Sentences with phrase «deep student of»

«I didn't think of him as a business guy — I'm sure nobody did,» he says, adding that «he is a phenomenally deep student of critical forces that ultimately change society.»

A deep student of the depression, he will find little help post the May 17, 2006 New York Stock Exchange Solar Return.

Not exact matches

Some of those schools, however, have been accused of creating as much economic harm as help: students have reported falling deep into debt to pay for classes that they said had failed to deliver what they had promised.

In October 2012, when two of Hinton's students won that competition, it became clear to all that deep learning had arrived.

«When students encounter a set of problems that they struggle with, they end up learning in a more deep way, and are more equipped to transfer that information.»

In addition to traditional specializations like financial management, Sprott now allows students to choose the International Development Management program, which combines leadership skills with a deep understanding of international development.

Hilary Stout illustrated this problem in The New York Times in June: «After all, the millennial generation has less wealth and more debt than other generations did at the same age, thanks to student loans and the lingering effects of the deep recession,» she wrote.

B - schools with deeper pockets, such as Harvard and Stanford, have managed to keep both their student debt loads and the percentage of the class having to borrow relatively low.

The incubator offers an open - floor design plan to spur collaboration, weekly networking sessions for treps and investors (with cerveza and snacks, of course), as well as a pitch night where the top concepts from students and alumni get presented in front of venture capitalists and others with deep pockets.

Right alongside my admiration for the public school students who have been so articulate and so focused in their advocacy, lies a deep anger and shame for some of the adult behavior on full display: adults creating and perpetuating fake news, doctoring video and pictures; adults pilfering from the holy ground that is the site of a mass killing; and adults attempting to steal the bright shine of these student advocates.

Startup Studio is the capstone of the experiential learning curriculum at Cornell Tech, where students complement their classroom experience through deep, hands - on engagements with entrepreneurs, companies, nonprofit organizations, early stage investors, and ultimately their own startup projects.

After learning of some surprising realities about the level of misinformation being disseminated about Social Security, Cheryl has made it her goal to provide students with a deep understanding of the multitude of factors that play a role in determining how retirees can achieve the maximum value available to them from Social Security.

Many students, longing for deeper intimacy and dissatisfied with what they see on campus, opt out of the hookup culture altogether.

I was a student of the «deeper life».

Guiding Principles Religious and theological studies depend on and reinforce each other; A principled approach to religious values and faith demands the intellectual rigor and openness of quality academic work; A well - educated student of religion must have a deep and broad understanding of more than a single religious tradition; Studying religion requires that one understand one's own historical context as well as that of those whom one studies; An exemplary scholarly and teaching community requires respect for and critical engagement with difference and diversity of all kinds.

A bishop's expressed his «deep sadness» at the death of a Christian student who was attacked in Jeru... More

At almost every event we hold in the office of First Things, I end up speaking with a college student who expresses a deep gratitude for this magazine.

The student will come away with a deeper understanding of the Catholic faith, of science, and of their coherence with one another.

Finally, the faculty came to see that the frequently expressed desire for «more spirituality» among students was not a faddish craving for esoteric lore, but a deep hunger for a process of personal formation at the heart of professional education.

Their serenity notwithstanding, I suspected that deep down many of these students were angry, and in the case of one small group of fundamentalists I was right.

In his Diary entry for 6 September 1979, Archbishop Romero wrote that Opus Dei «carries out a silent work of deep spirituality among professional people, university students and labourers... I think this is a mine of wealth for our Church — the holiness of the laity in their own profession.»

This chapter may help other students of the congregation to avoid my mistakes and to dig deeper into a field whose intricacy extends well beyond even the lines of inquiry and interpretation I finally adopted.

Their students and teachers are not driven to the deeper levels of devotion which bridge (but do not obliterate) the differences between traditions.

And I agree wholeheartedly with Peter Wood that, without deep immersion in a particular field, students will only play around with topics, without ever acquiring substantial understanding of the underlying structures and principles of the disciplines.

I was a graduate student at Yale when I first heard words like these, and it made me want to delve deeper into the nexus of Harry and Christianity, to see whether the books really were heretical.

This means that theological education of the «Athens» type tends to focus on the student, on helping the student undergo a deep kind of formation.

The issue, then, is deeper than a student's grade, a distinguished preacher's embarrassment, an undistinguished preacher's pretensions, or a homiletics professor's pedantry in drawing a crooked line of definition between plagiarism and legitimate borrowing.

For instance, the school grounds include a Forbidden Forest and a deep, mysterious lake across which arriving students must sail in the dead of night.

Religion is so deep - seated a human interest that it can be snowed under but never completely stifled, and on every campus there is a nucleus of students — sometimes a good many, sometimes a small minority — who care about their faith.

Combining top - notch exegetical skill, a clear and compelling writing style, and deep pastoral insights, Robert Chisholm has provided a commentary on Judges and Ruth which should be part of any Bible student or Pastor's library who plans to teach or preach on the books of Judges and Ruth.

Catholic Studies programs must be interdisciplinary, offering students an encounter with «the imaginative tradition of the faith, its approach to beauty, the great - souled works of literature [and] deep artistic traditions of Catholicism, its understanding of the human person and of the range and limits of politics.»

The point is to drill students in specific behaviors rather than to engage them in deep, critical reflection about certain ways of being.»

While leading a week - long seminar on deep secularization and its effects in Europe (and on the democratic project throughout the world), I met younger Israeli scholars, deeply immersed in their Judaism and keen students of political philosophy, who were trying to articulate a Jewish theological rationale for human rights, democracy, the rule of law, and so forth.

Their fumbling for answers demonstrated something veteran theological educators know firsthand — how hard it is to connect academic expertise to the deeper work of forming students for Christian ministry.

While many remained hung up on his methodology, and fell back into basic liberal theological postures, Lindbeck's best students, not a few of them postliberal converts to Catholicism, followed him into the deeper waters.

I hope reading what college staff and students have to say about the quality and range of training options available today, will give you a broader understanding and a deeper appreciation of what a precious resource these places of learning and growth are.

Now with the world becoming one, if it remains, and with our leading Western universities importing religious teachers from the East to teach students the religions that brought forward views like reincarnation, not to mention the success of missionaries in our midst from non-Christian religions, we Christians had better think long and deep concerning these religions, not only to be honest with ourselves, but to do justice to the central realities of our faith.

But certainly in this bewildered world of our time, students ought to be exposed to some of the deepest issues of life, as they have been experienced and understood by the noblest men and women through the ages, in the East as well as in the West.

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.

I am interested in education particularly from the standpoint of the deep sadness I feel when seeing students in theological declamations from the very day they are ordained.

The few games I've been able to get to this year, attendance in the student section is so bad that you'll see clusters of students sitting down, taking advantage of the leg room available while there is a group down at field level about 10 rows deep, standing and cheering as you'd hope.

They bring to the table diverse theories from many aspects of horsemanship with a deep focus on each student's personal achievement, effectiveness, and advancement, thus far surpassing simple equitation instruction.

If you're a student of your own game, you know deep down what your limitations and flaws are on the field.

She carried a deep sense of injustice from her days as an amateur player, when she was forced to get by on $ 100 a week as a playground instructor and college student at the same time that she was making the Wimbledon finals.

Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables.

And once students reach that point of detachment and disengagement, no collection of material incentives or punishments is going to motivate them, at least not in a deep way or over the long term.

One of the fundamental beliefs of deeper - learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands - on experimentation — develop not just students» content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call academic perseverance and what others might call grit or resilience.

We want students in middle school and high school to be able to persevere, to be resilient, to be tenacious when faced with obstacles — but we don't often stop to consider the deep roots of those skills, the steps that every child must take, developmentally, to get there.

In this century, deeper - learning proponents argue, the job market requires a very different set of skills, one that our current educational system is not configured to help students develop: the ability to work in teams, to present ideas to a group, to write effectively, to think deeply and analytically about problems, to take information and techniques learned in one context and adapt them to a new and unfamiliar problem or situation.

In the fall of 2015, Elm City Preparatory Elementary School in New Haven, Connecticut, one of the founding schools of the Achievement First network, introduced a wholesale redesign of its curriculum that includes an embrace of many of the beliefs and practices of deeper learning, including an increased emphasis on experiential learning and student autonomy.