Sentences with phrase «student knowledge of life»
Weekly Life Lab classes deepen student knowledge of life science, gardening, and nutrition.
https://www.springhillschool.org/ Not exact matches
Studying the humanities offers students «mental empowerment» so that they can go forward in life armed with «a sense of social responsibility» and «intellectual and practical skills that span all areas of study, such as communication, analytical and problem - solving skills, and a demonstrated ability to apply knowledge and skills in real - world settings.»
Whitehead suggests that teachers should facilitate what he calls the student's «concrete vision» by allowing the student to utilize knowledge: «By utilizing an idea I mean relating it to that stream compounded of sense perceptions, feelings, hopes, desires and of mental activities adjusting thought to thought, which forms our life» (AE 3).
Beyond the obvious question of how well the school actually can assess relevant background knowledge and experience is the fact that the system does not take into account other worthy commitments in a student's life, like work or ministry responsibilities outside the school.
They point also to the rapid expansion of knowledge and technical skill required for effective living in the modern age, and they ask how the schools, with their limited share of the student's time, can afford to spend any of it on instruction in recreation, which they believe he either does not need or can get outside of school.
At Reformation 21, Carl Trueman enters a debate over the purpose of Protestant seminaries — specifically, whether they ought to make a point of actively sculpting the spiritual lives of their students or whether they should tend to the more mundane goals of imparting knowledge and certifying graduates.
There remains a strong tension between the university as a place to form students» lives who then contribute to society and the university as a place of the highest research that contributes to society by discovery and advancement of knowledge.
Students told us that they appreciate teachers who possess a good understanding of American life as well as of Islam: «My teacher, he's like one of the most knowledgeable people I know, but he's not knowledgeable to the point where all he knows is Islamic knowledge.
They are, first, the development of the student's emotional, intellectual, social, and professional life; second, knowledge and understanding of human behavior in breadth and depth; and third, the ability to relate to others therapeutically through an understanding of psychotherapeutic approaches and processes.
Mothers and children trapped in poverty in our inner cities; rusted - out factories, scattered like tombstones across the landscape of our nation; an education system flush with cash, but which leaves our young and beautiful students deprived of all knowledge; and the crime, and the gangs, and the drugs that have stolen too many lives and robbed our country of so much unrealized potential.
In spite of the fact that Socrates studied with all diligence to acquire a knowledge of human nature and to understand himself, and in spite of the fame accorded him through the centuries as one who beyond all other men had an insight into the human heart, he has himself admitted that the reason for his shrinking from reflection upon the nature of such beings as Pegasus and the Gorgons was that he, the life - long student of human nature, had not yet been able to make up his mind whether he was a stranger monster than Typhon, or a creature of a gentler and simpler sort, partaking of something divine (Phaedrus, 229 E).
«It is my desire and my purpose to further the education of the people of Texas and elsewhere in wildlife conservation, in the knowledge of the breeding and living habits of our wild creatures and in the relationship of wildlife to domesticated livestock on our ranches and farms; to afford students and others interested in wildlife betterment and propagation and in the raising of wildlife along with domesticated animals a place for research and an opportunity for the study thereof; and to develop scientifically methods of increasing the wildlife population of the state and nation for the benefit of future generations... who may not have the opportunity to know and appreciate our wildlife, as I have, unless methods of increasing and conserving our wildlife are scientifically developed.
Lastly, for the high - school and college students out there -LCB- and maybe even for you parents too -RCB-, the «How to Ditch Your Parents» book comes with loads of great advice for living on your own, preparing your child for the working world, and advice that you as a parent may think is common knowledge.
Students will increase their knowledge of Illinois ecosystems by observing living and non-living things on the Nature Museum grounds and by evaluating how the parts of each system interact and work together.
It is hard to think of anyone with less personal knowledge of the current lives of British students than Peter Mandelson, with his multi-million pound London house, his holidays with Russian oligarchs and his life in a multi-national bubble of money and power.
Policies that develop the petrochemical industry in Nzema to offer direct employment or ancillary services for the unemployed residents to earn descent salaries to meet the high cost of living the oil discovery has brought in its wake; policies that improve education facilities in Nzema here and provide scholarships for needy students to expand their knowledge base and acquire relevant competencies for employment into the oil sector; policies that offer apprenticeship and vocational training for the youth who are unable to acquire formal education so that they are also not left out of employment; policies that develop infrastructures in Nzema are what we need.
Government is thus keen to provide opportunities for Ghanaians, especially students, to acquire cutting edge knowledge in ICT to drive the digitisation agenda and improve the life of the ordinary citizen.
The questions have been field - tested by over 100,000 middle school and early high school students for their ability to assess students» knowledge of life and physical sciences and to identify students» common misconceptions about the sciences.
«The gathering of international scientists, policy - makers, and students will not only explore the knowledge in hand, but consider what else is needed to chart a course over the next century in which humanity sustains and even improves the relationships that underpin life on Earth.»
The University of Minnesota College of Biological Sciences seeks to improve human welfare and global conditions by advancing knowledge of the mechanisms of life and preparing students to create the biology of tomorrow.
(US) must possess (a) a PhD thesis on which the ink has not yet dried and (b) a mere student's knowledge of university life.
Because Ayurveda has changed my life in countless ways, and made me into a passionate student, teacher, and practitioner of this great knowledge system, I am delighted to share my three favorite Ayurvedic morning rituals to truly rock your mornings.
Teaching and practicing yoga for many years has given Alice the knowledge needed to empower the lives of her students by using universal principles of alignment and heart - centered awareness; she consistently takes her practice to a higher level and helps her students do the same.
From the study of Yoga and Ayurveda in India to Thai Massage in Chiang Mai, Leigh's breadth of knowledge gives her the tools to teach practical applications that can change students» everyday lives.
Our experience and knowledge of Ayurveda (Science of Life) is one of the main facets in which we work with our students on an individual basis.
USA, Canada, UK, Aus, NZ About Blog Embassy English has 40 years» experience of providing students with quality English language courses and great experiences in amazing locations around the world.Our Mission is to help students create experiences and gather knowledge that will help them live life as a global citizen!
Empowering current school students with the knowledge, skills and motivation to meet the greatest challenge of their lives is not a luxury but a necessity, for them and all of us as well.
The study concludes, «among students assigned by lottery to see live theater, we find enhanced knowledge of the plot and vocabulary in those plays, greater tolerance, and improved ability to read the emotions of others.»
Of course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcOf course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etc..
Second - and third - grade students using the Seeds of Science / Roots of Reading units made significantly greater gains in understanding science concepts, knowledge of science vocabulary, and reading comprehension, as measured by tests developed by project researchers, compared to students in comparison conditions for both earth science and life science units.
The Football League Manager is an exciting and real life resource to assess your students» knowledge of spreadsheets from Level 4 - Level 7 at more able year 8 and average year 9 standard.
Professor Macdonald said the curriculum will be the first of its kind to actually be implemented and is focused on building students» knowledge, understanding and skills to help them lead healthy, safe and active lives.
We teach and explain to the students that as a mathematician you need to build knowledge, specific sets of knowledge as a mathematician, you need to problem solve real mathematical life problems, and you need to be able to do those two things independently.
When working in teams, on real life examples, preferably their own ideas, students deepened not only formal knowledge of a subject but developed those softer skills employers said they needed.
A pre-med student would learn first - hand of tropical diseases, and use this knowledge to help the 900 indiginos that live in this area.
At the beginning of the course, students were asked to reflect on what they value in life (such as relationships with family / friends, spiritual / religious values, or science / pursuit of knowledge) and to rank those values by personal importance.
Cool Burning provides opportunities for teachers to enrich their curriculum and for students to deepen their knowledge of Australia by engaging with the world's oldest continuously living cultures.
Schools use a limited range of resources (time, space, people, money, and knowledge) to produce students, who are (hopefully) well prepared to successfully find opportunities and overcome the challenges they will encounter in life after school.
We think there should be two goals of summative assessments: to maximize the learning of new knowledge and skills and to best develop students» exam / project taking skills (since exams will be a feature of most of our students» higher education lives).
Across all five plays we found that students randomly assigned to see live theater scored significantly higher than the control students on measures of tolerance and social perspective taking as well as a test of their knowledge of the play's plot and vocabulary.
«Reading enables achievement in every dimension of life, and we have an extraordinary opportunity to combine knowledge of how individuals learn with technologies that will put remarkable interventions within reach for students across the country,» Harvard President Drew Faust said.
Students apply their knowledge of negative externalities to various real life cases.
Lack of speech clarity and an absence of knowledge about what to say in daily situational dialogues often leave these students frustrated with their skills when they actually live and study in the U.S. Expectations of communicating with ease are often challenged because the lessons learned in English classes don't parallel real life situations encountered in North America.
All of the scales used to measure student knowledge about the plays, tolerance, ability to read the emotions of others, as well as interest in watching or participating in live theater, are either established or were validated with conventional tests of scale construction.
Students apply their knowledge of Price Discrimination to various real life cases.
This raises the question of whether treatment - group students acquired so much knowledge about the plays because they saw the live theater performances or because they had been prepared by reading and watching movies.
Among students who are assigned by lottery to see live theater, knowledge of the plots of those plays as well as the vocabulary used in those productions is significantly enhanced, above and beyond what they learn by reading those works or by seeing film versions (see Figure 1).
Students apply their knowledge of Perfect Competition to various real life cases.
Students apply their knowledge of PED to real life scenarios and a range of products.
Students apply their knowledge of Contestability and Concentration Ratios to various real life cases.