Sentences with phrase «relevant than in the middle»

Although this principle applies worldwide, it is nowhere more relevant than in the Middle East, given the depth and breadth of the problems that threaten its internal order.

Not exact matches

Having lived with a servant of the Word for more than fifty years in three Lutheran churches, I have this question: Why is it that the «white, middle - class, traditional, orthodox theologians» being told that their understanding of the church is no longer relevant, are told this by «white, middle - class theologians?»

It's entirely relevant that Christians were just as brutal centuries ago because it speaks to the fact that the abuses in the Middle East are more about poverty and a lack of access to education than it is about the flaws of Islam.

Many Americans were introduced to foreign languages in middle school or high school classes that emphasized conjugation of verbs and other dull grammatical tasks rather than relevant communication skills.

This is highly relevant to the conversation about aspiration - building in middle and high school, helping students see there is support and they shouldn't rule themselves out when they see tuition that's more than their family income.»

Rather than the traditional model, which encourages «teaching the middle» of the room, personalized learning empowers teachers to do what they've always known is right: giving each learner specific, targeted feedback and support that meets them at their level, takes advantage of what they already know and do well and pushes every student to improve in ways that are relevant and achievable for them.

So, in the minds of the education reformers, the definition of «rather than focusing on mandates from bureaucrats,» is to mandate yet another set of standardized tests that will be given to all students, starting in middle school and then throughout high school, and then using the test, which has shown NO statistically relevant improvement as one - quarter of the entire «School Performance Score» that parents and policymakers are supposed to use to determine which schools are succeeding and which schools are failing.

To work in the middle management level, excellent communication, collboration, and decision - making skills are must other than relevant degree and experience.

ABSTRACT: In the present study we examined 1) whether childhood disruptive behaviour, in terms of aggressiveness, hyper - activity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school perform - ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - menIn the present study we examined 1) whether childhood disruptive behaviour, in terms of aggressiveness, hyper - activity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school perform - ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - menin terms of aggressiveness, hyper - activity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school perform - ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - menin these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - ment.