Sentences with phrase «defined by knowledge»

A child's education is not only defined by the knowledge he or she obtain, but also by the people that guide students as they learn and mature.

A child's education is not only defined by the knowledge they obtain, but also by the people that guide them as they learn and mature.

Not exact matches

Noting that «every text is made more understandable, and interesting, by our shared attention,» the site defines its goal as nothing less than creating «the world's greatest public knowledge project.»

They define themselves by mistakes instead of assessing the knowledge they have gained from past missteps and identifying how they turned that knowledge into wisdom to avoid subsequent, similar mistakes.

From their knowledge it is possible to arrange people into groups defined by certain shared characteristics.

This should really go without saying when the Church finds herself in a pluralism of knowledge which is religiously and philosophically relevant but not given by revelation, or, if we may call it thus, in a gnoseologically concupiscent situation, even though the nature of the conflicts possible in this situation can not be exactly defined.

After a sketch of the standoff between views of theology as something «objective» and views of it as something «subjective,» Wood concurs with Farley's reasons for rejecting the picture of theology as universally valid «objective» truths and factual knowledge.2 He also rejects another type of «objective» view of theology, represented by Hough and Cobb, which defines theology by reference to the purposes of professional church leadership (93).

(1) In one sense, «knowledge of God» and «ordinary knowledge» (including theological knowledge — I use these clumsy concepts here mainly to distinguish them and so to argue their relatedness) are related because they set each other off; they help define one another by spelling out what each is not.

In the theory we are offering, since knowledge is by intuition and perception, not by abstraction of only part of the singular real, this ultimate universalism of the nature as sort or species, is said to be a singular real and also a concept defined within a distinct limit of formal variability, both as real, and also as concept.

It also explains the distinction made between natural virtue (laukika)-- whose exercise is unguided by knowledge — and supernatural virtue (lokottara)-- which it becomes when knowledge illumines and defines it.

Indeed, the Dialectic of practical reason adds nothing to the principle of morality, assumed to be defined by the formal imperative; nor does it add anything more to our knowledge of our duty than the Dialectic of pure reason adds to our knowledge of the world.

In point of fact, such is the natural order followed by our rational knowledge: we first conceive certain beings, then we define their essences, and last we affirm their existence by means of a judgment.

The concept of the unconscious is implicit in their work, but it is never explicitly defined by any of the three, nor is it related to any established body of knowledge.

But Meland's thinking was truly distinguished not by this, but by his insistence on the fallibility of religious forms and symbols — by his insistence that the reality experienced through empirical knowledge was simply uncapturable by the precisions so loved by the theologians, whether the precision of a Wieman who strove to define with ever - increasing exactness the character of the creative event or of a Hartshorne who strove to state with ever - greater rigor the necessary elements in a notion of God.

Secondly, the judging subjects must have the requisite knowledge of the world defined by the first condition (PR 193/294).

Instead, an increasing number of people are occupied in the production and distribution of symbolic knowledge; these are the people enumerated above, and, if a class is defined by a particular relation to the means of production (as Marx, for one, proposed); then indeed there is here a new class.

So are the miracle wheat and rice of the Green Revolution, the technology of behavior modification proposed by B. F. Skinner, 1 and the computerized model of the global ecology produced by the authors of The Limits to Growth.2 This kind of reasoning operates within the limits of what is possible as defined by (1) the available material and human resources, (2) the laws of nature, and (3) the state of knowledge at the time.

CC: In the Enquiry Concerning the Principles of Natural Knowledge he tried by axioms to single out by their formal properties spatially maximal events, and then in the note he says he found this was impossible, and therefore he had to single them out by a different means, namely durations defined by their relation to some percipient event.

My knowledge of quesadillas used to be defined by the kids» menu at our local Mexican restaurant.

Key to this effort is the new Wisconsin Training and Technical Assistance Professional (T - TAP) Competencies For Early Childhood and Related Professionals Working with Adults, which define the relevant knowledge, skills, and dispositions needed by T - TA providers.

It simply means that they have had hands - on, supervised training (in a variety of settings), have successfully pursued appropriate education, have demonstrated their knowledge to a certifying body, have agreed to operating within a defined scope of practice as defined by their professional association, and have committed to on - going efforts to remain abreast of current evidence specific to the burgeoning field of lactation... just like every other healthcare profession within the medical model.

It said the knowledge and skills framework, which defines the skills needed for a certain role, had not been fully implemented by many trusts.

«Academic field» is defined by INS as «a body of specialized knowledge offered for study at an accredited United States university or institution of higher education.»

He suggests that online volunteering and citizen science projects could incentivise participation by offering clearly defined opportunities for learning, while representing an effective way of increasing scientific literacy and knowledge within society.

However, knowledge of the past is only partially sufficient in preparing for a future defined by unprecedented levels of greenhouse gases in the atmosphere.

Questlove has become the go - to guy for pop - music perspective in music documentaries for a reason he proves once again here: He brings a musician's knowledge of why a piece of music is special (his analysis here of «Don't Stop «Til You Get Enough» is a mini-music class) as well as a fan's appreciation for what that music meant to millions of ordinary people — how Jackson's music during this era not only defined the time, but made the world a better place simply by its existence.

The characters as are so well defined by this season that there is no drop in the believability and this balanced as the writing hasn't slacked due to that knowledge and given lackluster story with the expectations that these set ideas will balance it out.

Our current goals are focused on developing transformational learning opportunities with technology as defined by the SAMR framework and Webb's Depth of Knowledge.

Traditionally, knowledge has been diffused, which is defined by the Canadian Institutes of Health Research as «passive, unplanned, uncontrolled dissemination; primarily horizontal or mediated by peers (e.g. publishing in peer reviewed journals, presenting research results to peers at academic conferences); potential user needs to seek out the information» (2).

Personalized learning means student agency, defining curriculum by real - life skills, defining learning expectations, encouraging self - knowledge, and teachers getting to know their students as people.

Learners begin by defining pathos, logos and ethos before applying the knowledge to some television advertisements.

Networks of institutions and individuals could be created, focusing the transformative nature of Global Citizenship Education, as defined by DEEEP: «Education for Global Citizenship is based on an understanding of the purpose of education as going beyond the acquisition of knowledge and cognitive skills, to transforming the way people think and act individually and collectively.»

Subject Matter Experts (SME) communicate their knowledge, offer an outline of the subjects that should be covered, define the resources and check the accuracy of the material provided by the ID team, but they are usually not the ones creating a course.

Funded by a $ 1 - million grant from the Pew Charitable Trusts, the project will define the skills and knowledge necessary for «preparation for the office of citizen,» said Diane U. Eisenberg, co-director of the project.

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 found many states deemed students «proficient» by their own standards, but those same students would have been ranked as only «basic» — defined as «partial mastery of knowledge and skills fundamental for proficient work at each grade» — under NAEP.

It assists teachers as they plan their lessons by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use.

The statements within the standards reflect those areas of knowledge and understanding of core developmental milestones for progression on to the standards defined by the interim teacher assessment framework at key stage 1.

In a paper commissioned by the National Academy of Sciences, Mark Windschitl defines in more detail what the specific knowledge is in these four areas.

States and communities have worked to build and strengthen professional development systems for the afterschool workforce by providing scholarships for education and training, establishing training registries, defining core knowledge and competencies for afterschool workers, and offering credentials and certifications for staff that further their education (Afterschool Investment Project, 2007).

One of the core values of Defined STEM is to bring relevancy in the classroom by allowing students to apply their real world personal skills and knowledge.

Students can help you define new vocabulary by referring to evidence from the ostracism case study, as well as their personal experiences and prior knowledge.

Produced by the Teacher Leadership Exploratory Consortium, the Teacher Leader Model Standards define the knowledge, skills, and competencies that teachers need to assume leadership roles.

NETS - A, the technology standards for K - 12 school administrators (Technology Standards for School Administrators Collaborative, 2001), define the technology knowledge and skills needed by building - and district - level administrators as they provide leadership for technology adoptions and educational reform.

The new ASBO MD&DC Certification Program is designed to measure and validate professional competence as defined by the ASBO International and ASBO MD&DC Core Competencies, a body of knowledge surrounding the school business profession.

«It's also no surprise that Americans have very little knowledge or understanding about the Common Core State Standards, as states and districts, aided by the Race to the Top grants, have defined it through the lens of testing rather than using this transition period to provide the supports and investments needed to help teachers, parents and students make the Common Core real.

In fact, the most well - known purveyor of the philosophy is probably the Knowledge Is Power Program's (KIPP) charter schools, which are frequently pointed to by education reformers as the model for the future of uplifting poor children, and which distinguish themselves in part by rating those students that don't dropout on their «character,» an amorphous concept KIPP defines as «grit, zest, self - control, optimism, gratitude, social intelligence, and curiosity.»

A profession is defined by having all entrants master a common body of knowledge and skills, grounded in research, reflected in professional standards, and used to advance clients» welfare.

On May 3, 2010, Massachusetts enacted An Act Relative to Bullying in Schools, which required the department of elementary and secondary education to publish and biennially update guidelines for the implementation of social and emotional learning curricula in kindergarten to grade 12 (see Section 16) and defined social and emotional learning as «the processes by which children acquire the knowledge, attitudes and skills necessary to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions and constructively handle challenging social situations.».

The 2016 Mathematics Standards of Learning Curriculum Framework, a companion document to the 2016 Mathematics Standards of Learning, amplifies the standards and further defines the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments.