Sentences with phrase «of general teachings»

His words left to us in scripture provide all we need in the way of general teachings about how to conduct our particular affairs.

All NASUWT members are being urged to Sign the Petition to the GTCE calling for the withdrawal of the General Teaching Council for England (GTCE) Code of Conduct and Practice for teachers and headteachers.

And they very The homepage of the General Teaching Council for England.

As Chris discussed Saturday the WSJ had a silly article in which a woman demands a prescription drug from a flight attendant, asking for the wrong drug to The homepage of the General Teaching Council for England.

The Outdoor Ed APPbag of Tricks contains a variety of general teaching resources, outdoor specific content and a range of inspirational outdoor videos.

Barely one month after the current government was elected in 2010, the secretary of state for education Michael Gove announced the abolition of the General Teaching Council for England.

In devising RHSC's Pupil Premium (PP) spending strategy, as well as the need to constantly support the improvement of general teaching standards throughout the school, we identified the areas in which our disadvantaged pupils need support.

The establishment of an Education Workforce Council to take on the responsibilities of the General Teaching Council for Scotland and the Community Learning and Development Standards Council and to register other education professionals.

heidelberg.edu Our website has a wide range of general teaching job cover letter templates that can widely be used for preparing cover letters.

Not exact matches

They agreed that the key to uplifting their community, and fostering more entrepreneurship in general, was to teach and mentor the next generation of entrepreneurs.

This one from McMaster University via Coursera is focused more on career issues, and the topics covered sound like a top hits list of common work questions: «Mindshift teaches you essentials such as how to get the most out of online learning and MOOCs, how to seek out and work with mentors, the secrets to avoiding career ruts (and catastrophes) and general ruts in life, and insights such as the value of selective ignorance over general competence.»

In a relatively short amount of time, Saujani has gotten the likes of Twitter, General Electric, Square and Google to sign on to her initiative: two - month long programs that teach young women to code and offers mentorships.

Just a classic general equilibrium models, efficient markets, smooth continuous price movements, the Phillips curve, Black - Scholes — I'm good friends with Myron Scholes, and he's taught me a lot, but there's a lot of flaws in that model.

Given to Gates by Warren Buffett, the out - of - print collection of New Yorker articles from the 1960s hones in on different case studies — price - fixing at General Electric, the flop of the Ford Edsel and missteps at Xerox, to name a few — in order to teach greater strategic lessons.

The trouble, according to a host of psychologists, is that using this sort of general encouragement for every little thing teaches kids to value your praise rather than the intrinsic satisfaction of true accomplishment.

And in terms of general skills, if they start out with interests or endowments that make them more likely to be entrepreneurs or less likely, you can enhance their ability to be entrepreneurs through teaching.

Jennifer Aaker, the General Atlantic Professor of Marketing, teaches the course, Designing Happiness.

About Toronto East General Hospital @EastGeneral Toronto East General Hospital (TEGH) is a full - service community teaching hospital that has proudly provided high quality health care to the residents of East Toronto for over 86 years.

In addition to her role as General Partner at Trinity, she is a Lecturer in Management at the Stanford Graduate School of Business where she teaches Startup Garage.

Based on his years of advising generals, CEOs, and politicians, Ramo takes us into the opaque heart of our world's rapidly connected systems and teaches us what the victors of this age know — and what the losers are not yet seeing.

Michael was a faculty of Columbia Business School from 1992 to 2004 where he taught MBA programs in general corporate finance, capital markets, securities analysis, value investing, and entrepreneurial finance.

Then, as a doctor in a general free university, I began, at the command of pope and emperor, to do what such a doctor is sworn to do, expounding the Scriptures for all the world and teaching everybody.

Additional reasons might be given for The United Methodist Church to rid itself of a commitment to abortion rights: the increasing numbers of African delegates (who are, in the main, pro-life) to General Conference; the horrifyingly high abortion rates (though the annual totals are continuing to decrease) in the United States; the pro-life drift of American public opinion (which United Methodism seems to follow); the uncommon clarity of ecumenical teaching on the dignity of the human person; and the providence of God.

There were notable exceptions, of course, such as the Council of Trent's repudiation of the idea that «the Jews killed Christ,» but that official teaching never really took hold, and the general trend among many Catholics and other Christians was to ostracize and persecute Jews.

Jesus also wanted to teach the Pharisees and the other people who were present about the purpose of the Sabbath, and the purpose of God's Law in general.

Lay leaders do most of the preaching, teaching, pastoral counseling and general oversight of congregational life.

Catholic universities adopt many of their practices from the general context of higher education in the United States and around the world; since they emerge from the Church and draw from the heritage and teaching of the Church, it should not be surprising to non «Catholics that the Catholic universities also relate features of Catholic heritage to the university.

Consideration of brahman in terms of sat chit ananda thus only serves to implicitly emphasize the general teaching of the inscrutability of brahman.

In many of these places you do not get exposed to their cultist practice and teaching as long as you only attend their general assemblies.

Feminists have persistently awakened us to the depth to which patriarchy shapes all our disciplines, the disciplinary style of thinking in general, our way of teaching, and the hierarchical structure of our institutions, as well as our ignoring of the consequences of our actions for the Earth.

In November 2006 Cardinal Carmillo Ruini, the Vicar General of the Diocese of Rome and at the time the head of the Italian Episcopal Conference (CEI), gave a keynote address to an international conference entitled «University and The Social Teaching of the Church» (Università e Dottrina Sociale della Chiesa, Rome 17.11.06).

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.

It is not a pleasant teaching, and it is certainly out of fashion at the moment, but the fact of a general judgement was central to Christ's instruction on the Kingdom.

When we apply this position to Diem's original criticism of Käsemann, that the latter presented Jesus as only teaching general truths rather than the kerygma, it becomes clear that Diem has overlooked the crucial point: Käsemann went beyond the view that Jesus taught God's fatherhood and man's freedom, to the assertion that «God has drawn near man in grace and requirement,» and Jesus «brought and lived the freedom of the children of God».

I can not escape the conclusion that you will come out convinced that, both in general and in detail, the ethics of the Bible, from the Ten Commandments to the character and teaching of Christ, meet the test.

While it is of course true that those who belong to this school are perhaps most vocal in their assertion that in our Lord alone may God be seen at work, and while it is they who denounce the concept of «general» revelation as a vain fancy of sub-Christian speculation, a considerable number of other Christian thinkers take what in effect is the same position when they make central to their teaching a kind of uniqueness in the coming and the person of Christ which effectively removes him from the context of the total sell - expressive operation of the Eternal Word.

As for the Church's social justice views — Allen mentions conservative criticism of Caritas in Veritate (while overlooking the many conservatives who applauded it)-- I wrote two separate columns for the Times of London online a) praising the essentials of that specific encyclical, and Benedict's economic and social justice teachings in general; and b) saluting Archbishop Oscar Romero, who I believe will one day be declared a saint, precisely as a champion of Catholic social justice.

Teaching relating to a messianic banquet is a commonplace of Jewish apocalyptic, but, in view of the pointed reference normally to be detected in sayings and parables of Jesus, we would not expect his saying to be either general or commonplace.

So we must turn to more general considerations, and here there are two that are decisive: (1) the translation «within you» would give us a meaning and usage completely without parallel elsewhere in the teaching of Jesus concerning the Kingdom; and (2) in the Oxyrhynchus Papyrus - Gospel of Thomas tradition, where «within you» is certainly understood, the saying has to be recast to make this meaning unambiguous.

Everywhere even earnest Christians, unconditionally devoted to the teaching of the Church, are quite emphatically in disagreement on such matters, as soon as the attempt is made to pass from general principles to a concrete prescription.

Purity culture teaches that men (in general) will always be horny, objectifying a-holes and absolves them of responsibility.

For as well as theoretical reflection on the moral significance of a decision, there are other ways and means by which a human being can either become clear about the rightness and conformity to God's will of a decision, or at least improve the conditions for its correct formation: the general cultivation of courage, unselfishness, self - denial, the practice of the art of making vital particular decisions which can not be deduced by purely theoretical consideration as this art is taught by the masters of the spiritual life.

In this lecture, which like the others in this series is intended as a general exposition of process views rather than a Christian development of them, we shall not make as full use of his teaching as we shall of that in other representatives of the school.

The teaching following 21.7 is designed to combat false hopes that the End is to be expected in connection with the fall of Jerusalem, and is here preserved by Luke because it is in agreement with his general anti-apocalyptic thrust.

Those who set out the moral lessons of Jesus» teaching or focus on the insights provided by his parables believe that the real point of the Gospels lies in their general lessons for our lives.

As a medical professional, one would think you'd understand that biological evolution, much like general relativity, quantum mechanics, the germ theory of disease, cell theory, plate tectonic theory, etc is a scientific theory and should be taught in science class based on the preponderance of evidence that backs it.

Thus, the universe being once fram'd by God, and the laws of motion settled, and all upheld by his perpetual concourse, and general providence; the same philosophy teaches, that the phenomena of the world, are physically produced by the mechanical properties of the parts of matter; and, that they operate upon one another according to mechanical laws.

Gerald J. Pillay applies these insights to the teaching of church history, seeking to overcome the artificial division between church history and general history and thereby to connect the particular with the whole.

I see no reason why these two general kinds of function are any less proper «teaching» than direct instruction of an individual or a small group.

The remainder of the book (chapters 4 — 7) provide a detailed explanation of how to study and teach the texts of the General Epistles, beginning with interpreting them from the Greek and moving on into exegetical outlines and homiletical exposition.