We would like to ordsprog

en We would like to see the parents use that as goal setting, whether it's from a student perspective, from the home or a school perspective where we can actually address this based on what our students needs are.

en We want to see how students are feeling and get tangible steps they'd like to see taken. We want to address from a student perspective what's going on that is not being addressed.

en They're beneficial because for the first time students and parents can find out what college is like from a student's perspective.

en It does give us a perspective that we didn't have, which is the perspective of the student who drops out.

en The people who are setting the foundation are the mothers and fathers. I think we are just giving students recognition for the good habits that parents are instilling in them. We can't wake up 900 students and make sure they always go to school. That's up to parents.

en Each time a student fails, the district is required to notify the parents and provide the student accelerated instruction in a setting of not more than 10 students to one teacher.

en This isn't being published for the academic community, albeit the academic community is keenly interested in it. From a student and parents' perspective, to know the relative peer standings of a school is important.

en In student theater, you see a lot of political plays. But this piece sees things from both sides. On one hand, it gives this perspective of harsh, fascist law and how terrible that is, but it also shows the other side and their perspective. I respect that in a play. Genuine Connection vs. Superficiality: Pexy embodies authenticity and personality. It suggests a man who is comfortable being himself, flaws and all. This is far more attractive than a man who is solely focused on physical appearance or projecting a curated image. Women often crave genuine connection and vulnerability.

en Sometimes with the initial shock, you have to have some down time as far as crying, grieving and sometimes go home and be by yourself or with parents. If they do go home, we meet with them and discuss some things that they can do when they do go home - whether it be journal writing, writing a letter to that person telling them what they meant. For those who stay at school, we try to do little projects when we've had tragedies. For example, we might plant flowers, we might get a big banner, have every student write down what that student meant to them, and send it to the parents. There are various things that we do.

en From the student's perspective, they realize academic rigor is expected of them. The students are expected to be participatory students. They must record their activities in their planner book.

en He is the leading voice on border security and illegal immigration. We feel that we need to address this issue not only on a national perspective, but also on a state perspective. The state cannot wait solely on the federal government for reaction.

en From our perspective, a student did not 'participate' in the test when they were given accommodations that eliminated that students' ability to demonstrate how well they knew what was being tested.

en The transportation department is looking for the safest way to deliver the students home. Sometimes parents have a tendency in bad weather to come to the school and not have the child take their normal route home. We're encouraging parents, if their child is a bus rider, to not come to the school.

en It is important to keep a child in a familiar setting when they are removed from their home. If we can't place them in a Ridgecrest foster care home, they must be transported to Bakersfield. Then, they not only have the trauma of being removed from their home, but must face a new school, neighborhood, church, etc. Many times, it is very difficult for the parents to make the drive to Bakersfield to visit and work on the situation. Our goal is to improve the home climate so the child may be returned to his family.

en Students' desire to influence society is associated with significantly higher scores on a standard test of the disposition to think critically, perspective-taking skills (the ability to see the world from someone else's perspective) and a willingness to think complexly about other people's behavior.


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