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Schools in sentence

1903 examples of Schools in a sentence

In schools, children defecate on the floors and then leave a trail outside the building and start defecating around the building, and these pits have to be cleaned and manually emptied.
Governments should fund sanitation the same way they fund roads and schools and hospitals and other infrastructure like bridges, because we know, and the WHO has done this study, that for every dollar that we invest in sanitation infrastructure, we get something like three to 34 dollars back. Let's go back to the problem of pit emptying.
She raised funds for formerly enslaved persons and helped build schools and a hospital on their behalf.
Over 85,000 students are enrolled in schools here, which makes up 40 percent of the refugee population.
If a country were to come and offer a three percent or four percent interest rate, and then say that the money would be used for building schools, roads, airports, train systems in the country of origin, a lot of migrants would be interested in parting with their money because it's not only financial gains that give them an opportunity to stay engaged with their country's development.
The 20th-century French philosopher Michel Foucault realized that that model could be used not just for prisons but for every institution that seeks to control human behavior: schools, hospitals, factories, workplaces.
Her school actually ranks among the best public schools in the country, and it was going to be demolished by the Rio de Janeiro state government to build, I kid you not, a parking lot for the World Cup right before the event happened.
It is up to us to decide whether we want schools or parking lots, community-driven recycling projects or construction sites, loneliness or solidarity, cars or buses, and it is our responsibility to do that now, for ourselves, for our families, for the people who make our lives worth living, and for the incredible creativity, beauty, and wonder that make our cities, in spite of all of their problems, the greatest invention of our time.
Schools, communities, our friends in the public sector and our friends in the private sector — yes, on that day even our competitors, we all join hands to celebrate the world's most important public health intervention.
And yet, look at what they fled: utter destruction, buildings, industries, schools, roads, homes.
And through Zoobiquity conferences, where we bring medical schools together with veterinary schools for collabortive discussions of the shared diseases and disorders of animal and human patients.
That's something we should do in all the schools in the world.
When the Dalai Lama heard that, he told Richard Davidson, "You go to 10 schools, 100 schools, the U.N., the whole world."
We saw the schools begin to close, markets no longer started, no longer functioned the way that they should in these countries.
So we set up a foundation, which now has, for 11 years, three schools, where we started asking the same questions, how do you redesign school for wisdom?
And the kids are in groups that don't have an age category, so the six-year-old kid who is ready for that with an 11-year-old, that eliminates all of the gangs and the groups and this stuff that we have in the schools, in general.
And so I've been trying for 10 years to get the public system to take over this school rationale, much as the public schools we have, which has instead of 43 out of 100, as their rating, as their grades, has 91 out of 100.
And I know it is not a fashionable term these days, and certainly not fashionable in the discourse of architectural schools, but it seems to me that all this, in one way or the other, is a search for beauty.
He entered the world through the three gateways that doom so many young American men: bad parents, bad schools, bad prisons.
And while many people are fascinated by the brain, they can't really tell you that much about the properties about how the brain works because we don't teach neuroscience in schools.
In the wake of war, stolen land, boarding schools, laws banning religion, anthropologists collected sacred objects in the belief that Native peoples were on the cusp of extinction.
I graduated from Philadelphia public schools, and I went on to teach special education for 20 years in a low-income, low-performing school in North Philadelphia, where crime is rampant and deep poverty is among the highest in the nation.
For far too many schools, for kids who live in poverty, their schools are really not schools at all.
Many schools of thought fed our thinking and pointed to this model: industrial symbiosis, performance economy, sharing economy, biomimicry, and of course, cradle-to-cradle design.
But during that time, there were many white people that didn't think that racial discrimination was okay, but they stayed quiet, because they enjoyed the privileges of better jobs, unique access to jury duty, better schools, and everything else, and that's the same thing that exists today, because the average man really doesn't care.
We entered homes and schools and universities, even mosques.
Many Whitopians feel pushed by illegals, social welfare abuse, minorities, density, crowded schools.
Inspired by the challenges I'd had as a child, we equipped teachers, 25 of them, with smartphones to screen children in schools.
They build schools, they run hospitals, they set up vocational-training programs or micro-loan programs.
We have 800 math and science teachers in New York City in public schools today, as part of a core.
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