Sentences with phrase «of teaching contract»

Not exact matches

Not all Jews believe this, BTW, but in Judaism I have yet to run across someone who believe that G - d would punish anyone for their «beliefs» and not their «deeds» (take a good look at the Tanach... the contract with the Jews (known as the «teachings of G - d», not «the law») is all about behaviour; and while many Christians have been raised to view «the teachings of G - d» (the law) as something to be «freed» from... one has to ask the simple question..

Didn't they teach John the importance of introductions, of «contracting» and «partnering» with his listeners?

A Jew's first contract is with God, and I think the school is doing the right thing by sticking to its tenets of faith, and what it's trying to teach its students is admirable.

In the last ten years I have moved increasingly toward experiential teaching (using self - awareness exercises, role playing of counseling methods, live demonstrations of growth groups, and so forth), which involves the students» own feelings, responses, and needs; asking the students to draw up their own «learning contract» based on what they want to get from a given course or workshop; expecting students to participate in the teaching by sharing in some systematic way the insights they have discovered to be meaningful; revealing my own struggles, uncertainties, and weaknesses; and asking the students to evaluate anonymously the course, including my teaching.

The government's method was to offer private schools four options: (1) continued independence with no aid, (2) integration into the public school system, (3) a permanent «contract of partnership» in which the classes under contract would be taught according to public school schedules by teachers under contract to the state, and (4) a «simple contract» of limited duration in which the designated classes would be taught by teachers hired by the school but certified by the state.

The only major positive is that Wenger is edging closer to the end of his contract (although he'll probably get another one), and then hopefully we can get a top manager in like Simeone (who works with a smaller budget than Wenger), who can teach our players how to defend.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

in high school second - language education, I have put my teaching career on hold to pursue my blog, social media contracts and translation work since I can do all of these from home.

For example, by teaching the principle of, we can coach a young dad through the process of encouraging appropriate behavior in his children by developing behavior contract or setting reasonable consequences for misbehavior.

The Minister of Health, Kwaku Agyemang - Manu has admonished the Chief Executive Officer of the Korle - Bu Teaching Hospital (KBTH), saying he did not inform him before terminating a revenue collection contract with unibank.

The Minister of Health, Kwaku Agyemang Manu, has said the Chief Executive Officer of the Korle Bu Teaching Hospital, Dr Felix Anyaa, erred in his decision to terminate the hospital's revenue collection contract with uniBank, without his [Minister's] approval in the absence of the institution's governing board.

Korle Bu Teaching Hospital earlier in the year opted out of an agreement it had with Unibank to provide a system for the collection of revenue, claiming that uniBank had not delivered to their satisfaction hence the decision to terminate their contract.

He further explained that the state government had terminated the N29 million contract for the provision of electricity in the second annex of the Federal Teaching Hospital Abakaliki, (FETHA 2) for non speedy completion and failure of the contractor to honour the terms of the contract.

Chief Executive Officer of Korle Bu Teaching Hospital demanding that he (The CEO) withdraws a contract termination letter sent to Unibank or his perceived preference for the position of board chairman for Korle Bu could be changed.

Saying, «In contracts to the principal learning component of the Diplomas, work in functional skills lacked coordination in just under half the consortia visited and, as a result, the quality of teaching and learning varied considerably.»

Contracts didn't offer job security, pay was usually at the lower end of the scale, there were concerns that prisons didn't have access to training, there were insufficient resources for them to teach appropriately, they were bullied by managers and there was insufficient staff to deliver a proper learning experience.

Kwame Asare Obeng, aka A-Plus, believes the Presidential staffers whom he accused of corruption, Francis Asenso - Boakye and Abu Jinapor, were misled and acted on deception when they intervened in the termination of UniBank's contract to provide onsite banking services at the Korle Bu Teaching Hospital.

In the 2014 UFT - Department of Education contract, she made sure that 90 minutes were carved out of the teaching day for professional development, at a time when teachers were asked to implement Common Core standards with little preparation.

Mayor Bill de Blasio and Schools Chancellor Carmen Fariña applaudedTuesday's full ratification of a United Federation of Teachers contract, which will usher in reforms that transform New York City schools and support the teaching profession — and do so within the City's commitment to fiscal responsibility.

It later emerged that the accusations had to do with the two putting pressure on the CEO of Korle - Bu Teaching Hospital, Dr. Felix Anyah, to give back an on - site revenue - collection contract at the hospital to UniBank after the same contract had been terminated.

Women S&E faculty members are far more likely than men to teach part time (40 % versus 25 % for men), and are also more likely to have fixed - term contracts — 54 % of women S&E faculty members were on a 1 - term or 1 - year contract, compared to 34 % of men, in 1993 (NSF, 1996).

The academics who do accept jobs on contract typically do a lot of teaching or a lot of research, but not both.

In France, all Ph.D. candidates with a doctoral contract are entitled to take up to 32 days a year away from the lab to do paid work in teaching, science communication, technology transfer, or consulting — an option which Rym Boudjemaa took advantage of.

As a result, most of the named institutions now classify postdocs as individuals in training, within 5 years of being awarded a Ph.D. degree, who are primarily engaged in research with minimal teaching or other responsibilities, and are in a temporary appointment that does not constitute an employment contract with the university.

I am putting a good deal of effort into the «setting - up» activities that still need a lot of time (procedures, contracts, Web site, teaching material) and I want to be sure these things are under control before I stimulate too much demand.

He took a string of part - time UNICEF contracts during his first two graduate years, and when those came to an end he served as a teaching assistant for a course on developmental cooperation and poverty reduction in his university's economics department.

• In News & Analysis, Yudhijit Bhattacharjee wrote about troubles at the Lick Observatory near San Jose, and other California observatory facilities, after a decision by the University of California's (UC's) Office of the President to cut off funding for the salaries of 11 faculty and staff members at the University of California Observatories system who are perceived by some to enjoy privileged status, with a lighter teaching load than other UC scientists and an 11 - month contract instead of the 9 - month contracts of other UC faculty.

[BOX 3: Grants and Contracts] Financial Statements, 1957 - 1959 Financial Reports, 1957 - 1959 Financial Statements, 1958 Financial Reports 1960-1961 1962 1963 1964-1965 1966-1967 Report on Review of Source Data Preparation for Accounting Purposes, Oct. 1961 AAAS Budgets, 1968 - 1969 Financial Reports, 1968 - 1969 Financial Statements and Accountant's Opinion, 1969 Financial Statements and Accountant's Opinion, 1970 Financial Reports, 1970 - 1971 Financial Reports, 1972 Financial Reports from Operations, 1979 Budget Proposal for Fiscal Year 1974 and Projections to 1963 Report for Examination of Financial Statements and Additional Information, 1983 - 1984 Closed out Funds and Stocks AAAS Grants Committee, 1955 AID Audit - Mexico City, 1974 Asia Foundation, 1955 - 1975 Boston Concerts Carnegie Corp. - Grant to AAAS for Science Teaching Improvement Program Graham Chedd - Contract [3 folders], 1973 - 1977 DOS - AID Irene Tinker, 1973 - 1977 RISM Research for the Study of Man, 1973 - 1977 Smithsonian, 1971 - 1977 Audit, 1973 - 1977 Close Out, 1976 - 1978 GE Grant - Regional Consultants on Science Teaching, 1956 Gordon Marshall, Exhibits Contract, 1952 National Endowment of the Arts, 1973 NSF Grant - Soviet Science, 1952 Training Talented Students, 1955 Travelling High School Library, 1956 Gordon Conference on Teacher Education, 1956 Junior Academies Workshop, 1957 Proposal to NSF for Development of Science Teaching Materials for Elementary and Junior High Schools, 1961 Progress Report to the NSF on the Holiday Science Lecture Program, 1963 Proposal to the NSF for 1964 Visiting Foreign Staff Project, 1963 NSF - US - Japan Comparative Science Program, 1963 NSF - US - Japan Cooperative Science Program, 1964 WGBH, 1972 Willis Shapley, Contract Agreement, Oct. 1978 DHEW - Barrier Free Meetings, Oct. 1977 CBS News - Conquest Program Series, 1959 MISCO Contract - original, 1972 Basic Books Publishing - New Roads to Yesterday, 1963 - 1966

Both full - time and part - time contracts are possible; the full - time contracts require 128 hours of teaching and the part - time contracts can be limited to 64 hours.

While isolating the weak muscle as during muscle testing, the patient is taught to contract and resist as the practitioner gives verbal cues and the appropriate isometric resistance against the weak muscle's direction of movement.

Holding a heart in hands was one of the most powerful experiences of my life an it informs everything I do, teach and live — expand / contract, receive / let go, inhale / exhale, work hard / rest hard, etc..

My understanding of these various teachings constantly expand, contract and grow and I find this to be my greatest teacher.

This move teaches your muscles to contract explosively, an essential trait of speed.

To overcome the timing problem the proponents of core stability came up with a solution - teach everyone to continuously contract the TrA or to tense / brace the core muscle.

I have recently been hired by VIPKID, signed the contract and all the legal stuff, but because of Chinese New Year which is celebrated during the month of February and families (and the staff at VIPKID in Beijing) are all on holiday until next week, I have been using this time to do the training for using their teaching resources and platform for the past few weeks.

I teach contract Law, the use of bonding companies to hold government criminals accountable.

Former «Superhead» of Hackney schools federation and Department for Education (DfE) advisor Greg Wallace has been banned from teaching over an IT contract controversy.

The job advert outlines that applicants must be a classroom based teacher who has a current teaching contract, have at least five years teaching experience, and have an up to date knowledge of developments in the education sector.

But are American schools teaching the fundamentals of the social contract?

For instance, according to the teachers» contract, half of Stuyvesant's teaching vacancies each year must be posted and set aside for teachers seeking transfers from other city schools.

The underlying premise of the contract is that any teacher with a state license is fit to teach at Stuyvesant.

In 2003 schools chancellor Joel Klein appointed her and the project, through a no - bid three - year $ 5.4 million contract, to the task of revamping the way literacy skills are taught in more than 100 district schools, including most of those in Brooklyn and Queens, the project's mission is to retrain — through onsite workshops, leadership seminars, curricular materials, and an intensive summer institute — primary and upper - grade teachers, administrators from principals up through district superintendents, and central department policymakers.

The lessons I taught from then on were set up as a series of contracts, and I would teach mini lessons as needed.

We retain in our analysis the small number of teachers who share a contract, each teaching only half of the school day.

Finally, 8 percent of the teachers in our sample taught in a mixed - grade classroom in 2002 — 03, and 5 percent were in a «split» classroom, sharing a single contract and dividing the school day with another teacher.

Two years in the making, the historic deal to rewrite teachers» contracts in England and Wales is moving forward without the support of the nation's largest teachers» union, which fears that teaching assistants could replace teachers under cover of the agreement.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

Many large districts will struggle to create an atmosphere that promotes innovation as they wrestle with dramatically changing the existing teaching and learning paradigm, especially given existing labor contracts; building a spirit of risk - taking; and maintaining an unwavering commitment to success that will be required to develop new and innovative models that produce outstanding results.

In a study I undertook in 1989, I found that 12 percent of the elementary and middle school magnet programs in my sample specialized in basic skills and / or individualized teaching; 11 percent offered foreign language immersion; 11 percent were science -, math -, or computer - oriented; 10 percent catered to the gifted and talented and 10 percent to the creative and performing arts; 8 percent were traditional, back - to - basics programs (demanding, for instance, dress codes and contracts with parents for supervision of homework); 7 percent were college preparatory; 7 percent were early childhood and Montessori.

This small business administration has a goal of teaching you how to set up your very own business, managing the business to make it grow, and government contracting and making your business popular overseas and, possibly, all around the world.