Sentences with phrase «teaching periods in»

Educational requirements are defined by the New Jersey Administrative Code, and include familiarity with the New Jersey Core Curriculum Content Standards (CCCS); familiarity with human development and teaching diverse learners; a bachelor's degree from an approved, accredited college or university with a cumulative GPA of 2.75 and / or a high Praxis score; and completion of a supervised teaching period in the state.

It was during her teaching period in the early 1960s that Riley honed her personal artistic style.

Not exact matches

She even taught two event planners to make chocolates in return for assistance during peak periods.

«In the slow period, during the winter, we grab our 20 most promising apprentices and bring in experts to teach them specialized techniques, like how to isolate a section of a wall, then match and blend materials to mask a repair,» says MoriIn the slow period, during the winter, we grab our 20 most promising apprentices and bring in experts to teach them specialized techniques, like how to isolate a section of a wall, then match and blend materials to mask a repair,» says Moriin experts to teach them specialized techniques, like how to isolate a section of a wall, then match and blend materials to mask a repair,» says Morin.

You complete your TEACH Grant eligible program of study, but you do not begin or do not maintain qualifying employment within a timeframe that would allow you to complete your required 4 years of teaching within the 8 - year period described in your Agreement to Serve.

NOTE: In this circumstance, your employer should include the dates of the summer break when reporting your dates of employment on the PSLF Employment Certification Form (ECF), even though you are not actually teaching during that period.

The treatment of the Nazi period in all its aspects - Hitler's rise to power; his establishment of a dictatorship in Germany; the abolition of the rule of law; the persecution of all kinds of political opponents; the racially motivated persecution of the Jews, culminating in the Holocaust; the reticence and opposition of German citizens; and, Germany's instigation of World War II - is compulsory teaching matter at all types of schools in Germany and at all levels of education.

In all actuality, it could be taught that we are to just live separately, period.

Reacting to the result on Wednesday, Archbishop of Sydney Dr Glenn Davies said in a video posted online: «Although this won't prevent me from continuing to teach that marriage, in God's good design, is between a men and a woman... the reality will be, in a very short period of time, our Parliament will legislate for same - sex marriage.»

We anticipate a similar period of planning, experimentation and testing — and similar pains of adjustment as we learn to teach in ways none of us was taught.

Darby's teachings were featured in the sermons of some of the great preachers of the 1880 - 1920 period: the evangelists Dwight L. Moody and Billy Sunday; major Presbyterian preachers such as James Brooks; Philadelphia radio preacher Harry B. Ironsides; and Cyrus I. Scofield.

There is more evidence for the life an teachings of Jesus Christ than most other personages outside of Italy, in the time period.

It was the period when the teachings of the prophets, accepted in their time by a mere handful, seeped into the blood and bones of the people.

UK Education Secretary Justine Greening has opened a consultation period for people to express what they want children to be taught in relationship education.

We can say such things, for example, as that he was born in Palestine during the reign of Herod the Great; that he was brought up in Nazareth; that he lived the normal life of a Jew of his period and locale; that he was baptized by John, a proclaimer of the early coming of God's judgment; that he spent a year or more in teaching, somewhat in the manner of contemporary rabbis, groups of his fellow countrymen in various parts of Palestine, mostly in Galilee, and in more intimate association with some chosen friends and disciples; that he incurred the hostility of some of his compatriots and the suspicion of the Roman authorities; that he was put to death in Jerusalem by these same authorities during the procuratorship of Pilate.

And not only when we compare it with the setting of the life of Stone Age men, but also when we measure it by the framework within which the Church itself lived in those earlier times which constituted the classical periods of the Church's life and teaching.

H. Richard Niebuhr taught us in The Kingdom of God in America that the triune themes of the sovereignty of God over the whole world, the reign of Christ in the heart and the expectation of a Coming Kingdom in and beyond time were all embedded in the term «kingdom of God,» and that these themes were decisive in the way Christian theology and ethics provided — with differing accents in different periods — a spiritual and moral rudder for American civilization, from its founding through the industrial era.

In the early patrisdc period it was common to draw a distinction between the apostolic paradosis (tradition) and the church's didaskalia (teaching).

It is perfectly clear, though, that the Spirit has never given a uniform sense on what Scripture teaches, not even in the patristic period.

And so what better place to teach persons personally than in a congregation where you have access to everything that makes up their personhood — their families, their work, the weather, their neighborhood, their sins, their stories — and over a period of years, sometimes decades.

Into the brief period of which we have a record are compressed his baptism by John the Baptist — a prophet of the Old Testament stamp — his time of solitary meditation and temptation in the wilderness, the calling of his twelve most intimate disciples, his going about with them healing and teaching in Galilee and its environs, the journey to Jerusalem and his triumphal entry, the stormy events of passion week, his crucifixion, and resurrection.

His doctoral dissertation was on Duns Scotus on predestination and his habilitation (the second dissertation required to teach in the German universities) addressed the concept of analogy from the ancient Greeks through the medieval period.

Although held in theory over a long period, the belief was accentuated during the latter part of the nineteenth century and since, and became finally a basic dogma underlying the Japanese Imperial thrust, which is often regarded as the beginning of World War II.9 The idea was taught in the schools, in the army, and resulted finally in a fanatical religious, as well as patriotic, devotion to the emperor, without which, it seems to the writer, it is impossible to explain the daring attack of the island empire of Japan upon the richest and most powerful nation in the world, the United States.

His plan was so successful that in a short period of time all Ireland was being taught this essential Christian doctrine, with the shamrock becoming its chief symbol.

Gods will is for us humans today to evolved to a level of conciousness that will prepare us for the challenges of our future survival, Scientists now predicts of hardships in the future due to over population and changes to the natural environment.and that is happening now with activists through out the world are reminding us of protecting nature.That is why we need a phsychological revolution to hasten the evolution of consciousness that will address the problems.Ideological and philosophical enlightenment had the past great minds to develop ideas and belief because God sent them to reality in their times.Abraham, Jesus, Mohammad, Buddha, and many other religious leaders to teach humanity the doctrines that God willed to be appropriate and applicable in those periods of their existence, Also great philosophers in another dimension of social involvement were born to interprete and connect philosophically as the second element of our conscience, Kant, Marx and countless of them also were born.To complete the triangular structure or dimension of our conscience is knowledge.

For early Christianity was in its origin a Jewish movement, and the records of the lives and teachings of Jewish religious leaders in that period were invariably preserved in the form of scattered sayings, parables, and anecdotes, handed down by their disciples, quoted and requoted in the schools, and not committed to writing until long after.

What I mean is that, if you take 1 Timothy 2:12 in it's most plain sense, at face value, then women are not allowed to teach period; somehow you have inferred that men can learn from women when done «PRIVATELY» but not «IN THE CONTEXT OF THE LOCAL CHURCH.&raquin it's most plain sense, at face value, then women are not allowed to teach period; somehow you have inferred that men can learn from women when done «PRIVATELY» but not «IN THE CONTEXT OF THE LOCAL CHURCH.&raquIN THE CONTEXT OF THE LOCAL CHURCH.»

Following a period of parish work in England, I went to teach at Makerere University, Uganda, where I remained for ten years until 1974.

Beginning in Genesis with Enoch and Noah, and going all the way through the periods of Judges and Kings, prophets were in the land, preaching and teaching the Word of God.

At this present time, in a period of decline in Christian faith and morals which is still unchecked, still sweeping even lower, it remains true that the teachings given men by Christ, although whittled away and progressively abandoned, still preserve a better level of charity, justice, and chastity in human affairs throughout Christendom than prevails in those regions where the name of Christ has hardly entered, or where it is bitterly persecuted.

In this important post-conciliar period we are primarily called to ensure «that the sacred deposit of Christian doctrine be guarded and taught in a more efficient form»In this important post-conciliar period we are primarily called to ensure «that the sacred deposit of Christian doctrine be guarded and taught in a more efficient form»in a more efficient form».

This statement is made in complete awareness of the fact that, as Klausner says, «throughout the Gospels there is not one item of ethical teaching which can not be paralleled either in the Old Testament, the Apocrypha, or in the talmudic and midrashic literature of the period near to the time of Jesus.»

And as a matter of fact, the history of the Church's use of Scriptures in her preaching and teaching has tended to move in an either / or pattern, there being periods of strong emphasis upon the Scripture as the body of authoritative tradition, provoking a reaction in favor of an understanding of Scripture as address to the hearers.

The most urgent immediate task, therefore, is the development of education on the basis of the sciences, both natural and social, for only with their help can society as a whole be taught to construct a life completely in accordance with that knowledge which has become the factor by which our age is distinguished from all preceding periods of history.

So far as the last two are concerned, we have assumed the results of our previous work in The Kingdom of God in the Teaching of Jesus, except that we have modified them where necessary in view of the more stringent criteria for authenticity which we have come to accept in the period between the two works.

The 1968 recognition that the Church's teaching on faith and morals could be defied with impunity ushered in a period of «wink and nudge» also with respect to sexuality, in its sundry expressions.

During the long period of isolation when few of the Ahunds could read either Chinese or Arabic, the practice of handing down the teachings orally led to misinterpretation of doctrines and the development of different circles in the Muslim community.

For the sake of clarity this can be broken into three periods: the situation prior to the Second Vatican Council and the teaching of chapter VIII of Lumen Gentium; the ecclesiological developments immediately following the Vatican II; and finally the rediscovery of the Marian profile of the Church, in particular as expressed in the ecclesiology of the great Swiss theologian Hans Urs von Balthasar.

Here is what Karl Barth has taught us to consider a great «saga», but one that is not fictional nor imaginary but grounded in happenings in the world and in the manner in which those happenings were seen and expressed through a long period from the earliest days of the Jewish people down to and through the specific occurrences in Palestine which are associated with Jesus Christ.

Fair disclosure requires that I mention that my wife, Barbara, was a faculty member at Hope College during some of the period described in the book and that she (by then teaching at Maryville College in Tennessee) and I were resource people at a national consultation on church - related colleges, where we talked with Simon and many others.

For example, between 1989 and 1996, men's clothing sales in America rose 21 percent to record highs; in the same period, women, taught by 30 years of feminism to look for less superficial routes to a secure identity, spent 10 percent less on clothing.

Well, it teaches us to put a comma instead of a period at the end of the sentence: «Do not put your hope in this present world.»

Pope John Paul was emphatic in teaching that» [t] he use of the infertile periods for conjugal union can be an abuse if the couple, for unworthy reasons, seeks in this way to avoid having children, thus lowering the number of births in their family below the morally correct level.This morally correct level must be established by taking into account not only the good of one's own family, and even the state of health and the means of the couple themselves, but also the good of the society to which they belong, of the Church, and even of the whole of mankind.

The records of Jewish saints and teachers, and of their teaching, were likewise handed down orally, as tradition, for a long time before they were committed to writing — for a much longer period of time, in fact, than was true of the Gospels.

While Genesis 6:5 does speak about a specific period of time (before the Flood), but the conclusion of that verse is that Man is totally wicked / depraved and it shows Man's true sinful nature.Me personally, I don't use Genesis 6:5 to prove that man is totally depraved when Paul teaches that in Ephesians and Romans.Scripture teaches that man is DEAD, Dead is his Sin, and it's God who makes one ALIVE.The simplest example is Lazarus dead in the Tomb when Jesus called him forth.Lazarus came forth.Could of Lazarus resisted?

Our professor taught, in the five - month period, two Old Testament courses in our church: one on the first 11 chapters of Genesis, and one on «Covenant in the Old Testament.»

The Secular City was written during a hectic period of a few months in 1964 while I teaching at Andover Newton, working in a lively new black parish in Roxbury and serving a few days» time in a southern jail.

Tutored in the skills of shoplifting by his older sister; taught to roll a tight joint of marijuana by his mother's boyfriend; hyperactive, acne - scarred, a Saturday - night drunk, 11 - year - old Raleigh isn't equipped for adapting to a 50 - year - old foster parent couple who are members of the Jehovah's Witnesses and whose idea of indulgence is to permit him to select one 30 - minute period a night for watching television in their living room.

Since God's reign was immediately at hand, Jesus could not have established a church or appointed ministers for a long period of time; there were no sacraments in Judaism, therefore references to the Church or its life are not part of the original teaching of Jesus.

However different the two ways may have become when Augustine was a bishop fighting heresies, at the period of his conversion his philosophic understanding of scriptural teaching about the divine order is far more in evidence than any appeal to faith.