Sentences with phrase «of teaching aids»

Planned and instructed subject area using variety of teaching aids and strategies to engage students in speaking

If you are looking for a job as a teacher, you can add good communication skill, sound knowledge in the specified field, class management, use of teaching aids, interactive teaching etc. as per the post of teacher.

Planned and instructed in the Medical Administrative Assisting Program using a wide variety of teaching aids to engage adult learners in active learning.

In working with instructional designers, maintains equipment to ensure the availability of teaching aids and other instructional resources.

Our Role Play Resources Section, covers numerous topics and contains a variety of teaching aids, such as clocks to teach about time, role play money and shopping vouchers to help children with their counting skills.

This is a digital product which compromises of 10 chapters of teaching aids, with direct links to over 70 editable lesson ideas which can be copied into already established lesson plans.

Not exact matches

Charlene Markley, an anthropology professor at Reed College, is building an extraordinary database of images, all drawn from mainstream advertising materials, to use as teaching aids in a sex and gender class.

Additionally, participants will get the chance to meet with the Speakers of the Senate and House of Commons, observe Question Period and parliamentary debates, and receive resource materials to aid with teaching civics related subjects.

How many people on this planet have AIDS because they believed the teachings about condoms; how many unwanted children have been abused because their parent (s) bought the argument about the evil of contraception.

I am for the elimination of hate, fear and control, religion is just the catalyst that people use to hate, fear and control, getting rid of religion won't solve the problem, its like putting a band aid on a severe cut, its temporary, and it just hits the surface, instead we need to go deeper than that to the root cause, I know lots of religious people who don't hate, fear or control, there are also many beliefs such as paganism, Buddism, Taoism, which doesn't use hate fear, and self righteousness to condemn others, I think if maybe more of the most major religions followed there teachings then we wouldn't have as much problems as we do.

Obama went on to frame decisions as disparate as ending tax breaks for the wealthy and defending foreign aid as examples of biblical principles in action, quoting Jesus» teaching that «for unto whom much is given, much shall be required» and invoking the «biblical call to care for the least of these.»

Starting with no grammar or dictionary, indeed not one written word to aid them, missionaries have learned the oral language, often without benefit of any interpreter — definitely the hard way — worked out an alphabet, reduced it to writing, prepared a grammar and dictionary, translated some portions into the newly written tongue, then had to teach the natives to read their own language in order to read the Bible.

Articles and teaching sessions are devoted to social scandals like the increase in hunger, poverty, homelessness and illiteracy in the U.S. Likewise, issues surrounding U.S. foreign policy, aid and grotesque military appropriations are frequently critiqued on behalf of a foreseen new social order that will be founded on liberationist principles.

Alison Gray, in a recent doctoral study on the empirical use of material relating to The Essay in Aid of a Grammar of Assent, in relation to the teaching of Key Stage Three religious education in a Catholic school in England, has shown the inherent capacity of children to reach belief by a proper use and understanding of the illative sense.

I've heard teachings on Genesis a thousand times and never have I heard some of the Near Eastern accounts that aid us in performing our own grammatical historical exegesis.

Within the U.S., how does this tradition relate to African - American conspiracy theories, from Elijah Muhammed's teaching that whites are devils to the more recent myth that AIDS began as a white conspiracy to kill Africans, or Amiri Baraka's suggestion that Jews had advance knowledge of the 9/11 attacks?

Some challenge specific parts of the curriculum (mandatory AIDS education, New York City's distribution of condoms to schoolchildren without the knowledge or consent of the parents, textbooks that propagate anti-Christian doctrines, gym - class dress requirements at odds with the modest dress required of Hindu, Muslim, and other children, «values clarification» classes that teach that there is no objective source of right and wrong, and so forth).

If you are looking to preach, teach, or study the Psalms, or simply want an aid for your summer devotional reading of the Psalms, I highly recommend Allen P. Ross» Commentary on the Psalms.

Columnist Evan Davies writes about teaching HIV / AIDS awareness to his students in Rwanda, and how their perceptions of the disease are off.

Examples are 9/11 hijackings, The holding back of stem cell research that could save countless human lives, Aids being spread due to religious opposition to the use of condoms, Christians legally fighting this year to teach over 1 million young girls in America that they must always be obedient to men, the eroding of child protection laws in America by Christians, for so called faith based healing alternatives that place children's health and safety at risk, burning of witches, the crusades, The Nazi belief that the Aryans were god's chosen to rule the world, etc... But who cares about evidence in the real world when we have our imaginations and delusions about gods with no evidence of them existing.

These are teaching the ideal that they may be aiding young women to the sanity in being fond of their men / husbands; fond of their offspring / children; sane; pure; seeing to the home well; being subject to the / their men, that none of the word of God may be spoken against (on their account).

Examples are abuse by clergy, how it handles divorce issues, birth control specifically teaching in African countries that use of condoms spreads aids, ect.

I think most of the Americans are in lost... as most of them do not know who their father is and it is very unfortunate... even if they know who their father is, the mom has children from diff men outside of marriage... and while a child is being raised, watching what his / her parents do to enjoy their life... so things become normal when they grow up... like if you go back early nineteen century, women were not allowed to go to beach without being covered... and now it totally opposite... if you do not have a boyfriend or girlfriend before 15, the parents worries that their teenage has some problem... and lot more can be listed... And then you go to Church, what our children learn from there... they see in front of the Church an old man's statue with long beard standing with extending of both hand... some of the status are blank, white, Spanish and so on... so they are being taught God as an old dude... then you learn from Catholic that you pray to Jesus, Mother Marry, Saints, Death spirit and all these... the poll shows a huge number of young American turns to Atheism or believing there is no God and so on... Its hard to assume where these nations are going with the name of modernization... nothing wrong having scientists discovered the cure of aids or the pics from mars but... we should all think and learn from our previous generations and correct ourselves... also ppl are becoming so much slave of material things...

Everyone needs to be taught the right use of other drugs such as digestion aids, cathartics, reducing pills, stimulants, pain relievers, and tranquilizers.

’14 In popular Jewish thought Elijah came to be regarded as «the ever - present prophet, wandering incognito over the earth, sometimes in the garb of a nomad, to aid in moments of distress and danger, appearing to mystics and scholars to teach them hidden truths, and acting as celestial messenger».15 He was thought to be present at every ceremony of circumcision as the guardian spirit and witness, and on such occasions a special chair was reserved for him.

Thus, if a government may deny women the right to end problem pregnancies, it may as easily deny women the right to continue pregnancies the government may not approve of; or the government that provides tax aid to Catholic private schools could hardly refuse to provide similar aid to fundamentalist schools that derogate Catholicism and Episcopalianism (as Albert Menendez documented in his 1993 book Visions of Reality: What Fundamentalist Schools Teach).

While reading Vincent of Lerins's fifth - century aids to remembering (Commonitory) I gained the essential hermeneutical foothold in defining ecumenical teaching under the threefold test of catholicity as «that which has been believed everywhere, always, and by all» (quod ubique, quod semper, quod ab omnibus creditum est).

In fact Catholic chastity education can confirm that those who follow the teaching of the Church will find it almost impossible to catch AIDS or any other venereal disease.

To be free is never easy, but no group or individuals should be more prepared for aiding others to use freedom than clergymen and religious institutions who teach or preach of the yetzer tov and the «grace of God.»

A court empowered to judge a statute's constitutionality by that court's own inference of the animus of the statute's sponsors is a court set free from any limitations on its power» its power, on the one hand, to strike down any law enacted with the political aid of believers, and its power, on the other hand, to move directly against churches and denominations that display a perceived animus in their teaching toward certain behavior.

We needed someone who could answer off the cuff the detailed attacks made on Church history and policy: opposition to the use of condoms to combat AIDS, magisterial teaching about homosexuality; the Church's historical attitude to slavery, involvement in the crusades, relations with the Jewish people; someone who could properly confront and contextualise the evil actions of some members of the Church - in Ireland or Rwanda, for example.

Time to write was made possible by the Faculty Fellowship of the American Association of Theological Schools, and by sabbatical leave and research aid from Union Theological Seminary in New York City where I am privileged to teach.

In light of the parable of the Good Samaritan and the clear teaching of Matthew 5:43 ff., one is compelled to say that those who fail to aid the poor and oppressed (whether they are believers or not) are simply not the people of God.

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.

Redemption through love is the end of Wagner's mythic teaching» but as he holds the sacred to be of purely human invention, it is «redemption by our own devices and without the aid of a god.»

But best of all, you can also use these visual aids in your teaching.

TEMECULA, Calif. --(June 30, 2015)-- Kiyokuni Ikeda, a self - taught sushi chef who dropped out of high school to aid his ailing father, has landed the top job at Umi Sushi & Oyster Bar at Pechanga Resort & Casino.

My mentor was kind enough to teach me about DFAT's role in foreign aid and the potential opportunity for businesses as suppliers of food etc..

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

Telephone: [phone] (phone messages are checked regularly) E-mail (for general information): [email protected] E-mail (for anything related to the website): [email protected] Website: www.pridecollective.com / • U of M Youth & AIDS Project (YAP) 428 Oak Grove Street Minneapolis, MN 55403 Phone: [phone] Email: [email protected] Website: www.yapmn.com / Missouri • SPARK (Same - sex Parents Association for Raising Kids) www.SPARK-Action.org Same - sex Parents Association for Raising Kids (SPARK) is dedicated to provide support for children of non-traditional families by teaching our kids to embrace diversity and have respect for themselves and others.

BG EAT will host the Buffalo Grove Green Fair on June 30 and feature 20 exhibitors at Mike Rylko Community Park, 951 McHenry Road, Buffalo Grove, and a number of activities to teach visitors about water conservation, reducing greenhouse emissions and recycling along with a recycle collection of small electronics, eyeglasses, hearing aids, keys, gently used books, household batteries and light bulbs, said Debi Moritz, also a member of the BG EAT.

This comprehensive kit comes with a variety of learning aids to help parents teach their children about numbers, letters, shapes, and colors.

Music aids the development of speech, and singing simple songs teaches your child how language is constructed.

Through prenatal classes you will network with and learn from other people at the same stage of pregnancy as yourself, you will benefit from group activities and multi-media teaching aids, you will enjoy approximately 18 hours of instruction, and you will learn the four essentials that foster a confident and rewarding labour and birth: knowledge, relaxation / breathing techniques, comfort measures, and decision - making.

Great for building a bond with their new sleep aid (and cuddly friend of course) and teaching them something new, this is always a nice bonus.

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A Lamaze class can be taught in a group or privately; a Lamaze class can be covered in one day or over the course of several weeks; and a Lamaze Certified Childbirth Educator will use a variety of activities, visual aids, and teaching tools to demonstrate different concepts, tips, and techniques.

Some of her most cherished experiences have been teaching conservation to elementary students, caring for HIV / AIDS hospice residents, working on children's research and advocacy, and founding & co-directing Camp Kesem at Rice University.

Section 60 (5) of the School Standards and Framework Act 1998 allows Voluntary Aided schools, Academies and Free Schools with a religious character to religiously select all teaching staff, and allows Voluntary Controlled schools and Foundation schools with a religious character to do likewise for up to a fifth of staff.

Its own Equality Act advice for schools says «Voluntary - aided schools may apply religious criteria when recruiting or dismissing any member of their teaching staff... Religious criteria may not be applied to any other posts in a VA school unless there is a genuine occupational requirement.»