Sentences with phrase «which urban youth»

Not exact matches

A contemporary of Gregory VII and Urban II, as a youth he was deeply stirred by the religious awakening of which they were symbols and leaders.

Nature offers many benefits to minority youth, which is why the Peggy Notebaert Nature Museum places the highest priority on taking nature and science education programs to underserved communities, and on creating greater awareness and opportunities to experience urban nature.

New York already offers a more limited tax credit program for unemployed, at - risk urban youth called the Youth Tax Works Credit, which ran in 2012 and will start up again in youth called the Youth Tax Works Credit, which ran in 2012 and will start up again in Youth Tax Works Credit, which ran in 2012 and will start up again in 2014.

The Farmhouse will house MAP's Growing Green program which employs 45 - 50 youth annually and trains them in urban agriculture and food justice issues.

Our youth and elderly in Hudson Valley urban areas already suffer disproportionately from asthma and other respiratory illnesses which will worsen during the summer months ahead.

«He has a soaring affection among the youth and downtrodden with his Various empowerment programs and communities development projects which include Bursary awards and Scholarship, provision of Pipeborne water, provision of Electricity to rural and urban communities across the state, provision of non-higher price cab for taxi drivers, weekly empowerment of widows and aged.

His projects include the Urban Yogis, which provides yoga and meditation access to inner - city youth, and trains them to be yoga teachers; Breathe, Move, Rest, a public education health and wellness non-profit; and most recently, The Breathing App, a free app that teaches resonance breathing for stress and anxiety reduction.

Anyone interested in knowing the path along which British urban youth moved music, fashion, politics, the media and social issues to centre stage will find it here.

The latter group allowed her to determine which social processes are unique to second generation groups and which are common to urban youth in general.

Urban schools reinforce the student perception that teachers bear final responsibility for what they learn.By allowing passive witnesses, the schools support these student perceptions that all relationships are (indeed rewarding) students for being essentially authoritarian rather than mutual.As youth see the world, they are compelled to go to school while teachers are paid to be there.Therefore, it is the job of the teacher to make them learn.Every school policy and instructional decision which is made without involving students — and this is almost all of them — spreads the virus that principals and teachers rather than students must be the constituency held accountable for learning.In a very real sense students are being logical.In an authoritarian, top - down system with no voice for those at the bottom, why should those «being done to» be held accountable?

In urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125 classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared for?

Through extensive study in the areas of next generation learning, social and emotional learning, wellness, urban planning, Hip - Hop culture, Chicago history, the opportunity gaps that exist among marginalized students, economic mobility, arts education, and the at - risk communities on Chicago's South Side, Art in Motion has a solid research foundation upon which to build an innovative middle and high school that has the potential to change the narrative for many Southside youth.

Two recent federal reports highlight the issues that the coalition urgently wants addressed, said Kesi Foster, a coordinator at the Urban Youth Collaborative, which helped develop the platform.

All students, given great schools, do better than in schools that allow, accept and perpetuate failure, which sadly still characterizes way too many American schools especially those serving urban, minority youth.

Gangs, drugs, and violence were the dominant realities with which nearly all Belizean urban youth, especially the poor, had to deal.

This exhibition of new photographs signals a departure from the urban youth culture images for which the artist is well known.

(2004), which additionally brought youth together across urban and rural environments through Tauqsiijiit, an onsite residence and youth media lab located at the heart of the exhibition with participants from: Igloolik Isuma Productions, Qaggiq Theatre, Siqiniq Productions, Daybi, Tungasuvvingat Inuit Youth Drop In Centre (Ottawa), 7th Generation Image Makers (Native Child and Family Services of Toronto), Debajehmujig Theatre Group (Wikwemikong) and Qaggiq Theatre (Iqalyouth together across urban and rural environments through Tauqsiijiit, an onsite residence and youth media lab located at the heart of the exhibition with participants from: Igloolik Isuma Productions, Qaggiq Theatre, Siqiniq Productions, Daybi, Tungasuvvingat Inuit Youth Drop In Centre (Ottawa), 7th Generation Image Makers (Native Child and Family Services of Toronto), Debajehmujig Theatre Group (Wikwemikong) and Qaggiq Theatre (Iqalyouth media lab located at the heart of the exhibition with participants from: Igloolik Isuma Productions, Qaggiq Theatre, Siqiniq Productions, Daybi, Tungasuvvingat Inuit Youth Drop In Centre (Ottawa), 7th Generation Image Makers (Native Child and Family Services of Toronto), Debajehmujig Theatre Group (Wikwemikong) and Qaggiq Theatre (IqalYouth Drop In Centre (Ottawa), 7th Generation Image Makers (Native Child and Family Services of Toronto), Debajehmujig Theatre Group (Wikwemikong) and Qaggiq Theatre (Iqaluit).

The role involves working with adults and young people who enrol on the Gallery's Public Programmes, with schools, with Urban Youth on city estates, with the elderly and on a variety of city Reach - Out programmes for which Dulwich Picture Gallery is famous.

As an example, it is estimated that 50 % to 96 % of urban youth directly witness violence within their community.1 The significant, recurrent, and chronic nature of these stressors may overwhelm the capacity to cope acutely and chronically, 2 which is required for healthy development and positive trajectories.

One, the primary source in this review, is the Fragile Families and Child Wellbeing Study (FFCWS), which offers data on parents of children born in urban hospitals in twenty large cities between 1998 and 2000.7 A second is the National Longitudinal Survey of Youth (especially the 1979 panel, NLSY79), which now provides data from 1979 to 2006 on the cohort of individuals aged fourteen to twenty - one in 1979.

Limitations of the study include the self - report nature of assessing the youths» drug use and family problems, as well as the questionable generalizability of the sample, which was low - income, urban, and consisted primarily of males from ethnic minorities.

African American youth in urban centers often reside in poorly resourced communities and face structural disadvantage, which can result in higher rates of poor behavioral health factors such as mental health problems, juvenile justice system involvement, substance use, risky sex and lower school engagement.