Sentences with phrase «school during the depression»

His father, Charles Klein, like many of his generation, left high school during the Depression, but the notion that his parents couldn't read or didn't know about college is misleading.

He earned a Bachelor of Commerce degree from Queen's University in 1934, putting himself through school during The Depression by working on the St Lawrence Ferry System.

Not exact matches

He grew up in poverty during the Great Depression and dropped out of school at age 16.

Hence Rabbit's constant remembrance of things past: his fading stardom as a high school basketball hero in Mt. Judge, Pennsylvania; his youthful marriage to the store - clerk Janice Springer; their many sexual felicities and infidelities; the deaths that each so horribly caused in their own house; their moral enmeshment in the lives of their friends and families, especially their elderly parents and their own son Nelson; Rabbit's jobs as a typesetter and car dealer, and now Janice's belated career in real estate; their financial prosperity during the boom of the «70s when they bought vacation homes in Florida and the Poconos; now their fear of economic ruin amidst the coming Depression.

They have more advanced social skills, do better in school, aren't as likely to succumb to depression during stressful times and act out less.»

«School meal programs began during the Great Depression of the 1930's.

In the long term, any resulting anxiety and depression would then be the forbearers of later emotional problems during early school years, adolescence, and in adulthood.

The two mainstays of school lunches in the U.S. — the National School Lunch and Commodities Purchase programs — grew up together during the Great Depreschool lunches in the U.S. — the National School Lunch and Commodities Purchase programs — grew up together during the Great DepreSchool Lunch and Commodities Purchase programs — grew up together during the Great Depression.

Post-partum depression poses substantial adverse consequences for mothers and their infants via multiple direct biological (i.e., medication exposure, maternal genetic factors) and environmental (i.e., life with a depressed mother) mechanisms.8, 9 From the earliest newborn period, infants are very sensitive to the emotional states of their mothers and other caregivers.10, 11 Maternal mood and behaviour appear to compromise infant social, emotional and cognitive functioning.11 - 15 As children grow, the impact of maternal mental illness appears as cognitive compromise, insecure attachment and behavioural difficulties during the preschool and school periods.6,16 - 19

«Veterans with PTSD and people with mental illness such as bipolar disorder, major depression and schizophrenia are prone to anxiety, which can escalate during stressful social encounters such as the job interview,» said Matthew J. Smith, assistant professor of psychiatry and behavioral sciences at Northwestern University Feinberg School of Medicine.

In a 2001 study sociologist Ronald C. Kessler of Harvard Medical School and his associates found that more than half of people with panic attacks or severe depression used some form of alternative therapy, including herbs, during the previous year, usually without medical supervision.

«The findings suggest that if we can prevent or reduce chronic depression during early adolescence, we may reduce the prevalence of cannabis use disorder,» said lead author Isaac Rhew, research assistant professor of psychiatry and behavioral sciences at the University of Washington School of Medicine.

Previous studies have found a link between bullying and a higher risk of mental health problems during childhood, such as low self - esteem, poor school performance, depression and an increased risk for suicide.

New research shows that kids whose parents were diagnosed with depression sometime during the child's lifetime are more likely to perform poorly in school at the age of 16.

The actor struggled with addiction and depression during high school and college.

New Recommendations from the National Sleep Foundation - The Atlantic January 2015 - Poor Sleep in Adolescence Predicts Future Problems, Study Says - Los Angeles Times January 2015 - How Sleep Keeps You Healthy, Helps You Heal - Discovery News September 2014 - Lack of Sleep Increases Risk of Failure in School Among Teens - Science World Report, from Sleep Medicine August 2014 - Sleep Woes in Old Age May Be Linked to Brain Cell Loss - Health magazine August 2014 — University of Chicago Study: Getting More Sleep Could Cut Junk Food Cravings in Half — CBS News August 2014 — University of Montreal Study Shows Learning Is Best Enhanced During Sleep - Jewish Business News February 2014 - Link Found between Sleep Duration and Depression - Psych Central February 2014 - Less Sleep, More Time Online, Raises Risk for Teen Depression — National Public Radio

While I was deep in depression during high school, she tried her hardest to motivate me to show up on time.

-- attitude about physical exercise persists despite the evidence that, as the NCSL reports, «Thirty minutes of active physical activity during the school day can help control weight, build healthy bones, muscles, and joints, reduce symptoms of anxiety and depression, enhance feelings of well - being, and may even improve academic performance.»

The Coronado School opened in 1937 in Albuquerque, N.M., one of many schools built during the Depression with federal funding from the Public Works Administration.

The success of that series was felt across public schools and sustained the company during the great depression.

My father had dropped out of high school in the tenth grade during the Great Depression.

During the Great Depression the state assumed the major role for funding schools: «provided for the operation of a uniform system of schools in the whole State for a term of eight months... and relieved the county board of education of the responsibility for operating and maintaining the public schools of the county,» according to the 1933 School Machinery Act.

Walter Schloss graduated high school in 1934 during the Great Depression and got a job as a «runner» at a small brokerage firm.

First adopted in the 1930s, when the country was in the throes of the Great Depression, the four - day school week saw a resurgence during the energy crisis of the 1970s.

Born into a poor family in Wilkes - Barre, Pennsylvania, Kline was educated in a school for fatherless boys — his father having committed suicide in 1917 — and went on to study painting in Boston and then in London.He returned to the States after marrying, made «jazz murals» and found employment as a graphic artist for the WPA during the Depression, settling in downtown New York City in 1939, quite down on his luck.

The Art Center had begun as a school established by Augusta Savage but was taken over by the WPA and turned into one of its neighborhood art centers during the Depression.

During the Great Depression, Lewis taught art through the Federal Arts Project at the Harlem Community Arts Center (1936 - 1939), and later with Elizabeth Catlett and Charles White at the George Washington Carver School.

Like many American artists during the Depression, Roszak also found regular work through the Federal Art Project: he taught at the Design Laboratory, a tuition - free, experimental design school opened in 1935 under the aegis of the WPA.

During the Great Depression, Lewis taught art through the Federal Arts Project (1936 - 1939) at the Harlem Community Art Center and later with Elizabeth Catlett and Charles White at George Washington Carver School.

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.

During the Great Depression, he met Willem de Kooning, with whom, and other abstract expressionists, he founded the New York School.

Traditionally refers to American school, embodied by Ben Shahn and supported by the Federal Arts Project during the Depression era.

The researchers found that these law students developed normal symptom responses prior to law school, but during law school demonstrated significantly elevated levels of obsessive - compulsive behavior, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, and psychoticism (social alienation and isolation).

Science now understands how the human brain grows and develops during childhood, and how inter-related brain systems for emotion, motivation, communication, authority, and social relationship operate to determine children's social, behavioral, and emotional expressions; and we now know how to resolve many of the traditional problems of childhood, including excessive anger and defiance, impulsivity, depression and withdrawal, and poor self - motivation at home and school.

During graduate school, I elected to intern at Kaiser Permanente's Child and Adolescent Clinic, where I helped children and adolescents struggling with issues such as depression, ADHD, substance abuse and panic disorders.

A covariate was included in the multivariate analyses if theoretical or empirical evidence supported its role as a risk factor for obesity, if it was a significant predictor of obesity in univariate regression models, or if including it in the full multivariate model led to a 5 % or greater change in the OR.48 Model 1 includes maternal IPV exposure, race / ethnicity (black, white, Hispanic, other / unknown), child sex (male, female), maternal age (20 - 25, 26 - 28, 29 - 33, 34 - 50 years), maternal education (less than high school, high school graduation, beyond high school), maternal nativity (US born, yes or no), child age in months, relationship with father (yes or no), maternal smoking during pregnancy (yes or no), maternal depression (as measured by a CIDI - SF cutoff score ≥ 0.5), maternal BMI (normal / underweight, overweight, obese), low birth weight (< 2500 g, ≥ 2500 g), whether the child takes a bottle to bed at age 3 years (yes or no), and average hours of child television viewing per day at age 3 years (< 2 h / d, ≥ 2 h / d).

These traits are reflected during childhood — long before a depression or anxiety disorder develops — in lower school motivation, poorer grades, hostility to more advantaged peers, and less willingness to persist with difficult challenges.

Depression, reflected in prolonged sadness and feelings of despair, is associated with less engaged, stimulating and proactive parenting, and with a range of social and cognitive problems in young children during infancy, toddlerhood and the preschool years.4 Because young children are so dependent on their mothers for cognitive stimulation and social interaction, they are more likely to be vulnerable to the impact of maternal depression than school - age children or adDepression, reflected in prolonged sadness and feelings of despair, is associated with less engaged, stimulating and proactive parenting, and with a range of social and cognitive problems in young children during infancy, toddlerhood and the preschool years.4 Because young children are so dependent on their mothers for cognitive stimulation and social interaction, they are more likely to be vulnerable to the impact of maternal depression than school - age children or addepression than school - age children or adolescents.

Abstract: This study investigated age and ethnicity variations in the association between patterns of perceived emotional support from family, friends, and teachers and depression in early and late adolescents during their transition to junior high school and college.

This study investigated age and ethnicity variations in the association between patterns of perceived emotional support from family, friends, and teachers and depression in early and late adolescents during their transition to junior high school and college.

These included maternal age at delivery, parity (1, 2, ≥ 3 children), socioeconomic position (grouped into four categories: 1) unskilled / semiskilled manual; 2) skilled manual / nonmanual; 3) managerial / technical; and 4) professional), maternal education (< O level: indicating no qualification; O level: indicating completion of school examinations at age 16; and > O level: indicating completion of college or university education at or after age 18), maternal smoking during first trimester in pregnancy (yes / no), housing tenure (mortgaged, subsidised renting, private renting), income (measured in quintiles), and maternal depressive symptoms measured using the Edinburgh Postnatal Depression Scale [40] at 32 weeks gestation

During the initial assessment which occurred on school grounds, students completed a demographics form and the following questionnaires: (1) Center for Epidemiologic Studies Depression Scale (Radloff 1977), (2) Adolescent Life Event Questionnaire — Revised (Hankin and Abramson 2002), and (3) the Perceived Control Scale for Children (Weisz et al. 1998).

Consistent with findings from other studies on maternal depression and depressive symptoms, the present study demonstrates that mothers» experience of a high level of depressive symptoms during the child's kindergarten year has a lasting negative impact on the child's socio - emotional development and adjustment during the early school years.