Sentences with phrase «regards to the schools of»

In regards to the schools of investing, value investing has many different subcategories.

Not exact matches

I suppose if Harvard Business School had wanted to make the definition more accessible, they could have said «regardless of» instead of «without regard to,» but no matter.

In this regard, Shah explains that at IPL, professionals can expect a dedicated facility called the School of Data Sciences catering exclusively to professionals desirous of furthering a career in Data Sciences.

For example, at ProPublica, «that bastion of old - school journalism values,» reporters have to submit 5 possible tweets when they file stories, and editors have a meeting regarding social strategy for every story package.

In order to begin the loan application process, applicants will first need to gather relevant demographic information, proof of identification, school information, and information regarding current loans and income.

When a couple of Canadian economists published research (pdf) last December showing that using an alternative methodology yields much better productivity growth rates, StatsCan was quick to reject it, even though one of the authors, Erwin Diewert, a professor at the University of British Columbia's Vancouver School of Economics, is widely regarded as one of the world's finest brains in the field.

I went to a similar school, and feel pretty confident in saying that Kenney would be regarded by the staff there as just the sort of product that they wanted to turn out — aggressive and doctrinaire.

«The attorneys agreed it wouldn't give any of our secrets away with regard to security» at the school,» Rupert said.

In regard to infrastructure, the Party has provided $ 11.3 billion over ten years to municipalities so they can plan in advance to manage growth; delivered a twenty - year strategic plan to catch up on high priority infrastructure projects; and committed an average of $ 6 billion annually to build, maintain, and repair schools, hospitals, highways, urban transit, universities, colleges, parks, and senior care facilities.

In regard to primary and secondary education, initiatives include imposing caps on class sizes; ensuring schools have the necessary support staff; funding full - day kindergarten and half - day junior kindergarten for vulnerable children; eliminating fees and fundraising for learning essentials, such as computers; phasing out private schools and bringing charter schools under the jurisdiction of school boards; and providing breakfast and lunch programs.

He also discusses the potential weaknesses of using the Austrian system, saying that strictly speaking from an Austrian School, you don't get any help regarding the timing of when we would expect to happen, however, you can still use other theories to help with that aspect.

At the event, which was hosted by the Yale Law School Center for the Study of Corporate Law in New Haven, Powell highlighted three specific areas where blockchain technology is affecting change in regard to the Federal Reserve's «broad public policy objectives»: the creation of real - time payment systems, use of blockchain technology for clearing and settlement services, and the issuance of digital currencies by central banks.

Now the highly regarded Red & Yellow business school is opening their doors to cryptocurrency, allowing a greater amount of people the chance to get a higher education.

So how does your school of thought apply regarding the fewest of explanations and fewest assumptions apply when it comes to God who does not want to be made readily known in the first place, but wants us to develop faith in that God instead.Your school of thought could apply well if the notion of God was a God who either wants to be made known or doesn't care whether or not to be made known, but your school of thought doesn't apply at all if said God does not want to be made known but would rather have humanity develop faith, which is not a perfect knowledge.

What is less clear to me is why complementarians like Keller insist that that 1 Timothy 2:12 is a part of biblical womanhood, but Acts 2 is not; why the presence of twelve male disciples implies restrictions on female leadership, but the presence of the apostle Junia is inconsequential; why the Greco - Roman household codes represent God's ideal familial structure for husbands and wives, but not for slaves and masters; why the apostle Paul's instructions to Timothy about Ephesian women teaching in the church are universally applicable, but his instructions to Corinthian women regarding head coverings are culturally conditioned (even though Paul uses the same line of argumentation — appealing the creation narrative — to support both); why the poetry of Proverbs 31 is often applied prescriptively and other poetry is not; why Abraham, Isaac, and Jacob represent the supremecy of male leadership while Deborah and Huldah and Miriam are mere exceptions to the rule; why «wives submit to your husbands» carries more weight than «submit one to another»; why the laws of the Old Testament are treated as irrelevant in one moment, but important enough to display in public courthouses and schools the next; why a feminist reading of the text represents a capitulation to culture but a reading that turns an ancient Near Eastern text into an apologetic for the post-Industrial Revolution nuclear family is not; why the curse of Genesis 3 has the final word on gender relationships rather than the new creation that began at the resurrection.

«The prevalence of faith schools demonstrates that schools are regarded by many as places where it is legitimate to seek to encourage adherence to a particular religious belief.

One thing I find troubling here is the grade - school level of understanding many commenters seem to have regarding democracy (even shaded as a democratic republic).

For Catholic schools to be a worthwhile enterprise for the Church, they must survive and flourish as institutions where pupils grow in a «personal relationship with Jesus» which includes following the teaching of Jesus, through His Church, that we should attend Mass every Sunday, go to confession regularly, say our prayers and be loyal to the magisterium - especially in its moral teaching regarding the sanctity of human life, and the meaning and purpose of sex and marriage, in accord with Humanae Vitae and Evangelium Vitae.

«Al - Sistani was apparently referring to Abdullah bin Jabrain, a key member of Saudi Arabia's clerical establishment, who last month joined a chorus of other senior figures from the hardline Wahhabi school of Sunni Islam that regards Shiites as infidels.

That is to say, theological schools have characteristically acted in this regard as though they acknowledged a responsibility to be part of a larger public cultural life and to be accountable to its standards.

Regarding the course of study as a whole, however, this is too rigid to be practicable except in schools with relatively small and very homogeneous student bodies.

It is in regard to a school's own identity and ethos that its governance practices can have the most important implications for its course of study.

He declares, in effect, the independence of the Church not only in matters of ordinary governance (sacraments and the episcopacy) but also with regard to schools, religious orders, marriages, families, and sodalities.

Even to this day, every school administrator knows that his former classroom colleagues regard him as having deserted «teaching» in favor of «educational administration.»

Although held in theory over a long period, the belief was accentuated during the latter part of the nineteenth century and since, and became finally a basic dogma underlying the Japanese Imperial thrust, which is often regarded as the beginning of World War II.9 The idea was taught in the schools, in the army, and resulted finally in a fanatical religious, as well as patriotic, devotion to the emperor, without which, it seems to the writer, it is impossible to explain the daring attack of the island empire of Japan upon the richest and most powerful nation in the world, the United States.

Each chapter discusses an aspect of the one theme that the central purpose of all education — whether in homes, schools, churches, business organizations, community agencies, or the mass media, and whatever the area of learning, whether science, art, health, or international relations — should be the transformation of persons from the life of self - centered desire to that of devoted service of the excellent, and at the same time the creation of a democratic commonwealth established in justice and fraternal regard rather than in expediency.

The process orientation is not yet committed to school - wide orthodoxy regarding either the spaces of science or those of common sense, nor to any dogmatic identification of physical place with mathematical.

The schools here have no holidays in regard to any of there religions or customs.

New rules regarding the promotion of British values were brought in following the «trojan horse» scandal, which saw several Birmingham schools accused of trying to introduce an Islamist ethos.

It is the purpose of this chapter to discuss the interpretations gleaned from the writings of the old schools of Muslims — mystics and rationalists, including both the theologians and the philosophers — who are not usually regarded by the orthodox school as strict Muslims, but whose influence on Muslim thought and practical religious life is felt even today.

Officially, Emory University said in a written statement: «The allegations regarding the conduct of Professor Michael Broyde are concerning to the Law School.

A constant danger is that schools will train faculty and excite students regarding a certain kind of technology, only to discover that the school can not afford the resources to sustain the work.

The report also regards the availability of «pornographic and degrading content» to children to be damaging, and «the sexualization of young girls» to be a problem: Indeed, the damage is something that it sees it as a role of compulsory school - based sex education to help overcome.

Influential individual interpreters created schools of interpretation, some of which came to be regarded as orthodox by the general body of Moslems, and some as heretical.

I am referring to Catholic schools which do not regard the Church's social and moral teaching as pillars of education, and those which include a significant number of children from families which are nominally Catholic, non-Catholic, broken, lacking in child supervision or neglectful.

There is no need to shrug and assume that current government - funded schemes of sex education or vague imitations of them are the only way forward: Catholic schools are popular and highly - regarded by the public in general in Britain and in a stand - off between them and officialdom the latter might find it had fewer allies than it imagines.

Thus, if a minister today is not in process of being ousted, is regarded by at least many of his people as a wonderful Christian, a helpful preacher, a diligent pastor, and so on, he may rest content in this kind of status even though privately he is disturbed at all the kids who drop out of church school, at the inattentiveness of the church to its neighborhood, at the virtual neglect of older people, and at the bourgeois aroma that infects everything.

The tendency to regard a denomination as the ultimate environment in which the school carries on its work or as at least the last society to whose purposes reference must be made is on the wane, as has been pointed out, in most of the seminaries and Bible colleges in the United States and Canada.

One of the major causes of social conservatism is the fact that churches, schools, and other social institutions are so largely influenced by persons whose advantage it is to preserve the status quo and who are prone to regard any departure from it as an affront to Christian morality.

We all know that sheer didacticism is nowadays regarded with suspicion in secular educational circles; and there is no need to introduce it into our schools of religion.

The evolution of the schools of thought surrounding religion are similar to those regarding ever other idea mankind has come up with.

While there are excellent and well - stated «conservative positions» with regard to certain biblical issues, there is, no such thing as an «evangelical body of scholarship» which constitutes anything like a rival «school» to mainstream scholarship.

This distinguishes the theoretical work of a theological school from all other forms of critical inquiry, even those that use the same disciplines in regard to what appear to be the same objects of inquiry.

In an era where a close analogy is assumed between civil rights regarding race and civil rights regarding sexual identity, the Bob Jones precedent could easily lead to the revocation of tax - exempt status for schools committed to traditional views of marriage and sexual morality.

Obviously, the frugal Franciscan Friars who take a vow of poverty and who run the topic University need to balance the school budget, something our federal, state and local government obviously are not capable of regarding their own budgets.

As Religious Education co-ordinator in a Catholic school, I have encountered a range of views from staff regarding the content of SRE to be taught in our primary school.

Even the apparent exceptions, such as Nietzsche, are not really such, for despite the glorification of an immorality which, in some respects, is regarded as irrationality, his call for the superman is an appeal to true reason against the false reasoning of the philosophic schools and the churches.

The extreme opposites of the bi-nationalist school, the hard - line protagonists of violence and armed power as the only way to establish and maintain a Zionist settlement in Palestine (or over all of it), held that the Arabs were intransigently opposed to this venture and regarded the immigrating European Jews as racial outsiders, as intruders in their own ancestral living - space, and would harass and murder them and strangle their venture unless they were beaten back by superior fire - power.

Education is essentially competitive, not cooperative, as illustrated by the common practice of grading on a curve, or the fact that students getting together to cooperate on their work are said to be «cheating» — so highly are the communal virtues regarded in our schools.

These statements include those made on 23 February, partly retracted by Baroness Morgan with regard to abortion, but also immediately after her retraction when she says that Catholic schools «will be required to teach that contraception exists, is available, and to say that the Church's point of view isnot the only one» (our emphasis).