Sentences with phrase «character of our national culture»

This is due in part to the fact that the character of our national culture and the traditions of American Protestantism have made them both peculiarly susceptible to fusion.

Not exact matches

The Council fathers knew, of course, that there would always be differences of social status, talent and national character, but in their view great genuine culture does not presuppose the existence of a large number of men who are poor, socially weak and exploited.

But they risk everything — their national character and their capacity to succor the downtrodden — by permitting uncontrolled mass migration of peoples who know nothing of their culture, in such huge numbers and at such speed that they can not possibly be assimilated and integrated into this or any future generation.

Ancient churches, through centuries of intimate relations with the cultures and aspirations of their people, have proved the powerful witnessing character of this rooting of the churches in the national soil.

It is increasingly clear that Deuteronomy and the Priestly writings contain at least some material much older than is indicated by the usual dating of the documents.9 Increasingly, too, it would appear that scholars are disposed to accept the substantial reliability of the persistent tradition which sees Moses as a lawgiver.10 That law was an early and significant aspect of Israelite culture is further attested not only by ancient Near Eastern parallels but even more strikingly in the life, the work and the character of the first three great names in Israel's national history: Moses, Samuel and Elijah.

In 2014, the school was honored as a National School of Character for its innovative character - based initiatives, including Time For Living — the foundation of the Woodlands Way culture — which is based on the idea that strong character education creates happy, sensitive, creative children who grow into adults who are morally and socially resCharacter for its innovative character - based initiatives, including Time For Living — the foundation of the Woodlands Way culture — which is based on the idea that strong character education creates happy, sensitive, creative children who grow into adults who are morally and socially rescharacter - based initiatives, including Time For Living — the foundation of the Woodlands Way culture — which is based on the idea that strong character education creates happy, sensitive, creative children who grow into adults who are morally and socially rescharacter education creates happy, sensitive, creative children who grow into adults who are morally and socially responsible.

Schools that infuse character education into their curricula and cultures, such as CEP's National Schools of Character, find improved academic achievement, behavior, school culture, peer interaction, and parental invcharacter education into their curricula and cultures, such as CEP's National Schools of Character, find improved academic achievement, behavior, school culture, peer interaction, and parental invCharacter, find improved academic achievement, behavior, school culture, peer interaction, and parental involvement.

The International Summit is part of the 2012 National Forum for Character Education — a gathering of educators and other citizens interested in building up people of character within their given Character Education — a gathering of educators and other citizens interested in building up people of character within their given character within their given cultures.

Over my eight years of evaluating schools for National Schools of Character accreditation and my 32 years teaching, I have seen a variety of creative things that schools do in creating a caring culture for faculty.

All of the 2012 National Schools of Character serve as models and mentors, helping other educators transform their school cultures and improve academics and behavior.

When the culture of the East, its chief characteristic, is added to the strength of body and the strength of mind of the agricultural center, its special contribution, and these two great characteristics are constantly imbued with the spirit of independence and love of liberty which lives in the hearts of the dwellers of the mountains, their main quality added to the national character, there is every reason to believe that we shall have a people and institutions such as will be permanent; with such wealth of resources, of such high education and intelligence, and of such vitality, of such longevity, of such devotion to freedom and hostility to centralization and tyranny as shall enable this Nation of ours to stand indefinitely; and to maintain in the future years its manifest destiny of leading the peoples and nations of earth in the principles of free government, constitutional security and individual liberty.

For a glimpse into the characters, culture, and history of the area, visit the Whyte Museum of the Canadian Rockies, Buffalo Nations Luxton Museum, and Banff Park Museum National Historic site.

The mixture of cultures and national identities from the past has given Belize its own individual character.

Through the lens of national and international artists, this exhibition will explore the history and culture of this innovative region, the community of Los Altos and its surrounding areas, and the distinctive character of each artwork's setting.

Through the work of nine national and international artists, this exhibition explores the history and culture of this innovative region, the community of Los Altos and its surrounding areas, and the distinctive character of each artwork's setting.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

Schools that infuse character education into their curricula and cultures, such as CEP's National Schools of Character, find improved academic achievement, behavior, school culture, peer interaction, and parental invcharacter education into their curricula and cultures, such as CEP's National Schools of Character, find improved academic achievement, behavior, school culture, peer interaction, and parental invCharacter, find improved academic achievement, behavior, school culture, peer interaction, and parental involvement.