Sentences with phrase «teaching moved from»

This is the primary building block that all of the asanas I teach move from.

Not exact matches

While teaching traditional jazz dance classes in Evanston, Illinois, in 1969, Judi Sheppard Missett turned her students away from the mirrors and started a «just for fun» class that incorporated dance moves to provide aerobic exercise.

For somebody who had never been to New Orleans, but moved there initially to teach and then a year later left the classroom to start a company, I've seen firsthand just how much the community has invested in bringing in and retaining young people who really want to contribute to rebranding the city, bringing it from, old oil and gas and just tourism really into the 21st century with lots of high - tech, high - growth businesses.

In addition to the plan to move Zappos downtown, he has made a series of investments from his sizable personal fortune: seed capital for several tech start - ups that have promised to relocate; $ 2 million for a new performing - arts center that will bring Broadway shows downtown; $ 1.2 million to Teach for America to improve downtown's schools; $ 7 million for 20 percent of the charter airline JetSuite, which he plans to use to fly prominent entrepreneurs and rock bands into town.

I have since moved to Bozeman Montana (where my other best mate from University lives) having been offered a graduate teaching position which will pay for me to work on another degree (a little insulation).

The decision to move the Billy Graham Evangelistic Association's banking business away from Wells Fargo is based on the bank using corporate advertising to promote lifestyles that are counter to what God's Word teaches.

From a training and career perspective, it is more efficient to teach a young SDR to do a specific and fundamental function of the sales very well before moving on to their next role.

Mason had a variety of occupations through her life, from teaching in Fairfax, Virginia, to becoming a literary agent and a legal assistant after she moved to Brevard in 1993.

Some Christians will see some branches of the Church's changes as positive and a step forward, while others will see it as negative and move away from what the Bible teaches.

When Christians move adoption from the periphery to the center of theological reflection, teaching and counseling, they will lessen the degree to which adopted children are assigned a second - class status in secular society.

A lot of us are associated with groups like this, groups that, at least in our lifetime, aren't going to move away from traditional Christian teaching regarding human sexuality and marriage.

Remember the writer of the Letter to the Hebrews chastised his readers for being immature and not moving on from elementary teaching.

We are all moving from different places and experiences, backgrounds and teachings, contexts and privilege.

Only a short step separates this notion from Jesus» teaching that faith, like a grain of mustard seed, can move the figurative sycamore tree of natural obstacles (Luke 17:5).

You say, we have all these teachings and society has moved away from these teachings in all kinds of ways; and this creates this incredible tension between New Testament sexual ethics and the way we all live now.

In the Netherlands as in the other countries of Europe and North America, law and policy in the decades following the Second World War moved steadily away from the teaching of the Gospel and the magisterium of the Church on matters of marriage, family and life.

Moreover, unlike McGrath's biography, which follows Packer's life in chronological terms — from his birth in the English village of Twyning in 1926, to his education at Oxford and teaching tenure in Church of England theological colleges, to his move to become professor of theology at the newly - founded Regent College in Vancouver and his subsequent prolific output of articles and books and sermons — Ryken's biography aims to be a thematically organized portrait.

Repudiating the fear and dread inspired in men by Satan and his churches — an Angst deriving from an abject and selfish terror of death (38:38)-- Milton's purpose is to teach men to despise death and to move forward:

This is moving further away from the teaching of Jesus than widening marriage to include gay people and then returning to traditional Christian teaching against living together.

Third statement: A major need within the church today, for ourselves, and those we teach and those we talk to is (and the sentence contains some semi-technical language that can sound jargony, but it's illuminating, so stay with me): to help people move from pre-critical naivete, through critical thinking, to post-critical naivety.

The word doctrine is therefore being used in a way that is flexible enough to accommodate the variety of biblical teaching on these and other subjects as well as the factor of development in some themes as we move from the Old Testament into the New Testament.

The remainder of the book (chapters 4 — 7) provide a detailed explanation of how to study and teach the texts of the General Epistles, beginning with interpreting them from the Greek and moving on into exegetical outlines and homiletical exposition.

Michael Goulder and Frances Young are teaching at Birmingham University, and Leslie Houlden has recently moved from Ripon College, Oxford, to King's College, London.

They include the «chilling effects» of libel suits, the perennial conflicts between property and access, the three out of four publishers who intervene in news decisions affecting their local markets, the advertisers» freedom to move their money to where their interests are, industry self - regulation in broadcasting and advertising, the backlash against conveying under duress (as in a hostage crisis) points of view that are never aired as directly without duress, the flareups of book banning and censorship of textbooks, the rout of the civil rights movement, the retreat from principles of fairness and equality (even where never implemented), the attack on scientific and humane teaching, the threat of self - appointed media watchdogs to also spy on teachers in the classroom, and the general vigor of ancient orthodoxies masquarading as neo-this and neo-that.

A court empowered to judge a statute's constitutionality by that court's own inference of the animus of the statute's sponsors is a court set free from any limitations on its power» its power, on the one hand, to strike down any law enacted with the political aid of believers, and its power, on the other hand, to move directly against churches and denominations that display a perceived animus in their teaching toward certain behavior.

By God's own teaching, his plan required that his creations, having free will, yet no appreciation of hardship or adversary, must, like all children do as they move from innocence to adulthood, think that they know better than there parents and elders and break seemingly arbitrary rules.

However, the Association of Christian Teachers has described the move as a step too far, speaking on Premier's «News Hour», Chief Executive of ACT, Clive Ireson said: «from a Christian point of view they're aren't nurseries; of very many of them that would be teaching it as a scientific fact during their science curriculam, they'll be teaching it during their RE curriculam areas and those bible stories like creationism need to be taught during that time».

We begin at this point because we are seeking to move inward from the periphery to the centre — that is, we begin with the attempt to understand the ethical teaching of Jesus as it appears within the framework of the thought of his contemporaries.

He wants Christians to move on from milk doctrines and teachings that make us feel warm and fuzzy, to the meat truths of the Word that we mull over, think about, and digest (cf. Heb 5:11 — 6:3).

«I pray for them every Monday from a list that is divided in two: Those who continue to seek to be faithful to the Bible's teaching that the only right context for sexual intercourse is in a marriage between a man and a woman and those who have moved away from that view.

I do not care if you are more of a topical teacher, or a book - by - book teacher, I believe that we must move away from the monologue model, and allow interaction from those we are teaching.

Again, this is a move in the right direction, but once again, it limits the interaction to those who have the time to do it, and to those who are technological savvy enough to know how, and once again, separates the interaction from the initial time of teaching.

He taught at Wabash College from 1954 - 1956, then moved to Emory University as professor of Bible and Religion until 1968.

Teach from the beggining, when they think they are ready to move on, then they go to the next group.

The program also involves a monthly teaching and research colloquy that brings faculty members together with beginning and advanced Ph.D. students for conversations that move from case studies in teaching to more personal and vocational reflections.

In the last ten years I have moved increasingly toward experiential teaching (using self - awareness exercises, role playing of counseling methods, live demonstrations of growth groups, and so forth), which involves the students» own feelings, responses, and needs; asking the students to draw up their own «learning contract» based on what they want to get from a given course or workshop; expecting students to participate in the teaching by sharing in some systematic way the insights they have discovered to be meaningful; revealing my own struggles, uncertainties, and weaknesses; and asking the students to evaluate anonymously the course, including my teaching.

Hence, at this point the book moves from the method and doctrine of theology to reflection on the relevance of Christian teaching for the structure of the political order.

Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.

it's good to see the pope moving away from the cruel teaching of the bible.

As we argue below the move that has been made from the fact of these actions, contrary to Church law and teaching as they were, to the blackening of the name of the Catholic Church is profoundly unjust.

Time, in the teaching of Jesus, is something which God fills and fulfils, and it is something which man experiences, rather than something which moves from past to future.

Aunt Rose, who taught me how to make eye of round roast Italian style, was my mother's sister, and she lived in the house next to my parent's home, the home I grew up in from the time I was two until I moved away to a place of my own.

I moved from Florida 2 Ketucky, but have no ideas on canning, freezing & I don't know any ppl here that would like 2 teach me.

The expansion into Texas occurred seven years ago and taught the company a lot about moving away from its base in California.

She told me she was very busy with a big move (from Florida to Seattle) and travelling to teach at different workshops (one of my dreams is to participate in one!)

Eventually I craved a change in scenery and moved from Tahoe to Salt Lake City to teach culinary school.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

Players should learn how to move on from the past and play their game, that's something Wenger can't teach, but having said that if they can't learn how to overcome their psychological frailties after 2 years of constant failure against the same team then it's up to the manager to bench or sell the players and find a better ones who are willing to give their all to win.

As you teach your daughter all the steps of potty training, make sure she knows to move the toilet paper from front to back when she wipes herself.

I was pregnant, working part - time from home, moving into a new house, chasing around a two year old adventurer and teaching two overlapping Birth Boot Camp series.