Sentences with phrase «taught as the substance»

Not exact matches

Broadly speaking, we may characterize the civic project of American Christianity as the attempt to harmonize Christianity and liberal order and to anchor American public philosophy in the substance of Protestant morality, Catholic social teaching, or some version of natural law that might qualify as public reason.

There is no one underlying substance that expresses itself in the multiplicity of particular entities, as Vedantists taught.

Lumen gentium teaches that «Christ... has founded... his Holy Church»; «has made her visible framework... the dispenser of grace and truth»; «she is a society equipped with hierarchical organs and the Mystical Body of Christ, a visible assembly and a spiritual fellowship»; «we must not think of the Church as two substances, but a single, complex reality, the compound of a human and a divine element» (n. 8).

According to its founders, Divine Science «has always taught that so - called matter is pure divine energy manifesting as form; it repeatedly points out that Substance is Spirit.»

It is not an enduring substance and does not necessarily survive the death of the body, as most have interpreted Plato to teach.

William Glasser captured the sum and substance of the quest for our own day as early as 1969 when he stated that «certain moral values can be taught in school if the teaching is restricted to principles about which there is essentially no disagreement in our society» (emphasis added).

About five percent are used for teaching purposes, another five percent for diagnosis of disease, twenty percent for production of biological substances («biologicals») and for toxicity testing, thirty percent in development of drugs and their testing, and forty percent for other research activities such as the present work in genetic engineering to increase the size of sheep and pigs.

One advantage of looking at «scientific culture» rather than «public understanding», is that it allows for preferences and interests as well as the substance of what is taught.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

In addition to introducing students to such things as the proper way to lift weights, Kephart teaches them about mental health, substance abuse, nutrition, physical activity, stress reduction, and sexuality.

However, with the current emphasis on Common Core standards, school systems across the country are paying more attention to the substance and structure of what is taught, and literacy is emerging as a central theme.

The 120 - day program teaches the dogs basic obedience as well as more advanced skills, such as how to attack and how to sniff for specific substances.

D.A.T.A., Drug Alcohol Traffic Awareness, but also referred to as the First time Driver's course is a 4 - hour program designed to teach those wanting to obtain their driver's license in the cities of Callaway, Springfield, Lynn Haven, Panama City, and Lake City, the rules and regulations of the road, safety driving techniques, alcohol and substance abuse and the effect they have on your driving abilities, and more.

Facilitated workshops for mentally - ill patients to teach skills such as communication, stress - management, teamwork, and overcoming substance abuse

The evidence - based Second Step Program gives schools and teachers an effective method for teaching essential communication, coping, and decision - making skills that will allow adolescents to navigate common pitfalls, such as peer pressure, substance abuse, and bullying (both face - to - face and online).

In addition to her psychotherapy practice, Dr. Young taught undergraduate and graduate classes, such as: Interpersonal Relationships & Romantic Love, Human Sexuality, Sexual Disorders & Treatment, Substance Disorders & Treatment, and other general psychology topics, at Chapman University for over 20 years.

teach children to apply social and emotional skills to prevent specific problem behaviors such as substance use, violence, bullying, and school failure, and to promote positive behaviors in class, school, and community activities; and

I have experience and a passion to teach children and adults in crisis, as well as those with behavior problems, substance abuse, and grief issues, along with bipolar disorder how to manage and cope.

Some programs teach students to apply SEL skills to prevent the occurrence of specific problem behaviors, such as substance use, interpersonal violence, bullying, and school failure.

As such, universal family - focused preventive intervention efforts to date have focused primarily on teaching parenting skills such as parental monitoring and the use of appropriate discipline techniques that have been demonstrated through basic and applied intervention research to be related to adaptive adolescent outcomes such as delayed initiation of substance use (Kumpfer and Alvarado 2003; Taylor and Biglan 1998As such, universal family - focused preventive intervention efforts to date have focused primarily on teaching parenting skills such as parental monitoring and the use of appropriate discipline techniques that have been demonstrated through basic and applied intervention research to be related to adaptive adolescent outcomes such as delayed initiation of substance use (Kumpfer and Alvarado 2003; Taylor and Biglan 1998as parental monitoring and the use of appropriate discipline techniques that have been demonstrated through basic and applied intervention research to be related to adaptive adolescent outcomes such as delayed initiation of substance use (Kumpfer and Alvarado 2003; Taylor and Biglan 1998as delayed initiation of substance use (Kumpfer and Alvarado 2003; Taylor and Biglan 1998).