Sentences with phrase «practice in schools does»

Not exact matches

When Linda Rottenberg graduated from Yale Law School in 1993, she knew one thing: She didn't want to practice law.

You get to practice your silly religion all you like, it's just when you attempt to inject that into my school, my courthouse or my government that I will stand up and shout in your face, so don't act all surprised when it happens like «Oh, well, we just didn't know, we thought everyone wanted us to force our religion on the rest of society...»

Why do they work so hard to force such good people down, attacking the open practice of faith at high school football games or in public offices?

People have the right to leave church and organized religion, they have a right to question an institution that will do anything to save face even if it means letting children be harmed (and trust me, there are Priests that have issues with girls - my mom when to an all girls» Catholic school in the 60s and talks about how many of the priests used to «hang out» with the young girls out and girls have been abused), churches that are not practicing social justice.

Mormons do not run religious schools that take public aid from the state, such as secular textbooks, though that is a practice approved by the Supreme Court in states with substantial numbers of parochial schools.

What must be done is to keep insisting on the right to teach the Bible as history and as literature in the public schools until this not only is permitted but becomes as widely practiced there as in the state universities.

If they are defined in a theological way, how in actual practice is this school's goal to educate persons for «ministerial functions» related to its overarching goal in some way «to have to do with God»?

Does it require, for example, that the school's polity explicitly include institutionalized mechanisms enabling the school critically to examine the practices making up its common life for ways in which they are deformed ideologically and idolatrously?

How does the fact that it is a theological school constrain the concrete ways in which the disciplines function in these practices?

The set will include practices of teaching and learning, practices of research, practices of governance of the school's common life, practices having to do with maintenance of the school's resources, practices in which persons are selected for the student body and for the faculty, and practices in which students move through and then are deemed to have completed a course of study.

On the other hand, if the concrete way this school does «have to do with God» is ordered to education for ministerial functions, is it not then in practice using «having to do with God» for a further, ulterior purpose («educating for ministerial functions»), thus corrupting its proper theological character («having to do with God for God's own sake»)?

But just how in actual practice does this school «have to do with God»?

Accordingly, is it any more adequate to the way this theological school «has to do with God» to analyze it in terms of a contrast between «theory»» and «practice»?

How do practices other than those of explicit teaching and learning nonetheless conceptually form persons in the micro-culture that is the school?

Does this thesis mean that one has to be personally and existentially involved in the common life of a congregation in order to be capable of engaging fruitfully in the practices comprising a theological school?

In contrast to the congregation, among whose practices doing theology is inherent but secondary, in a theological school doing theology is primary and central among its constituting practiceIn contrast to the congregation, among whose practices doing theology is inherent but secondary, in a theological school doing theology is primary and central among its constituting practicein a theological school doing theology is primary and central among its constituting practices.

Not only does the pluralism in question characterize past and present construals of the Christian thing and their respective social and cultural locations; it also characterizes particular theological schools, the practices that constitute them, and their respective social and cultural locations.

It does not follow, however, that the persons involved in the practices constituting a theological school must also be existentially engaged in the practices constituting a worshiping congregation.

However, it does not rule out that the group of persons cooperatively engaged in the practices constituting a theological school might also at other times cooperatively engage in the practices constituting a Christian congregation, and vice versa.

Theological schools do so through practices of self - governing that, as I argued in chapter 8, must be qualified in certain respects by the fact that they are theological schools.

We did the same thing in junior high school, but now that we're more mature we practice psychobabble hit - and - run as we sit in the hot tub and sip chardonnay.

Why does one need city representation or school boards to justify how and in what capacity young Muslims can practice their religious observances?

As much as I hate to agree with you on this, Edweird69, I have to because I grew up in a Christian neighborly atmosphere and school and saw nothing but the farthest thing of what Jesus taught us to do being practiced in those places by those folks.

Back in 2015, a survey commissioned by ITV revealed that 12 per cent of parents of primary school aged children admitted to having pretended to practice a faith in which they did not believe to get their child into a desirable faith school.

After school, he would have football practice — he never missed one, Jane said, not even if it was a voluntary summer workout — and when he got home from that, he would do his homework and get in one more lift before bed.

If a school like Quinnipiac — relatively small in size, punished for its prior behavior, and under the microscope because of it — struggles to get this right, what does that mean for everyone else and for Title IX as law in practice?

The courts where I practiced in my high school years were done in by school expansion.

The routine of gymnastics training — leaving school early, doing homework in the car and practicing relentlessly — had worn on her.

From the first day I met Joe in the practice room to his final match in high school, I can't recall a day that he didn't give 100 % effort into all that he did.

I read all the time about mal - practice in hospitals, incect cases in churches or schools, not even speaking about how our education system fails in a basic thing like teaching all of our children to read (you do your research and find out the number or illiteracy in this country).

Although most school - age children who suck their thumbs do so in private (they become aware that thumbsucking is not an accepted practice), there is a small percentage of children who continue sucking during the day.

In speaking to him, I've learned that he spends hours and hours in sports practices, and is such a perfectionist about his school work that he'll easily put in double or triple the time his classmates do on each assignmenIn speaking to him, I've learned that he spends hours and hours in sports practices, and is such a perfectionist about his school work that he'll easily put in double or triple the time his classmates do on each assignmenin sports practices, and is such a perfectionist about his school work that he'll easily put in double or triple the time his classmates do on each assignmenin double or triple the time his classmates do on each assignment.

Those skeptics (and others) point out that in the 1960s and 1970s, «project - based learning» was used in some low - income schools as a euphemism for the practice of having poor kids build Lego models and doodle in coloring books while the rich kids across town learned how to read and do math.

The most recent statistics from the National Athletic Training Association suggest that almost 4 out of 10 U.S. high schools still do not have access to an athletic trainer (although this statistic may be somewhat misleading, as the percentage of high school students with AT coverage is higher, perhaps as high as 70 %, due to the fact that larger high schools in more densely populated states are much more likely to have one or mor athletic trainers on staff), and the likelihood that trained personnel will be present during games or practices at the youth level is low).

Talk to your child's school about keeping homework in line with best practices — the reason most kids don't get enough sleep is because they are struggling to complete homework after a long day.

Your grade schooler might not make his bed perfectly the first time, but practice (and doing it imperfectly several times) is what he needs in order to get to the point where he can do it on his own.

The Waldorf School of Baltimore does not discriminate on the basis of sex, race, color, religion, sexual orientation, or national or ethnic origin in the administration of its educational program, admission policies, financial aid policies, employment practices and other school - administered proSchool of Baltimore does not discriminate on the basis of sex, race, color, religion, sexual orientation, or national or ethnic origin in the administration of its educational program, admission policies, financial aid policies, employment practices and other school - administered proschool - administered programs.

Mark Bordeau, Broome - Tioga BOCES, New York: «School nutrition is a complex, in - depth program, and I wanted to go back to college so I could learn the latest and greatest business practices to do the best I can at the job I have.

While I sat filling in my planner with business meetings, client calls, sports practices and games, and school events I thought to myself, «I don't know how I'm going to do it all».

Cherokee County School District does not discriminate on the basis of race, color, religion, sex, national origin, age or disability in its programs, activities or employment practices.

Our superintendent has an initiative in place that all schools with a 40 percent or higher free / reduced percentage must do a «breakfast best practice.»

«School nutrition is a complex, in - depth program, and I wanted to go back to college so I could learn the latest and greatest business practices to do the best I can at the job I have.

My thought is that until society changes, it will be a up - hill battle to convince children that the healthful choices they see at school cafeterias are great when outside of school many are seeing and eating the less - than - healthful choices in many of the ways we've talked about here before: classrooms, athletic practices, homes because parents are busy, don't have access to fresh foods and more.

We will ask them what works and what doesn't, learn their best practices for a successful breakfast - in - the - classroom program, and learn more about what students want on their school breakfast menus.

And even if it does show up in the final rule, it would still take serious commitment on the part of local school districts to adopt and enforce such language in actual practice.

As I reported in two stories in the New York Times this spring, lunch shaming is the practice of singling out children in the cafeteria over school meal debt by offering them alternate cold meals such as a cheese sandwich, marking them with a wrist band or hand stamp, or, in rare cases, requiring them to do chores in exchange for a meal.

But so do other area schools, including Lincoln Park High School, which has been stuck practicing and playing at a bumpy and potholed soccer field in Oz Park.

When I used to have to do presentations in school, I would write out a whole script and practice it repeatedly, and I think that having something to go back to and envision if my mind went blank really helped me not devolve into fight or flight mode.

«-RRB- When one of the moms in our group, Sally Kuzemchak of Real Mom Nutrition, raised her concerns about McDonald's youth marketing practices, including its in - school marketing, Thompson surprised many in the room when he told her unequivocally that «we don't put Ronald out in schools.»

For those unfamiliar with the term, «lunch shaming» refers to practices in the cafeteria that single out children with school meal debt, such as making the child wear a special wrist band, stamping the child's arm or hand, throwing the child's meal away in front of peers, or even making a child do chores, like wiping down tables, in exchange for a meal.