Sentences with phrase «school factory work»

Patrick drew an analogy to old school factory work, where the factory owner has to know how the machine works.

Not exact matches

He worked in a machine shop for a couple of years after school, and has also held jobs at a battery factory, a sandpaper manufacturer, and a restaurant, where he was a cook.

By then he had quit school and had already been working three years at a polystyrene factory, running a press, because his family needed the money.

«Research on both inequality across schools and tracking within schools has suggested that students in more affluent schools and top tracks are given the kind of problem - solving education that befits the future managerial class, whereas students in lower tracks and higher - poverty schools are given the kind of rule - following tasks that mirror much of factory and other working - class work.»

I also think he deserves a big «thank you» for everything he's done in the past year — especially the inspiring work that doesn't make the headlines, like personally checking on the progress of a soy factory in Rwanda this summer and helping give more American kids access to healthy meals throughout the school year.

Aside from constructing the SolarCity factory, LPCiminelli has worked on a long list of public projects, including a 10 - year, $ 1.3 billion construction program to renovate 48 Buffalo Public Schools buildings.

Choking back tears, he noted that his father worked two jobs, one as a school bus driver and one in the factory linked to the pollution, to support his family before succumbing to cancer.

Waldorf schools were closed, and my grandfather was conscripted to work in a chemical munitions factory — it was a miracle he survived the war.

High school senior Danny Whitaker is at a crossroads - should he do what his working - class father thinks is practical and take a job at the local metal factory, or will his loose - cannon guidance counselor convince him to enroll in college to save his own job?

Christmas» script is by Susan Coyne, the co-creator of Slings And Arrows, and it follows the interpretation of Scrooge as Dickens» alter - ego, his miserliness a caricature of the novelist's preoccupation with money, which began when his opportunistic father, John Dickens (Jonathan Pryce), was sent to debtors» prison, forcing a 12 - year - old Charles to quit school and go to work at a shoe polish factory.

Instead of letting his niece attend school, he makes her work alongside him inside a bamboo factory all day, and he takes every penny of her pay to boot.

Most significantly, they have transformed teaching in Washington from a low - status occupation marked by weak standards and factory - like work rules into a performance - based profession that provides recognition, responsibility, support, and significant compensation, with some starting salaries now as high as $ 75,000 and top pay climbing from $ 87,000 to $ 134,000 (and higher in the city's year - round schools).

When it comes to school systems, Rose says it's no accident how we got here: Schools were designed during the industrial age by people who were «absolutely obsessed» with averages because averages worked so well in managing factories.

While working there, many of my coworkers told me that they had ended up in the factory because they had dropped out of school.

In the 16th century schools have replaced the fieldwork and factory work; with the agrarian, industrial and information age education has been becoming gradually a tool to create better workers.

Pisha took a predictably roundabout route to Harvard: stints at rubber and bleach factories, community college, an abortive attempt at law school, and some very rewarding public school teaching and work with learning - disabled students.

Parents of the school's 145 students work at places such as the nearby tortilla and Wrigley Gum factories.

In fact, as much as 80 per cent of the work can be done in a factory, which is particularly useful for schools where months of disruption would be a big problem.

Many celebrities have endorsed the scheme too; Jamie Oliver recently said: «Massive credit to all the caterers and suppliers who are already working hard every day to serve up great quality, delicious, nutritious food... Whether it's in a hospital, school, factory canteen or office café, here's to the next million!»

The administrative progressives, it is true, watered down classic curricular requirements as they tried to adapt schooling to the varied lives, with varied needs, for which students were headed, from factory and white - collar work to college admission and the professions.

Working closely with educators, the designers have created a school environment where «the prototypical factory model with its self - contained classrooms is replaced by an environment that features a diversity of spaces that flow into one another.

This factory model of assessment would have been great 50 years ago, when schools were modelled after and trained students for work in factories.

It's harder for kids in poverty and in single - parent homes, especially those attending large, impersonal middle and high schools where students change subjects, teachers and work groups every 50 - 90 minutes in response to a bell (the proverbial «factory model»).

Changes to the nature of work from agrarian to factory during the mid-19th century, combined with westward expansion, further encouraged a fragmented system of academies to give way to widespread public schooling.

The fact that university schools of education do such a poor job of recruiting aspiring teachers for subject - matter competency — and fail to train them properly once they get into their classrooms — also means that children, especially those attending the nation's dropout factories and failure mills, are poorly prepared to handle the even - more complex work that will come once they get into college and the workforce.

One reason for that is that we design our schools in most cases still in the United States based on the factory model of 100 years ago, where the idea was that teachers are only working when they're in classrooms instructing children.

Giovanni did not like his previous school, so he stopped going, got expelled, and started working at a factory processing broccoli.

The participants worked in teams to come up with structural innovations to move schools beyond our current factory - like structure.

He's ended up on a working vacation, providing support for Beverlye Magnet School's upcoming production of «Willy Wonka, Jr.» a version of «Charlie and The Chocolate Factory.»

But even with access to technology and Internet connectivity, many schools still use an antiquated classroom model designed when factory work was the norm for most Americans — dozens of students in a room together, seated in rows facing the teacher, learning the same concept at the same time from a textbook that may be years out of date.

At that time, the majority of pupils left school at 15 (with no certificates) for unskilled factory and office work.

In my 12 years as the President of the National Commission on Teaching and America's Future, I have been fortunate to work with a dedicated team of people, who are and have been determined to transform schools infused with factory - era teaching into 21st century learning organizations that engage students in deeper learning to meet the challenges of a global economy.

Further, teachers of low - income students, English learners, and students of color are especially likely to work in these outdated, factory - model schools, and they are most likely to be forced to adopt a narrow, one - size - fits - all curriculum, further constraining their autonomy and professionalism (Ravitch, 2010).

In addition, they pontificate that students learn best when schools are mandated to use the ill - conceived Common Core standards so classrooms become little more than Common Core testing factories and the teaching profession is opened up to those who haven't been burdened by lengthy college based education programs designed to provide educators with the comprehensive skill sets necessary to work with and teach the broad range of children who attend the country's public schools.

As we work to transform schools designed for a factory - model era, we must retool both the operations and mindset of the systems in which these schools exist.

- Examine vehicle to determine if additional safety or service work is required - Advise Manager if additional work is needed - Document all work performed as soon as job is completed - Attend factory sponsored training classes and keep abreast of factory technical bulletins - Understand and follow federal, state and local regulations such as disposal of hazardous wastes - Ensure that vehicles are kept clean - Perform all other duties as assigned - Follow all company safety policies and procedures & immediately report any and all accidents to Manager or Supervisor REQUIREMENTS: - High School Diploma or equivalent - ASE Certification preferred - Automotive Technician - Minimum 2 years previous experience - Excellent driving record - Self - motivated with ability to perform quality work with efficiency - All applicants must be authorized to work in the USA - All applicants must have the ability to pass pre-employment testing to include background checks, MVR, drug test, and valid driver's license - All applicants must perform duties and responsibilities in a safe manner - Ability to read & comprehend instructions and information - Personal & Professional Integrity - Desire for long - term employment If you're looking to work in a progressive environment with a rapidly growing organization, than we have a position available for you.

I remember some of the jocks in high school, pretty boys, parents getting them cars all hot ego and now working a factory job, living in a trailer park and unhappy.

He survived a brutal and arbitrary imprisonment, and, at eighteen, opened a secret carpet factory to provide work for neighborhood girls, who were forbidden to go to school or even to leave their homes.

He was 11 when the Cultural Revolution was launched, at which time he left school to work as a farmer, and began to work in a cotton factory when he turned 18.

As Seth Godin famously likes to talk about, in this second, industrial phase, schools became little more than factories, churning out young people educated enough to work in bigger factories one day.

Select Group Exhibitions 2017 Monarchs: Brown and Native Contemporary Artists in the Path of the Butterfly, Bemis Center for Contemporary Art, Omaha, NE 2017 Buffalo in the American Living Room, Plains Art Museum, Fargo, ND 2017 All That Glitters, work on display in contemporary galleries at St. Louis Art Museum 2017 Now is the Time: Investigating Native Histories and Visions of the Future, IAIA Museum of Contemporary Native Arts, Santa Fe, NM 2016 Culture Shift, Art Mür, Montreal, Canada 2016 From the Belly of Our Being: art by and about Native creation, Oklahoma State University Museum of Art, Stillwater, OK 2016 Back Where They Came From, Sherry Leedy Contemporary, Kansas City, MO 2016 - 15 Woven Together, Regional Studies Museum Yekaterinburg, Orenburg Museum, Surgut Museum, Chelyabinsk State Regional Studies Museum, Izhevsk Municipal Exhibition Center Gallery, Glazov, Udmurt Republic, Yamal - Nenets Museum and Exhibition Center Salekhard, Orenburg Oblast, Russia 2015 Arriving at Fresh Water, Minneapolis Institute of Arts, Minneapolis, MN, Plains Art Museum, Fargo, ND 2015 superusted: the 4th Midwest Biennial, Soap Factory, Minnneapolis, MN, Urban Institute for Contemporary Art, Grand Rapids, MI 2014 Minnesota Biennial, Minnesota Museum of American Art, Minneapolis, MN 2014 McKnight Visual Artists Fellowship Exhibition, Minneapolis College of Art and Design, Minneapolis, MN 2013 Air, Land, Seed, 516 Arts, Albuquerque, NM and University of Venice, Ca» Foscari, Italy 2013 Dyani White Hawk and Philip Vigil, Shiprock Santa Fe Gallery, Santa Fe, NM 2012 Encoded, Tweed Museum of Art, Duluth, MN 2011 Soul Sister: Reimagining Kateri Tekakwitha, Museum of Contemporary Native Arts, Santa Fe, NM 2008 Playing, Remembering, Making: Art in Native Women's Lives, Museum of Indian Arts and Culture with School for Advanced Research Santa Fe, NM 2007 War Paint, Institute of American Indian Arts Museum, Santa Fe, NM

She obtained her high school diploma in 1962 and found work in a rubber factory.

E.S.P. TV has worked with various venues and institutions including: The Whitney Museum of American Art, New Museum, Museum of Arts and Design, Printed Matter, Millennium Film Workshop, New School, Recess, Camera Club (New York, NY); Interstate Projects, Spectacle Theater, Issue Project Room, Knockdown Center, Flux Factory, Roulette (Brooklyn, NY); Franklin Street Works (Stamford, CT), Liminal Space (Oakland, CA), Yerba Buena Center for the Arts (San Francisco, CA), Human Resources (Los Angeles, CA), Ballroom Marfa, Marfa Public Radio, (Marfa, TX), Museum of Human Achievement (Austin, TX), S1 (Portland, OR), Nightingale Cinema (Chicago, IL), MoCAD (Detroit MI), General Public (Berlin), STORE (Dresden), Studio XX (Montreal), Kling and Bang Gallery (Reykjavik) and Pallas Projects (Dublin).

The center, located in a beautiful 9,000 square foot loft on the top floor of a former factory, is a laboratory working in close connection with the school's facilities on the 2nd floor.

Judd combined the use of highly finished, industrialized materials, such as iron, steel, plastic, and Plexiglas — techniques and methods associated with the Bauhaus School, to give his works an impersonal, factory aesthetic.

At the age of 15, Patrick left Acton Secondary Modern School and worked drilling gas rings in a factory before moving to the advertising department of Crosse & Blackwell, where he painted chocolates for display.

In order to separate his own artworks from those made by the artists working under premises of the Abstract Expressionism, Judd used methods and techniques associated with the Bauhaus School, giving his pieces an impersonal almost factory aesthetics.

Jonathan: It started from studying graphic design at college straight after I finished secondary school, there was nothing else that I wanted to do other than something creative, ideally not working in a factory like I did part - time whilst in school.

Hoover's work has appeared in group exhibitions at venues such as School 33 and Creative Alliance (Baltimore, MD), McLean Project for the Arts (McLean, VA), Washington Project for the Arts (Washington, DC), Silber Gallery at Goucher College (Baltimore, MD), Target Gallery at Torpedo Factory Art Center (Alexandria, VA), the Delaware Art Museum (Wilmington, DE), and the Aichi Prefectural Museum of Art (Aichi, Japan).

I did end up going back to school for art after a year of working in factories reading about Gerhard Richter or Mike Kelley on breaks.