Sentences with phrase «end of my academic career»

«I want seize this opportunity to remind the graduands not to see this graduation as the end of their academic careers, they should continue to try to excel.»

In addition to education, a Tennessee teaching license also requires completion of state - approved examinations, which are typically given at the end of the academic career.

One month short of graduation, looking at the end of my academic career and the beginning of my actual career, I came to a realization: I had no idea what I wanted to do.

Not exact matches

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

This is where the process starts all over again; It's like a never - ending circle of baking that will, in turn, doom my academic career.

What will make this worse is if your child will end up failing every Science test during their academic career out of pure spite.

To this end, the declaration calls on the European Commission and member states to give young researchers more employment stability, notably by reducing the use of short - term contracts and clarifying the criteria for academic career progression.

More recently, as part of its response to the Roberts Review, the Government has proposed the introduction of new Academic Fellowships that will offer a more stable environment in which researchers can build their expertise and reputation, providing career - related training and, importantly, a permanent position at the end of the 5 - year awards.

Those students who battle through to the end of their PhD, fully funded or not, find that they face considerable insecurity should they choose to pursue an academic career.

First, by comparing the number of Ph.D. graduates in a field each year to the number of people in faculty jobs in those fields — both using U.S. data — we can estimate what proportion ends up in academic careers.

More than two - thirds of IRACDA graduates end up in academic careers, most of them at teaching - focused and minority - serving institutions.

This latest report documents career destinations of graduates who earned a first degree at the end of the 2012 - 2013 academic year.

It is common for those whose research takes off to begin their academic careers with an afternoon clinic and 2 months of service per year and end up with 1 month only or even no clinical responsibilities.

NIH, by the way, has recently recognized that «the career outcomes of NRSA - supported training programs include both research - intensive careers in academia and industry and research - related careers in various sectors, e.g. academic institutions, government agencies, for - profit businesses, and private foundations» and is encouraging universities with T32 programs to provide «structured, career development advising and learning opportunities» to prepare trainees for those opportunities, according to a notice issued in September 2013, near the end of the study period.

As a result, some scholars spend their careers in a series of dead - end positions, watching as their spouse builds academic credentials, gains respect, and wins tenure.

Academic Scientists at Work guides the scientist on the journey from the end of a postdoctoral career to the point of promotion to Associate Professor.

This results in a glut of postdoctoral trainees who, even though they are aware that only 14.3 % of PhDs in the life sciences end up in tenure track position 5 years after receiving their PhDs, still strive to become academic researchers themselves (44 % of postdocs in the life sciences name faculty - research as their preferred career outcome - see below).

If career and college success are the end goal of personalized educational programs, we can't pretend that academic mastery is all it takes to succeed.

The Common Core State Standards did a good job of cumulating to college and (they said) career readiness by the end of high school, but that's only helpful if states use those or equally rigorous academic standards and if the assessments based on such standards are truly aligned with them, have rigorous scoring standards, and set their «cut scores» at levels that denote readiness for college - level work.

In addition, the main thrust of the report's criticism, that the state's ESSA plan is not sufficiently similar to what it would have been had No Child Left Behind remained in effect, assumes the test - based accountability strategy that these reviewers have made their careers pursuing had been effective, which it has not; and therefore, when coupled with the false claim that California has high - quality academic standards and assessments, which it doesn't (California's standards being based on the Common Core, which leaves American students 2 - 3 years behind their peers in East Asia and northern Europe), California's families remain well advised to opt out of state schooling wherever and whenever possible, until the overreach from both the federal and state capitals is brought to an end and local schools that want to pursue genuinely world - class excellence can thrive.

Despite a continued sense of urgency to better prepare students, much of the discourse on improving STEM education has focused on the latter end of a student's academic career, overlooking the opportunity to set an early foundation.

Introduced as an ambitious educational reform at the end of the last decade to make sure that, across the U.S., students graduating from the K - 12 system are college and career ready, Common Core has ramped up academic expectations that schools everywhere, including those in Kentucky, are still far from meeting.

Furthermore, a sizable number of child prodigies, children with extremely high IQs, and those with extraordinary special talents in the arts end up homeschooling for part of their academic career, because traditional schools (public and private) do not meet their needs (Feldman, 1986; Hollingworth, 1942; ABC News, 1995).

By the end of the last academic year, however, 7,230 of those teachers had left their jobs to pursue a different career.

Such practices of copy and paste are not going to earn students high grades in their academic results they will only lead to demise their academic career and could end up being expelled from the college.

The eight - week training experience at the end of fourth - year students» academic career provides clinical practice experience under the supervision of a practicing veterinarian.

Beginning and ending in a classical mode, this period encompasses some of the most important steps in his career: his traditional academic training, his early encounters with works by modern and Old Master artists, his creative interaction with pre-classical and tribal art, his invention with Georges Braque of cubism and papier collé, and his postwar alternation between cubism and classicism — the groundwork for all the developments in his later career.