Sentences with phrase «defined as a school»

Walthamstow Academy defines itself as a school with a Christian ethos rather than an out - and - out faith school.

The NSIT was built on research into the practices of highly effective schools, defined as schools that make rapid improvements in student performance over time or that perform unusually well given the socioeconomic backgrounds of their student intakes.

The study, led by Jerome Johnston of the Institute for Social Research at the University of Michigan, found that high school students at «exemplary» Channel One schools — defined as schools where teachers make good use of the 12 - minute daily show's content — scored 5 percent better on current - events tests than students at control high schools, where the program was not used.

[4] «High URM» schools defined as schools in the top quartile of the distribution of percent URM students, while «Low URM» schools are in the bottom quartile of the distribution of the percent URM students.

Primary schools are defined as schools where the lowest grade is not higher than grade three and the highest grade is not higher than grade eight.

Minority schools are defined as those schools where at least 40 percent of the students are black or Hispanic.

For the purpose of this report, low income schools are defined as schools where at least 50 percent of the students are eligible for a free or reduced - price lunch.

Low income schools are defined as schools where at least 50 percent of the entire student population (not just graduating seniors) is eligible for free or reduced price lunch.

Minority schools are defined as schools where at least 40 percent of the students are black or Hispanic.

* A racially / ethnically diverse student population is defined as a school (s) having a higher Diversity Index score.

At - risk schools shall be defined as those schools which have received accreditation with warning based on the most recent school accreditation ratings.

A community school is defined as a school district having no more than one high school in the district.

Eligible students are defined as those school - age children living in the attendance boundary of a low - achieving school as of the first day of classes and whose household income meets the following criteria:

Your financial need is defined as your school's costs minus the EFC.

The artists were defined as a school by the 1965 landmark exhibition Washington Color Painters, curated by Gerald Nordland at the Washington Gallery of Modern Art.

Not exact matches

«The really defining factor was that I knew if I stayed in high school I'd just be trying to take as many AP classes as the high school offered and as many as would fit into my schedule,» Corinne said.

Kellogg is building on its traditional strength as the top school in marketing by trying to define that asset more broadly.

Two years ago, when most American Gen Zers (defined as survey respondents who are 22 years old now) were still in school, they were distinctly cool to the idea of spending adulthood in an office, but that's changed quite a bit.

The path Coursera has taken since its inception just two years ago looks a lot like what Harvard Business School professor Clayton Christensen calls «disruptive innovation,» which he defines as a new technology that starts off both cheaper and less good than the established competitor.

For the purposes of this story, «elite private school» was defined as a private school charging more than $ 10,000 per year per student in tuition.

The relation to the Church has grown so odd, defined so sharply as the barrier to academic excellence, that Catholic schools can hardly bring themselves to say the word Church.

You must have not learned that in school that emotional Maturity is defined as: the ability to express one's own feelings and convictions balanced with consideration for the thoughts and feelings of others.

American high schools have been described as places where «individuals of the same age group define each other's world.»

If the defining goal of a theological school is to understand God truly, then as a matter of faithfulness to God the freedom of a theological school's effort to understand must not be constrained by the way in which it is governed as a political and social reality in its own right.

If theological schooling is defined sociologically as professional schooling, has not the theological integrity of the schooling been corrupted again?

As traditional theology was a relatively well defined system, the same in certain basic respects — despite all sorts of philosophical and ecclesiastical differences — in Augustine, Thomas Aquinas, Maimonides, Leibniz, Calvin, Immanuel Kant, and some schools of Hindu thought, so the new theology which many be contrasted with the old is found more or less fully and consistently represented in thinkers as far apart as William James,... Henri Bergson, F. R. Tennant,... A. N. Whitehead,... Nicholas Berdyaev,... and in numerous others of every brand of Protestantism, besides a few... Roman CatholicAs traditional theology was a relatively well defined system, the same in certain basic respects — despite all sorts of philosophical and ecclesiastical differences — in Augustine, Thomas Aquinas, Maimonides, Leibniz, Calvin, Immanuel Kant, and some schools of Hindu thought, so the new theology which many be contrasted with the old is found more or less fully and consistently represented in thinkers as far apart as William James,... Henri Bergson, F. R. Tennant,... A. N. Whitehead,... Nicholas Berdyaev,... and in numerous others of every brand of Protestantism, besides a few... Roman Catholicas far apart as William James,... Henri Bergson, F. R. Tennant,... A. N. Whitehead,... Nicholas Berdyaev,... and in numerous others of every brand of Protestantism, besides a few... Roman Catholicas William James,... Henri Bergson, F. R. Tennant,... A. N. Whitehead,... Nicholas Berdyaev,... and in numerous others of every brand of Protestantism, besides a few... Roman Catholics.

The first is that it is disastrous to define theological schooling as the task of educating church leadership because it distorts and finally destroys theology.

[4] When theological schooling is defined as preparation for filling the functions that make up the role of professional church leadership, graduates turn out to be incapable of nurturing and guiding congregations as worshiping communities, the health of whose common life depends on the quality of the theology that is done there.

Many theological schools are openly and clearly defined as agencies of particular Christian denominations.

It is as though the underlying picture of theological schooling came from engineering: we receive theories from «pure» scientific research, generalize applied theory from parts or from implications of the «pure» theory, and then devise techniques and technologies governed by the applied theory to solve well - defined practical problems.

If they are defined in a sociologically functionalist way, is not the school then in practice defined in a nontheological way (i.e., without significant reference to «God») and thus in no important way any longer precisely as a «theological» school?

A Christian theological school is defined, we have repeatedly stressed, by its interest in truly understanding God by focusing study on the Christian thing; but as a matter of contingent fact it happens that the Christian thing is most concretely available for study in and as Christian congregations.

Process thought is usually defined in one of three ways: (1) as any view of reality that is dynamic and relational and based on the findings of modern science, (2) identified with «the Chicago School,» the University of Chicago Divinity School, both in its earlier phase of applying evolutionary theory to historical research, seeing religion as a dynamic movement that reconstitutes itself in response to felt needs, as well as its later philosophical phase, and (3) synonymous with the philosophy of Whitehead and Hartshorne.

So too, congregations may require theological schools as their intellectual centers, but a theological school can not be an adequate intellectual center «for» Christian congregations if its defining interest is to be an intellectual center for congregations.

So «Toss my salad» you must have missed this in grade school but emotional maturity is defined as: the ability to express one's own feelings and convictions balanced with consideration for the thoughts and feelings of others.

The school advises students that «cohabitation, which is defined as overnight visits with a sexual partner, is incompatible both with the Catholic character of the University and with the rights of the roommates.»

The subject matters are not what define a school as «theological» and rearranging them or changing them will not of itself make a school any more genuinely «theological.»

The new interest in defining a common content which should be included in all schooling has been perceived by some as a threat of imposed uniformity.

One may certainly refrain from insisting, as some Jewish leaders have, upon mandated Holocaust studies in the public school curriculum: for many people, such «mandates» might appear as an effort to establish the passion of the Jews as the larger culture's defining story, thus, ironically, giving plausibility to anti-Semitic claims about Jewish power.

One is tempted to define it as American or Canadian national existence or — since the schools in the two nations have much in common — as «the free society» or as «Western democracy.»

He defines the «new man» as the father and husband who supports his wife's work outside of the home, spends time with the children, washes the dishes, attends Johnny's soccer games, helps with the school work and brings home his share of the cash.

If we define service as «using your spiritual gifts to edify and meet the needs of others, then on Sunday morning during the church service, only the Sunday school teachers, the ushers, the music team, the pastor, and a few others are «serving.»

More exactly, it is a curriculum, just as school is (rather than «has»), if a curriculum be defined as

From Plato, who defined time as a moving (i.e., imperfect) image of eternity, down to St. Thomas, who stressed the perfect immutability of his Supreme Being in terms indistinguishable from the language of the Eleatic school, we can trace the same persistent theme — a metaphysical dichotomy of Being and Becoming, of perfection and imperfection, of the timeless and the temporal realms.

So can we expect similar policing of state schools concerning the fact that marriage has been defined in virtually all societies as involving a male and a female and that international law does not provide for same sex marriage?

Among them were pantheism and the positions that human reason is the sole arbiter of truth and falsehood and good and evil; that Christian faith contradicts reason; that Christ is a myth; that philosophy must be treated without reference to supernatural revelation; that every man is free to embrace the religion which, guided by the light of reason, he believes to be true; that Protestantism is another form of the Christian religion in which it is possible to be as pleasing to God as in the Catholic Church; that the civil power can determine the limits within which the Catholic Church may exercise authority; that Roman Pontiffs and Ecumenical Councils have erred in defining matters of faith and morals; that the Church does not have direct or indirect temporal power or the right to invoke force; that in a conflict between Church and State the civil law should prevail; that the civil power has the right to appoint and depose bishops; that the entire direction of public schools in which the youth of Christian states are educated must be by the civil power; that the Church should be separated from the State and the State from the Church; that moral laws do not need divine sanction; that it is permissible to rebel against legitimate princes; that a civil contract may among Christians constitute true marriage; that the Catholic religion should no longer be the religion of the State to the exclusion of all other forms of worship; and «that the Roman Pontiff can and should reconcile himself to and agree with progress, liberalism and modern civilization.»

Challenging Homophobia in Schools, tells schools that as part of their action to prevent homophobia, they should avoid «heterosexism» a new word which the Department helpfully defines for us: «HETEROSEXISM describes the presumption that everyone is heteroSchools, tells schools that as part of their action to prevent homophobia, they should avoid «heterosexism» a new word which the Department helpfully defines for us: «HETEROSEXISM describes the presumption that everyone is heteroschools that as part of their action to prevent homophobia, they should avoid «heterosexism» a new word which the Department helpfully defines for us: «HETEROSEXISM describes the presumption that everyone is heterosexual.

We begin that effort by defining the theological school as intellectual center of the Church's life.

My proposal has been that precisely because a theological school is not defined by the goal of educating church leaders it may, as a matter of contingent fact, prepare its students very well for leadership in congregations.

A constant theme in this proposal is that the unifying and defining goal of a theological school is its interest to understand God for the sake of understanding God and not for any other purpose such as preparing leadership for Christian congregations.