Sentences with phrase «which taught her the discipline»

Her father was in the military which taught her the discipline she needed to make it into the veterinary profession.

Not exact matches

Feminists have persistently awakened us to the depth to which patriarchy shapes all our disciplines, the disciplinary style of thinking in general, our way of teaching, and the hierarchical structure of our institutions, as well as our ignoring of the consequences of our actions for the Earth.

It was the economic and productive unit of society, tilling the land together; it was the political unit of society, with parental authority as the supporting microcosm of the state; it was the cultural unit, transmitting letters and arts, rearing and teaching the young; and it was the moral unit, inculcating through cooperative work and discipline those social dispositions which are the psychological basis and cement of civilized society».

Academics are taught to write for other academics, which means adopting a particular discipline's distinctive language.

TM's chief guru, the Maharishi Mahesh Yogi, claims that the discipline of life renewal that he teaches is not really a religion at all but a psychological self - help program which pays all the dividends of religion without the embarrassing urgency and theology.

The lack of an agreed apologetic framework through which to think, teach, love and pray the faith, one which truly answers the agnosticism of our times, has opened the door to that same uncertainty and subjectivity in doctrine and discipline inside the Church.

The resolution on the agenda concerns the teaching of creationism in Europe's schools, which should «resist presentation of creationist ideas in any discipline other than religion.»

Prior to the professionalization of history as a distinct academic discipline, the professors of ecclesiastical (church) history at the major Scottish universities taught a subject slightly different than that which likely comes to mind when we think of Church history today.

«We would make known in our own persons the usefulness, of rule, of discipline, of resignation and renunciation; we would teach the necessary perpetuity of suffering, and explain the creative part which it plays.

But if a university is liberated from external ecclesiastical authority, an internal system of discipline must be instituted in order to ensure that its teaching remains consistent with the tradition to which it belongs.

From the beginning, it was crystal - clear to Wach that he wanted to teach the history of religions (Allgemeine Religionswissenschaft), which is an autonomous discipline situated between normative studies, such as philosophy of religion and theology, and descriptive studies, such as sociology, anthropology, and psychology.

Basic in the Buddha's teaching and fundamental in Buddhism is the conviction that life is not worth living and is so inescapably linked with suffering that salvation consists in a self - discipline which ends in nirvana, the dissolution of the entity called I, and so in releasing the soul from the endless succession of births and rebirths which to the Buddha was axiomatic.

Therefore, one function of a university, whether in teaching or research, in classrooms or dormitories, is to assist all of its members, and indeed all of its constituencies, toward that achievement of moral clarity — toward the clarification of the moral issues and alternatives which are resident in the university itself and in the disciplines it practices — which surely is an essential ingredient in all responsible action.

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

This is a great way to begin teaching self - discipline, which will be essential during the teen years.

Each discipline is further enhanced by Main Lesson Seminars, which requires more faculty and student involvement and commitment than teaching and learning in a traditional classroom.

So while punishment erodes the connection that leads to better behavior, discipline — which comes from the word «to teach» — fosters closer ties, and a relationship with you that children are desperate to maintain.

When I teach students in the relatively new discipline of infant mental health, which brings together researchers at the interface of developmental psychology, neuroscience, and genetics, I tell them that almost everything they need to know to support young children and their families can be found in the essay «The Ordinary Devoted Mother» by pediatrician turned psychoanalyst D.W. Winnicott.

The goal of positive discipline is to teach children inner - discipline, which comes from a highly developed conscience rather than the use of punishments that may include external force, shame, humiliation, isolation or coercion.

The root word in discipline is actually disciple which in the verb form means to guide, lead, teach, model, and encourage.

Dealing with disobedient kids is a very common problem which most of the parents face these days and it becomes a very tough task to teach discipline and obedience to such kids.

Speaking of which, learning to deal with the discipline side of teaching takes lots of practice, and it?s something that the teacher training course does very little to prepare you for.

The Centre for Interdisciplinary Science was set up in 2005 to develop new approaches to the teaching of undergraduate university science through real world problems, such as climate change, which do not fit into a single scientific discipline and require research across subject specialisms.

Six of the 15 have received funding through the university's Trans - Institutional Programs initiative, which facilitates research and teaching collaborations across disciplines and are a core pillar of the university's Academic Strategic Plan.

Regardless of which path you choose to follow, it will undoubtedly teach you a great deal about mental fortitude, self - discipline and endurance, and those priceless gains will affect every aspect of your life, resulting with a greater confidence, improved health and improved willpower.

In her teachings, she emphasizes a strong foundation, discipline, and dedication which are necessary components for a consistent daily practice.

The practices of yoga remove the obstacles that veil the truth, which is here and now and always.As Sage Patanjali teaches in Yoga Sutras I: I, the result of this discipline is union with presence, atha yoganushasanam ornow at this auspicious moment, yoga discipline begins.

I really believe that persistence and discipline, which my basketball coaches taught me, helped me a lot to develop that quickly in bodybuilding.

Secondly, I would observe as many teachers as possible, and seek out the ones that I would like to emulate, regardless of the academic discipline in which they teach.

The Cincinnati plan includes a program in which prospective teachers study for two undergraduate majors, one in a discipline, another in teaching.

If they decide teaching is for them, they add education courses to their classload, which includes a major in an academic discipline.

Teachers in well - organized classrooms in which students know and follow clearly defined rules and routines spend less time disciplining and more time teaching.

While PISA is a test of everyday knowledge, TIMSS measures performance on the sorts of academic disciplines students are normally taught in school, and which are often required for success in higher education.

In contrast to charters in suburban areas, which tend toward a progressive pedagogy, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized tests.

The relentless march of the digital technologies requires a continual re-evaluation of the spaces in which children learn and teachers teach; Ken Robinson in his acclaimed collaborative work with Lou Anonica entitled «Creative Schools — Revolutionising Education from the Ground Up» says «Virtually every day there are new tools for learning and creative work in all sorts of disciplines and new programs and platforms that can help to customise education for every learner.»

Second, the identification of which part of the curriculum is more suited for teaching which skill: every single discipline can cover every single skill deeply, but some are well - suited for specific skills, by their very nature: caricaturally perhaps, maths for critical thinking, language for communication, arts for creativity, etc..

Perkins's 2008 book, Making Learning Whole: How Seven Principles of Teaching Can Transform Education, presents a new and practical research - based teaching framework in which he describes teaching as being more effective when students are introduced to the «whole game» instead of isolated discTeaching Can Transform Education, presents a new and practical research - based teaching framework in which he describes teaching as being more effective when students are introduced to the «whole game» instead of isolated discteaching framework in which he describes teaching as being more effective when students are introduced to the «whole game» instead of isolated discteaching as being more effective when students are introduced to the «whole game» instead of isolated disciplines.

This belief inspired the HGSE project that would become the pilot program, Podrska ne Perfekcija — which translates to «support, not perfection» — a 10 - week relationship - and strength - based workshop for parents in rural Serbia that teaches about child development and positive discipline strategies, and helps build a social support network.

Key initiatives will improve linkages between research and academia where universities are teaching the STEM disciplines, and business which needs innovation to manage disruption.

Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Students identify ways in which the principles and subject matter of other disciplines taught in school, specifically math, are interrelated with those of music.

She does this by teaching students to use «rolling agendas» (which can be useful to student groups working in any discipline) via Google Docs.

The last half century has seen loss of public purposes in research, increasing fragmentation of disciplines, privatized teaching, and weakening of relationships which connect educators to publics outside their institutions: evisceration of work for public purposes; work by publics; and work that takes place in public fashion.

The Lesson One residency begins with an experiential and activity oriented workshop that introduces the skills to the staff, while focusing on the Art of Teaching, which places an emphasis on the integration of knowledge, technique, effective communication, discipline, and creativity.

For example, if you deal with bus discipline, it does not take long to realize that some of the drivers lack the skills to effectively manage students (which, by the way, is much harder to do while driving a bus with 66 students behind you than it is while teaching with 25 students in front of you).

The House proposal would continue to provide a pay bump to those who obtain master's degrees in the disciplines in which they teach.

The mission of A.W. Brown - Fellowship Leadership Academy is to produce smart, effective, efficient, disciplined students by creating an environment in which teachers feel safe and free to teach and students feel safe and motivated to learn.

We will end the school to prison pipeline by opposing discipline policies which disproportionately affect students of color and students with disabilities, and by supporting the use of restorative justice practices that help students and staff resolve conflicts peacefully and respectfully while helping to improve the teaching and learning environment.

We are going to try a new routine this summer and I am going to start with How to Teach Informational Text (which I haven't presented before) and then move on to How to Deliver Instruction and Illicit Responses from you students so that there is a constant give and take in your classroom and hopefully less off - task behavior and discipline problems.

The draft repeatedly and explicitly emphasizes a process in which teachers ask «how the technology can support and expand effective teaching and learning within the discipline, while simultaneously adjusting to the changes in content and pedagogy that technology by its very nature brings about» (Swenson et al., 2005, p. 222).