Sentences with phrase «for teaching writing at»

As with younger grades, an effective method for teaching writing at the secondary grades is SRSD.

Not exact matches

Elissa's significant role in merging the Institute of Certified Financial Planners (ICFP) and the International Association for Financial Planning (IAFP) to form the Financial Planning Association, her contributions as a thought leader to the advancement of the profession through her writing, presenting, and teaching, and her contributions to society and the profession through her work at the Foundation for Financial Planning were highlighted as she received the award.

So I started my own business to refine my ideas, work with select clients, and teach others through writing, speaking at conferences, and conducting seminars for corporate groups.

I teach a class at Princeton on how to grow ideas into self - sustaining enterprises and I could not find good materials to use for my class so I wrote this book.

Ephrat wrote for the Jerusalem Report, ABC News, and FindLaw, served in the Peace Corps in Senegal, taught English in Japan, was a public defender in Florida, and worked as an attorney at Google in Silicon Valley.

How is it that an inspired woman could write scripture (e.g., Mary's song), and an inspired woman could determine for both a king and a high priest whether something is scripture (e.g., the prophet Huldah in 2 Kings 22 and 2 Chronicles 34)-- or at least could do these things in the time of the Old Testament — but an inspired woman can not now teach about God?

The evidence indicates that the written sources of our Synoptic Gospels (Matthew, Mark, Luke, and John) are not later than c. AD 60; some of them have even been traced back to notes taken of our Lord's teaching while His words were actually being uttered... We have then in the Synoptic Gospels, the latest of which was complete between 40 - 50 years after the death of Christ, material which took shape at a still earlier time, some of it even before His death, and which, besides being for the most part 1st hand evidence, was transmitted along independent and trustworthy lines.»

And to say that Biblical teachings are invalid because there are other similar beliefs that have older known written sources invalidates the Biblical teachings also should take into consideration that for certain Biblical believers that all those truths whether they are known to have been placed in the Bible first or known thus far to have been placed elsewhere that they believe that they all come via deity who at the beginning of human history on this world dispensed those truths to humanity and that to those who believe in the biblical teachings believe that through time they are more complete than those of other ancient beliefs due to God restoring those truths through revelations given to later prophets like say Moses and other later Old and New Testament prophets and apostles.

Reflecting on Kevin Kiley's article «Long Reads» at Inside Higher Ed, Erin O'Connor writes: Teaching high school for a year at a very interesting little Berkshire boarding school got me onto shared class reading projects — the kids I was teaching were very smart, but, Teaching high school for a year at a very interesting little Berkshire boarding school got me onto shared class reading projects — the kids I was teaching were very smart, but, teaching were very smart, but, like....

This is at odds with the teaching of liberation theology, where you had black theologians like Dr. James Cone who wrote that the gospel is essentially for the oppressed and not the oppressor.

It is not hard to believe that the Pentateuch, for example, was not written down by Moses at all, but yet is mostly comprised of what he taught.

She has been writing and teaching Bible studies for 14 years and currently writes on the blog True Worth at www.mytrueworth.org.

I have written elsewhere why I think it is high time to update these categories, and eventually, I will jump into my attempt at doing so, but for now, I am just trying to summarize, reconsider, and redeem what I was taught in Bible College and Seminary.

Mark Kline Taylor teaches at Princeton Theological Seminary and recently wrote Remembering Esperanza: A Cultural - Political Theology for North American Praxis (Orbis).

A Faith For All Seasons By Ted M. Dorman Broadman & Holman, 391 pages, $ 27.99 Coming out of years of teaching at Taylor University, a Christian school in Indiana, this book, written by a Protestant, evidences an admirable ecumenical and historical reach.

William C. French taught ethics at Loyola University in Chicago and was a member of the Chicago Center for Peace Studies at the time this article was written.

I discovered that Yoder taught not at Goshen College but rather in Elkhart at the Associated Mennonite Biblical Seminary, but in my exploration of Goshen I discovered that Yoder had written numerous pamphlets that could be bought off a rack in College Church for a dime a piece.

Columnist Lorae French writes for Reject Apathy about working with orphans at the Sunshine Children's Center in Ukraine, and what it has taught her.

For he [Mark] had neither heard the Lord nor been his personal follower, but at a later stage, as I said, he had followed Peter, who used to adapt the teachings to the needs of the moment, but not as though he were drawing up a connected account of the oracles of the Lord: so that Mark committed no error in writing certain matters just as he remembered them.

After you have finished studying the text, writing your manuscript, and consulting the ideas of others, put it away for at least one night before you teach it.

So, for instance, if it is not clear to the readers of my work that my writing is done by an Episcopalian Christian, I will have failed to practice this virtue — which, of course, includes my making clear at which points the materials I study or engage seem to me false, noxious, or incomplete; just as it includes my making clear when and in what ways it seems to me that the materials I engage are true, have taught me something I didn't know before, or may be of use to me and my community in its search to apprehend and incarnate the gospel.

It is reflected in the Gospel of Mark, brief and one - sided as is its selection of Jesus» teachings appropriate to its own special situation, that of a church facing martyrdom; but it is also reflected in Matthew, with its presupposition of a more settled community life, though at the same time facing a steady threat of persecution; and it is reflected clearly in Paul and in the letters he wrote to those who, like himself, were «in jeopardy every hour» for the faith that was in them.

The programs taught me about (1) admitting I was beat, (2) coming to believe in something greater than myself (eventually a higher power)(many evolutions and concepts of HP, all of these at one time or another: nature, the 12 steps, creator, Love, spiritual principles)(Step 3) applying my low self worth and gigantic Ego to these spiritual principles (4) write down my liabilities and assets (5) share them with another and my higher power (6 & 7) ask for the liabilites to be removed and be patient with the process (8) Make a list of all that were harmed by me (9) make amends to such folks except whn to do so would injure them or myself (10) take a daily inventory of my day, checking for snafus, mean temperment, arrogance etc (11) meditation and prayer to communicate to my higher power and quiet reflection to listen for the Truth (12) after having a spiritual awakening as a result of working these steps, help others if they wish for help because now I am in the position to assist.

In the ancient world they were taught separately, so it was not uncommon for one to be able to read (at least enough to get by, or those in holy texts) but not write.

For the same reasons you believe morals are merely opinions, many / most Christians do not have faith in the Spirit, and basically ignore or outright reject the teaching on moral freedom found in Paul's letter to the Galatians (among other places in the NT, but it is most - clearly written out there), though they don't know they are rejecting it and somehow think they are in agreement with it (if they've read the letter at all).

And for those going into the secondary teaching, or who'd just like to get a sense of how American teenagers really are when asked about serious things, I'm sure the book he wrote based upon his years of teaching, Meetings at the Metaphor Café, is very much worth reading.

Roger Shinn, who taught ethics for many years at Union Theological Seminary in New York, offers a clearly written essay, «Between Eden and Babel,» in which he explores in brief compass many of the moral issues involved as well as some of the first ethical discussions of cloning more than thirty years ago after tadpoles had been cloned.

Reared in the most privileged of circumstances in Florence and Munich, Dietrich von Hildebrand fled the Nazis in 1933, edited an anti «Nazi newspaper in Austria until the Anschluss, and finally arrived in America in 1940, where he taught philosophy at Fordham University for many years, writing numerous and widely appreciated books on philosophy, ethics, and Catholic thought.

Keith D. Stanglin and Thomas H. McCall — the first teaches theology at Austin Graduate School of Theology, the second at Trinity Evangelical Divinity School — have written a volume that will likely be the standard introductory work on Arminius for the foreseeable future.

Teaching Catholic non-fiction does not mean teaching theology (or hagiography) but that does not mean that great Catholic theologians and priests need be excluded from the curriculum either: there could well be room for extracts from St. Augustine's Confessions or Francis Xavier Nguyen Van Thuan's The Road of Hope when looking at autobiographical writing, for iTeaching Catholic non-fiction does not mean teaching theology (or hagiography) but that does not mean that great Catholic theologians and priests need be excluded from the curriculum either: there could well be room for extracts from St. Augustine's Confessions or Francis Xavier Nguyen Van Thuan's The Road of Hope when looking at autobiographical writing, for iteaching theology (or hagiography) but that does not mean that great Catholic theologians and priests need be excluded from the curriculum either: there could well be room for extracts from St. Augustine's Confessions or Francis Xavier Nguyen Van Thuan's The Road of Hope when looking at autobiographical writing, for instance.

Tinder, who for many years taught political science at the University of Massachusetts, wrote a book some twenty years ago called Tolerance: Toward a New Civility.

Best Imagery (nominated by Idelette): Sarah Styles Bessey (Emerging Mummy) at She Loves with «Let's Write a Line for the Good Man» «And I'm seeing him teaching me how to swim and how to laugh at myself.

Paul Flannery writes about the NBA for SBNation.com and teaches journalism at Boston University.

Paul Flannery writes about the NBA for SBNation.com and used to teach journalism at Boston University.

Suzanne has also taught language arts at the middle school and for the past 10 years has been writing fiction, including novels for children.

We had to make vegetable monsters for a Halloween competition at school last week, so I took the opportunity to try and teach my youngest child the names of some vegetables and how to recognise the name when written down.

She also taught Stand - up comedy at UCLA and now teaches a workshop at I O West called «Writing For Performance.»

Steve has taught history of education at Teachers College, Columbia University, and human development at the City University of New York; is the former editor of the Research Bulletin of the Research Institute for Waldorf Education; and writes, lectures, mentors teachers, and consults with Waldorf schools on teaching and administration.

He has also taught history of education at Teachers College, Columbia University, and human development at the City University of New York; is the former editor of the Research Bulletin of the Research Institute for Waldorf Education; and writes, lectures, mentors teachers, and consults with Waldorf schools on teaching and administration.

Name in Bed & Name Writing Activity by Preschool Powol Packets Madeline Small World & Sensory Bin by Study at Home Mama Madeline Snack by Still Playing School Learning about Body Parts with Madeline by I Can Teach My Child Exploring Art & Color by Mama Miss Made» line» Sensory Tray Writing by Growing Book by Book Madeline Movement Game by Mom Inspired Life Doubles Activity by Toddler Approved Build the Eiffel Tower by Inspiration Laboratories Skip counting 2's with Madeline by Rainy Day Mum Flowers for Madeline by The Educators» Spin On It

Last week, whilst teaching a course at Colorado College, I wrote a piece for The Economist about a bill to allow civil unions in the state, which was combined with reporting on Obama's announcement in support of gay marriage and that passage of North Carolina's constitutional amendment banning gay marriage.

«CodeLagos is an initiative of the Lagos State Ministry of Education aimed at educating Lagos State residents for the future of work — by teaching how to write code and creatively solve problems.

Tim Bale teaches politics at Queen Mary, University of London, and writes for the Financial Times, the Guardian, and the Telegraph.

He teaches at a comprehensive school in London and writes for a number of print and online publications.

Pasanella, who owns Pasanella & Son, Vintners in the South Street Seaport, has had a diverse career that includes designing housewares, writing for the New York Times and teaching at Parsons — so a move into politics is not unusual.

A former intern for City Council member Rosie Mendez, Eliot is also co-president of the school yearbook at Manhattan's Bard College HS, writes for the school paper and is teaching herself violin.

Ed taught at Harvard University and wrote for the Telegraph before becoming economic adviser to Shadow Chancellor and future PM Gordon Brown.

In addition to teaching at New York University School of Law, he's writing a book for which he reportedly received an advance of more than $ 1 million from publishing house Alfred A. Knopf.

Torero, who now teaches at the University of Queensland, St. Lucia, in Brisbane, Australia, first «got interested in fire after he left [his native] Peru to study engineering at the University of California, Berkeley, where he met researchers working on fire safety problems for the International Space Station,» Wade wrote.

Joseph Krajcik, Ph.D., is a Writing Team Leader for Next Generation Science Standards, director of the Institute for Collaborative Research in Education, Assessment, and Teaching Environments for Science, Technology, Engineering and Mathematics (CREATE for STEM) m and a faculty member in science education at the Michigan State University.