Sentences with phrase «teaching responsibility as»

Not exact matches

They offer classes in personal responsibility and accountability, they teach men to forgive themselves and to forgive the people who perpetrated them as children because they all grew up surrounded by bad influences.

There is a huge opportunity to involve your children in a business to help pay for the cost of college, as well as teach entrepreneurship and responsibility.

As much as my parents taught me about financial responsibility which sparked my interest in investing and then eventually pursuing financial independence, they haven't always followed their own advicAs much as my parents taught me about financial responsibility which sparked my interest in investing and then eventually pursuing financial independence, they haven't always followed their own advicas my parents taught me about financial responsibility which sparked my interest in investing and then eventually pursuing financial independence, they haven't always followed their own advice.

Hard to ignore the tax benefit, but I do agree that money available immediately as needed might work to teach them some responsibility and show them how to live below their means to build their own wealth machine.

The Bible clearly teaches that we, as Christians, have a responsibility to share the good news about Jesus Christ.

... while Paul VI did write that it was his responsibility to sift the material he had been given by many advisers, including the papal commission on marriage and fertility that Pope John XXIII had established and that he, Paul, had expanded, he also made clear that the teaching of Humanae Vitae rested, not on the personal conscience of Giovanni Battista Montini, but on the mature conviction of Pope Paul VI as custodian and servant, not master, of the Catholic tradition.

I also thought the statement on the Iraq War, issued by outgoing president Bishop William Skylstad and approved by the conference, was a thoughtful teaching exercise in which, as I put it on the First Things website, the bishops «neither exceed their competence nor shirk their responsibility.»

In a manner familiar by now, they construe the teaching on conscience as a «conscience clause» exempting them from moral responsibility.

The responsibility of bishops is and always has been, as Archbishop Raymond Burke of St. Louis and other bishops have explained in great detail, to protect the integrity of the sacrament, to prevent public scandal that creates confusion about the Church's teaching, and to avoid the danger of people receiving the sacrament, as St. Paul puts it, to their damnation.

If, then, he closes his eyes to God's teachings and refuses to observe them, only then is he regarded as a sinner, with exclusive responsibility for his sins.

But insofar as we can call racism a blind spot (by which I don't in any way mean to absolve people of responsibility), Jesus taught a very different process for correction: start with your own sin.

Therefore, although Jesus would be the last person to use fear as a moral weapon (except in the case of the desperately self - complacent), he did teach that life should be lived with a due sense of awe and responsibility.

This verse reveals that there is such a thing as false teaching, and we do have a responsibility to warn them and others about their teachings.

But the minister bears ultimate responsibility for the teaching; and unless he has been stampeded away from regarding this supervision as his principal «teaching,» he will feel a deep commitment to the entire teaching work of the church through this redefinition of his teaching function.

Generally positive aspirations are all well and good so far as they go, but they are no substitute for the wise choice of teachers who are expected to cooperate in the teaching of subject material which is «primarily the responsibility of parents.»

Notice preaching and teaching is part of our responsibility as Christans.

But as pope he has the responsibility as a pastor to teach all of us, believer and nonbeliever, that when we make a mistake, it is best to admit it promptly.

They said they have made «a personal commitment to Jesus Christ that is still important in their life today,» that their faith is very important in their life today; believe that when they die they will go to Heaven because they have confessed their sins and accepted Jesus Christ as their Savior; strongly believe they have a personal responsibility to share their religious beliefs about Christ with non-Christians; firmly believe that Satan exists; strongly believe that eternal salvation is possible only through grace, not works; strong agree that Jesus Christ lived a sinless life on earth; strong assert that the Bible is accurate in all the principles it teaches; and describe God as the all - knowing, all - powerful, perfect deity who created the universe and still rules it today.

As a Pastor I think that we have a responsibility to speak against those things that are in contradiction to the teachings of Jesus Christ.

Additionally, the bill claims it will help the state to discharge its constitutional responsibility as article 31 (2) of the Constitution states that the «State shall endeavour to make the teachings of the Holy Qur «an and Islamiyat compulsory».

The Encyclical Ut unum sint lists among the five still controversial areas: «I) the relationship between Sacred Scripture, as the highest authority in matter of faith, and Sacred Tradition, as indispensable to the interpretation of the Word of God,» and «4) the Magisterium of the Church, entrusted to the Pope and the Bishops in communion with him, understood as a responsibility and an authority exercised in the name of Christ for teaching and safeguarding the faith.»

I don't know if the problem is tithing so much as being able to teach people to be leaders and take responsibility for the community God has put them in.

Toward the end of Ut Unum Sint, John Paul cites some of the questions that must be addressed in conversation with the communities issuing from the tragic divisions of the sixteenth century: (1) The relationship between Sacred Scripture, as the highest authority in matters of faith, and Sacred Tradition, as indispensable to the interpretation of the Word of God; (2) The Eucharist as the Sacrament of the Body and Blood of Christ, an offering of praise to the Father, the sacrificial memorial and Real Presence of Christ and the sanctifying outpouring of the Holy Spirit; (3) Ordination, as a Sacrament, to the threefold ministry of the episcopate, presbyterate, and diaconate; (4) The Magisterium of the Church, entrusted to the pope and the bishops in communion with him, understood as a responsibility and an authority exercised in the name of Christ for teaching and safeguarding the faith; (5) The Virgin Mary, as Mother of God and Icon of the Church, the spiritual Mother who intercedes for Christ's disciples and for all humanity.

The responsibility of the College as a Catholic college sponsored by the monks of Belmont Abbey to follow Church teaching is equally clear.

Here, under «Home, School and Parish», a spirit of «collaboration» is mentioned and the «Church» teaching that parents are the «first teachers» (not «primary educators») is explained as «underlin (ing) the role and responsibility of parents within the home as the place where faith is formed and nurtured.»

The minister has a responsibility to teach the choir, ushers, custodian, and congregation to grasp the uniqueness of worship, as contrasted with other gatherings of people.

They these priest had a responsibility to all the nations, to all the people on the earth as taught in Isaiah 56, and this they did not do as taught to us in Malachi 2, of the Levites then, and unbelievably they are here now.

He saw that «new occasions» not only «teach new duties» but that they also «make ancient good uncouth» and that our responsibility, granted the relativism that attaches to all our experience and our statement, is to think afresh, on the basis of the general apostolic witness and with due regard for earlier Christian teaching, as well as in the light of our own experience of «newness of life,» so that what we have to say is nove (newly said) and often is also nove (the saying of new things).

The pope is the head of the Church, and if he thinks Catholic nuns, in America or anywhere else, are advocating positions that are against the teachings of the Church, he has the authority and the responsibility to investigate and as needed to terminate anti-Catholic activities in the Catholic Church.

World responsibility in education further entails serious attention to the teaching of foreign languages, beginning in the early years of school, when children can quickly and naturally learn another tongue in the same fashion as they learned their native language.

Egalitarianism (also known as «mutuality»): Christians who identify as egalitarian usually believe that Christian women enjoy equal status and responsibility with men in the home, church, and society, and that teaching and leading God's people should be based on giftedness rather than gender.

I feel that if you have truth to teach to others, you have every responsibility to get it out to as many people as possible who want to hear it and who will benefit from it.

But on a more profound level as it bears the responsibility of maintaining a tradition of loyalty to the truth handed down by Christ to teach all nations.

Yes... if taught the biblical ideal about using «measure» on themself (as it is presented)-- and what responsibility truly means (or as the church calls it — repentance).

Churches would assume the major responsibility for this if they adopted Hough and Cobb's proposal that, following graduation from theological school, students be placed in «teaching congregations» for one year as «probationary ordinands.»

As Christians, it is our responsibility to bear witness to the truth about marriage as taught by both revelation and reason — by the Holy Scriptures and by the truths inscribed on the human hearAs Christians, it is our responsibility to bear witness to the truth about marriage as taught by both revelation and reason — by the Holy Scriptures and by the truths inscribed on the human hearas taught by both revelation and reason — by the Holy Scriptures and by the truths inscribed on the human heart.

Deraas adds, «Our role is to not only sell the service we provide here, but as members of the industry, to educate ourselves and accept the responsibility of teaching others to make sure we raise the level of discourse and understanding through the food industry.»

The pragmatic way that it's taught in the school, with one eye towards responsibility and one eye towards business, and the need to strike a balance between the two, was a real eye - opener for me.The primary reason I believe this is that the amount of international baking I was exposed to while at Escoffier was about as much variety as you could reasonably fit into a PA program.

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

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

Teaching children responsibility is one of the jobs you have as a parent.

Though children should be allowed to be children as they grow up, teaching them responsibility from a young age is equally important.

The toy encourages compassion and care, as well as teaches about taking responsibility for the farm friends.

Children of this parenting style have trouble in later life with relationships and accepting responsibility, because as children they were taught that all they had to do was show a little displeasure and they'd get their way.

Household chores are a great way to teach your child responsibility and can give your child a sense of ownership as a member of your home and family.

As a bonus, doing the chores together is great way to bond and to teach your child imperative life skills and responsibility.

Gardening will also teach them the responsibility necessary to care for plants and patience as they wait for the flowers to bloom or vegetables to produce.

Particularly among the well - educated, marriages are increasingly acting as «commitment devices» facilitating what we have elsewhere labeled High Investment Parenting, with parents sharing the responsibilities of teaching and caring for their children.

Learning the job of motherhood is hard enough without the distractions of responsibilities outside the home, but when you're trying to maintain your identity as a working woman you have an intensified need for the lessons taught by breastfeeding.

Since 2005, Prairie Moon Waldorf School has been offering an approach to education that develops a sense of social responsibility as well the skills that teach children how to learn.