Sentences with phrase «with education history»

Relevant action verbs, work experience, and accomplishments are critical in your work history portion, with your education history concluding the resume.

In this web administrator resume sample, the candidate closes the resume with the education history.

It should be brief but contain the most important information associated with your education history, as shown in the human resources manager resume template for Word.

Not exact matches

Smith selects the different charities that Cotopaxi supports through the personal relationships he has forged with nonprofits, as well as by targeting areas and companies that have a history of making an impact in education and healthcare.

In response to this 2011 request, the FBI checked U.S. government databases and other information to look for such things as derogatory telephone communications, possible use of online sites associated with the promotion of radical activity, associations with other persons of interest, travel history and plans, and education history.

Whether or not an individual engages in environmentally sustainable behavior or criticizes the government can impact their score, along with their education level, purchase history and even the social credit scores of people with whom they associate, Wired reports.

In addition, every staffer builds an online profile on the company intranet, complete with pictures, detailed education and job histories, and up - to - date skills.

Grad PLUS loans are offered through the Department of Education, and borrowers with a strong credit history are eligible to request funds through the program.

After graduating from the University of Delaware with a degree in political science and history, Jacqui — always passionate about helping others — returned to New Jersey to receive her Masters of Education and her Educational Specialist Degree from Seton Hall University.

Specifically, Defendants made false and / or misleading statements and / or failed to disclose that: (i) the Company was engaged in predatory lending practices that saddled subprime borrowers and / or those with poor or limited credit histories with high - interest rate debt that they could not repay; (ii) many of the Company's customers were using Qudian - provided loans to repay their existing loans, thereby inflating the Company's revenues and active borrower numbers and increasing the likelihood of defaults; (iii) the Company was providing online loans to college students despite a governmental ban on the practice; (iv) the Company was engaged overly aggressive and improper collection practices; (v) the Company had understated the number of its non-performing loans in the Registration Statement and Prospectus; (vi) because of the Company's improper lending, underwriting and collection practices it was subject to a heightened risk of adverse actions by Chinese regulators; (vii) the Company's largest sales platform and strategic partner, Alipay, and Ant Financial, could unilaterally cap the APR for loans provided by Qudian; (viii) the Company had failed to implement necessary safeguards to protect customer data; (ix) data for nearly one million Company customers had been leaked for sale to the black market, including names, addresses, phone numbers, loan information, accounts and, in some cases, passwords to CHIS, the state - backed higher - education qualification verification institution in China, subjecting the Company to undisclosed risks of penalties and financial and reputational harm; and (x) as a result of the foregoing, Qudian's public statements were materially false and misleading at all relevant times.

Name: Stephen Murphy Title: Executive Vice President, Banking Areas of responsibility: Business and personal banking, product development, marketing, equipment financing, corporate lending, Optimum Mortgage, National Leasing, CWB Maxium Financial, CWB Franchise Finance Years with CWB Financial Group: < 1 Career history: Extensive leadership experience from his 20 years with TD Bank Group Education: Master of Business Administration from the Richard Ivey School of Business Community involvement: Director for the Lions Gate Hospital Foundation; past director of Junior Achievement of Central Ontario, Business Council of BC and BC chapter of TD Friends of the Environment Foundation

Name: Kelly Blackett Title: Executive Vice President, Human Resources and Corporate Communications Areas of responsibility: Human resources, learning and development, corporate communications Years with CWB Financial Group: 3 Career history: 17 years with General Electric in Canada holding a series of progressively responsible human resources leadership roles at GE Capital and GE Corporate, supporting businesses within Canada as well as globally Education: Bachelor of Commerce with Distinction from the University of Alberta Community involvement: Sits on the Board of Trustees for the Stollery Children's Hospital Foundation, member of the MacEwan Business School Advisory Board, and past mentor with MORE, a program providing cross-business mentorship to female leaders in Edmonton's business community

Name: Chris Fowler, MA Title: President and Chief Executive Officer Areas of responsibility: Executive management, strategy Years with CWB Financial Group: 27 Career history: Has served at CWB in roles with increasing responsibility since 1991, including, commercial account management (1991 - 1995), credit risk (1995 - 2008), and joined the executive team in 2008 as Executive Vice President, Banking, and then President and Chief Operating Officer Education: Master of Arts Degree in Economics from the University of British Columbia Community involvement: Trustee for the University Hospital Foundation (University of Alberta), Member of the Canadian Bankers Association's Executive Council, director with the Art Gallery of Alberta's board of directors, and campaign cabinet member with the United Way of Alberta Capital Region

• Reviewing Philip Gleason's excellent history of Catholic higher education, Contending with Modernity, our premier evangelical church historian, Mark Noll of Wheaton, says Gleason's argument has much wider application.

Announcing his resignation (below) to the world he said: «I believe we've made great steps, with more people in work than ever before in our history, with reforms to welfare and education, increasing people's life chances, building a bigger and stronger society, keeping our promises to the poorest people in the world and enabling those who love each other to get married whatever their sexuality, but above all restoring Britain's economic strength.»

She writes of the Sabbath, for example, as a sign of God as universal creator and simultaneously the God of Jewish history, of Abraham and Moses, «concerned with the details of Israel's marital life, with the education of their children, with their just measures and fair law courts.»

Because there are others who believe the same way I do, and we have the best Bible scholars, and the best seminaries, and the biggest churches, and the most authors, and our missionaries are very active overseas, and we agree with most of the teachings of the church throughout history... at least since the Reformation anyway... and I believe that with time, and a little education of how to really study the Bible, people will eventually see that what I believe is the right way to believe.

This vision of doxological theology is at odds with the standard fourfold division of seminary education in the West, which keeps «Bible,» «church history,» «theology» and «practical ministry» cordoned off from one another, For the Orthodox, theology is simply commentary upon the saints» commentary on scripture for the sake of the church's worship.

your understanding of the change process is very simplistic, because your mind is not open, you specifically believe already in the traditional doctrines, Dogmas as shown in thousands of years of history evolves, and the need for input variables, meaning the diversity of religious belief is necessay because nature through his will is requiring this to happen, we are being educated by God in the events of history.In the past when there was no humans yet Gods will is directly manifisted in nature, with our coming and education through history, we gradually takes the responsibilty of implementing the will.Your complaint on your perception of abuse is just part of the complex process of educating us through experience.

A monument to the importance of that achievement for the history of the Slavs is the very alphabet in which most Slavs write, which is called Cyrillic, in honor of Saint Cyril, the ninth - century «apostle to the Slavs,» who, with his brother Methodius, is traditionally given credit for having invented it... Not only among the Slavs in the ninth century, but also among the other so - called heathen in the 19th century, the two fundamental elements of missionary culture for more than a millennium have therefore been the translation of the Bible, especially of the New Testament, and education in the missionary schools.

My caution was perhaps the product of the hard lessons I have learned during the three years that I, a confirmed Protestant, have taught church history at a Roman Catholic seminary located within the confines of a Benedictine priory — a seminary for the education of men with belated vocations.

It would also be helpful for Professor Conn to become acquainted with the history of American higher education, so that he could learn how much of our higher learning depends upon institutions with religious roots.

I finished my degree with a fairly good liberal arts education (which means a dangerous smattering of familiarity with the art, the history, the literature, the science, and the religions of our world along with my own course of study in communications).

I am convinced that these principles, faithfully maintained, above all when dealing with human life, from conception to natural death, with marriage - rooted in the exclusive and indissoluble gift of self between one man and one woman - and freedom of religion and education, are necessary conditions if we are to respond adequately to the decisive and urgent challenges that history presents to each one of you,»

The nature of that price is suggested by a parallel volume, Theological Education in the Evangelical Tradition, edited by D. G. Hart and R. Albert Mohler (Baker, 1996), a history and interpretation of counterinstitutions born out of restiveness with mainline theological teaching.

Best Conversation - Starter (nominated by BethanyKeeley - Jonker): Karen Swallow Prior at Her.Meneutics with «Welcoming Doubt Into Christian Education» «Human history is a series of pendulum swings from one extreme to another.

She had very high levels of education, a seminary degree, a long history of teaching with many beloved students, but every teacher at her church's education program was a young, charismatic man with half her education, let alone experience, despite their position of welcoming women in ministry.

In the first place such education, now as always, is concerned with the nurture of men and women whose business in life it will be to help men to see their immediate perplexities, joys and sufferings in the light of an ultimate meaning, to live as citizens of the inclusive society of being, and to relate their present choices to first and last decisions made about them in the totality of human history by Sovereign Power.

The most urgent immediate task, therefore, is the development of education on the basis of the sciences, both natural and social, for only with their help can society as a whole be taught to construct a life completely in accordance with that knowledge which has become the factor by which our age is distinguished from all preceding periods of history.

With the glue gone that once held them together, Farley argues, the traditional disciplines — Bible, church history, systematic and practical theology — of the classic, fourfold curriculum will continue to function in a dispersed state until a new paradigm is located which can organize the pursuit and attainment of theological education.

Must we not conclude with Lessing in The Education of the Human Race that the aim of God's revelation of himself in history was to render itself superfluous by becoming an abstract idea loosed from its historical moorings — in fact, an understanding of human life?

Behind such talk is the conviction that we know what we are doing in theology, Bible and history, and that the problem is to stage occasions on which the student learns to work with people «applying» the «input» part of his education to life.

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.

My last point and Im out... Throughout our great nations history... we always found a way to fight through national issues and come up with solutions... Giving the problems we have now to people in the 50's and 60's... and they may actually come up with a solution... if you earnestly care about making a change... start at the lowest levels of government... go do something... find out costs... expenses... how to get more health care to people... do things like that... quit waiting on the government to provide all the answers... its not the way this country was founded... and not the way we get through problems... If you or ur family does nt have insurance... get a job that can provide you that... instead of hoping the government will do so... If you or ur family lacks access to education... move to an area that excels at it... education is invaluable... Do something about your problem... and quit waiting for the next big lotto...

In addition, both those churches that were founded by Western denominations in the past century but which did not join the CSI — some Baptists, Methodists and Lutherans — and Indian denominations with a deep and long history, such as the Syrian Orthodox and Mar Thoma churches, are increasingly using the literature from Western evangelistic and fundamentalistic sources in their religious education programs.

American Catholic history may not be so booming a discipline as biblical studies or medical ethics, but even the most cursory survey of the American Catholic Studies Newsletter (published by the Cushwa Center for the study of American Catholicism at the University of Notre Dame, itself an institutional expression of the growth of the field) reveals an extraordinary breadth of research, ranging from classic institutional histories and biographies of key figures to the new social history, with its emphases on patterns of community, spirituality, family life, and education.

As far as my theological education goes, I graduated cum laude with a BA in Theology with minors in History and Biblical Languages from a first tier regional university before spending three semesters in a seminary working on a M.Div.

The religious education movement has had a long history of interaction with the American tradition.

In 1982, Robert Mondavi calls on his fellow vintners for the creation of a consumer education program to promote the role of wine with meals and demonstrate wine's history in the context of human civilization.

In residence, I lived with friends who hailed from across the globe, and while I thought I was in school to study history, it turns out I was actually getting a real food education for the first time in my life.

I often joke with my husband that I learn more about American history from the carriage tour drivers than I remember from my entire high school education.

Hippie Butter's social media and multiple - platform website include a full line of organic hemp seed foods, beverages and beauty products as well as recipes, step - by - step, «Cooking With Hemp Seeds» instructional videos, hemp education and hemp history.

Here we find an in depth history of the principles of Waldorf Education, with a focus on the characteristics of Waldorf Education rather than a rigid definition.

At the moment the world is their school, and education is in front of and around them every day, with ancient history, new cultures, different ways of life and more.

Character education has a long history in the U.S., with a major vogue in the 1930s and a revival in the 1980s and 1990s.

She graduated from college with a degree in History Education / Religious Studies and three weeks later gave birth to her wonderful son.

Waldorf Education has as its ideal a person who is knowledgeable about the world and human history and culture, who has many varied practical and artistic abilities, who feels a deep reverence for and communion with the natural world, and who can act with initiative and in freedom in the face of economic and political pressures.

Sunbridge Institute has a long and respected legacy as North America's oldest Waldorf teacher education institution, with a history stretching back 50 years.

«The event ties in with our missions of education and preserving our community's history for the future,» said Naper Settlement's Donna DeFalco.

Programs are aligned with the Massachusetts Department of Education frameworks with strands in Life Science, Earth Science, History, and / or Geography.