Sentences with phrase «intellectual life of a school»

Mrs Jennings talks of the «intellectual life of the school», separate from academic achievement, with teachers setting up all kind of clubs and societies, and leaving pupils with a «stamp of curiosity».

Not exact matches

Orthodox intellectual life in America has long been centered at St. Vladimir's, where John Meyendorff and Alexander Schmemann produced writings on liturgy and theology that remain must - reading for theologians, and at Holy Cross School of Theology in Brookline, Massachusetts.

Should we attempt to have our distinct intellectual perspectives heard, or must we simply give way before overwhelming trends, perhaps living off the residual capital of the old establishment or finding refuge at university divinity schools?

The third noteworthy feature of a theological school as an «intellectual center of the Church's life» is that its intellectual work is at once disinterestedly theoretical and driven by a passionate interest.

Our schools are part of that rich tradition of Catholic learning that gave the world its universities and colleges, its village schools and mission schools, its great centres of learning and its small everyday ones, and its sense that intellectual life is bound up with the life of the soul.

Metaphysics has been a field of study on its deathbed since Kant, its few intellectual life - support systems having finally been unplugged by the very caretakers of the profession that gave it birth — philosophers of the positivist and linguistic schools.

As the oldest child in a stable middle class family, Luther endured a childhood of strict discipline at home, school and church that left him with a sense of inferiority, and emerged into university life at a time of great intellectual ferment that challenged the entire educational system as well as the corruptions of a politically powerful church.

We begin that effort by defining the theological school as intellectual center of the Church's life.

Wherever and whenever there has been intense intellectual activity in the Church a theological school has arisen, while institutions possessing the external appearance of such schools but devoid of reflective life have quickly revealed themselves as training establishments for the habituation of apprentices in the skills of a clerical trade rather than as theological schools.

The neurological infrastructure is being formed that will support all of a child's future capacities, including not only her intellectual abilities — how to decipher and calculate and compare and infer — but also those emotional and psychological habits and abilities and mindsets that will enable her to negotiate life inside and outside school.

Establish a minority support group or other cultural outlets, since some minority graduate students drop out of graduate school because of dissatisfaction with the social life rather than the intellectual environment.

Senior author Dr Abraham Reichenberg, Professor of Psychiatry at the Icahn School of Medicine at Mount Sinai and with King's IoPPN said: «It is important to bear in mind that many children will experience some difficulties with schoolwork or other intellectual tasks at some point in their lives, and only a small minority will go on to develop a psychotic disorder.»

Education requires the cultivation of critique, or critical consciousness, and in my teenage high school years, being intelligent or able to conscript concepts into the service of sustained analysis was not something that earned one a lot of attention with one's peers, and I was culturally shallow enough to want to be part of the popular crowd, so I would often hide my intellectual curiosity about life, mostly during moments of grinding loneliness.

Issues of character and leadership suffuse the daily life of the school, but always, says Bohlin, with a sense of intellectual purpose.

As a prolific writer and renowned public intellectual, he frequently explored trends in American race relations and family life, hailing, for instance, the controversial report, «Equality of Educational Opportunity» (1966), by his friend James Coleman, which stressed the relationship between broken families and poor student performance in the public schools.

Christensen is aware of the strong class differences among children as reflected in school achievement, but he is convinced by research that shows that a great part of intellectual ability is determined by the experience of the first 36 months of life, particularly the amount and kind of language directed to children.

Ferro and her co-director Deborah Hoard focused on U.S. public schools which seek to create a «culture of intellectual life» and to respect «the whole child as a learner and as an adult in training.»

Ferro explains these schools seek to nurture a «culture of intellectual life» and to respect «the whole child as a learner and as an adult in training.»

When I look back over my primary and secondary education, which by the standards of schools 25 years ago was neither especially bad nor particularly good, I recall that by the 3rd or 4th grade it was clear to me that the really vital, onrushing streams of my intellectual life would flow outside the confines of Greenwood Elementary School.

Even after adjusting for observed demographic differences, researchers always wondered whether unobserved differences that were not being accounted for, such as parental motivation or the intellectual richness of home life, played a larger role than the schools themselves in causing differences in academic performance between public and private schools.

In the end, we may need to accept the fact that the school's - and the state's - role in this domain is simply limited: by its meager portion of children's lives, by its pedagogical weakness, by the absence of political and intellectual consensus, and by the modest capabilities of state standards and tests.

At the end of the discussion, Mr. Evans left the audience with a thought to ponder about school safety; in addition to physical security, children need intellectual and ambition safety: without a supportive environment that enables children to dream, they can't live up to the full potential which he emphasized exists within every student.

June Jordan prepares urban youth to be: Community members who show respect, integrity, courage, and humility; Agents of change in their school, their neighborhoods, and the world; and Intellectuals with the skills necessary to succeed in college and life.

The results: schools have been turned into giant test - prep centers, the intellectual life has been squeezed out of many classrooms, and some of the best educators have gotten tired (or fired).

CES worked with school districts and other entities to shape the policy conditions that support and promote schools characterized by personalization, democracy and equity, intellectual vitality and excellence, and graduates who experience success in all aspects of their lives: educational, professional, civic, and personal.

We've not only been wasting our time and money and resources in a fruitless argument, but we've been gambling with kids» lives in the name of this intellectual debate about the minuscule difference between public charter schools and traditional public schools.

Creation science vs. evolution, Genetic engineering, Homelessness, Euthanasia & assisted suicide, Pledge of Allegiance, Endangered Species, Organ Donation, Aging Population, Civil Rights, Racial Profiling, Drunk driving, Human Rights, World population, Children's rights, Alcohol & drinking, Gay Marriage, Disabilities Act, Acid Rain, Gangs, Drunk Driving, Animal Experimentation, War On Drugs, Language Policy, Famine Relief Efforts, Intellectual Property, Creationism, Moral Decisions, Civil rights, Organ & body donation, Nuclear proliferation, Sweatshops, Tobacco, American Education Reform, Cameras in Courtrooms, Sex Education, Missile Defense System, Adoption, City Curfews, Legal System, Civil Liberties, Bilingual Education, Global warming, Violence in schools, Legalization of marijuana, Immigration, Violence, Juvenile Crime, Social Welfare, Peace, Space Exploration, Physician - Assisted Suicide, Consumer Protection, Islamic Fundamentalism, Fathers» / Mothers» Rights In Divorce, Racial profiling, AIDS, Censorship, Environmental protection, Gun control, Affirmative action, Islamic Fundamentalism, Human Cloning, Minimum Wage, Dating Campus Issues, Campaign Finance Reform, Immigration, Garbage And Waste, Iraq, Fat Tax On Food, Federal Deficit, Family Violence, Agriculture Technology, Afghanistan, Smoking, Animal rights, Gender issues, Ethnic Violence, Intellectual Property, Foreign Policy, Dieting, Drug Policy, Social Welfare, War Crimes, Bilingual Education, Surrogate Mothers, Health Care System, Peer Pressure, Human Cloning, Speed Limits, Poverty, Same sex marriage, Homosexuality, Government vs. religion, Famine, Cuba, Amnesty, Endangered Oceans, Gay Rights, Legal System, Learning Disabilities, Islamic Fundamentalism Oceans, Living Wills, Biodiversity, Bio Fuels, Fraud, Garbage And Waste, Africa Aid, Women in the Military, Minorities, Pro Choice Movement, Zero Tolerance, Hate Crime, Antarctica Research, Gay Parents, Medical Ethics, Homeland Security, Terrorism, Binge drinking, Abortion, Welfare, Prayer in schools, Gangs, Death Penalty, Depression, Race Relations, Climate Change Policy, Agricultural Policy, Domestic Violence, Endangered, Endangered Species, Mass media Regulation, Conserving The Environment, Government Deregulation, Food Safety, Addiction, Gay Marriages, Academic Dishonesty, Organized Crime, Women's Rights, Chain Gangs, Anorexia Treatment, Water Pollution, Internet Hate Speech, Airline Safety Rules, Polygamy, Oil Spills, Legal System, Youth Violence, Computer Games.

The selected portraits include cultural and political figures admired by Neel, among them playwright, actor, and author Alice Childress; the sociologist Horace R. Cayton, Jr., whose 1945 Black Metropolis: A Study of Negro Life in a Northern City is among the key academic studies of the African American urban experience in the early twentieth century; the community activist and cultural advocate Mercedes Arroyo; and the academic Harold Cruse, known for known for his widely - published academic book The Crisis of the Negro Intellectual (1967) and for teaching at LeRoi Jones's Black Arts Repertory Theatre / School in Harlem.

Meanwhile, the interior is designed to provide a comfortable living experience that reinforces the social and intellectual connectivity that is at the heart of the school's mission.

The Zurich Financial Services Distinguished Visitors Program on Climate Change allows the Bren School to attract international leaders in environmental policy, law, business, and science to enrich and expand the intellectual life of the Bren School community and share insights on issues critical to climate change.

The Zurich Financial Services Distinguished Visitors program will allow the Bren School to attract international leaders in environmental policy, law, business, and science to enrich and expand the intellectual life of the Bren School community and share insight on issues critical to climate change.

Dr. Hill, who earned his MD from the University of Southern California's Keck School of Medicine, joins the firm in the Intellectual Property Department and will also be a member of the IP Litigation and Life Sciences Practices.

The program has been adapted for adolescents between 13 - 18 years; upper primary school students; students with a mild intellectual disability; young people with an indigenous background and students who live in out of home care.

Drawing on the full breadth of intellectual resources available across Harvard University's schools and affiliated hospitals, the Center is designed to generate, translate, and apply knowledge in the service of closing the gap between what we know and what we do to support positive life outcomes for children, particularly those who are vulnerable, in the United States and throughout the world

The mission of Early Head Start is to support healthy prenatal outcomes and enhance the intellectual, social, and emotional development of infants and toddlers to promote later success in school and life.

The model is based on the assumption that significant problematic substance use and the behaviours often associated with it cause development to essentially «arrest» in many areas of the child's life, including emotional, social, academic (intellectual) and even physical development (consider the impact of poor nutrition, school dropout / disengagement, poor sleep habits, numbing of emotions and failure to engage in healthy relationships).

In the parents of children with ASD group the inclusion criteria for the primary caregivers were as follows: (a) their child had a medical diagnosis of Asperger syndrome or childhood autism according to ICD - 10 [55] criteria; (b) their child had no intellectual disability; c) their child lived at home with them; (d) their child was between 5 and 17 years old; (e) their child attended a mainstream or inclusive school; (f) no concomitant conditions in children with ASD; (g) no developmental disorders or serious health problems in other children in the family; (h) the parents were partners and living together; (i) both of them completed the questionnaires; (j) both of them were biological parents of the child.