Sentences with phrase «same year i taught»

Not exact matches

How it Innovates: While most competing teaching platforms offer the same features as they did 15 years ago (like delivering quizzes and publishing grades), D2L is already leading a major shift in the industry: It's harnessing data and analytics to become the Netflix of education.

«Tech has radically shifted how we think about productivity and learning, yet we're still teaching our children the same way we taught them 100 years ago,» says Geoff Ralston, founder of 2 - year - old education technology incubator Imagine K12.

«I had that business for 10 years while at the same time, I was speaking at conferences and teaching at universities, which led me into what I do now,» she says.

Planet Fitness CEO Chris Rondeau shares what more than 25 years of working at the same company has taught him and the only leadership book he's ever read.

A few years later, one of his students was teaching the exact same content but targeting a different group of people charging $ 100,000!

And I've been teaching at Columbia for a number of years, I have been doing that 22 years now, but you know that time in the early 2000s, I've been doing it for a bunch years in and we had been making money using the same principles that Buffett uses, you know buying cheap good businesses.

I have taken issue with some of Robert Kiyosaki's teachings for years and have found it difficult to explain to people how it is a great book but a horrible one at the same time.

Just like any of the clients I've had the pleasure to interact with and teach over the years — no two journeys are exactly the same.

That same year, CNN learned that the Air Force was using religious tenets such as the Ten Commandments to teach core values to ROTC cadets.

actually you do nt have to prove the many deities or Gods that they really exist, because they really had existed in their times, They are part of the evolutionary process for us humans to transcend to higher consciousness.To simplify the analogy, when we were young and we are in the lower grade school, we were taught simple subjects not advance literatures but simple stories even mythicals, The same with religion, thousands of years ago when there was no science yet, primitive people had a religion, of course man made faiths to conform with their state of mind or intellect.But later atfter thousands of years we evolve into a more educated people and so new concept of God again was presented to them, another man made concept, and this go on and on, until a few thiousand years ago.monotheism, Judaism, christianity, islam, buddhism, etc also evolved, But with the accelerated evolution, these faith again is threatend with obsolesencs because of of scientific developments and education.In panthroteistic faith, the future religion needs to conform to evolutionary process, This proves that God is always there guiding the change.And it his will that made this a reality in history since the begining of the universe 13 billion years ago, and this will continue to exist until He will completely fulfill His will to infinity, Thats PANTHROTHEISM, the futue, man made religion under His guidance through scientifiic evoluition after the Bi Bang

We can say such things, for example, as that he was born in Palestine during the reign of Herod the Great; that he was brought up in Nazareth; that he lived the normal life of a Jew of his period and locale; that he was baptized by John, a proclaimer of the early coming of God's judgment; that he spent a year or more in teaching, somewhat in the manner of contemporary rabbis, groups of his fellow countrymen in various parts of Palestine, mostly in Galilee, and in more intimate association with some chosen friends and disciples; that he incurred the hostility of some of his compatriots and the suspicion of the Roman authorities; that he was put to death in Jerusalem by these same authorities during the procuratorship of Pilate.

Orthodoxy is being able not only to repeat the same teachings but also to show their relevance to the new context.2 Other individuals, on the other hand, interpret religious beliefs as merely expressions of the human community's search for some kind of meaning, an accumulated source of information built up over the years as the community reflected on its life and activities.

Otherwise, they were teenagers like any other I have taught over the years with all the same mannerisms and problems and drama.

I went through the same experience of studying the bible for years and realizing that it was full of contradiction and false teaching.

You also noticed that 40 % of those who believed in witches thought the Earth was designed to be flat and was less than 10,000 years old, and wanted to teach that in schools as «Intelligent Design» and that it was ALWAYS those who believed in witches who wanted to deny people the right to marry people of the same star sign.

Doomsdayers aren't hurting Christianity, Mr Jeffres, as much as people like you are; you stole books from the Wichita Falls public library because they were trying to teach the children of gay people that their parents might be normal, loving human beings, and you accompanied it with a media campaign that raised $ 1 million that same year for your church through bigoted, close - minded sermons.

Ironically, the same children who were taught Creationism for the last 2000 years grew into the adults who brought forth Science to help explain God's creation...

The RCC has been around, teaching the same thing for 2000 years.

Along the same lines, I think it would have been helpful (and enlightening to some) to mention the commitment to patristics that many Catholic scholars» like Joseph Ratzinger» had in the years prior to the Second Vatican Council, which eventually influenced conciliar teaching on a host of matters.

1) The people, including Father Greeley, who incessantly lament the gap between teaching and the reception of teaching are typically the same people who have for years worked to undermine the credibility of the Church's teaching office; 2) Their measure of whether the Church is listening is whether teaching is brought into line with their preferences; 3) The curia in Rome coordinates and corrects as necessary, but the teachers of the Church are the bishops, priests and catechists who too often find it easier to blame Rome than to do their job; 4) Catholic Americans are about 6 percent of the universal Church, and Greeley's think - for - themselves educated Catholics who are unhappy with church teaching, usually on matters sexual, are a much smaller part of that 6 percent.

However, where Paul definitely was the driving force behind the establishment of early Christian congregations and never waivered in his assertion that Jesus is the Messiah, at the same time he prided himself in waiting 3 years after his conversion to even learn what Jesus taught!

This line of separation has become less acute than it was fifty years ago when the famous Dayton trial over the right to teach evolution in the public schools took place, and in the same year of 1925 Harry Emerson Fosdick had to leave the pastorate of the First Presbyterian Church of New York City because of his theological views.

Fifty years ago religious teaching in the Turkish area was following about the same methods which had been used for centuries.

I simply mean that following the teachings of all the religious leaders do not end up being the same thing do not lead to the same implications for life on the planet in the years to come.

If I can't believe what I thought and taught ten years ago, what if the «me» of ten years from now feels the same way about the «me» of today?

For example, between 1989 and 1996, men's clothing sales in America rose 21 percent to record highs; in the same period, women, taught by 30 years of feminism to look for less superficial routes to a secure identity, spent 10 percent less on clothing.

As had happened many times in my three years of teaching these same monks, their cultural and religious experiences - so far removed and foreign to mine - had enriched a seemingly mundane conversation on science.

World responsibility in education further entails serious attention to the teaching of foreign languages, beginning in the early years of school, when children can quickly and naturally learn another tongue in the same fashion as they learned their native language.

Furthermore it is to be noted that through the years that have passed since 1936, Professor Daniel Day Williams, Professor Bernard M. Loomer, and Professor Bernard Meland, all three teaching in the United States, have written extensively in theological journals and occasionally in books, all of them engaging in this same task of employing the main tenets of process - thought for the explication of Christian faith.

ive been wrestling since i was 9 years old and when i went into high school i had to wrestle a girl... growing up learning to wrestle i had ended up having violent style, i never was dirty or broke rules but i was taught to do anything in your power to win whehter it was to club down the head or grab the throat to gain position etc. unfortunately i was in the postion to wrestle a girl once and at the time i did nt care who you were boy / girl, white / black / purple it did nt matter im was going to go out there bounce your head of the mat and bury you, so i went out there and wreslted the same way i always wrestled, 110 % and always to put your oppenents back through the mat i dditn change my style at all bc she was a girl i wrestled the same against everyone but after i pinned her in the first minute i did nt even realize that i broke her ribs when i power doubled through her, now after that for the rest of the tournament i was heckled and berated for forcefully beating a girl ppl were telling my parents «hey, looks like you raised a wife beater» etc. etc.... ever since then i refused to wrestle girls and thank go i eventually grew out of the lower weights, moral of the story is that is great and all that girls are wrestling but they shouldnt wrestle boys even if they know what they are getting into because 1.

The Bible or Koran which is pass down by thousand of years, recopy and rewritten thousand of times by human hand and do you guy still think you follow the same teaching as the original.

Not only do I remember these from my own school days but I also remember them from many years of teaching in the same school district.

We see the same flour / water combination behaving differently from one time of year to another (or even from day to day); and it's as much experience as science that teaches us what's going on, and how to adapt.

Johnson settled in to watch Each 1 Teach 1, the same Florida - based collective that produced Ben Simmons a year earlier and D'Angelo Russell one season before that.

Having taught for some years in the public school system of MS, I can say that in many of the rural schools in this state (likely the same in nearby states as well for rural schools) have many football players on free or reduced price school lunch programs and very poor training and weight room facilities.

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

In high school Jackson did things like twist his ankle while winning the state title in the triple jump (48» 8 1/4») and then come back the same day to set a state record (9.54) in the 100 - yard dash; like throw a discus 149 feet without spinning his body, because he'd never been taught the proper form; like win the state decathlon crown his junior and senior years without running the mile, the final event, because «distance is the only thing I hate about track.»

Players should learn how to move on from the past and play their game, that's something Wenger can't teach, but having said that if they can't learn how to overcome their psychological frailties after 2 years of constant failure against the same team then it's up to the manager to bench or sell the players and find a better ones who are willing to give their all to win.

By: Stephen & Adam Podowitz - Thomas How do you teach a kid to love both their nation and sports, when their nation has spent years telling their fathers that they aren't equal and can't play at the same level as straight men?

The class teacher, therefore, accompanies the same class of children through the elementary years, teaching all the main subjects.

I was a virgin when I got married at 21 years old and I will teach my children the same values.

She said that in all her years of teaching she had never come across two children who learned to read in exactly the same way.

In all my years of teaching (both as a classroom teacher and as a homeschooling mom), I've realized no two children learn the same.

When teaching the months, talk about the four seasons and how they happen during the same months every year.

For 20 years, I have deliberately invested my life in teaching public - school kids, coaching them, and advocating for the ones who don't have the same support that other kids have.

Even after teaching for twelve years and coaching hundreds and hundreds of swimmers, and having a whole bunch of my own children, it still surprises me how two kids in the same family from the same parents can be so different from one another.

Our daughter (2 - years - old) is now being «taught» the same way about food.

Even the ones that do have sibling options usually don't start until the youngest sibling is a little older, and we found the same super-sweet teacher who just loved teaching your Big's class at six months old does not appreciate having a six - month old in the two - year old class.

I don't remember who taught me this one (I think I heard about it a couple of years ago), but here's the trick: if you know of a group that has a large, high - performing email fundraising list, and your OWN campaign has the potential to appeal to those same donors, you can try running Google content ads against phrases that always appear in that group's fundraising messages.

Every first year law student is taught that where a lawmaker uses two different words or expressions in the same document, they are presumed to express different things and to have different meanings.