Sentences with phrase «highest human achievement»

Whether through democracy, strong public education, quality health care, or broad economic opportunity — reducing inequity is the highest human achievement.»

Not exact matches

Katherine High, Spark's president and chief scientific officer, expressed her enthusiasm for the early clinical data related to SPK - 8011: «The encouraging start of our SPK - 8011 clinical trial reinforces the strength of our gene therapy platform, delivers human proof - of - concept in a second liver - mediated disease — a significant achievement in the gene therapy field — and positions us well to potentially transform the current treatment approach for this life - altering disease with a one - time intervention.»

The higher possibilities of human achievement are a gift from past human achievements, favorably ordered, where the human past includes both the previous activities of the individual in question and the communities of individuals to whom she or he relates.

From our freedom comes our human responsibility, which makes us persons instead of things and opens the door to all the highest achievements of the human spirit.

This has produced a rather dreary and pessimistic picture of human nature and the tendency to consider its higher values and achievements as derived only from the lower drives, through processes of reaction formation, transformation, and sublimation.

Christianity, they say, is a religion of crisis, a judgment which regards even the highest achievements of human culture as vitiated by man's fallen nature and doomed to destruction.»

Burckhardt hit all the civilizational high points, tracing the whole flattering arc of human achievement.

The liberal vision sees God working in human history for a progressive achievement of a higher order of life for mankind.

Israel, we may say, would have granted the supremacy of the invisible church, the custodian of the nation's best social achievements and highest idealism; but the visible church was too fallibly human to be trusted with so high a responsibility.

This refers not only to other historic religions, which also produce high fruits of human achievement — whether or not in as great numbers or with as much efficiency as Christianity we are not concerned to say at this point but to movements and influences not ordinarily called religious.

This principle is simply that no human idea or institution or condition can ever be made final, ultimate, or absolute, but that every such finite order must remain under the criticism of higher possibilities, at every level of achievement.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Our school is committed to both academic achievement at the highest standards and to the promotion of diversity, justice, human rights, and the democratic process.

Research shows that our happiness as human beings leads to greater success and higher achievement (Lyumbomirsky, King, & Diner, 2005).

We believe that educational equity is both a critical civil and human right and foundational to the exercise of all other rights, and that all students are capable of high academic achievement and deserve adequate and equitable resources to help them attain that goal.

High Achievement Scholarship Recipients 10:10 a.m.: 3.0 Human Resources and Development

Evidence from High School and Beyond», Economics of Education Review, March 1994, Volume 13, Issue 1, pp. 1 - 17; Ron Ferguson, «Paying for public education: New evidence on how and why money matters,» Harvard Journal on Legislation, Volume 28, Summer 1991, pp. 465 - 498; R. Strauss and E. Sawyer, «Some New Evidence on Teacher and Student Competencies», Economics of Education Review, Volume 5, Issue 1, 1986, pp. 41 - 48; M. McLaughlin and D. Marsh, «Staff development and school change,» Teachers College Record, Volume 80, Number 1,1978, pp. 69 - 94; D. Winkler, «Educational Achievement and School Peer Group Composition,» The Journal of Human Resources, Volume 10, No. 2, Spring 1975, pp. 189 - 204; A. Summers and B. Wolfe, «Do schools make a difference?»

The authors describe educating students to high levels of achievement as an issue of both equity and human capital: talented students deserve appropriate resources and attention, and the nation needs to develop these students» abilities to remain competitive in the international arena.

Article by Nina Amir / achieving success, goals, High performance, human potential, personal development, personal growth, Personal Growth and Human Potential, self - improvement / achievement, certified high performance coaching, goals, high performance, personal development, personal growth, progress, Voyager 1 Leave a ComHigh performance, human potential, personal development, personal growth, Personal Growth and Human Potential, self - improvement / achievement, certified high performance coaching, goals, high performance, personal development, personal growth, progress, Voyager 1 Leave a Cohuman potential, personal development, personal growth, Personal Growth and Human Potential, self - improvement / achievement, certified high performance coaching, goals, high performance, personal development, personal growth, progress, Voyager 1 Leave a CoHuman Potential, self - improvement / achievement, certified high performance coaching, goals, high performance, personal development, personal growth, progress, Voyager 1 Leave a Comhigh performance coaching, goals, high performance, personal development, personal growth, progress, Voyager 1 Leave a Comhigh performance, personal development, personal growth, progress, Voyager 1 Leave a Comment

The Trustees of The Metropolitan Museum of Art have since reaffirmed the statement of purpose and supplemented it with the following statement of mission: The mission of The Metropolitan Museum of Art is to collect, preserve, study, exhibit, and stimulate appreciation for and advance knowledge of works of art that collectively represent the broadest spectrum of human achievement at the highest level of quality, all in the service of the public and in accordance with the highest professional standards.

«Her deepest desire was to share her creativity with the world and to encourage everyone to participate in what she believed was the highest possible human achievement — art.

When I was schoolboy we did projects on the Aswan High Dam, which was seen as a towering human achievement back in the seventies.

we have put freedom of individual choice as a higher achievement, and in fact a higher human «right», than making community choices.

The night culminated with the CCASA Achievement Award, which went to Thuli Madonsela, an advocate of the High Court of South Africa, for her work in the human rights and constitutional law sphere.

* Dynamic leadership and human relations experience in assisting others to higher levels of achievement.

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Determined, educated, and results - focused professional with a proven track record of achievement and demonstrated success in delivering the highest standards of professional excellence seeking to leverage broad - based skills and advanced education to launch a career in the field of Human Resources.

A child who has a risk factor is a member of a group of children for whom the percentage who will go on to develop an illness, poor mental health, inadequate school achievement, unsuccessful social relationships, etc. is higher than the percentage who will develop such problems in a group lacking the risk factor.47 The development of any one human being is not perfectly predictable from one event, even one as powerful as the loss of early attachment.