Sentences with phrase «value education as»

They did not value education as much as she came to, and so she never received recognition for her academic achievements.

If we really value education as much as we claim in this country, then you'd think we'd at least find a way to lower those.

When your child knows that you value education, your child will learn to value education as well.

Democrats have long valued education as the key to success, both for individuals and for our nation.

Not exact matches

As an entrepreneur who's been a part of the MENA startup ecosystem for quite some time now, Kassim notes that VC funding still has room for improvement, and adds that better education is needed to add value to the region's startups.

Which makes great advice on how to navigate your university education (and how to wring as much real - world value out of every precious tuition dollar as possible) incredibly valuable.

For this study, Paysa looked at the market value of skills and education listed as requirements for each of these jobs and generated a projected salary.

Stronger employment and gains in home values are giving U.S. households the confidence to borrow and make big - ticket purchases such as cars, education, and homes.

The value of Schilt's work is in its use of the experiences of extraordinary people as a lens to reveal how the value of human capital — an individual's education, experience and abilities — is tied to gender perceptions.

Develop a culture that values e-learning as much as traditional face - to - face education.

A New York Fed study shows the value of a college education in finding work as well as wide differences in salaries based on majors.

Chief Executive Officer, The Value Alliance [and] Corporate Governance Alliance Recognized internationally as an expert on Corporate Governance and a pioneer in the area of Economic Value Management, Ms. Bloxham is an author, speaker and advisor who provides advisory and education services for organizations, their CEOs and Board members.

Fred believes in a world where leadership character is fundamental to business education programs and performance evaluation processes... a world where «Who» a leader is receives as much attention as «What» the leader is trained to do because it results in greater value for all.

P.P.S. Check out our value investment education videos on our YouTube channel and make sure to subscribe to our channel to get all our new videos as they're released.

The interview format used by the Oliner team had over 450 items and consisted of six main parts: a) characteristics of the family household in which respondents lived in their early years, including relationships among family members; b) parental education, occupation, politics, and religiosity, as well as parental values, attitudes, and disciplinary approaches; c) respondent's childhood and adolescent years - education, religiosity, and friendship patterns, as well as self - described personality characteristics; d) the five - year period just prior to the war — marital status, occupation, work colleagues, politics, religiosity, sense of community, and psychological closeness to various groups of people; if married, similar questions were asked about the spouse; e) the immediate prewar and war years, including employment, attitudes toward Nazis, whether Jews lived in the neighborhood, and awareness of Nazi intentions toward Jews; all were asked to describe their wartime lives and activities, whom they helped, and organizations they belonged to; f) the years after the war, including the present — relations with children and personal and community — helping activities in the last year; this section included forty - two personality items comprising four psychological scales.

I value education in as much as it makes me more like Christ, but most seminary graduates I have met act nothing like Christ.

Comparing national test scores, Catholic schools in general (as with most private schools) perform better in both reading and math than public schools although the advantage is stronger in reading than in Math though the difference in Math was still statistically significant; however, this could be due to the self selecting nature of the students in Catholic schools where the parents have made the decision to value education to the extent of paying for it.

Set up as a family - centered way of doing experiential Christian education and value formation, the clusters also have provided mutual caring and support.

This does not, of course, exclude the possibility that changes in what are regarded as moral values may be brought about by education.

3) The Bible presents mankind as being made in the image of God, therefore each person carries priceless intrinsic value, despite their intellect, education, ethnicity, marketability, or physical beauty.

These, then, are the several levels of unity that bind together the diverse topics of the chapters to follow: first, the curriculum of education; second, the major problems of contemporary civilization; third, the values by which education is seen as a moral enterprise; and fourth, a concept of value as devotion to worth rather than to satisfaction of desire, together with an ideal of democracy as the social expression of basic moral commitment.

Similarly, his ideal version of secular education, though it allows for a «proportion» of persons professing other faiths, and for some disbelievers, recommends that these people conform to public Christian values, presumably as determined by the Community of Christians.

The pope challenged young people to «create a world of brothers and sisters» and older generations to ensure that today's youth have «the material and spiritual conditions for their full development,» including «safety and education» as well as «lasting values.»

Whitehead sees an aim of education as aiding the student in developing the habit of appreciating not just one value but an interplay of emergent values.

Religious functionaries lose some of their unique claim to power as a result of competition from secular professionals and in conjunction with a more general rise in education and values stressing individual discretion.

Other Republican hopefuls, Pat Robertson's Christian Coalition and such «cultural warriors» as Rush Limbaugh, former Secretary of Education William Bennett, and James Dobson, director of Focus on the Family, have claimed there is an encompassing social divide over morality and values.

«Nationalism shows its character as a faith whenever national welfare or survival is regarded as the supreme end of life; whenever right and wrong are made dependent on the sovereign will of the nation, however determined; whenever religion and science, education and art, are valued by the measure of their contribution to national existence.»

Reflection on the relative amounts spent for alcoholic beverages and for such items as education and medical care provides a sobering lesson in relative values.

Education, «civilization,» even leisure, seem to Whitehead to be necessary» before either individuals or society can operate upon sufficiently general (i.e., non-selfish) criteria to make world consciousness a possibility.24 However, as we have already seen, world consciousness in Whitehead is the basis of social ethics and in close affinity with what he would want to designate as the fundamental religious impulse, the maximization of value.

Several of the teachers of values education believe that only a Christian perspective can renew the foundations of public morality — even in a Hindu context — just as it was the encounter with Christianity that prompted Gandhi (and many of his generation) to revise the dominant understanding of Hinduism.

Class status is defined by such matters as occupation, the length of a family's residence in a community, income and property, the quality and place of residence, the mores and values which guide them, and education.

Perhaps the most challenging of these (sic) is the contrast (sic) between the Christian approach to education which is based on the understanding of all life as God's gift, and a general approach to education which does not openly acknowledge any religious values.»

One was the work of a sociologist, Earl Brewer, who, with the aid of a theologian and a ministries specialist, sought by an extensive content analysis of sermons and other addresses given in a rural and an urban church to differentiate the patterns of belief and value constituting those two parishes.67 The second was the inquiry of a religious educator, C. Ellis Nelson, who departed from a curricular definition of education to envision the congregation as a «primary society» whose integral culture conditions its young and old members.68 James Dittes, the third author, described more fully the nature of the culture encountered in the local church.

The consensus that will emerge embraces both practical education and general education, with the goals of the latter characterized as giving the student «the values, attitudes, and skills that will equip him to live rightly and well in a free society.»

Therefore, values education, dealing primarily with the visual media such as television, holds tremendous potential for Christian education.

Sex education must connect such facts to the values that persons live with and for as they become more aware of the difference between being gratified and being satisfied.

Education Secretary Nicky Morgan, a Christian, made the announcement as part plans to that will see toddlers taught «fundamental British values».

In describing and accounting for the lives of the Religious Right, which we define simply as religious conservatives with a considerable involvement in political activity, the book and the series tell the story primarily by focusing on leading episodes in the movement's history, including, but not limited to, the groundwork laid by Billy Graham in his relationships with presidents and other prominent political leaders; the resistance of evangelical and other Protestants to the candidacy of the Roman Catholic John F. Kennedy; the rise of what has been called the New Right out of the ashes of Barry Goldwater's defeat in 1964; a battle over sex education in Anaheim, California, in the mid-1960's; a prolonged cultural war over textbooks in West Virginia in the early 1970's — and that is a battle that has been fought less violently in community after community all over the country; the thrill conservative Christians felt over the election of a «born - again» Christian to the Presidency in 1976 and the subsequent disappointment they experienced when they found out that Jimmy Carter was, of all things, a Democrat; the rise of the Moral Majority and its infatuation with Ronald Reagan; the difficulty the Religious Right has had in dealing with abortion, homosexuality and AIDS; Pat Robertson's bid for the presidency and his subsequent launching of the Christian Coalition; efforts by Dr. James Dobson and Gary Bauer to win a «civil war of values» by changing the culture at a deeper level than is represented by winning elections; and, finally, by addressing crucial questions about the appropriate relationship between religion and politics or, as we usually put it, between church and state.

Unanchored as they are to anything concrete outside the self, the values and virtues encouraged by the leading strategies of moral education provide meager resources at best for sustaining and supporting our far - reaching moral commitments to benevolence and justice.

The same line of thought, and new aims of education, apply as well to the first two enduring values from The Aims of Eeducation, apply as well to the first two enduring values from The Aims of EducationEducation.

Builders, based in Aledo, Texas, whose expressed goal is «to exert a positive influence in government, education, and the family by 1) educating the nation concerning the Godly foundation of our country; 2) providing information to federal, state and local officials as they develop public policies which reflect Biblical values; and 3) encouraging Christians to get involved in the civic arena.

The problems as to the legitimacy of moral education in the pubic schools disappear, however, if the proper content of moral education is recognized to be the values of justice which themselves prohibit the imposition of beliefs of one group upon another... [This] does not mean that the schools are not to be «value - oriented.»

The Chronicle of Higher Education and Change have been much concerned about values recently, as have the American Association of Higher Education and the other Washington - based educational agencies; the Danforth Foundation recently held a workshop on values in liberal arts education, and the whole issue has been given academic credibility by programs in moral development and in value analysis at several univEducation and Change have been much concerned about values recently, as have the American Association of Higher Education and the other Washington - based educational agencies; the Danforth Foundation recently held a workshop on values in liberal arts education, and the whole issue has been given academic credibility by programs in moral development and in value analysis at several univEducation and the other Washington - based educational agencies; the Danforth Foundation recently held a workshop on values in liberal arts education, and the whole issue has been given academic credibility by programs in moral development and in value analysis at several univeducation, and the whole issue has been given academic credibility by programs in moral development and in value analysis at several universities.

The predator's skills and attitudes are also those cherished by the economic establishment, and successfully learning them is the way value is most profoundly appropriated at MIT and at other institutions of higher education as well.

O.K. Foods is very active in First Tee, which «provides young people of all backgrounds an opportunity to develop life - enhancing values such as confidence, perseverance and judgment through golf and character education,» the organization says.

Michael Sligh Organization Representative: Rural Advancement Foundation International (RAFI - USA) Michael Sligh has worked for over 30 years as a Program Director for RAFI - USA where he manages policy, research and education for the promotion of organic, agro-biodiversity, organic seed development, and a wide - range of food justice, fair trade and other value - added food labeling, policy and marketing issues.

James Drake - Brockman, Divisional Director of Easyfairs» Packaging Portfolio, comments: «As the UK's largest packaging show, our education programme is a key part of the value we offer to our attendees.

Kohl Wholesale is an industry member providing food, supplies, and equipment and technicians, as well as dietitian services and food safety education to our valued customers.

«Their ongoing support of higher education and the student - athlete on and off the court reflects their values as a company.

• Revising how subsidies are allotted to producers, and how different practices are taxed across the value chain; • Influence the evolution of production standards so that they guide producers toward increasingly sustainable practices; • Refining public education regarding what are best practices of production systems (and accounting for them), and how to make them more widespread; • Studying the effects different practices and production systems have on society - wide challenges such as public health (and health insurance, whether it is publicly or privately provided), climate change mitigation, job creation and family income, etc..