Sentences with phrase «school creation in»

Not exact matches

When Roxy was in high school she had this sand art creation in her room.

In a 2011 paper for the University of Calgary's School of Public Policy, economists Jack Mintz and Duanjie Chen concluded that reducing the small business tax rate actually discourages the growth of companies and, therefore, of job creation.

In general, the Canadian education system must be adjusted to nurture economic value - creation competencies (business, marketing, sales and relationships) from early years in school and throughout university studies, and thus build confidence, a spirit of leadership, and competitiveness in the future generation of CanadianIn general, the Canadian education system must be adjusted to nurture economic value - creation competencies (business, marketing, sales and relationships) from early years in school and throughout university studies, and thus build confidence, a spirit of leadership, and competitiveness in the future generation of Canadianin school and throughout university studies, and thus build confidence, a spirit of leadership, and competitiveness in the future generation of Canadianin the future generation of Canadians.

«The largest competition of its kind in Canada, the RBC Fast Pitch Competition sets the Haskayne School of Business apart by providing startup cash, advisory support and mentorship, and it has led to the creation of new opportunities for students from all disciplines across our great campus,» says Kim Neutens, director of the Hunter Centre for Entrepreneurship and Innovation.

The Creative Destruction Lab is a seed stage program for massively scalable science - based ventures that launched from the University of Toronto's Rotman School of Management in 2012 with a goal of $ 50 million in equity value creation in five years.

The company, which recently airdropped a massive cache of XRP into US public school coffers is hoping to stimulate interest in the creation of applications that use its currency and blockchain, which has attracted a lot of interest as a back - end technology in the banking industry, but has only been adopted by one other Coin thus far — the somewhat mysterious Allvor.

Since the creation of Canada's first Executive MBA in 1968, the Beedie School of Business has championed lifelong learning, productive change and the need to be innovative as we deliver research and teaching that makes an impact.

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.

Since the students in the Fort Worth, Texas, school are focused on digital - game creation, often they don't even realize they're learning computer coding, Thomas says.

I personally am not interested in having Creation taught in schools.

I remember watching his science videos in elementary school but now whenever I see him on the news talking about science it seems like he is politicizing science (when it comes to climate change) and promoting evolution as the only option to the creation of the world to try and discredit the religious community.

Dave Well maybe if you ask our Topher if he would want to see young earth creation or ID taught in schools over evolution then would you understand my concerns.

This denial comes most often in the form of a blindness to the particularity of creation, the same kind of blindness that has burdened so many of our Sunday - school classroom walls with a generalized, handsome, and Teutonic Jesus when in fact our Lord was and is no doubt far more Semitic in his actual appearance.

Some of you believers want to give creation science the same level of acceptance as evolution in OUR schools.

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 American Association of Christian Schools, with more than 1,000 member institutions, makes as a condition of affiliation acceptance of the statement, «We believe in creation, not evolution.»

While mainline publishers of religious books and church - school curricula have been virtually silent on the subject, there are currently in print more than 350 books challenging evolutionary science and advocating a «creation science» based on six 24 - hour days of creation, a «young - earth» dating, and a worldwide «flood geology.»

(One young woman from a mainline church put it this way: «I wasn't learning anything about justice or creation care in church that I wasn't learning in school.

You don't have to go very far down that road before you start thinking about creation science or scientific creationism, or get involved in school board squabbles about whether Genesis should be taught alongside of evolution in high school biology courses.

In addition to new evangelical colleges and seminaries, the decade of the «70s has seen the creation of many new Christian primary and secondary schools.

Jenkins, on the other hand, describes appreciatively theological schools, from the Orthodox doctrine of theosis to Teilhard de Chardin to the modern «creation spirituality» movement, which one way or another allow humans to share with God in the evolution of the world to a glorious transformation ¯ although, as Jenkins points out, there's a danger that that could veer off into anthropocentric management.

Can not teach CREATION at all in public schools as FACT.

After attending the Institute for Creation Research in San Diego and Dallas Theological Seminary, he served as youth minister at a large Baptist church in San Diego and taught science at the affiliated Christian high school.

A builder in the truest form and a man dedicated to education, from his earliest days he led the rebuilding of badly damaged churches and schools and drove the creation of a strong Catholic school system throughout the Archdiocese.»

ID / creation can not be taught in public schools in US..

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.

Seeking to cloak their fear of reprisals for naming real root causes, progressives trumpet phony diversions depicted as earth shattering crises (namely, global warming), missile defense, homophobia, protecting our borders, the religious right, abstinence education, prayer in schools, animal rights, biblical creation, etc..

He is joined in this emphasis by Sir Herbert Read, who reports in Education Through Art that his visits to the art classes in a great many schools have shown that good results depend on right atmosphere and that right atmosphere is the creation of the teacher.

Jon D. Levenson is the Albert A. List Professor of Jewish Studies at Harvard Divinity School and the author of Creation and the Persistence of Evil: The Jewish Drama of Divine Omnipotence (Princeton University Press) and The Death and Resurrection of the Beloved Son: The Transformation of Child Sacrifice in Judaism and Christianity (Yale University Press).

To Ken Margo: I am totally agree with you about this evil thing going around the earth... this evil minded people is there everywhere regardless of faith... that was not what i was trying to say... my point was to be able to recognize the One True God who is Unseen and who has no partners as He is not in need of any partners but we the creation is in need of Him... thats all... I wish I could do something to stop all these taking place around the earth... I think we human fear the fed laws more than we fear the laws of our Creator, for example not to associate any partner with Him, taking the life of others, drug dealing, human trafficking, believing in hereafter and so on... I remember a story that I was talking with one of my friends... I was telling him look we all obey the law of the land so much like for example when we drive and no one moves even an inch when there is a school bus stop to pick / drop kids as it is a fed laws but when it comes to the laws of our Creator, we don't care... like having physical relationship outside of marriage and many more... then he said something nice... he said that its because we see the consequence of breaking the law of the land but we do not see the punishment of hereafter even though it is mentioned very details in Quran, it even gives pictures of hereafter....

Consider all the issues in schools alone: prayer, sex education, the dispensation of contraceptives, creation versus evolution... the list goes on.

Schools should also pay more attention to the philosophical issues raised by the controversy over creation and evolution — although attentiveness should not mean sneaking in sectarian teaching of religion under the subterfuge of «scientific creationism.»

In the most recent form of this debate, the courts have ruled that Creation - Science is not science but the propagation of particular religious beliefs, and as such the mandatory requirement of it being taught in public schools violates the establishment clause of the First Amendment to the ConstitutioIn the most recent form of this debate, the courts have ruled that Creation - Science is not science but the propagation of particular religious beliefs, and as such the mandatory requirement of it being taught in public schools violates the establishment clause of the First Amendment to the Constitutioin public schools violates the establishment clause of the First Amendment to the Constitution.

When the Supreme Court struck down «balanced treatment» of creation and evolution in public schools ten years ago, the Justices hoped they had closed the issue.

In the short story «Orovilca,» because the unnamed adolescent protagonist has drunk deep of creation in the highlands, he is wise among his classmates at a coastal boarding schooIn the short story «Orovilca,» because the unnamed adolescent protagonist has drunk deep of creation in the highlands, he is wise among his classmates at a coastal boarding schooin the highlands, he is wise among his classmates at a coastal boarding school.

While our world wide scholastic ranking keeps sliding religious zealots are trying to teach the creation myth in our schools instead of real science.

Part of the impetus for the debate has been the widespread distribution amongst European schools of the book, The Atlas of Creation, published in December 2006 by the Turkish Islamist preacher, Harun Yahya.

What is clear, however, is that church - state issues in public education have changed forever and that such issues as school - sponsored prayer, the posting of the ten Commandments and the teaching of creation science are the arguments of yesterday.

There are many ways that medical schools are giving this instruction — through cultural competency training, bioethics courses, humanities in medicine lectures, and the creation of programs on medicine and religion.

And to what extent is the local congregation any longer able to serve as a school for the creation of a self - disciplined, independent, public - spirited, in a word, virtuous citizen?

In his new book, The Bill of Rights: Creation and Reconstruction, Professor Akhil Reed Amar of Yale Law School, one of the most prolific and engaging students of the new constitutional order, engages this question.

While we are not in favor of mandating that creation be taught in public school science classes, we believe that, at the very least, instructors should have the academic freedom to bring up the problems with evolution.

Of course science has a different story to tell us and until someone refutes the scientific basis for the age of the earth and the evolutionary basis for the creation of life the Biblical explanation should be taught only in religious schools and has no place in secular public education.

I wondered when we would know better how to help children more widely in schools and homes to understand their feelings, and when we would be able to help parents understand theirs, so that the boys and girls now growing up might know not only about tanks and bullets but about the most powerful of all weapons for both good and evil — the human feelings that propel us, if we do not understand them, into hating in place of loving, into killing instead of creation.

According to the school board's website, GSSD filed a complaint in 2005 that alleges the creation of CTRCSD after the closure of Theodore Public School (GSSD's school) did not meet the «criteria of being a separate school - serving Catholics who are the minority religion in the region&rschool board's website, GSSD filed a complaint in 2005 that alleges the creation of CTRCSD after the closure of Theodore Public School (GSSD's school) did not meet the «criteria of being a separate school - serving Catholics who are the minority religion in the region&rSchool (GSSD's school) did not meet the «criteria of being a separate school - serving Catholics who are the minority religion in the region&rschool) did not meet the «criteria of being a separate school - serving Catholics who are the minority religion in the region&rschool - serving Catholics who are the minority religion in the region».

Creation and the Bible can (and many Atheists think, should) be taught in schools, not as science, but as literature, social studies, or philosophy maybe.

This is no different than some young people going to college and leaving their brains at the door and swallowing evolutionary theory and purposely rejecting the obvious of what creation clearly shows except this is leaving your brain at the door of theology school and accepting man's opinion over what is clearly stated in the holy scriptures, and then teaching others false doctrine.

The Hasidic emphasis on piety, on love of God and one's neighbour, and on joy in God's creation goes clearly back to the Prophets, the Psalms, and the school of Hillel.

Sixty - eight per cent of the professors oppose it, just as 63 per cent oppose «the biblical view of Creation being taught in the public schools along with the theory of evolution.»

Baird's contemporary advocate of «an earnest ministry» noted that the Sunday School, the cheap tract, and the religious periodical had become «competitors» with the pulpit «for the public mind,» and concluded that the ministers would have to turn on more heat.112 Charles G. Finney, always more blunt in saying what many of his Congregational and Presbyterian brethren really thought, openly advocated the creation of excitement in order to attract the attention of the unconverted — a view with which, as we have noted, Horace Bushnell was inclined to agree.