Sentences with phrase «by knowledge of languages»

The elegance of its style and the sophistication of its arguments are backed by knowledge of languages ancient and modern, familiarity with secular philosophies of the last third of the....

Not exact matches

Likewise when God says «Let there be light,» that is much more understandable by saying it means the «Light of Understanding,» like invention of language and tools, and the knowledge of right and wrong.

So if any non Arabic national reading The Quran in his own translated language must have a different look on what it says or tries to reflect so now every body blame Islam and Quran for reasons of poor translation due to poor knowledge of translators or poor language expression terms and that is one of the main reasons why Islam is being misunderstood by non Arabic Muslims and by non Muslims!?

They have the longest life - expectancy, generally the best health, most charitable (According to the IRS) and are heavily recruited by the CIA, FBI etc because of their honesty and knowledge of foreign languages.

Searle would respond by saying that this contradicts the ordinary language meaning of «knowing a language,» but nevertheless, the point here is one about the type of knowledge in the person operating the Box.

Accounts tell of her being able to speak languages of which she had no previous knowledge and demonstrating clairvoyance by revealing the most intimate secrets and transgression of people with whom she had no contact.

Ken Olson, «Eusebius of Caesarea Tradition and Innovations», Center for Hellenic Studies, distributed by Harvard University Press (2013), wrote «Both the language and the content have close parallels in the work of Eusebius of Caesarea, who is the first author to show any knowledge of the text.

For far from being a deviation from biblical truth, this setting of man over against the sum total of things, his subject - status and the object - status and mutual externality of things themselves, are posited in the very idea of creation and of man's position vis - a-vis nature determined by it: it is the condition of man meant in the Bible, imposed by his createdness, to be accepted, acted through... In short, there are degrees of objectification... the question is not how to devise an adequate language for theology, but how to keep its necessary inadequacy transparent for what is to be indicated by it...» Hans Jonas, Phenomenon of Life, pp. 258 - 59; cf. also Schubert Ogden's helpful discussion on «Theology and Objectivity,» Journal of Religion 45 (1965): 175 - 95; Ian G. Barbour, Issues in Science and Religion (Englewood Cliffs, N.J.: Prentice - Hall, 1966), pp. 175 - 206; and Michael Polanyi, Personal Knowledge (Chicago: University of Chicago Press, 1962).

Theologians influenced by positivism, whose adherents saw reality as strictly that which can be experienced through the senses and knowledge as that which can be obtained through a narrow definition of the scientific method, and linguistic analysis, which purported that the only proper function of philosophy is the study of the usage of words and sentences, also treated science and religion as separate realms, distinct «language games,» each with its own set of rules.

Well, if you mean «in accordance with the will of the Father, creatively expressed by a child of Him still living in a sin burdened body and with limited powers of knowledge and language...»

He says Tolkien might have invented the word by drawing from his knowledge of other languages.

The reconstruction of «that which was» may rationally appear to be merely a fantasy for idle minds; but in fact the meticulous work accomplished in the past hundred years by the collectors of fossils, the results which they have patiently recorded in innumerable papers and in barbarous language, perfectly incomprehensible to non-initiates, the paraphernalia of systematized knowledge and the clutter on the museum shelves, all this has made a contribution of the utmost importance to the world's thinking.

As though by magic, the difference between Gender and sex serves a purpose: in confronting us with what we are not — homogenised states of mind — the ideology named Gender points us back towards the nature of sexual identity, sexual difference, language, and knowledge itself.

In this new and interesting development, hermeneutic has, in effect, taken the place of kerygma and a concern for an existentialist interpretation of the kerygma has been modified by a concern for the historical Jesus until it has become a concern for an existentialist interpretation of the New Testament — now seen not as a source book for knowledge of the historical Jesus, as in the older liberalism, but as a means whereby that faith which came to word or language in Jesus may come to be word - or language - event for us.

The true testing ground for the implicate - order strategy, it seems to me, may indeed be biology rather than physics, where abstract methods are so powerful as to perhaps make it dispensable: just as the old style building - block materialist was refuted not by philosophical polemic, but by the one authority in which he trusted, i.e., by physics itself, so the nothing - but reductionist in contemporary biology will modify his views should it be possible some day to provide him with a mathematical language that fills the currently existing gap between our formal knowledge of gene structure and combinations, and our intuitive apprehension of growth and shape.

But preliminary results already show powerful gap - closing effects for Educare students: If disadvantaged children enter Educare before their first birthday, they usually are, by the first day of kindergarten, essentially caught up with the national average on tests of basic knowledge and language comprehension, as well as on measures of noncognitive factors like attachment, initiative, and self - control.

A critical tenet of Waldorf Education is that its curriculum is informed by knowledge of brain development, so that relevant skills such as reading readiness, homework, learning a second language, and handwriting, are introduced at appropriate developmental stages.

Children start learning language by repeating words because they lack the knowledge and strong enough language skills to utilize various words correctly in the form of questions and sentence structures.

«Cameron, in contrast, was awestruck by his communications director, whom he privately described in lyrical language... He treated Coulson as a redtop shaman, a source of knowledge about the world of tabloids, Essex and kitchen - table politics.»

GeoGuessr: By mixing Google Earth with road trip snapshots, the Swedish team behind this viral sensation have created a number of free and addictive games testing your knowledge of geography, topography and language — including one on famous places.

The Study Abroad Swedish Language programme is designed for those who are interested in developing a profound knowledge of the Swedish language and who are seeking a unique Scandinavian «study abroad» experience by coming to live and study at Lund University for one or two semesters.

Admod is led and owned by Sunjith Sukumaran, a technologist with knowledge of almost every programming language.

Most specialized Russian dating agencies will provide you with a facility to search their databases by age, many will also offer more sophisticated search (search by height and weight, education, marital status, presence of children, knowledge of foreign languages, requirements to a partner etc).

When Diane Kruger started to research her role in director Fatih Akin's «In The Fade,» a German - language film in which Kruger plays a grief - stricken woman whose husband and young son are murdered by two neo-Nazi terrorists, she reached out to several support groups in her adopted hometown of New York City, thinking she could quickly absorb some of the painful knowledge of those who'd lost loved ones to violent acts.

/ due to lack of knowledge of the English language was not able to correct the translation Implemented by Google /

The Ed School's Usable Knowledge, in partnership with Digital Promise, a nonprofit authorized by Congress to spark innovation in education, launched a new series called Ask a Researcher that offers guidance to classroom dilemmas in the areas of literacy, math, and English language learning.

Raters also look for major errors, which can reveal a lack of math knowledge by the teacher, imprecise language and notation, or a lack of clarity in the presentation of tasks the teacher wants students to perform.

Action I: Upgrade state standards by adopting a common core of internationally benchmarked standards in math and language arts for grades K - 12 to ensure that students are equipped with the necessary knowledge and skills to be globally competitive.

By marked contrast, Common Core asks teachers to think carefully about what children read and choose grade - level texts that use sophisticated language or make significant knowledge demands of the reader (teachers should also be prepared, of course, to offer students support as they grapple with challenging books).

To this end, the Center has developed a three - stage knowledge transfer process: (1) Knowledge Synthesis — a critical analysis of cutting - edge science and program evaluation research to identify core concepts and evidence - based findings that are broadly accepted by the scientific community; (2) Knowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person preseknowledge transfer process: (1) Knowledge Synthesis — a critical analysis of cutting - edge science and program evaluation research to identify core concepts and evidence - based findings that are broadly accepted by the scientific community; (2) Knowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person preseKnowledge Synthesis — a critical analysis of cutting - edge science and program evaluation research to identify core concepts and evidence - based findings that are broadly accepted by the scientific community; (2) Knowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person preseKnowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person preseKnowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person presentations.

Homo - sapiens is outdated, because «wise being leads to knowledge»; therefore, now is the moment to conclude the variations of the mind, world, into a single knowledge, by speaking and using the acknowledged language.

In this new era of digital education, language apps and devices, Language Magnet maintains a clear route to developing strong language structures, sound grammar knowledge and accurate pronunciation in French and Spanish by providing a progressive scheme of work that incorporates technology.

Reimers noted that he sees an opportunity to develop students» global competencies by creating a positive disposition toward cultural differences; an ability to speak, understand, and think in languages outside of the country in which they are born; and a deep knowledge and understanding of world history, geography, and global dimensions such as health, climate, and economics.

Several are based on cognates and cultural information in order that they are accessible by students who have almost no knowledge of French language.

The plan's five main objectives, to be delivered by 2021, are: to develop a new Welsh language; to increase opportunities for children and young people to use their Welsh in various contexts and embed their language use patterns from an early age; to support leaders and practitioners in Wales to continue to develop their Welsh language skills and have the knowledge and expertise to deliver the curriculum through the medium of Welsh and Welsh as a subject; to increase the number of learners in Welsh - medium settings; and to ensure that all learners can have equal access to Welsh - medium education and experience the best opportunities to develop their language skills.

Others by offering their knowledge, language, research skills or food, clothes and emergency supplies and others by opening their homes and hosting refugees have shown us what the value of volunteering really means!

To be highly proficient in Brooksian English — the language of privilege — requires mastery over not just an alphabet and rules of grammar, but also an enormous range of assumed knowledge, historical references, and cultural allusions that are commonly held by members of a speech community.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

They tried to isolate how much any individual teacher adds or detracts by comparing how the students scored on end - of - year tests to how similar students did with other teachers, controlling for a host of such things as test scores in the prior year, gender, suspensions, English language knowledge, and class size.

For example, when editing writing, students address Writing standard 5 («Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach») as well as Language standards 1 - 3 (which deal with conventions of standard English and knowledge of language).

Created by and for teachers using the highest - quality research, these courses offer in - class demonstrations for developing oral language, academic vocabulary, knowledge of the world, and pre-literacy skills.

The studies in this section suggest that instructional change in language arts does occur with reform, but that it is mediated by teachers» beliefs, knowledge, and their sense of accountability pressure.

This knowledge enables children to identify and manipulate the sound structure of language, in particular, through the segmentation of words into syllables (units of a word that can be spoken without interruption) and phonemes (the smallest unit of speech sound) and by blending these together to form words.

In the 2014 - 15 school year, the department plans to replace the Wisconsin Knowledge and Concepts Examination in grades 3 - 8 for reading, math and language arts with the Smarter Balanced Assessment being developed by a consortium of states.

By the end of the year, fourth graders should recognize figurative language, integrate knowledge and ideas, and read and comprehend informational text.

The academic content and performance standards adopted by the state board, including how the programs and services will enable ELs to access the common core academic content standards and the English language development (ELD) for purposes of gaining academic content knowledge and English language proficiency.

By the end of this training, participants will develop good factual questions that will prompt students to build background knowledge and develop their literacy and language skills by expecting them to read, research, and report definitions and details insightfully and in their own unique waBy the end of this training, participants will develop good factual questions that will prompt students to build background knowledge and develop their literacy and language skills by expecting them to read, research, and report definitions and details insightfully and in their own unique waby expecting them to read, research, and report definitions and details insightfully and in their own unique way.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

Side - by - side comparisons of scores really help teachers differentiate between knowledge and language issues and reassures them that they're appropriately addressing learning needs.»

The authors of the standards included language about the need to build knowledge systematically starting in elementary school, by implementing a broad and coherent curriculum.