Sentences with phrase «schooling process bear»

Most parents are confused about how to react towards using technology for teaching, especially because this learning model and schooling process bear no resemblance to their own school experience.

Not exact matches

My own preference is for number one simply because there are a number of thinkers whose ideas, though not directly influenced by the Chicago School or Whitehead and Hartshorne, yet bear such a striking family resemblance that they merit classification in the process sSchool or Whitehead and Hartshorne, yet bear such a striking family resemblance that they merit classification in the process schoolschool.

These highly processed foods — sometimes referred to as «copycat» junk food by school food reform advocates — bear all the same logos and brand names as their supermarket counterparts, but are nutritionally tweaked to comply with the USDA's improved school meal standards and / or its new «Smart Snacks in School» school food reform advocates — bear all the same logos and brand names as their supermarket counterparts, but are nutritionally tweaked to comply with the USDA's improved school meal standards and / or its new «Smart Snacks in School» school meal standards and / or its new «Smart Snacks in School» School» rules.

We've talked here before about so - called «copycat snacks» in schools, i.e., highly processed foods such as snacks, pizza and breakfast cereals which bear all the same logos and brand names as their supermarket or restaurant counterparts, but which... [Continue reading]

Between 1998 and 2007, there were more than 470 outbreaks of food - borne illness in schools, nearly all of which were linked to contaminated processed foods supposedly under regulation by the FDA.

School districts could buy these egg rolls without violating the «Buy American» rule and the egg rolls would not have to bear any country - of - origin labeling to disclose the location of the poultry processing.

Getting children ready for school is a process that starts as soon as the child is born.

Students who learn quickly and become bored in school; these students can become disruptive and interrupt the learning process.

«The decision in Boone County Board of Education v. N.W., as it stands, would force cash - strapped school districts to bear the high costs of private placements during litigation, even when a court ultimately rules that the district has made FAPE available in a public school setting,» said NSBA General Counsel Francisco M. Negrón Jr. «The lower court's decision sets a terrible precedent that prolongs due process and court proceedings and discourages informal resolution of special education disputes through mediated settlement.

Born out of dissatisfaction with the state's bilingual education program — even among some parents of English learners — Proposition 227 mandated English for instructional purposes inside the classroom but also provided a waiver process that gave parents the ability to petition for a bilingual program or be granted permission to transfer to a school that offers one.

The public school construction planning and submission process applies only to school building renovations or alterations that go beyond cosmetic changes and are subject to state and local building codes and reviews, and require that the construction documents bear the seal of a licensed engineer or architect.

Students begin the enrollment process in the local schools if they were born in the United States and have not attended schools in another country during the past two years (see Enrollment Note, below).

Traveled to: Renwick Gallery, National Collection of Fine Arts, Smithsonian Institute, Washington, D.C.; Cooper - Hewitt Museum, New York, 1979 - 1980 «Art from Corporate Collections,» Union Carbide Corporation Gallery, New York, May 9 - 30 «Selections from the Collection of Mr. and Mrs. Eugene Schwartz,» Knoedler Gallery, October 31 - November 28 «Color Abstractions: Selections from the Museum of Fine Arts, Boston,» Federal Reserve Bank Display Area, November 2 - January 31, 1980 1980 «L'Amerique aux Independents,» 91e Exposition, Societe des Artistes, Grand Palais, Paris, March 13 - April 13 «The Washington Color School Revisited: The Sixties,» Fendrick Gallery, Washington, D.C., September 9 - October 4 «Washington Color Painters,» Milwaukee Art Center, September 1 - December 1981 «Paintings from the United States from the Museums of Washington, D.C.,» Institute of Fine Arts, Mexico City, November 18, 1980 - January 4 1982 «A Private Vision: Contemporary Art from the Graham Gund Collection,» Museum of Fine Arts, Boston, February 7 - April 4 «Papermaking U.S.A.: History, Process, Art,» American Craft Museum, New York, May 20 - September 26 «Out of the South: An Exhibition of Work by Artists Born in the South,» Heath Gallery, Atlanta, Georgia, October 1982 1983 «Early Works by Contemporary Masters: Caro, Francis, Frankenthaler, Gottlieb, Held, Louis, Noland, Olitski,» Andre Emmerich Gallery, New York, September 6 - October 8 «Tapestries: Contemporary Masters,» Malcolm Brown Gallery, Shaker Heights, Ohio, October 21 - November 30; New York, February 25 - March 7 «American Post-War Purism,» Marilyn Pearl Gallery, New York, May 31 «Recent Paintings by Kenneth Noland and Darby Bannard,» Douglas Drake Gallery, Kansas City, Missouri, June 1 - 30 «Arte Contemporaneo Norteamericans, Collection David Mirvish,» American Embassy in Madrid, January 1985 «Recent Acquisitions,» Museum of Modern Art, New York, February 16 - March 17 «Grand Compositions: Selections from the Collection of David Mirvish,» The Fort Worth Art Museum, Texas, May 1 «Contemporary Monotypes,» Edith C. Blum Art Institute, Bard College, Annandale - on - Hudson, May 8 - July 10 «Selections from the William J. Hokin Collection,» Museum of Contemporary Art, Chicago, April 20 - June 16 «American Abstract Painting,» Margo Leavin Gallery, Los Angeles, California, June 19 - August 24

Whether you are studying at university or law school, taking part in your training contract or in the process of qualifying, it is worth bearing in mind her top tips:

Animated Driving School Lessons - Sacramento County teens prefer our course because it is loaded with customer interactive Flash lessons that allow students to participate in the learning process, rather than just read page after page of dry, boring material.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Palos Verdes High School, International Bilingual School or Chadwick School are forced to sit in a traditional Palos Verdes driving school clasSchool, International Bilingual School or Chadwick School are forced to sit in a traditional Palos Verdes driving school clasSchool or Chadwick School are forced to sit in a traditional Palos Verdes driving school clasSchool are forced to sit in a traditional Palos Verdes driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Yreka High School or Yreka SDA Christian School are forced to sit in a traditional Yreka driving school clasSchool or Yreka SDA Christian School are forced to sit in a traditional Yreka driving school clasSchool are forced to sit in a traditional Yreka driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Shafter High School or Free Will Christian Academy are forced to sit in a traditional Shafter driving school clasSchool or Free Will Christian Academy are forced to sit in a traditional Shafter driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Point Arena High School are forced to sit in a traditional Point Arena driving school clasSchool are forced to sit in a traditional Point Arena driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Valencia High School, West Ranch High School or Learning Post High School are forced to sit in a traditional Valencia driving school clasSchool, West Ranch High School or Learning Post High School are forced to sit in a traditional Valencia driving school clasSchool or Learning Post High School are forced to sit in a traditional Valencia driving school clasSchool are forced to sit in a traditional Valencia driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Colusa Alternative Home, Colusa High School and Special Education are forced to sit in a traditional Colusa driving school clasSchool and Special Education are forced to sit in a traditional Colusa driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Calexico High School, Aurora High School, Calexico Adventist Mission School, Vincent Memorial Catholic High School or Our Lady of Guadalupe Academy are forced to sit in a traditional Calexico driving school clasSchool, Aurora High School, Calexico Adventist Mission School, Vincent Memorial Catholic High School or Our Lady of Guadalupe Academy are forced to sit in a traditional Calexico driving school clasSchool, Calexico Adventist Mission School, Vincent Memorial Catholic High School or Our Lady of Guadalupe Academy are forced to sit in a traditional Calexico driving school clasSchool, Vincent Memorial Catholic High School or Our Lady of Guadalupe Academy are forced to sit in a traditional Calexico driving school clasSchool or Our Lady of Guadalupe Academy are forced to sit in a traditional Calexico driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Joseph Gregori High School, Arachway Academy, Fred C. Beyer High School, Grace M Davis High School, James C. Enochs High School, Peterson Johansen High School, Thomas Downey High School, Valley Charter High School, Big Valley Christian, Calvary Christian School, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, Arachway Academy, Fred C. Beyer High School, Grace M Davis High School, James C. Enochs High School, Peterson Johansen High School, Thomas Downey High School, Valley Charter High School, Big Valley Christian, Calvary Christian School, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, Grace M Davis High School, James C. Enochs High School, Peterson Johansen High School, Thomas Downey High School, Valley Charter High School, Big Valley Christian, Calvary Christian School, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, James C. Enochs High School, Peterson Johansen High School, Thomas Downey High School, Valley Charter High School, Big Valley Christian, Calvary Christian School, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, Peterson Johansen High School, Thomas Downey High School, Valley Charter High School, Big Valley Christian, Calvary Christian School, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, Thomas Downey High School, Valley Charter High School, Big Valley Christian, Calvary Christian School, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, Valley Charter High School, Big Valley Christian, Calvary Christian School, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, Big Valley Christian, Calvary Christian School, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, Calvary Temple, Central Catholic High School, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool, Modesto Christian School or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool or Wood Colony Christian School are forced to sit in a traditional Modesto driving school clasSchool are forced to sit in a traditional Modesto driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Mammoth High School or Mammoth Olympic Academy for Academic Excellence are forced to sit in a traditional Mammoth Lakes driving school clasSchool or Mammoth Olympic Academy for Academic Excellence are forced to sit in a traditional Mammoth Lakes driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at AGBU Manoogian - Demirdjian School are forced to sit in a traditional Winnetka driving school clasSchool are forced to sit in a traditional Winnetka driving school classchool classroom.

Learning the rules of the road and California traffic laws can be a 30 - hour long, boring process when students at Woodfords High School and Mt Sierra Christian Schools are forced to sit in a traditional Markleeville driving school clasSchool and Mt Sierra Christian Schools are forced to sit in a traditional Markleeville driving school classchool classroom.

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /