Sentences with phrase «then teach it and the school»

A school is supposed to be teaching kids to be whole kids which means if you offer health as subject then teach it and the school behaviors regarding any food served during school should support what is being taught.

Not exact matches

«We go to school and are taught reading, writing and arithmetic for [however many] hours a day and then taught that getting a good grade is better than getting a bad grade.»

At schools and companies alike, we are sometimes taught to think: «if I work harder, then I will be successful, and then I will be happy.»

«It's not going to transform the economy unless they then share all of those ideas and best practices with their competitors,» said Craig Garthwaite, a health economist who teaches corporate strategy at the Kellogg School at Northwestern.

If you have fluency in English, a bachelor's degree, and at least one school year of full - time teaching or tutoring experience, then you can sign up to make $ 14 - $ 22 online teaching English from home.

Then they brand atheism as a religion, and claim the history and science taught in schools is atheistic.

The set will include practices of teaching and learning, practices of research, practices of governance of the school's common life, practices having to do with maintenance of the school's resources, practices in which persons are selected for the student body and for the faculty, and practices in which students move through and then are deemed to have completed a course of study.

Then my academic advisor told me that if I really liked philosophy, I could go to graduate school and eventually make a living writing and teaching it.

Born in Japan, service in the army, then University of Chicago and Chicago Divinity School; local United Methodist pastor, five years teaching at Emory and finally thirty - two years at Claremont School of Theology.

Then explain to me why there is a push to teach creationism and / or intelligent design in public school science classes?

In preparing to teach a course, I looked through a folder of accumulated notes and realized that I first taught the course to an adult class consisting of three women: Jennifer, a widow of about 60 years of age with an eighth - grade schooling, whose primary occupations were keeping a brood of chickens and a goat and watching the soaps on television; Penny, 55, an army wife who treated her retired military husband and her teenage son and daughter as items of furniture in her antiseptic house, dusting them off and placing them in positions that would show them off to her best advantage, and then getting upset when they didn't stay where she put them — she was, as you can imagine, in a perpetual state of upset; and Brenda, married, mother of two teenage sons, a timid, shy, introverted hypochondriac who read her frequently updated diagnoses and prescriptions from about a dozen doctors as horoscopes — the scriptures by which she lived.

They have two children, James, an army officer who is headed for Afghanistan as a translator of Farsi, and Caitlin, who finishes up at Washington University in St. Louis this May and then plans on serving a two - year stint teaching inner - city elementary - school kids for Teach for America.

Then there are the dangerous questions that challenge the tradition itself, like why can't women teach men, why can't I teach your children in Sunday school if I'm not straight, what's this head of the household crap, why can't we have marriage equality, why is the church so myopic, and isn't it possible that the whole human race is connected and one and that there is no separation illustrated by the ancient paradigm of heaven and hell.

Seven years of teaching in two genuinely pluralist settings — first at the Catholic University of America and then at the University of Chicago divinity school — convinced me that however inadequate my own present answers to this question may be, the question itself is well worth asking.

Then he sighed and said, «When I went to Princeton twenty years ago and started teaching, a lot of the Old Guard was still around, people who went to grad school in the»40s and»50s and were raised on Eliot and Trilling and Leavis.

And when Romney ran for U.S. Senate in 1994 against Ted Kennedy, Bennett — then the ward's bishop — assigned Romney to teach the weekly adult Sunday school class.

But ours teaches how to get there very fast as an individual and very high; and then all the schools and churches here have the unfathomable audacity to actually be discontent with the results that their own beliefs and ways of life are responsible for.

I would tell you which scriptures you need to pay particular attention to but, then again, you went to an elite school and I'm sure you were taught this.

I taught at the university and medical school, had a private clinical practice, and then became a professional speaker on «Psychology You Can USE!»

If the parents don't like evolution and want their child to be taught creationism then there are plenty of private schools that child can go to.

and then went to the Coburn Law School which gives a very religious teaching of their version of «law» (it has also struggled with accreditation).

A scholar - theologian who once taught on a theological faculty and later went to a department of religion in a secular university has written poignantly about his pilgrimage through the kind of identity crises I have just described: one who in college had a kind of neo-fundamentalist faith, went through graduate school, established peer relationships with scholars, and then found himself in a crisis of belief, now speaks about the morality of belief — the importance of being true and honest in what one can actually avow and affirm with integrity.

The State can not finance secular instruction if it permits religion to be taught in the same classroom; but if it exacts a promise that religion not be so taught — a promise the school and its teachers are quite willing and on this record able to give — and enforces it, it is then entangled in the «no entanglement» aspect of the Court's Establishment Clause jurisprudence [Lemon v. Kurtzman, 403 U.S. 666, 668].

ive been wrestling since i was 9 years old and when i went into high school i had to wrestle a girl... growing up learning to wrestle i had ended up having violent style, i never was dirty or broke rules but i was taught to do anything in your power to win whehter it was to club down the head or grab the throat to gain position etc. unfortunately i was in the postion to wrestle a girl once and at the time i did nt care who you were boy / girl, white / black / purple it did nt matter im was going to go out there bounce your head of the mat and bury you, so i went out there and wreslted the same way i always wrestled, 110 % and always to put your oppenents back through the mat i dditn change my style at all bc she was a girl i wrestled the same against everyone but after i pinned her in the first minute i did nt even realize that i broke her ribs when i power doubled through her, now after that for the rest of the tournament i was heckled and berated for forcefully beating a girl ppl were telling my parents «hey, looks like you raised a wife beater» etc. etc.... ever since then i refused to wrestle girls and thank go i eventually grew out of the lower weights, moral of the story is that is great and all that girls are wrestling but they shouldnt wrestle boys even if they know what they are getting into because 1.

This is no different than some young people going to college and leaving their brains at the door and swallowing evolutionary theory and purposely rejecting the obvious of what creation clearly shows except this is leaving your brain at the door of theology school and accepting man's opinion over what is clearly stated in the holy scriptures, and then teaching others false doctrine.

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, inschool 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, inSchool, 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.

He was President of Meadville Theological School in Chicago, then taught at Claremont School of Theology, the University of Iowa, and a number of other schools of theology.

He worked as an instructor at the Cambridge School of Culinary Arts, then at Le Cordon Bleu in Boston where he taught artisan cheese - making, bread baking, and molecular gastronomy.

One of the ways John Jordan taught his sons conservative values was through wrestling, first in the basement and the garage, and then on school teams.

Now, if an athlete has never played an interscholastic sport, and never been taught by a an extremely underpaid high school coach, or used equipment from the high school, or taken advantage of high school facilities, then there isn't an obligation.

In high school Jackson did things like twist his ankle while winning the state title in the triple jump (48» 8 1/4») and then come back the same day to set a state record (9.54) in the 100 - yard dash; like throw a discus 149 feet without spinning his body, because he'd never been taught the proper form; like win the state decathlon crown his junior and senior years without running the mile, the final event, because «distance is the only thing I hate about track.»

Then Jenna Pepper, a vegetable and nutrition enthusiast who blogs over at Food With Kid Appeal, brought up the point in her excellent article that if we continue to feed them junk food and don't collectively teach our kids, at home and at school, about the joys and benefits of eating real food, children will pick the crap over the good stuff when given the choice.

After all, we are the parents / grandparents of today's school students, and if the lesson we teach our kids is «eat whatever crap is put on your plate», then what right do we have to complain when they choose to eat crap?

Both French and German are taught from 1st grade on to all students, so by the time you get to high school, you are proficient in both, and can then go on to further study in either Spanish or Mandarin.

But once a child reaches kindergarten and goes to «regular» school, then I think children can be taught to be aware of these things.

The difference between then and now is Pro-Social Skills, a program launched at the Waukegan school four years ago that literally teaches children the basic social graces: good listening, manners, complimenting each other, apologizing.

With community support, we eliminated high - fructose drinks from school vending machines and banned sweets from classroom parties (a hard swallow for those drinking the same sugary punch as Cookie Crusader Sarah Palin); changed the tuition - based preschool food offerings to allergy - free, healthful choices; successfully lobbied for a salad bar and then taught kids how to use it; enlisted Gourmet Gorilla, a small independent company, to provide affordable, healthy, locally sourced, organic snacks after - school and boxed lunches; built a teaching kitchen to house an afterschool cooking program; and convinced teachers to give - up a union - mandated planning period in order to supervise daily outdoor recess.

We considered alternative local schools then looked at home schooling, which posed questions around socialisation and guidance of learning and teaching.

So what, we force the children to eat «healthy foods» during school lunch periods, which if they aren't taught why and how to eat more healthily they will surely not eat at all, then go home stuff their faces with extra fat, sugar and salt because they didn't eat at school.

My husband works away quite a lot and we are thinking that home schooling will make it easier for us to go away when we want to and spend time with my husband when we can and not be bound by school terms... and then there are many other reasons why we want to teach them ourselves.

Most schools teach basic reproductive biology and then recommend abstinence.

He was then able to work with the students at his chosen middle school for an entire school year — teaching and learning, and experiencing what school lunch struggles are like on the ground.

If your school isn't teaching your child these things, then it might be a good idea to find some educational materials and work on critical thinking skills at home.

Most schools are teaching nutrition and healthy eating according to the USDA food tray or the food pyramid, but then there is a disconnect in practice.

This is how schools and commodity processors are able to serve food that «meets guidelines» — they first engineer it to meet the standards, and then find ways to make it resemble what our kids have been taught to regard as «food».

It then adds: «The requirement on every academy and free school to provide a broad and balanced curriculum in any case prevents the teaching of creationism as evidence based theory in any academy or free school.»

After clerking for Marshall, Underwood taught at Yale for 10 years and then Brooklyn Law School and New York University School of Law.

Chief Inspector Atimbire said Tagoe is a teacher residing at Chorkor and that during the year 2017, the victim was then a Junior High School Student whiles Tagoe taught Ga Language in the victim's sSchool Student whiles Tagoe taught Ga Language in the victim's schoolschool.

Your friend Tristram Hunt of course is guilty of the same Neo-Liberal agenda, he supported free schools right up to the point where they started to fail in Sweden, then rapidly reversed to just supporting the Academies which the teaching profession reject and only work with it from imposition, even that now has turned into mass protest forcing the numskull Tories to publicly retreat, although they will secretly use the inspectors to rig the system, where good schools are deemed poor by their diktat.

He grew up in Jamestown, moved to Philadelphia to teach after college, then went to the University at Buffalo Law School and returned to his hometown in 2015 to join the local law firm Lewis and Lewis.