Sentences with phrase «more taught in schools»

Not exact matches

Schools and social agencies need to ensure that professionals have more training in digital media and its effects and also can also teach students how to use social media safely.

There has to be way more tank - filling than tank - draining,» says Ruben Nieves, former Stanford University men's volleyball coach and current national director of training for the Positive Coaching Alliance, a nonprofit organization based in Mountain View, Calif., that focuses on teaching and encouraging positive character - building in youth and high school sports.

Correction: This article has been updated to more accurately reflect how many teachers are certified to teach in Bridge schools.

In November, the Teaching Tolerance project at the Southern Poverty Law Center received more than 10,000 responses to an educator survey indicating an uptick in anti-Semitic, anti-Muslim and anti-immigrant activity in schoolIn November, the Teaching Tolerance project at the Southern Poverty Law Center received more than 10,000 responses to an educator survey indicating an uptick in anti-Semitic, anti-Muslim and anti-immigrant activity in schoolin anti-Semitic, anti-Muslim and anti-immigrant activity in schoolin schools.

Most of us are not taught resilience in school — I know I wasn't, though I wish I had learned it then: I use my resilience way more than I use algebra!

Just consider the ways in which patients are clamoring for more telemedicine and virtual doctor visit options while medical schools are harnessing virtual reality systems like Microsoft's Hololens to teach anatomy to young surgeons.

The Director of Clinical Operations for the Penn State Heart & Vascular Institute, Ettinger is described as «one of the best students I have seen in more than 30 years of teaching Executive MBA students» by Dennis P. Sheehan, the school's faculty director for MBA programs.

«If entrepreneurs were running schools, instead of bureaucrats, schools would be teaching a lot more of the skills and mindsets found in this book.

Perfect for teaching, training, speaking or consulting in any field: • Corporate Clients • Women's Groups • Service Based Entrepreneurs • Health Coaching • Teachers & School Administrators • Grief Counseling • Career Coaching • Non-Profit • Organizations • Teens & Young Adults • Sales & Leadership Teams and more!

But a more important lesson that every entrepreneur needs to learn — which is not taught in business school — is that the start or success of a business hinges majorly on cash.

If you were creating a middle - of - the - funnel webinar discussing the teaching methodology your horseback riding school follows, and you were targeting an intermediate - level rider, you could include a case study of an intermediate rider who came to your school and, as a result of your methodology and training, became one of the top riders in their division and moved on to compete with more advanced - level horseback riders.

Only half support more teaching about Asia in Canadian schools, and less than one - third feel we should focus more on teaching Asian languages.

The get the degrees from OTHER people who got their degrees in a book, in schools where they teach the book as if it were reality, taught by more people who got degrees in a book.

gays are still despised today as they were in the 1960; s. maybe even more since they are pushing the public school system to teach that being gay is morally acceptable and an alrnative lifesyle.

However... what happens when Christine wishes to teach Sunday School or become more and more involved in the life of the church in a leadership position?

- Native American religious beliefs are taught way more in schools than Christian beliefs.

Didn't they teach you that in im - smarter - and - more - critical - because - im - an - atheist school??

As he told me more than once, Teilhard justified for him taking this world seriously, as opposed (I gather) to what he was taught in school about the importance of preparing for the world to come.

He was the Ames Professor of Law at Harvard and taught there for more than thirty years before moving, in the late 1980s, to the Emory University law school, where he helped establish the Center on Law and Religion.

He essentially said the same basic things over again every week, with metaphor more suited to teaching actual children in Sunday school.

What is less clear to me is why complementarians like Keller insist that that 1 Timothy 2:12 is a part of biblical womanhood, but Acts 2 is not; why the presence of twelve male disciples implies restrictions on female leadership, but the presence of the apostle Junia is inconsequential; why the Greco - Roman household codes represent God's ideal familial structure for husbands and wives, but not for slaves and masters; why the apostle Paul's instructions to Timothy about Ephesian women teaching in the church are universally applicable, but his instructions to Corinthian women regarding head coverings are culturally conditioned (even though Paul uses the same line of argumentation — appealing the creation narrative — to support both); why the poetry of Proverbs 31 is often applied prescriptively and other poetry is not; why Abraham, Isaac, and Jacob represent the supremecy of male leadership while Deborah and Huldah and Miriam are mere exceptions to the rule; why «wives submit to your husbands» carries more weight than «submit one to another»; why the laws of the Old Testament are treated as irrelevant in one moment, but important enough to display in public courthouses and schools the next; why a feminist reading of the text represents a capitulation to culture but a reading that turns an ancient Near Eastern text into an apologetic for the post-Industrial Revolution nuclear family is not; why the curse of Genesis 3 has the final word on gender relationships rather than the new creation that began at the resurrection.

But there is more to it than that: this is not some bureaucratic response to a Vatican document that most Catholics have never heard of (the General Directory), but an insistence that the entire teaching of the Catechismitself should be at the heart of everything that happens in Catholic Schools.

But I spent more time teaching philosophy and humanities in the university than historical theology in the School of Theology.

Teaching and learning these things make for truly theological schooling only when they are done in the service of a further end: learning so to love God with the mind as to come to understand God more deeply and more truly.

But I have to say that I'm much more worried about the possible decline in the teaching of music in our schools than of RE as it has mostly become.

actually you do nt have to prove the many deities or Gods that they really exist, because they really had existed in their times, They are part of the evolutionary process for us humans to transcend to higher consciousness.To simplify the analogy, when we were young and we are in the lower grade school, we were taught simple subjects not advance literatures but simple stories even mythicals, The same with religion, thousands of years ago when there was no science yet, primitive people had a religion, of course man made faiths to conform with their state of mind or intellect.But later atfter thousands of years we evolve into a more educated people and so new concept of God again was presented to them, another man made concept, and this go on and on, until a few thiousand years ago.monotheism, Judaism, christianity, islam, buddhism, etc also evolved, But with the accelerated evolution, these faith again is threatend with obsolesencs because of of scientific developments and education.In panthroteistic faith, the future religion needs to conform to evolutionary process, This proves that God is always there guiding the change.And it his will that made this a reality in history since the begining of the universe 13 billion years ago, and this will continue to exist until He will completely fulfill His will to infinity, Thats PANTHROTHEISM, the futue, man made religion under His guidance through scientifiic evoluition after the Bi Bang

I did grow up christian, however, in Sunday School they never taught much more than «Love Jesus» and told us some of the stories without really explaining the significance.

And more than 90 percent of current graduates say they would seriously consider teaching in a religiously affiliated college or university or a divinity school.

Von Balthasar often commented that be found more vitality and originality in the writings of literary figures like Georges Bernanos (author of Diary of a Country Priest) than in much of the neoscholastic theology he was taught at school.

Nuns when I was growing up got involved in political protests, they taught school, and truth be told, represent a more «Liberal» element that this now «far right wing» church.

For what received more publicity than the booklets was the infamous American trial in 1925 when a school teacher, John Scopes, was tried and convicted for teaching biological evolution in a Tennessee school.

What there is is finding other ways of exercising that call: interim pastor, parish associate, stated supply, teaching church school, worshiping always, serving on presbytery committees, being volunteers in mission, and by being a participant as an «honorary layperson» in the ongoing life of a congregation — all these and more are ways by which we respond to the enduring calling by God through the church.

Ironically, this newsworthy curriculum evidently teaches a good deal less about etiquette than we learned back at Margaret M. Amidon Elementary School in the «60s, but that is still a good deal more than children learn in most places.

the school system could not be more clear in its assertion of a right to teach such values

It is the ecumenical movement even more than my teaching at Yale (since Vatican II, all in the divinity school and the department of religious studies) that has been the context of my thinking.

Schools should also pay more attention to the philosophical issues raised by the controversy over creation and evolution — although attentiveness should not mean sneaking in sectarian teaching of religion under the subterfuge of «scientific creationism.»

I've spent far more time than I care to admit combing through complementarian literature, reading debates about whether women can read Scripture aloud in church, whether female missionaries should be permitted to give presentations on Sunday evenings, what age groups women should be allowed to teach in Sunday school, whether women can speak in small group Bible studies, what titles to bestow upon worship leaders and children's ministry coordinators so that they don't appear too authoritative, and on and on and on.

Muslims need to teach kids in schools love humanity and respect others, not if you are non muslim you are devil, you don't have to repeat it on tv or radio channels which religion is peacful, people are not dum they know all religions are for peace, but where is the peace in practically, showing hatred or having thoughts of islamization the world, stop evil thinking of conversion of anyone to islam that is not peaceful religion or thoughts.help the poor and needy, give equal respect to male and female respect democracy and more important develop tolerence.intolerence is the basic evil of human race.

The current arrangement of the theological curriculum makes no more sense, he explains, than if a medical school were to claim that it had to keep students away from patients in order really to teach them about medicine.

Parents who continue to teach their children this are inevitably going to confuse the heck out of their children when they have to take more advanced science courses in high school and college.

(132) The energy bursting from this story is admirable, but this is a long way from the problems of an averageCatholic family in Britain, who are more likely to be worrying about what the local primary school is teaching their children, rather than the best way to shoot a rat.

Crucifixes are all over Italy in public places and it will be hard for that person not to notice a crucifix in any public place INCLUDING the public schools there... so I don't know why this person would suddenly sue the government for having a crucifix at a walking or sitting at a PUBLIC school which does not teach religion any more than a walking at a PUBLIC pedestrian where you would probably find more crucifixes as you walk by.

Wow this is fun to watch... the extreme religious right is being forced to choose between either 4 more years of leftist liberal gay supporting Obama, or having to vote for a guy who they've been taught their whole lives in sunday school belongs to a polygamous satanic worshiping cult.

There is a great deal more to the teaching of English in Catholic schools than the teaching of literature written by Catholics.

Nord's plan for teaching religion as religion under existing First Amendment jurisprudence will not please everyone who seeks more religion in the schools.

What is more, my standard work - schedule would soon be substitute teaching one day in an inner - city high - school, and the next in a suburban one.

Two others components center more explicitly on formation for teaching in a theological school.

Various explanations are offered in the article to explain the resistance of Jewish educators to teaching more courses on Christianity in religious schools» the hostility born of victimization, fear of opening Jewish children to proselytizing, and «monism» in Jewish thinking.

Like his more speculative contemporary Ptolemy, a moderate Gnostic teacher, he undoubtedly thought of himself as standing in «the apostolic tradition» in a «succession» of teachers.24 Like pagan teachers and rabbis, Justin laid hands upon the head of each disciple on the completion of the course.25 At his trial, Justin, philosopher - prophet - teacher, describes the «school» where he has been teaching for the examining prefect, who will presently put him and several of his students to death.

He had an extraordinarily active and successful career, among the fruits of which were the distribution of over two million copies of the Scripture text, in different languages; the equipment of several hundred missionaries; the circulation of more than a hundred and eleven million of scriptural books, pamphlets, and tracts; the building of five large orphanages, and the keeping and educating of thousands of orphans; finally, the establishment of schools in which over a hundred and twenty - one thousand youthful and adult pupils were taught.