Sentences with phrase «taught by more people»

The get the degrees from OTHER people who got their degrees in a book, in schools where they teach the book as if it were reality, taught by more people who got degrees in a book.

Not exact matches

Created by former Buddhist monk Andy Puddicombe (pictured) and Rich Pierson, the app teaches meditation to more than nine million people in 190 countries.

We teach people to more skillfully manage their energy to unlock their vast untapped resources by integrating insights from physiology, neuroscience, and psychology.

For Team Treehouse, founded by entrepreneur Ryan Carson to teach people to code software and learn modern technology skills, working remotely is just one of the techniques they use to be more productive.

However I find it invaluable as a place to take my pagan unchurched friends and have them taught the word by people more knowledgeable and grace - filled than I. Also as a place to be encouraged to hold the course and not revert to the old me which prefers kicking a ** and taking names over compassion, concern and giving my time / resources to the benefit of other.

Same goes for theologies that suggest the poor are poor because of their sins, that if only the sick had more faith or gave more money they would be healed, that the tsunami or the earthquake or the flood that devastated a community was clearly the result of God's wrath on its gay inhabitants, that we can stop rape by teaching women to cover up better, that sex before marriage makes a person «broken» and «unwanted.»

Growing numbers of church people, too, are thoroughly secularized and find their meanings in a technological pragmatic society, and, while continuing to observe the traditional expressions of worship, teaching, and sacraments, these people find their search for meaning more and more unmet by the church's teaching.

Or am I contributing to the problem by helping support this institution - one that has some amazing people but are dedicated to teaching students more about how evolution is wrong than in following the call of Jesus to love your enemies.

At a time when Rabbi Soloveichik is so rightfully appalled by «the actions of a man [obviously, Yasir Arafat] who... sent children [as suicide bombers] to kill children [and to kill themselves by so doing],» he should be more careful in picking, of all people, Samson, to teach us anything.

Centuries before the Karen people of Burma first heard the gospel, their poetry taught of one creator God who mankind had sinned against by eating forbidden... More

The fact is that the Talmud teaches that of all the ancient Near Eastern peoples, only the Jews survived the mass deportations conducted by the Assyrians before the destruction of the First Temple in 586 b.c.e. Hence, there are no real Amalekites to be found any more, just as there are no real Moabites or Ammonites to be found any more.

but I guess watching the kardashians, or jersey shore is alot more educational, If I was forced to watch any of that junk, I would choose this one, at least they can get your attention without having to get naked and spread their legs all over town just to make a buck... these people got over 1 Million watching and talking about the show without showing their skin, just by showing how they actually live in a country where some IDIOTS are trying to teach us if someone looks different or acts different than us we should be scared of them and they are out to kill us.

I am shocked by the Christian teachings that instruct people specifically «how» to study God's Word in the «right» way — «how much time to spend» praying and studying the Bible — «how» to come to the «right» interpretation of each Scripture verse / passage (guided by them — tying the hands of God and Jesus» Holy Spirit, and ignoring that God's Word is living and active...)-- insistence that increased Bible study, prayer and intersession, by their sheer weight, automatically make us closer to being better Christians — closer to perfection and more pleasing to our Lord and Savior.

There are two points to be reiterated here: firstly that it is clear that sexual activity is normal among those who attend the Masses; secondly, and much more seriously, that though the diocese told The Telegraph that «non-celibate gay people should not be given Communion», it has not enforced this and indeed didn't once point out to the SMPC that Church teaching should be faithfully fostered, not effectively undermined, by official celebrations of the Church's definitive offering to God the Father.

But it is shared by people whose marriages have been broken, who remain unreconciled, and who» because we can do no more than «support» them in their brokenness» must experience our liturgies, architecture, and teaching as profoundly dissonant and unconvincing.

Why in this country do we seem to teach that having faith in god is more important then having knowledge and wisdom based on lived experience rather then stories based on 2000 year old morals and ethics???? Lets grow up and start living up to our const.ituation, or is that just another truthless notion to which people claim to live by?

* The Burden of Debt & Being Overpowered by Men: * *************************************************************** There's nothing more enslaving than the burden of debt, and that's why there's a number of dua that Prophet Muhammad taught his followers to removesuch social slavery from his people, including one of my duas: «O Allaah, make what is lawful enough for me, as opposed to what is unlawful, and spare me by Your grace, of need of others.»

Would allowing «untrained lay persons» the opportunity to teach really introduce heresy (by our definition) or would it open up more streams for dialogue?

Crucifixes are all over Italy in public places and it will be hard for that person not to notice a crucifix in any public place INCLUDING the public schools there... so I don't know why this person would suddenly sue the government for having a crucifix at a walking or sitting at a PUBLIC school which does not teach religion any more than a walking at a PUBLIC pedestrian where you would probably find more crucifixes as you walk by.

Some of it was about Sufi like teachings on meditation and going only within and I will have to admit it was borderline a bit too mystical for me to understand... but then I tried to picture how they may have been influenced by Eastern meditation and that not by having the knowledge we have today, perhaps that made more sense then and perhaps even for some people it makes sense today.

Dr Jockers thank you for your very informative website.It is to bad that more doctors would not take the time to learn the power of virgin coconut oil and more importantly the power of a ketogenic diet and the power of 24 hr fasting.I realize that most doctors are influenced by big pharma.which is leading a lot of people to do their own research online.We have been taught our whole lives to stay away from fat and to eat a diet of at least 60 % carb.Often being told to eat every 3 hrs to keep our blood sugar up!I ate that way my whole life not knowing any better what did it get me at the age of 46 was diagnosed type 2 with a fasting blood sugar of 300 and a a1c of 11.8.

Sport is inspirational for many young people so by combining elements from sports coaching with work skills training, we can deliver a programme that does much more than just teach people how to write a CV.»

Hester says that weight - loss camps are more likely to be effective if they are designed and administered by qualified health and fitness professionals, and if the program teaches people how to adopt healthy behaviors over the long term.

Dr Jockers thank you for your very informative website.It is to bad that more doctors would not take the time to learn the power of virgin coconut oil and more importantly the power of a ketogenic diet and the power of 24 hr fasting.I realize that most doctors are influenced by big pharma.which is leading a lot of people to do their own research online.We have been taught our whole lives to stay away from fat and to eat a diet of at least 60 % carb.Often being told to eat every 3 hrs to keep our blood sugar up!I ate that way my whole life not knowing any better what did it get me at the age of 46 was diagnosed type 2 with a fasting blood sugar of 300 and a a1c of 11.8.

We also practiced teaching more than an average teacher training would allow, so by the end of it I felt totally comfortable teaching in front of a group of people.

As it happens, the «rules» employed in this study were more restrictive than those used by many people and, perhaps more importantly, the participants in the study were taught by accredited teachers.

With more than 18 years of experience in Ashtanga Yoga, she is one of a select group of people to receive the Certification to teach Ashtanga yoga by its founder Sri K. Pattabhi Jois in Mysore, India and practice into the Fifth Series of Ashtanga Yoga.

Hey Doc I started training at the age of 13 and literally never stopped ever I have had major knee surgeries 5 or so years ago I have had countless stressful jobs I could not stand I finally said enough is enough and pursued by Personal training career I have an unbelievable passion for the fitness / nutrition lifestyle I'm 26 now at the age of 22 - 23 I achieved body fat percentage of 2 percent while working a back breaking job and literally sleeping 2 - 3 hours a night due to my hormone imbalance I didn't have a spoil meal in 8 months I was finally achieving the look I've been longing for for the 10 years I was already training and it was due to proper training times and nutrition little did i know I was already deep in a over trained zone for years before that I used to spend 3 - 5 hours a day in the gym from the age of 14 through 19 years old i just loved it so much and though more was better as I got older I got smarter I studied non stop this all leads to my decline at age 23 I look back and I know every little thing I did wrong basically al all started at work 3 years ago to make a very long story short I had continued dizziness lack of sex drive for years insomnia all of the above to the 10th degree I know I've abused my body not many can say they have done the work i have done in gyms over all these years I left work one night with sharp pains in my abdomen got blood work done got called back a week or so later and was notified in A very unprofessional way that at the age of 23 I had a testosterone level of 73.6 I have all the blood work to prove it from then on I was treated horribly by doctors none believing what I havenput myself through in the prior years basically going into every appointment and teaching each person endos euros physicians etc..

Nourishment expert, speaker, author & founder of Path for Life, Jeanette Bronée has for more than 10 years helped people change the way they eat by teaching them how to connect with WHY they eat, which is how real change happens.

The vast majority of programs, systems, print books and eBooks that claim to teach you how to create a strong and lasting relationship are little more than a scam designed by a savvy business person to entice you to spend your money in hopes of... [Read Moremore than a scam designed by a savvy business person to entice you to spend your money in hopes of... [Read MoreMore...]

More than 150 years ago, the idea took flight that lessons could be taught and people could learn by correspondence through the mail.

By making teaching a more market - oriented profession, school choice might also make it a more attractive career to people who would thrive in such an environment.

It's taught in schools in more than 100 countries and is spoken by 1.5 billion people — one - fourth of the world's population, according to scholar David Crystal.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofteaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofTeaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofteaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Research by St John Ambulance showed that 94 per cent of teachers believed first aid lessons in school would help teach young people to be more responsible.

Or by having one or more instructors teach classes of 20 or 50 people bored out of their minds.

In an article for Education Next, Pieter De Vlieger, Brian A. Jacob, and Kevin Stange of the University of Michigan report that students taught by skilled postsecondary instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, earn more credits, and are better positioned to complete a college degree, with larger effects for in - person than online classes.

African - American students are far more likely than their white peers to receive a subpar education, in larger classes taught by unqualified teachers in decaying buildings, according to the National Association for the Advancement of Colored People.

By using web - based project management system, educationists and teachers can better connect, communicate and collaborate with each other and devise ways to improve the standard of teaching and make teaching accessible to more and more people irrespective of their financial, economic and social status.

Anticipating by three decades the battles over Teach For America, the program inspired proponents who hoped it would bring more intelligent young people into teaching along with critics who saw it as denigrating the wisdom of veteran teachers and deprofessionalizing the field.

The critical difference is that these tutorials are taught in a variety of ways by a variety of people, and the site offers math, English, science, and more.

Here are recent suggestions: 1) train teachers better (Melody Barnes, President Obama's head of domestic policy); 2) attract smarter people to teaching (a new McKinsey study shows that most teachers come from the bottom third of their college class); 3) pay good teachers more (Michelle Rhee, Bill Gates); and 4) get rid of bad teachers, who are protected from accountability by the teachers unions («Waiting for «Superman,»» and many others).

Commissioned by the World Innovation Summit for Education (WISE), the research found that teachers» practical knowledge of teaching young people with disabilities needed to be more relevant to their working environment, especially in areas with poor infrastructure, a lack of teaching materials or large class sizes.

By teaching civics in tandem with experiential learning, YES Prep teachers, more often than traditional public or private school teachers, were «very confident» that their students learned «[t] o be tolerant of people and groups who are different from themselves,» «[t] o understand concepts such as federalism, separation of powers, and checks and balances,» and «[t] o develop habits of community service such as volunteering and raising money for causes,» according to 2010 American Enterprise Institute Program on American Citizenship survey.30 As a charter network serving low - income students, its service - centered mission serves both the students and their communities.

«Far from the picture painted by the Labour Party, teaching remains a hugely popular profession with three per cent more people due to start postgraduate teacher training than this time last year.»

These texts teach students Bible - based facts, including the following: dinosaurs and humans co-existed on Earth; slave - masters generally treated their slaves well; in some areas, the KKK fought the decline in morality by using the sign of the cross; and gay people have no more claims to special rights than child molesters or rapists.

So what we have to do, I think is create mechanisms by which they can share their practice, help colleagues, help people to think more strategically about capacity building, but you know there are a lot of education gurus out there that don't teach, never have.

«They're more or less abstract descriptions of academic abilities organized into sequences by people who have never taught at all or who have not taught this particular set of standards.»

More and more parents and teachers are awakening to the realization that the word «reform» has been hijacked by people who want to dismantle public education and the teaching professMore and more parents and teachers are awakening to the realization that the word «reform» has been hijacked by people who want to dismantle public education and the teaching professmore parents and teachers are awakening to the realization that the word «reform» has been hijacked by people who want to dismantle public education and the teaching profession.

Only in Pearson's virtual world is a «badge» — conferred to a person who watched an online video alone, and completed an online quiz with no proctor, which was no doubt scored automatically via computer — somehow considered more «trustworthy» than a credit earned by a student actually participating in a real - world classroom, with other students and an instructor, engaged in regular discussion, with assignments, graded by the same teacher who taught the course.