Sentences with phrase «general education philosophy»

Using that timeline to focus on educators in your area of expertise will render ideas and lessons beyond general education philosophy to meet specifics in your area of study.

Not exact matches

ACC Accounting & Auditing, AFR Africa, AGE Economics of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation of Independent States, CMP Computational Economics, CNA China, COM Industrial Competition, CSE Economics of Strategic Management, CTA Contract Theory & Applications, CUL Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice Models, DEM Demographic Economics, DEV Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomics European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM Knowledge Management & Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, ORE Operations Research, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology of Economics, SPO Sports & Economics, TID Technology & Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility Models & Prospect Theory, URE Urban & Real Estate Economics.

ACC Accounting & Auditing, AFR Africa, AGE Economics of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation of Independent States, CMP Computational Economics, CNA China, COM Industrial Competition, CSE Economics of Strategic Management, CTA Contract Theory & Applications, CUL Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice Models, DEM Demographic Economics, DEV Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomic European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM Knowledge Management & Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology of Economics, SPO Sports & Economics, TID Technology & Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility Models & Prospect Theory, URE Urban & Real Estate Economics.

The scholars who study Islamic culture today point out that the chief factors which have influenced contemporary Arab Muslim society are: the Western ideas which penetrated Arab society through education and increased contact with the West, socialist concepts which have spread throughout the world, communist doctrines which challenge religion in general, the expansion of university education, the admission of Muslim women to higher education, the study of ancient and modern philosophy in the universities, and the modern Muslim movements which have been so influential.

Many — if not most — studies — such as literature, philosophy, history, religion, geography, and anthropology (to name only some of them)-- by their very nature draw upon a variety of other fields of study and thus are particularly suited to general education, provided they are not ruined for that purpose by professional zeal to make them into precise, technical, exclusive disciplines — as occurs even in such a naturally general field as literature, when its promoters restrict it to technical textual analysis.

There is also a fifth, more detached, philosophical way of looking at these issues without appealing to «direct historical influence» as if it were some sort of causal connection as Lowe claims it is.7 Of course the fourth line and fifth lines are outside ordinary present - day historiographical research, excepting undergraduates in general education courses (who seem inevitably to find, in spite of the odds in a fair - sized library, Russell's History of Western Philosophy first, and then cite it liberally).

On occasion we have forgotten that fact and, at our peril, relied upon insights from philosophy, the social sciences or general education.

Also, in a letter to Mark Barr concerning the possibility of being offered a post at Harvard, Whitehead says the post would be very attractive because it would provide him the opportunity of developing in systematic form his «ideas on Logic, the Philosophy of Science, Metaphysics, and some more general questions, half philosophical and half practical, such as Education» (ANW - 2 134).

Naturally, we wanted to maintain our core educational philosophy, which for a Steiner school includes providing a comprehensive, general humanist education, which aims to educate students for life beyond employment and further study.

That prepping has taken her all over the world: working as a research assistant for an author in Venice, Italy; getting a master's degree in philosophy at the University of Cambridge in England; helping on an archeological dig of Ancient Tiberias in Israel, where she unearthed a stack of ninth - century vases; working in Iraq as a public diplomacy officer and conducting research for generals; raising money for schools in Afghanistan for Congresswoman Jean Schmidt (R - OH); traveling to China to learn about how children of migrant workers access education; learning Arabic.

According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education.

The Children's Guild District of Columbia Public Charter School's mission is to use the philosophy of Transformation Education to prepare special needs and general education students for college, career readiness, and citizenship in their community by developing in them critical thinking and creative problem solving skills, self - discipline and a commitment to serve a cause larger than thEducation to prepare special needs and general education students for college, career readiness, and citizenship in their community by developing in them critical thinking and creative problem solving skills, self - discipline and a commitment to serve a cause larger than theducation students for college, career readiness, and citizenship in their community by developing in them critical thinking and creative problem solving skills, self - discipline and a commitment to serve a cause larger than themselves.

The application includes general pages where the applicant is expected to provide the following information: Work Experience / Employment, Education, Certification, Statements concerning Achievements, Honors, Interests and Activities, Relevant Life Experiences, Why Superintendent's Role in Specified District is Desired, Education Philosophy, Professional References and Personal Affirmation.

Teams of 3 — 5 faculty and staff members learn best practices for assessment of student learning in general education programs and work with teammates to critically review the structure, philosophy and perceptions of their institutions» existing practices.

Considers these nonfiction areas: Animals / Pets; Autobiography; Beauty / Fashion / Style; Biography; Business; Celebrity; Christian; Cooking / Cookbook; Crafts; Cultural / Social Issues; Current Events / Affairs; Dating / Relationship / Sex; Diet / Nutrition; Education; Film / Entertainment; Environment; Family; Fitness; Food / Drinks; Gardening; Gay / Lesbian; General Nonfiction; Gift / Novelty; Health / Wellness; History; How - To; Humor; Inspiration; Investigative; Journalism; Juvenile; Law; Lifestyle; Medical / Medicine; Memoir; Middle Grade; Military / War; Mind / Body / Spirit; Money / Finance; Multicultural; Music; Narrative; Nature; New Age; Parenting / Child Guidance; Philosophy; Photography; Politics; Pop Culture; Practical; Prescriptive; Psychology; Reference; Religion; Science; Self - Help / Personal Development; Spirituality; Sports; Technology; Travel; True Adventure; True Crime; 20 - and 30 - Somethings; Upmarket; Women's Issues; Young Adult.

You will also attend and participate in a number of other presentations including dive industry overview; PADI's general standards and procedures; the role of media and prescriptive teaching; legal responsibility and risk management; adaptive teaching; the PADI continuing education philosophy; diver retention programmes; how to teach the recreational dive planner and PADI courses from Scuba Diver to DiveMaster plus Specialty courses and Master Scuba Diver

EDUCATION AND CREDENTIALS BS, Communications Dual Major: Motion Pictures / Business Tract, Philosophy University of Miami, Coral Gables • FL General Coursework — Northeastern University, Boston • MA Produced National Indie Film, commercials and infomercials • Zeta Beta Tau Member

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

It may set out your general parenting philosophy and any requirements you may have surrounding your children's religion, healthcare and education.

Doctor of Philosophy in Counseling - Options: Counselor Education and Supervision - Advanced Clinical Skills - General