like to have a deep understanding of any subject.»

Casting about for alternatives, he chose a seminar being taught by Alberto Saal, associate professor of geological sciences, titled «Volcanoes: Window into the deep Earth.»

On a deeper level, it can add to our quality of life by teaching us to be fully aware and live in the moment.

There is a need for deeper teaching in the world, there is a craving in studios and living rooms around the world for a deeper practice, but it can be hard to find the deeper teachings or a context to answer the questions raised by our bodies, minds, and hearts along the way.

Debby Martin: «Josh has extensive knowlege of biochemistry and physiology as well as a deep understanding of the course content — which he helps students learn by using teaching strategies such as: diagrams, analogies, Q&A, and review.

She has a deep passion for teaching clients how to take control of their health by developing one healthy habit at a time.

For a person to be able to heal, they need to be good medium of energy, for them to be a good medium they need to be free of blockages, for which we teach and help you by taking you into states of deep meditation and for enabling better meditation the physical asnas (yoga) helps you attain a higher state of concentration.

This class attempts to take you through your body into the realm of Breath yoga leading into a deep meditation as taught by Buddha.

Hey Doc I started training at the age of 13 and literally never stopped ever I have had major knee surgeries 5 or so years ago I have had countless stressful jobs I could not stand I finally said enough is enough and pursued by Personal training career I have an unbelievable passion for the fitness / nutrition lifestyle I'm 26 now at the age of 22 - 23 I achieved body fat percentage of 2 percent while working a back breaking job and literally sleeping 2 - 3 hours a night due to my hormone imbalance I didn't have a spoil meal in 8 months I was finally achieving the look I've been longing for for the 10 years I was already training and it was due to proper training times and nutrition little did i know I was already deep in a over trained zone for years before that I used to spend 3 - 5 hours a day in the gym from the age of 14 through 19 years old i just loved it so much and though more was better as I got older I got smarter I studied non stop this all leads to my decline at age 23 I look back and I know every little thing I did wrong basically al all started at work 3 years ago to make a very long story short I had continued dizziness lack of sex drive for years insomnia all of the above to the 10th degree I know I've abused my body not many can say they have done the work i have done in gyms over all these years I left work one night with sharp pains in my abdomen got blood work done got called back a week or so later and was notified in A very unprofessional way that at the age of 23 I had a testosterone level of 73.6 I have all the blood work to prove it from then on I was treated horribly by doctors none believing what I havenput myself through in the prior years basically going into every appointment and teaching each person endos euros physicians etc..

Yoga Nidra was taught by the ancient wisdom teachers for the purpose of exploring the deep impressions or samskaras (past experiences that form desires that influence future responses and behavior which drive our actions or karma).

Heading deeper and deeper into the lush countryside, the street - smart Ricky teaches Hec the finer points of absconding with supplies from unsuspecting hikers and campers; Hec teaches Ricky how to survive in the wild by hunting, foraging and eating giant slugs if necessary.

Seating students in heterogeneous groups maximizes the learning environment: weaker students see how stronger students learn and approach problems, while stronger students gain a deeper understanding of the subject by teaching it to others, creating a «technical success.»

By having students take at least five deep breaths in a stressful situation, you can teach them to respond mindfully instead of just reacting.

Kalyan was particularly drawn to courses taught by Seidel, because they promised to mix «creative wondering about the essence and quality of the arts and a deep probing into ways in which these abstract ideas could be applied, executed, or researched.»

Where the tests are well aligned to high - quality standards and where they contain enough tasks requiring deep analysis and writing by students, matching teaching to the tests may work reasonably well, at least as a first step in reform.

Every student would start her / his comment by saying, «I would like to make a text - to - text connection, or I would like to make a text - to - self connection...» It was clear that these young children had been taught this analysis skill; they had been given a strategy and language to go deeper in the text — and this an age where children are still learning to read.

Another school, also interested in how to best support their learners for this senior school transition, is investigating the explicit teaching of evidence - based strategies shown to be effective for long - term retention: using quizzing to promote learning, using cue - only judgements of learning to identify concepts for further study, and building explanations by formulating and answering deep questions.

In essence, therefore, our two measures of teaching quality reflect, in the first case, value added (or «deep learning») that is transferrable to subsequent classes in the subject, and, in the second case, inspiration, as indicated by the ability to convert students to a subject that they had not previously planned on studying in depth.

For more about how you can use game jams to teach and assess 21st - century skills, focus on deeper learning, and present content, also read «Game Jam Your Classroom» by Andrew Miller.