Sentences with phrase «minded education law»

While a new reform - minded education law won't necessarily turn him into a two - term president, he needs to play that card.

Not exact matches

@David Johnson «It is a truism that almost any sect, cult, or religion will legislate its creed into law if it acquires the political power to do so, and will follow it by suppressing opposition, subverting all education to seize early the minds of the young, and by killing, locking up, or driving underground all heretics.»

«It is a truism that almost any sect, cult, or religion will legislate its creed into law if it acquires the political power to do so, and will follow it by suppressing opposition, subverting all education to seize early the minds of the young, and by killing, locking up, or driving underground all heretics.»

While housing laws may dominate the minds of politicos this year, two other issues are more front - of - mind for the everyday public's interaction with government: public safety and education.

The Labour government, led by Tony Blair, introduced the law in 1998 that banned the opening of new grammar schools in England, but new Education Secretary Justine Greening said that the government should be «open minded» about repealing the ban, citing that the education landscape had changed dramatically over the past fEducation Secretary Justine Greening said that the government should be «open minded» about repealing the ban, citing that the education landscape had changed dramatically over the past feducation landscape had changed dramatically over the past few years.

These thoughts came to mind upon reading the review of a book we edited entitled School Money Trials (Brookings, 2007) that recently appeared in the Journal of Law and Education.

In 2001, Bush persuaded Congress to pass a new law, No Child Left Behind (NCLB), which created the nation's first reform - minded federal regulatory regime in education.

State school board members and other education leaders from around the country gathered here this month with a new federal education law very much on their minds.

Two veteran education advocates who had a front - row seat on ESSA's development tell us what's on the minds of state and district leaders as implementation of the new law begins.

Brokered by liberal stalwart Ted Kennedy and then - House Education Committee Chairman John Boehner in 2001, the law combined a tough - minded approach to accountability that appealed to conservatives with new funding for poor children supported by progressives.

Once the Serve America Act was signed into law, I was able to shift my attention back to education reform, and I joined the team at The Mind Trust in Indianapolis.

The ACLU says the question alone discourages enrollment — never mind that schools are required by law to establish if a student has an IEP in order to ensure there is no gap in special education services upon starting class.

Thanks to state laws that force districts to bargain with National Education Association and American Federation of Teachers affiliates, and the considerable political heft that the two unions bring to bear in the form of lobbying and $ TK million in campaign donations to state legislators, reform - minded districts are often outmanned and outgunned at the state level.

In 2009, the year reform - minded Education Commissioner Terry Holliday was hired, a state law mandated that Kentucky develop more rigorous standards.

When our state education officials impose an educational program that does nothing to develop our children's intellectual abilities, intentionally mislead parents about what the law on testing permits, then waste scarce taxpayer dollars, not on educational services, but rather on a media blitz to further snow the public, we know that they do not have the best educational interests of our children in mind.

So in Congress, it seems what we have is a lot of people with very short attention spans looking at something as complicated as education with a frame of mind that they bring with them from the worlds of finance, law and banking.

We have updated our test refusal letter to reflect changes in federal education law (ESSA), but keep in mind that there is no «official» opt out letter.

TALLAHASSEE, Fla. — Florida Gov. Rick Scott, a day after insisting he still hadn't made up his mind, signed a sweeping education bill into law Thursday that steers more public money to privately run charter schools.

The law was written with students in mind — in most cases, education policy gets passed with adults» interests in mind.

The Family Educational Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Creative Minds International Public Charter School, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child's education records.

Geoffrey has an extensive background in adult education, having been a tenured member of a faculty of law in Australia, Education Services Manager of a national software company, and National Director of the Mind / Brain Network of the American Society of Training and Deveducation, having been a tenured member of a faculty of law in Australia, Education Services Manager of a national software company, and National Director of the Mind / Brain Network of the American Society of Training and DevEducation Services Manager of a national software company, and National Director of the Mind / Brain Network of the American Society of Training and Development.

At The Forum for Education and Democracy, we think that would be a good place to start — and we want to encourage the administration and Congress to do more than fix a bad law; we want them to invest in public schools in ways that prepare every young person to use his or her mind well.

As John Adams declared, «laws for the liberal education of youth are so extremely wise and useful that to a humane and generous mind, no expense for this purpose should be thought extravagant.»

The new federal education law passed last year, the Every Student Succeeds Act (ESSA), calls on states to develop accountability systems with criteria like this in mind.

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The idea that people who hold personal, faith - based convictions that are contrary to liberal norms can not effectively teach the law, or approach education with an open and critical mind, is rooted in stereotype, not fact or logic.

CLE, or Continuing Legal Education classes, might not be foremost on the minds of law students who haven't yet graduated, but they are a very significant aspect of life after law school.

Law schools, and the very model of legal education itself, immediately come to mind as # 1 culprits — and for good reason.

The cornerstones that provide the foundation for UChicago Law's educational mission are the life of the mind, participatory learning, interdisciplinary inquiry, and an education for generalists.

But keep in mind that the end of the billable hour might result in some changes to your legal education, and law students have different learning styles than the rest of the population.

That needs to be done with a mind open enough to believe that there are lawyers called to the Bar in Ontario prior to the 1950s who were just as admirable as those who attend academic law schools, so that «admirable» becomes a term accessible to a variety of forms of legal education.

For instance, the University of Chicago, the fourth - ranked law school in the authoritative, yet oft - derided U.S. News and World Reports» rankings states «[t] his is what sets us apart from other law schools: we have an unabashed enthusiasm for the life of the mind — the conviction that ideas matter, that they are worth discussing, and that legal education should devote itself to learning for learning's sake, not just for earning's sake.»

The Law School concentrates on providing an all - encompassing education to the next generation of America's legal minds.

While recognizing the legal distinction between public and private education, my mind drew an obvious parallel between the harm that institutional segregation caused black students several decades ago, and the harm that TWU Law's new brand of segregation will cause LGBTQ students.

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,

At the root of the cause is a century of wars, famines, economic turmoil and a clear lack of education about how the science of our mind works and the universal laws that govern our mind.