Sentences with phrase «whole objective world»

It is a process in which the one who prays is constantly related in a profound way to his whole objective world (with both material and mental aspects) and is thereby creatively transformed into a mature person.

Not exact matches

Literally, events of world signif1 ~ cance are unavailable on objective terms to virtually the whole world population.7.

This way of setting up the world and its relation to subjects is compelled to consign the whole realm of meaning and importance to that of the subject, for the «objective» world is itself devoid of inner worth.

Anecdotes from family and friends is one thing, but looking at objective data from laboratory and clinical trials is a whole new world.

What looked like my whole world expanded as I sneaked through, completed the objective and started to make my way on horseback to the other side of the map.

My objective during this volunteer programme was to learn and contribute to Coral conservation work and Lionfish containment and to progress in scuba diving, as I wanted to venture in a whole new career in the diving world, to certify in PADI open water, Advanced open water and Divemaster.

4:35: The whole world will have constantly changing world quests and objectives with clear rewards, including artifact power.

You'll be jumping, swinging and navigating a whole host of vibrant, immensely detailed alien worlds, completing assigned objectives and interacting with the locals along the way.

Louise Lawler has adopted an objective stance, and investigates the assumptions underlying art itself and even the validity of the art world as a whole.

The treaty's ultimate objective is to bring the whole world to zero net emissions of greenhouse gases as quickly as possible.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

In partnership with researchers from related projects in Canada, the UK, South Australia, the Northern Territory and Western Australia, Aboriginal organisations and policymakers, we will analyse whole - of - population data for New South Wales (NSW) to investigate the determinants of positive early childhood development in Aboriginal children, and assess the impacts of two «real - world» programmes that were implemented under circumstances where evidence of their efficacy was unable to be derived from RCTs: the NSW Aboriginal and Maternal Infant Health Service (AMIHS) 45 and the NSW Department of Family and Community Services (FACS) Brighter Futures Program.46 Early evaluations of these programmes suggested some positive changes in proximal outcomes related to their objectives.45, 47, 48 However, each of these evaluations was limited by one or more of the following: use of single data sets, less than 2 years of outcome data and / or issues of confounding and selection bias.