Sentences with phrase «feel about going to school»

Responding to a question asking how they feel about going to school each day, 24 percent of the public - school students said they didn't want to go, compared with 9 percent of private - school students.

Not exact matches

It feels like if I didn't say anything — if I ran out of the room right then, sobbing — he'd just tidy up a few papers on his desk and go back about his job of being Barry Alvarez, the former Badgers head coach who took Wisconsin to three Rose Bowls after decades of irrelevance, then signed the check for his own bronze statue as the school's athletic director.

So far I have freaked out about doubling the amount of children in our house, where the babies are going to sleep, cloth diapering, starting completely over with baby clothes instead of trying to sort through what would be usable, nursing two babies at the same time, buying a bigger house, how I'm going to drive four kids around (thank God we just replaced my husband's car in January with a full size SUV with a usable third row), traveling with four kids, what happens if my husband has to start traveling for work, getting the big kids to and from school with two babies in tow, how the big kids are going to feel once there are two new babies in the house, how I»M going to feel with two more babies in the house, and so on and so forth.

Reading the comment carefully, you understand that the father (and child) feel less shame about taking advantage of school meals at breakfast, where the service is universal (available to all regardless of economic need) versus at lunch, where there is often a more visible distinction between paying and nonpaying students, or between students on the federally reimbursable lunch line versus those who can purchase for - cash (and often more desirable) «a la carte» food, or (in the case of high schoolers) between students who can go off campus to buy lunch at convenience stores and restaurants versus those with no money in their pockets.

And as every Mom can relate, I have that whole mixed bag of feelings going on — relief that I'll no longer have to pack lunches, help with homework and stick to the school schedule but also panic about what to do with them for the entire summer!

For example, you might suggest «sending her doll to school» to see how she feels about going to preschool.

No matter how much my family is excited about this baby, I'm the one who is going to feel sick for a few months, the one who is going to breastfeed this baby around the clock and still be responsible for getting my older two kids to school on time.

I have very mixed feelings about encouraging any community which can afford it to go ahead and raise all the money they need to fix school food in their own back yard, and I say this even as, here in SF, we prepare to have a study done on building the central kitchen of our dreams; to build that kitchen, we will have to tax ourselves via a bond.

I am not going to even go into any of the reasons why or why not it can not be done, as it just does not pertain to my feelings about school food reform.

I feel very strong about children getting a healthy lunch so today I have partnered with Kroeger and I am going to share a post on 30 healthy back to school lunch ideas for kids!

I still strongly prefer to pack his lunches myself and I don't have any delusions about the quality of the food he's being served at school, but I don't think I'll feel quite so guilty about that weekly school lunch day going forward.

September is going to be back - to - school month, with posts on issues like: what on earth to pack in that empty lunch box every morning; how we all feel about making meals «cute» (heart - shaped sandwiches and the rest); an interview with some moms who've gone way beyond heart - shaped sandwiches — the Yum - Yum Bento moms; an interview with a public school teacher who has become a cause celebre in the school lunch reform movement; and more.

As time goes by, your child may get used to school but still feel anxious about participating.

«All you have to do now is not only feel sorry for the liars, but you have to go against them and pray to God that the lies can be crushed and the liars can be silenced so that real measures can be put into place to actually save children's lives,» Nugent said about the Marjory Stoneman Douglas High School students.

Going back to that question about why you got into science, for example, give your interviewer enough information to help them visualize the family farm where you grew up, and to feel the stress on your family of eight kids as your mom and dad tried to get everyone into school and off to a good start.

If I wasnt feeling well, there was no push for me to go to school, because my mom was all about honoring that.

Whether you're thinking about a career change or going back to school for more advanced education, your resources are precious, and we here at the Institute for the Psychology of Eating want you to feel confident that you're making the right choice.

When I went to school I would fear every day because everyday there were about a dozen people who's mission in life seemed to be making me feel terrible about myself and embarrassing me.

I feel so depressed about how I look like and I live in the Philippines so school's about to start and I do nt really want to go to college looking how I look like right now.

With so much to read it can feel like being in school full - time, but not every read is going to make you feel confident and secure in your body and the amazing process about to unfold.

Always a nostalgic feeling for me — the weather is changing, kids are getting ready to go back to school, and once again I'm forlorn at not receiving my Hogwarts letter... just kidding about that last part he he... (but really though, I think my owl got lost).

Just wrote about it too - lots of bittersweet feelings as kids are going back to school and lazy days being over.

My son went off to school the first week of August, so it's felt like summer was over for about a month now to me.

I also sacrificed going to a dream school in order to attend a college that enabled me to graduate debt free, so he also felt some guilt about bringing debt into a marriage when I'd sacrificed to avoid incurring my own student loan debt.

I love everything about Italy, food, clothes, the people We spent 7 weeks there 10 years ago — 1 week was for a cooking school in a hill town in Tuscany which was just amazing, and the next 6 weeks we spent driving to wherever we felt like going — including Rome and Pompeii.

my names rebekah, i am 21 years old and graduated from high school, im 5»10 hazel eyes brown hair, slim with a nice butt, 132 pounds, im about to go to college for nail tech, i love to have fun anything else please feel free... read more

Alittle about myself im very out going and currently in school but i have alot of feel time on my hands looking for someone who's spontaneous and love to laugh basically love to have fun.

Everyone I know or know of was a huge fan of this show including me.Until they read what happens in the book the fact that Wil and The Rover get married and have kids and not the princess basically turned all heads away.What was a show everyone at school talked about went to a «You still watch that» type of show.I mean this isn't your classic happy ending and crowds may want things different and spicey but not a show you watch and just feel disappointed completely.If they made it clear that Will and the princess would be together instead of the rover I feel it would bring some fans back but at this stage you have to get rid of the rover or this show is Ganna go down hill fast...

But it does feel a bit lazy for a movie about a middle - aged woman going back to college not to attempt some sort of school pun, given how easy it was for this reviewer to do so.

The initial confusion about when to go and where and how made it feel like a field trip in elementary school, but there is also a certain thrill about being an adult and not having every single answer mapped out in advance.

No doubt you've felt the stress of the year winding down and you are eager to start your summer break, but what a relief it has been for me (and I think a few other colleagues) to have some important conversations about our school and how we are relating to one another before we go our separate ways for the summer.

«My funny feeling was brought on by the anxiety I felt about going back to school — an anxiety which was not unique to me...» says Jennings.

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Other causes included low self - esteem; not knowing where to go to talk about problems in their lives; problems away from school that end up in school; and bottled - up anger, frustration, and other bad feelings.

Over two - thirds felt more upbeat about the future, with eight in 10 having increased confidence to go back to school and lead a Play Unified project.

You have to have the parents of this district who are going to charter schools feel comfortable about coming here,» he said.

Analyzing data from 165,000 students across the country, YouthTruth found that although 87 % of students wanted to go to college after high school, only 45 % feel positively about their college and career readiness.

im currently in a school doing extra sixth lessons and im actually finding it detrimental to my learning giving me more work homework time and my mock results are down from my last year many schools do less school and achieve much higher pass rates i fell that this extra time is making students feel worse and limits there ability to socialize when they go to school until 4:10 pm and arrive home at about 5 making it dark in the winter while walking home may i add it also means that when we get home are daily 2 hr of hw leaves us being at home with no extra work at about 7 pm on top of this there is revision for exams and catch up work for students to complete all of this removes a students ability to have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things rigto my learning giving me more work homework time and my mock results are down from my last year many schools do less school and achieve much higher pass rates i fell that this extra time is making students feel worse and limits there ability to socialize when they go to school until 4:10 pm and arrive home at about 5 making it dark in the winter while walking home may i add it also means that when we get home are daily 2 hr of hw leaves us being at home with no extra work at about 7 pm on top of this there is revision for exams and catch up work for students to complete all of this removes a students ability to have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things rigto socialize when they go to school until 4:10 pm and arrive home at about 5 making it dark in the winter while walking home may i add it also means that when we get home are daily 2 hr of hw leaves us being at home with no extra work at about 7 pm on top of this there is revision for exams and catch up work for students to complete all of this removes a students ability to have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things rigto school until 4:10 pm and arrive home at about 5 making it dark in the winter while walking home may i add it also means that when we get home are daily 2 hr of hw leaves us being at home with no extra work at about 7 pm on top of this there is revision for exams and catch up work for students to complete all of this removes a students ability to have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things rigto complete all of this removes a students ability to have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things rigto have fun were we are hunting success in fear of punishment To conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things rigTo conclude extra lessons punish the mind and form a generation of students that dislike school and even sometimes even become suicidal all because schools think they are doing things right

She told Schools Week apprenticeships allowed those who did not feel confident about going to university and wanted a more «hands - on approach» to enter careers in education.

«Not a day goes by where you don't see some story in the news media about charter schools, (or) when some legislator is not having to discuss to how they feel about the state of public education in the state of Mississippi.

The mentorship program is particularly valuable for students who may be attending predominantly white schools that look and feel different than KIPP schools, which tend to be more diverse, because «there's something special about knowing there's someone who's gone through a similar journey as you on campus,» Stith explains.

«It's hard to feel good or gratified by any of it, because it is so awful to think about what has been going on every year and the kids not being served by their schools and just passed along,» she said.

That's what happened to Michigan's the Bridge, which fell for a high school student's feel - good story about going from homeless to Harvard.

If you're over the age of 25 you might feel like the odd - one - out if you're thinking about going back to school.

If you're a high school senior or college student looking for a scholarship, follow these tips to get a better feel for how to go about asking and applying.

Huffington Post March 25, 2012 The Vagina Dialogues By Edward Goldman The way many of us dread the prospect of going to 25 - year school reunion is exactly how some artists feel about facing their own retrospective, where they will be confronted with all their artworks they haven't seen for years.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoSchool, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

I went to law school idealistic about using my law degree for civil liberties, learned during law school that First Amendment rights are suppressed all the time, and feel heartened about being able to light a candle rather than to curse the darkness, through my First Amendment defense work.

On the first day of the new school year (since this is my first time in a while not actually going back to school, I'm feeling a little nostalgic) people are often optimistic about what the year holds in store.

The last time I felt this light and excited about my schooling was during my third year of undergrad when I went on exchange to Spain to complete my major in Hispanic Literature.