Sentences with phrase «than lecturing in»

We are inviting licensed teachers to apply for a unique opportunity to reach students on a more personal level, working one - on - one with students as an «advisor» rather than lecturing in front of a classroom.

Backlash against the flipped classroom includes commentary that lectures online are no different than lectures in person.

Not exact matches

Research by the Bank of Canada that Poloz unveiled in his lecture suggests that if Canada's companies have spread out across the globe, rather than simply doing the bulk of their work at home, then the domestic economy will be much less responsive to subtle changes in borrowing costs and the exchange rate.

In the case of the group behind the TED series of conferences and lectures, it can take less than 24 hours.

Hedvig Hricak, chair of the radiology department at Memorial Sloan Kettering said in a lecture Tuesday that AI tools would make radiology «more relevant than ever.»

If you're giving a serious lecture, practice in a mirror to ensure your furrowed brow is coming off as pensive rather than furious.

Thanks to Walter Isaacson's instant biography, everyone now knows that Steve Jobs lectured Obama on how much easier it was to stat a business in China than in the United States.

A new study finds that undergraduate students in classes with traditional stand - and - deliver lectures are 1.5 times more likely to fail than students in classes that use more stimulating, so - called active learning methods.

Just prior to Mr. Porter's lecture, I had the honour of standing on stage in front of more than 600 business leaders to unveil our new logo, which we have been working on since our Members voted overwhelmingly to change our name back in January.

He has now lectured in more than 50 countries speaking to CEOs in China, doctors in Dubai, schoolchildren in South Africa, and farmers in Zimbabwe.

The company envisions systems that will let consumers download a high - definition, full - length feature film in less than five minutes, allow rural health clinics to send 3 - D medical images over the Internet and let students collaborate with classmates around the world while watching live 3 - D video of a university lecture.

For four years, until his departure for his present eminent position at Munster, Professor Barth remained at Göttingen, and during that time he saw his theology, set forth in further books and in lectures and addresses, sweep through the universities of Germany, and today there seem to be hardly more than two classes of religious thinkers in the country, Barthians and anti-Barthians.

But I would like to say enough to indicate that the movement from mutual conflict to complementarity and mutual appreciation is possible across a still broader spectrum than considered in the previous lectures.

Some of it I used in lectures at places other than Randolph - Macon, and I used it in its entirety at a clergy conference in Utah in the States and before students at the College of Emmanuel and St. Chad in Saskatoon, Saskatchewan, Canada.

Between Self and Soul: On Being Both More and Less than We Think We Are Wednesday, November 8 First Things presents a public lecture by poet, critic, and professor James Matthew Wilson, held at the Covenant School in Dallas, Texas.

The Ferguson lectures came at an earlier point in my research on the topics treated than I had intended.

In general terms the central purpose of this impressive collection of lectures is contextualisation, rather than textual analysis.

When we finally acknowledge that books and lectures and sermons can not adequately contain what we want to say about God's love and God's mercy, we explode in doxology: «Now to him who by the power at work within us is able to accomplish abundantly far more than all we can ask or imagine, to him be glory in the church and in Christ Jesus to all generations, forever and ever.

I think that those who purpose not to give at all are in need of something more than a lecture... and is a separate issue from the paragraph about the poor.

In my belief that a large acquaintance with particulars often makes us wiser than the possession of abstract formulas, however deep, I have loaded the lectures with concrete examples, and I have chosen these among the extremer expressions of the religious temperament.

As a result, even our pastor is starting to realize that what started out as «a class» to have a beginning and ending point, is now a body of believers who don't want to leave the gathering, but to continue growning in a much more comfortable, meaningful setting than they have been used to in the church - building - lecture - learned way of doing things.

In this lecture, which like the others in this series is intended as a general exposition of process views rather than a Christian development of them, we shall not make as full use of his teaching as we shall of that in other representatives of the schooIn this lecture, which like the others in this series is intended as a general exposition of process views rather than a Christian development of them, we shall not make as full use of his teaching as we shall of that in other representatives of the schooin this series is intended as a general exposition of process views rather than a Christian development of them, we shall not make as full use of his teaching as we shall of that in other representatives of the schooin other representatives of the school.

Then, instead of lecturing friends on your own hot take — or shouting into an echo chamber of your own making — engage in real, face - to - face conversation with people who see the world differently than you do to challenge your biases instead of just trying to have them affirmed.

All the better that I felt similarly about another task which I was given (again without asking), in the same year (1925 - 26) to help A. N. Whitehead grade papers, hence listen to him lecture, and read what he wrote as a philosopher, rather than just a logician, mathematician, and physicist.

In the question - answer session that followed the lecture, Pannenberg called on Christian theologians to follow the lead of the early church fathers and offer a more creative approach to the task of doing theology in the face of the world's injustices than that found in Marxist - oriented liberation theologieIn the question - answer session that followed the lecture, Pannenberg called on Christian theologians to follow the lead of the early church fathers and offer a more creative approach to the task of doing theology in the face of the world's injustices than that found in Marxist - oriented liberation theologiein the face of the world's injustices than that found in Marxist - oriented liberation theologiein Marxist - oriented liberation theologies.

He rang the changes on sin more eloquently than anyone of our time, but that dissection, set forth with particularly telling power in the first volume of his Gifford Lectures, was followed by a second volume in which his acknowledgment of the power of the gospel as grace made it possible for him to speak of «the agape of the Kingdom of God [as] a resource for the infinite development towards a more perfect brotherhood in history» (The Nature and Destiny of Man, II [Scribner's, 1943], p. 85)

It goes without saying I'm somewhat less interested in Berry's lecture than I was....

I learned more than I wanted to know in lectures on forensic pathology.

There is one further part of the task, to which in these lectures I have done no more than allude, and that is, to ascertain the relation between the apostolic Preaching and that of Jesus Christ Himself.

For example, a small group in which persons experience something of the koinonia quality of relationships will awaken Christian discipleship more effectively than many lecture sessions on the topic.

Both shifts in his thinking indicated that he was less dogmatic in his approach to history than he had been in his Gifford Lectures and more open to human accomplishment.

In this lecture I am using «religion» in a somewhat broader way than is usuaIn this lecture I am using «religion» in a somewhat broader way than is usuain a somewhat broader way than is usual.

They resurrect John Dewey, who for more than two years (1919 - 1921) lectured in China where he was named a «Second Confucius,» as he expounded his pragmatic ways of education and learning in a «communicating community» through social participation.

I learned later that the only invitation he received from a department of religion in an institution of higher education for more than a single lecture was for a summer course in the Claremont Graduate School.

In the George M. Philip lecture of 1995, EMS said that the idea of finding solutions to practical problems by cooperation between religious believers and Marxists is more relevant in Kerala than in any other state of IndiIn the George M. Philip lecture of 1995, EMS said that the idea of finding solutions to practical problems by cooperation between religious believers and Marxists is more relevant in Kerala than in any other state of Indiin Kerala than in any other state of Indiin any other state of India.

Some observers predict that as a result of these new resources, teaching in the U.S. will soon resemble Oxbridge - style tutorials, long used in Britain, more than German university lectures.

Within the Protestant ecclesiastical scene in California there are not many contrasts more colorful than that between Berkeley and Orange County: the University of California and Disneyland, an adult class using Bread for the World material and one deep into the Bethel Bible Series, a Georgian church building hosting the Earl Lectures (Tillich, Niebuhr, Bennett, Marty, Lehman et al.) and a 14 - story Tower of Hope hosting preachers and teachers of «possibility thinking.»

In extenuation I should plead that in a series of four lectures, intended in each instance of delivery for a general educated public rather than for philosophical and theological experts, of necessity one must be brief and must deal with the topic in a broad way; furthermore, I have not intended to claim that every representative of process - thought would agree with what I have selected as significant nor would find my use of what in fact has been selected compatible with his own particular approach or his own individual conclusionIn extenuation I should plead that in a series of four lectures, intended in each instance of delivery for a general educated public rather than for philosophical and theological experts, of necessity one must be brief and must deal with the topic in a broad way; furthermore, I have not intended to claim that every representative of process - thought would agree with what I have selected as significant nor would find my use of what in fact has been selected compatible with his own particular approach or his own individual conclusionin a series of four lectures, intended in each instance of delivery for a general educated public rather than for philosophical and theological experts, of necessity one must be brief and must deal with the topic in a broad way; furthermore, I have not intended to claim that every representative of process - thought would agree with what I have selected as significant nor would find my use of what in fact has been selected compatible with his own particular approach or his own individual conclusionin each instance of delivery for a general educated public rather than for philosophical and theological experts, of necessity one must be brief and must deal with the topic in a broad way; furthermore, I have not intended to claim that every representative of process - thought would agree with what I have selected as significant nor would find my use of what in fact has been selected compatible with his own particular approach or his own individual conclusionin a broad way; furthermore, I have not intended to claim that every representative of process - thought would agree with what I have selected as significant nor would find my use of what in fact has been selected compatible with his own particular approach or his own individual conclusionin fact has been selected compatible with his own particular approach or his own individual conclusions.

It is quite possible to question it, all the more so as the change of view has taken place more rapidly in the oral teaching of lectures (which are much more numerous and livelier than printed textbooks), than in printed books, which are few and always voice the views of only a small number of theologians.

I've read several books and articles exploring both the traditional and affirming perspectives, but perhaps no one else so succinctly, persuasively, and carefully presents the affirming view than Matthew Vines in his now - famous no - frills, one - hour lecture on the topic, delivered at a church in his Kansas hometown.

At the beginning of these lectures I said that a study of the meaning of Jesus in the early church would involve a study of both life and dogma, of both Christ and Christology, and that there could be no doubt that life is more important than dogma, Christ than Christology.

The substance of that lecture is less for the ears of the ministers than for those of the people in our parishes and for the executive officials in our general bodies.

It is true that some more adventurous reader and investigator, lecturing here in future, may unearth from the shelves of libraries documents that will make a more delectable and curious entertainment to listen to than mine.

References to these sources, and others, will occasionally be made; but the focus of attention, even more than in the preceding lecture, will be Paul.

That means that the judgments I will offer in this lecture are more directly dependent on my philosophic views than was the case in my previous lecture.

Parents are urged to develop an atmosphere of mutual respect; to communicate on levels of fun and recreation as well as on discipline and advice; to allow a child to learn «through natural consequences» — that is, by experiencing what happens when he dawdles in the morning and is permitted to experience the unpleasantness and embarrassment of being late to school; to encourage the child and spend time with him playing and learning (positively) rather than spending time lecturing and disciplining (negatively), since the child who is misbehaving is often merely craving attention and if he gets it in pleasant, constructive ways, he will not demand it in antisocial ways; to avoid trying to put the child in a mold of what the parent thinks he should do and be, or what other people think he should do and be, rather than what his natural gifts and tendencies indicate; to take time to train the child in basic skills — to bake a cake, pound a nail, sketch or write or play a melody — including those things the parents know and do well and are interested in.

There is on one side of this coin the students» tendency to attend lectures which they need for their examinations; on the other side is the fact that there is strong political support for Küng among the students (there was a huge rally and torchlight parade last December on the night following the Roman edict to withdraw his missio canonica), and for many students, both Protestant and Catholic, the issues in the Küng case are larger than the man himself, Küng's status at the university is not dependent on the number of students who come to his lectures (nor on the number of his doctoral students), but the fall semester will be some index of the viability of this new «third track» in theology.

It is beyond my competence to lecture Rivers about the validity or lack thereof of black rage; but surely there is a place for more than just «love» in successful political action?

Foreseeing the approach of death in days rather than weeks, here is how they spent their last sleepless leisure, sitting up against the wall: Timofeyev - Ressovsky gathered them into a «seminar,» and they hastened to share with one another what one of them knew and the others did not — they delivered their last lectures to each other.

There I found an entirely different vision of creation than that set forth in Luther's Lectures on Genesis.