Sentences with phrase «problem than the knowledge»

But I wonder if there are other readers who, like me, are extremely concerned about what is a much more serious problem than the knowledge that some people have a rather cavalier approach to claiming expenses?

Not exact matches

«Ignorance more frequently begets confidence than does knowledge: it is those who know little, not those who know much, who so positively assert that this or that problem will never be solved by science.»

If they throw you out, simply hire a hall and move yourself to a different venue.If you are sure that you are doing the will of God, and I think you are (other than those times when you wonder if you're nuts to be doing this), then go and do it in love and peace and in the knowledge that God has your back and is aware of any problems you might run into.

As modern knowledge advances and hitherto insoluble problems are solved, a good deal of religion will be seen to be based on false premises, to be inadequate for modern conceptions of the universe, or to be little more than a collection of superstitious taboos.

Even if God is thought of as having slightly less than perfect knowledge, the idea of God being able to fully appreciate ignorance seems categorically impossible.6 There are further problems for the theory of divine relativity.

The current problem in America is simplemindedness as fewer Americans value history and knowledge than did in years past.

It is again an index of their intellectual vitality that instead they met the problem with high courage, recognized the validity of the new knowledge and its destructive implications, and then, embracing the facts, rebuilt their faith on a new and better basis into a greater religion than it was before.

The people she interviewed face problems that are bigger than any one person: unemployment, lingering racism, and a lack of the social capital necessary to navigate higher education and the knowledge economy.

The problem here is that the special knowledge that such people have (knowledge about physics) doesn't make their opinions in this area any better than those of anyone else.

No problem will tax our knowledge, our politics, and our morality in the next quarter of a century more than hunger.

Why are we letting Silicon Valley problem solve and wade in to remedy the food crisis rather than it being led by existing brands and with the heritage, expertise and knowledge that it should take to drive innovation?

She had years of knowledge and experience on the subject, and she had needed it all, especially with Alex. Her latest problem child had been questioned more than once about a string of rapes in New York City, a brutal series of crimes where the perpetrator gained the confidence of his targets — and intimidated them — by claiming he was a middleweight contender, then employed drugs to subdue his victims and had his way.

And the knowledge, self - awareness, and problem - solving skills children develop through years of hands - on inquiry is of far greater value to them as learners and as human beings than anything they could have picked up by sitting at a screen.

While antenatal education and counselling is helpful, 8 68 % of mothers said that early problems with breast feeding was the main reason they stopped nursing before two months postpartum.7 Other barriers were lack of knowledge about breast feeding and lack of support from health professionals.7 Women value being shown how to breast feed rather than being told how to.9 10 Evidence of effective interventions to improve exclusive breast feeding for the recommended duration of six months is sparse.

For example, an absolute threshold in the number of votes (e.g. requiring a certain proportion of the whole population or of registered voters to be elected rather than a plurality of the vote) can seem intuitively appealing but has never, to my knowledge, been implemented for a national election, precisely because leaving an important office unfilled is a problem (unless, of course, you subscribe to radical small - government ideas, in which case the question seems moot and you might just as well do away with elections or democracy itself).

I have absolutely no knowledge of what is the truth here; the problem is that Caroline Spelman has become the story, rather than Conservative politics.

The researchers say the result is consistent with rooks being able to solve complex problems from knowledge of cause and effect, rather than by trial and error.

Solving that simple problem requires having lots of contextual knowledge, vastly more than can be supplied with the algorithms that advanced computers depend on to identify a face or detect credit - card fraud.

«By increasing their sensitivity to mental states and engaging them in reasoning about false beliefs, we enabled young children not only to quickly apply their newly acquired knowledge to solve a problem in a social situation but also to continue to do so more than a month later,» Lee and colleagues write.

This is why teachers think that a mathematical problem that is consistent with intuitive knowledge is easier for pupils to solve than a problem outside its scope.

More than just an extension of «molecular medicine,» nanomedicine will employ molecular machine systems to address medical problems, and will use molecular knowledge to maintain and improve human health at the molecular scale.

They are tools that can aid in knowledge of the unknown but to state than a tool, giving an image or revealing a potential problem can «ensure normal fetal growth and development» is a claim no one can back up.

Students who received PBL scored significantly higher on problem - solving skills and in their ability to apply knowledge to real - world economic challenges than students taught economics using traditional methods.

Had his seminal work focused on both the administrative problems and the social systems of school, Coleman later wrote, «our knowledge of how to overcome problems of racial segregation would be far more advanced than it is.»

Design thinking, which is a dynamic, creative and collaborative approach to problem solving, presents a unique model for educators who wish to facilitate from within the class, rather than impart knowledge to it.

The learning being described here is Problem - based learning which develops not only deep and applicable knowledge but skills such as collaboration (which is more than team work teamwork), critical thinking and communication.

We run a full inquiry program, which is focused on posing questions, problems and real life, rather than presenting an established path to knowledge.

It also more than getting students to use Minecraft or virtual world learning: it has to be collaborative problem solving, applying the knowledge to create or be innovative.

By asking the questions outlined above, we can design programs and products that appeal to girls while empowering them to solve real - world problems, rather than impeding them with barriers of technical knowledge.

This leads to advice for parents «to increase the intelligence of your child and yourself,» though Nisbett focuses on such «21st - century» skills as «problem - solving» rather than reading books, acquiring knowledge, and gaining understanding.

At a time when job - hopping is becoming a prominent trend, knowledge loss is a bigger problem than ever.

In fact, it seems more on the extreme end of the inquiry spectrum than many «guided discovery» approaches given its talk of knowledge - building and problem solving.

When students «do» science rather than simply read about it, theydeepen their understanding, develop problem - solving and critical thinking skills, and retain morecontent knowledge.

EQL doesn't give you answers to these problems, but, in my case, it equipped me with a knowledge of how to formulate the right questions through different policy analysis models, with constant reference to my leadership role: Am I a passive spectator in public policy formulation or do my voice and advocacy have greater reach than what I surmise?

To undo the problems created by test - based accountability, teachers must refocus instruction on teaching the underlying knowledge and skills that any good test should reflect, rather than spending time preparing kids for the specific test used for accountability.

Religious tolerance, gender equality, inclusion, respect for diversity, responsible use of our resources, and yes, knowledge and caring about the world's most pressing problems — both global and local - are far more important than, say, memorize the date in which Columbus arrived to America (something Dr. Google could easily drop in).

More than half the students agreed that their lack of knowledge of technology was a problem.

Our graduates must be confident, lifelong learners able to do more than memorize bits of information; they must be thinkers, problem solvers, citizens who can apply the knowledge.

Rather than regurgitating knowledge, I asked students to use what they know to solve a problem.»

In reality, performance tasks are more engaging than traditional lessons because they ask students to solve problems using cross-curricular knowledge, and inspire them to collaborate and demonstrate what they know through real - world application.

PISA, which is led by the Organisation for Economic Co-Operation and Development (OECD), tests 15 - year - olds every three years in more than 70 countries on their ability to apply academic knowledge to real - life situations in science and mathematics, as well as their reading and collaborative problem solving skills.

In 2012, more than 100 U.S. high schools took part in a pilot study to measure their students» abilities to apply their knowledge to solve real - world problems and compare their performance to countries that took part in the Programme for International Student Assessment (PISA), a sixty - nation assessment administered by the Organisation for Economic Co-Operation and Development (OECD).

Part of the problem is that many elementary schools focus on skills rather than knowledge.

Math skills at kindergarten entry (the ability to recognize numbers, problem solve, use reasoning skills, and apply knowledge) are increasingly seen as an even better predictor of later academic success than early reading ability.

Elementary schools — in the United States and, it appears, in Britain — then compound the problem by focusing on reading comprehension strategies, like «making inferences» and «finding the main idea,» rather than on building knowledge in subjects like history or science.

This creates opportunities for deeper or more authentic learning than traditional «skill and drill» instruction, because community - based learning draws on students» prior knowledge and experiences, engages them in problem - or project - based instruction, and helps them see the connections between academic content and real - world contexts.

As described by the US Department of Education, ``... it's more important than ever for our youth to be equipped with the knowledge and skills to solve tough problems, gather and evaluate evidence, and make sense of information... to think deeply and to think well so that they have the chance to become the innovators, educators, researchers, and leaders who can solve the most pressing challenges facing our nation and our world, both today and tomorrow....

These assessments measure core content knowledge and complex problem solving skills thus supporting the deeper learning claim that its two - for - one effects were more powerful alone as well as together than the learning coming results of a factory school.

A significant element driving this change is the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics (first published in 1989 and revised in 2000), which focus on conceptual understanding and problem solving rather than procedural knowledge or rule - driven computation.

Their work is a version of what educators call project - based learning, which means gaining knowledge by solving problems rather than by studying textbooks.