Sentences with phrase «study questions about»

Independent Study Modules appear in most JHL issues, with study questions about an article printed in that issue.

As the model runs progressed, those tiny differences grew and expanded, producing a set of climate simulations useful for studying questions about variability and change.

Not exact matches

The incident is a case study in how companies in the pharmaceutical supply chain have come under fire for their alleged role in the country's opioid crisis and of the questions that have been raised about the responsibility of middleman companies that distribute prescription painkillers.

In the study, college students were asked to write down how they'd answer a question about their biggest weakness in a job interview.

The study's authors say the humorous banter prompted important problem - solving behaviours, such as colleagues asking more questions and talking about new ideas.

To find out the researchers rounded up a group of 500 Swiss and German study subjects and presented them with a series of questions about how much they worked, how exhausted they felt, and how much guilt they experienced after indulging in some couch potato time.

To conduct this work, GAO analyzed household financial data, including retirement savings and income, from the Federal Reserve's 2013 Survey of Consumer Finances, reviewed academic studies of retirement savings adequacy, analyzed retirement - related questions from surveys, and interviewed retirement experts about retirement readiness.

(ask questions about level of education completed, schools they attended, and subjects they studied)

If one has the wisdom to question their beliefs by actually testing them against data, thinking carefully about valuations, and studying the course of market cycles across history, none of these points should be surprising.

We have some questions about this study that we can not yet discuss because the authors are in the process of submitting the final report for publication.

Jason Falls at Social Media Explorer examined the case study of CareOne Debt Relief Services, which launched an online community in 2006 on which people could register to ask questions about debt relief, consolidation, and budgeting.

«Since the financial crisis there's been a question about whether the value - add from an intermediary fund is worth the cost,» said Ashby Monk, executive director of the Global Projects Center at Stanford University, which studies the movement of financial assets globally.

The question of whether Cambridge used the data from the 270,000 people to mine information about their friends could constitute a breach of its agreement, said Siva Vaidhyanathan, a professor of media studies at the University of Virginia.

The Black Church in the African American Experience by C. Eric Lincoln and Lawrence H. Mamiya Duke University Press, 519 pages, $ 47.50 When we cut through the many good reasons that lead social scientists to study religion, we find ourselves in the end confronting questions about politics.

you can ask questions all you want, test it as much as you like but only you can decide to believe.I have studied hell, read my books about, went to different websites and searched the bible, for a Christian to fear hell is not possible.For one Christ himself said he is the only way to the father.So I think the fear of hell comes from guilt or their power freaks.

At the very beginning of our study of Jonah, we encountered two questions about Jonah's strange behavior in the book.

From Agnostic to Islam and I have seen examples in the past... so my humble request to you is not to stop... keep learning or studying the new stuffs... an advice to you when you decide to study or learn about Islam — do not point to the people who does wrong things as wrong doing people are there in everywhere regardless of faith, but look into the scripture and go to someone who has knowledge if you have any question that bothers you but make sure that person is well educated to his community... i ask The Almighty God to open your heart...

And this is what the Catechism teaches: The question about the origins of the world and of man has been the object of many scientific studies which have splendidly enriched our knowledge of the age and dimensions of the cosmos, the development of life - forms and the appearance of man.

In this study of Genesis 4:4 - 5, we look at some of the theories of why God rejected Cain's offering, and then seek an answer to this question by looking at why God accepted Abel's offering, and what this tells us about Cain's offering.

The purpose of this study guide is to suggest questions that will encourage frank discussion about Christology.

After studying Christian history, she concluded that she knew too little about the Orthodox Church, so I answered her questions as best I could.I also admonished her to discover the Church through its....

In this chapter, the author refines the thesis that a theological school is a community of persons trying to understand God more truly by focusing its study within the horizon of questions about Christian congregations.

In this chapter the author proposes courses of study unified by designing every course to address the overarching interest of a theological school and pluralistically adequate by designing every course to focus on questions about congregations.

Our first sideways step was to refine our thesis by making it more concrete: The overarching end is to try to understand God more truly by focusing on study through the lens of questions about Christian congregations.

The relation between the two, however, and in particular the meaning of the proposal that a theological school's study be focused through the lens of questions about Christian congregations, will not be developed until the next two chapters.

Clearly, if a theological school is going to focus its study through the lens of questions about congregations as the way to truer understanding of God, it is dependent on there being congregations to study and refer to.

Clearly, the proposal that a theological school's study be focused through the lens of questions about congregations does not mean that somehow congregations become the sole or even the central subject of disciplined inquiry.

By engaging people in the effort to understand God by focusing study of various subject matters within the horizon of questions about Christian congregations, a theological school may help them cultivate capacities both for what Charles Wood [2] calls «vision,» that is, formulating comprehensive, synoptic accounts of the Christian thing as a whole, and what he calls «discernment,» that is, insight into the meaning, faithfulness, and truth of particular acts in the practice of worship (in the broad sense of worship that we have adopted for this discussion).

The proposal that study of various subject matters be focused through the lens of questions about congregations introduces pluralism into the heart of the course of study.

That will allow us to explain more exactly how a theological school's study can be focused «through the lens» or «within the horizon» of questions about congregations.

I have proposed that fragmentation in a theological course of study could be overcome if each of its constituent courses were unified by a controlling interest in one of the three questions Christian congregations invite about their construals of the Christian thing (What is it?

However, we might ask whether these three types of questions about congregations do not in fact fragment a course of study, and in at least two ways.

Judgments a school at least implicitly makes about these three questions deeply shape its identity and will almost certainly be reflected in the decisions it makes about the content and movement of its course of study.

On the unity side, the proposal here is, quite simply, that a theological course of study would be unified if every course in it were deliberately and explicitly designed to address centrally one of the three questions about the Christian thing in and as Christian congregations (What is it?

When I was a graduate student at Emory University about 29 years ago (Winter, 1961) studying metaphysics with Hartshorne, I put the foregoing question to Hartshorne himself.

But let's be fair about the 10 questions; being a Christian doesn't mean you are an expert on comparative religious studies.

Gadamer, of how the inspired text, which we question in order to find its meaning and relevance, questions, criticizes, challenges and changes us in the process -» Some who today raise the proper question, whether there are not culturally relative elements in Paul's teaching about role relationships (an the material has to be thought through from this standpoint), seem to proceed improperly in doing so; for in effect they take current secular views about the sexes as fixed points, and work to bring Scripture into line with them - an agenda that at a stroke turns the study of sacred theology into a venture in secular ideology.

did anyone take the quiz... there is a question about what is the religion of most people in indonesia... the answer is muslim, yet... the picture that goes along with the question and answer is confused... i think i saw an elephant trunk on the idols face... maybe the folks who put together the quiz and slide show should brush up on thier religious and cultural studies as well...

The Bay Area study which asked questions about personal meaning, for example, suggested that the content of different meaning systems was a good predictor of propensities to become involved in or to abstain from various social reform activities and alternative lifestyles.

But on those Sunday mornings, when people are gathered to worship God, encourage each other, sing, pray, and study the Bible, there is one thing Jesus cares more about than the right answers to important questions.

What the proposal does argue is this: Study of various subject matters in a theological school will be the indirect way to truer understanding of God only insofar as the subject matters are taken precisely as interconnected elements of the Christian thing, and that can be done concretely by studying them in light of questions about their place and role in the actual communal life of actual and deeply diverse Christian congregations.

A way to make this point is to exploit two metaphors: We could think of questions about the communal identities and common life of diverse Christian congregations as the lens through which inquiry about all the various subject matters studied in a theological school could be focused and unified.

Instead of being about moral precepts and the exotica of the phenomenology of religion, assemblies and RE should be consciously addressing the moral, metaphysical and spiritual questions raised in the study of history, biology or civic affairs: indeed, the whole of the syllabus.

Imagine if a Mormon showed up at your church on Sunday or in your Wednesday night Bible study and started asking questions about what you believe and why?

about the questions: my wife is studying nursing.

Some of the same studies that describe the politico - economic impact of the transfer of modern agricultural technology also raise questions about the long - term environmental impact.

Years ago, when I began to seriously study Scripture, I often had questions about a certain Biblical passage or theological issue.

Richard Barnet and John Cavanagh, who judge this inchoate NGO uprising as presently «the only force we see that can break the global gridlock,» finish their important study with a judgment about its high stakes: «The great question of our age is whether people, acting with the spirit, energy, and urgency our collective crisis requires, can develop a democratic global consciousness rooted in authentic local communities.

The teacher's approach to such problems might start from three assumptions: (a) the teacher should be concerned with how science fits into the larger framework of life, and the student should raise questions about the meaning of what he studies and its relation to other fields; (b) controversial questions can be treated, not in a spirit of indoctrination, but with an emphasis on asking questions and helping students think through assumptions and implications; an effort should be made to present viewpoints other than one's own as fairly as possible, respecting the integrity of the student by avoiding undue imposition of the lecturer's beliefs; (c) presuppositions inevitably enter the classroom presentation of many subjects, so that a viewpoint frankly and explicitly recognized may be less dangerous than one which is hidden and assumed not to exist.

These methods must provide ways rigorously to test and test again any claim to have discovered the truth about the subject under study, and the tests must be shown to be appropriate to the sort of thing being studied and to the sort of questions being asked about it.