Sentence examples for teaching possibilities from inspiring English sources

In an interview on Thursday, Mr. Scoppetta, 76, who has held several high-ranking jobs in five decades of public life, said he was exploring teaching possibilities at various city universities, just as he had been doing when Mayor Michael R. Bloomberg tapped him to lead the Fire Department in January 2002.

Simulation-based teaching offers promising and diverse teaching possibilities.

It assessed the number of ICUs within the hospital and the corresponding number of beds per ICU, the total of full time employees, the number of permanent (more than six months) and temporary (less than six months) staff, the percentage of sick leave, participation in NICE registration, the teaching possibilities, the method and use of incident reporting, and the level of the ICU.

4. Gardening -- While understanding larger-scale farming operations is important, kids should also be taught the possibilities of human-scale gardening, something they can practice throughout their lives.

Those religions that have taught the possibility of a happy afterlife have also devised forms of postmortem testing of merit for eternal bliss.

Therefore, the latest version of the NAO robot widens considerably the range of research, teaching and application possibilities made available to specific user groups.

"Rather than teaching of the possibility for peace, now we have to teach them that they have to defend themselves, both politically and personally," he said.

Likewise, if teaching is a possibility in your future, become a camp counselor or volunteer at a local day care or summer school.

But what matters is that the data was unequivocal – and crucially it challenged conventional assumptions about teaching, providing the possibility that lessons can be tweaked and improved for students.

My experiences have taught me the possibilities for driving business from the top team as well as how to avoid middle management logjams.

Professors also noted the inability to guarantee consistency in GTA teaching and the possibility that GTAs limit undergraduate student access to "real academics" as other concerns about GTAs as instructors (Park, 2002; Muzaka, 2009).