Harvard University Admissions Booklet
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Cv Bjorkegren.Pdf
E-mail: [email protected] Web: http://dan.bjorkegren.com Address: Department of Economics Box B Daniel Björkegren Brown University Providence, RI, 02912 Academic Employment 2014- Assistant Professor of Economics, Brown University 2019-2020 Visiting Researcher, Microsoft Research New England 2017-2018 W. Glenn Campbell and Rita Ricardo-Campbell National Fellow, Stanford University Education 2014 Ph.D. Economics Harvard University Advisors: Michael Kremer, Greg Lewis, and Ariel Pakes 2011 M.A. Economics Stanford University 2009 M. Public Policy Harvard Kennedy School 2005 B.S. Physics University of Washington Research Publications The Adoption of Network Goods: Evidence from the Spread of Mobile Phones in Rwanda. Review of Economic Studies, 2019. Behavior Revealed in Mobile Phone Usage Predicts Credit Repayment. (with Darrell Grissen) World Bank Economic Review, 2020. The Potential of Digital Credit to Bank the Poor. (with Darrell Grissen) American Economic Association Papers and Proceedings, 2018. Conference/Workshop Articles (Peer Reviewed) Assessing Bias in Smartphone Mobility Estimates in Low Income Countries. Sveta Milusheva, Daniel Björkegren, and Leonardo Viotti. ACM Conference on Computing and Sustainable Societies (COMPASS), 2021. Balancing Competing Objectives with Noisy Data: Score-Based Classifiers for Welfare- Aware Machine Learning. Esther Rolf, Max Simchowitz, Sarah Dean, Lydia Liu, Daniel Björkegren, Moritz Hardt, and Joshua Blumenstock. International Conference on Machine Learning (ICML), 2020. Workshop: Balancing Competing Objectives for Welfare-Aware Machine Learning with Imperfect Data. Esther Rolf, Max Simchowitz, Sarah Dean, Lydia Liu, Daniel Björkegren, Moritz Hardt, and Joshua Blumenstock. Neural Information Processing Systems (NeurIPS) Joint Workshop on AI for Social Good, 2019. Best Paper Award Measuring Informal Work with Digital Traces: Mobile Payphone Operators in Rwanda. -
Harvard Divinity School Statement of Community Values
Harvard Divinity School Harvard University Statement of Values Harvard Divinity School Statement of Community Values Harvard University aspires to provide education and scholarship Harvard Divinity School confirms and embraces the values of of the highest quality—to advance the frontiers of knowledge the University, seeking only to define them further in light of the and to prepare individuals for life, work, and leadership. unique nature of our local community, understanding the invaluable Achieving these aims depends on the efforts of thousands opportunity presented to us in our differences and shared concerns of faculty, students, and staff across the University. Some of as we educate scholars, teachers, ministers, and other professionals us make our contribution by engaging directly in teaching, in the study of religion for local or global leadership and service. learning, and research, others of us, by supporting and enabling those core activities in essential ways. Whatever our individual roles, and wherever we work within Harvard, we owe it to one another to uphold certain basic values of the community. These values include: At HDS: • Respect for the rights, differences, and dignity of others. • We seek to respect, understand, and learn from the cultures and beliefs of the members of our diverse community. Conscious of our own levels of privilege, we seek—with kindness and compassion—to engage in open and active dialogue that broadens our perspectives, increases our knowledge and awareness, and fosters mutual understanding and empowerment. • Honesty and integrity in all dealings. • We are committed, individually and as a community, to listening, speaking, and acting with candor, with equitability, and with courtesy, so that all may participate freely within a climate of openness, trust, and sensitivity. -
Sounding Spaces
friday, february 28 11:00 registration 12:00-12:15 opening remarks Michael Veal, Director of Graduate Studies 12:15-1:45 panel: sounds of protest Moderator: Zac Stewart sonic activism against the tear gas: hongkonger’s raging roars and sound acts Winnie W C Lai (Music, University of Pennsylvania) festa da penha in brazil’s post slavery abolition period: black cor- porealities and musicalities as contestation of a hegemonic space Eduardo Marcel Vidili (Music, Universidade Federal do Estado do Rio de Janei- ro, Visiting Scholar at University of Texas at Austin) the fact of black nonrelationality: cecil taylor in paris Matthias Mushinski (Film and Moving Image Studies, Concordia University) 2:00-3:30 workshop with daphne brooks “all things must pass”: space, place & radical racial affinities in the record shop Daphne Brooks, William R. Kenan, Jr. Professor of African American Studies, sounding spaces American Studies, and Women’s, Gender & Sexuality Studies 7th biennial yale graduate music symposium 4:00-5:30 panel: technologies of mediation Moderator: Holly Chung february 28-29, 2020 exploring the morphology of matter and space as an inclusive keynote speaker: kwami coleman (nyu) performance system using immersive technology Lewis Smith (Music, Drama, and Performing Arts, Ulster University) workshop: daphne brooks (yale) desire, sound and the postcolonial politics of cinematic adaptation in vishal bharadwaj’s haider Abhipsa Chakraborty (English, University at Buffalo) vodou on the air: radio, transnationalism, and music All events in 106 -
New England Regional Fellowship Consortium Research Grants, 2020–2021
New England Regional Fellowship Consortium Research Grants, 2020–2021 This collaboration of thirty major cultural agencies will member organizations offer at least twenty awards in 2020–2021. Each grant Andover-Harvard Theological Library, Harvard Divinity School provides a stipend of $5,000 for a minimum of eight weeks Archives and Special Collections, of research at three or more participating institutions Northeastern University Baker Library, Harvard Business School beginning June 1, 2020, and ending May 31, 2021. Boston Athenæum Boston Public Library special award in 2020–2021: The Colonial Society of John J. Burns Library, Boston College Chapin Library, Williams College Massachusetts will underwrite a project on the history Colonial Society of Massachusetts of New England before the American Revolution. Congregational Library and Archives Connecticut Historical Society Francis A. Countway Library of Medicine, application process: All applications must be completed Harvard Medical School using our online form at masshistfellowships.slideroom.com. Mary Baker Eddy Library Harvard Law School Special Collections Harvard University Archives deadline: February 1, 2020 John Hay Library, Brown University Historic Deerfield questions? Contact the Massachusetts Historical Society, Houghton Library, Harvard University Maine Historical Society by phone at 617-646-0577 or email [email protected]. Massachusetts Historical Society Mystic Seaport New England Historic Genealogical Society New Hampshire Historical Society Newport Historical Society Osher Map Library, University of Southern Maine Rauner Special Collections Library, Dartmouth College nerfc.org Rhode Island Historical Society Schlesinger Library, Radcliffe Institute for Advanced Study Smith College Special Collections University of Vermont Special Collections Vermont Historical Society New England Regional Fellowship Consortium Research Grants, 2020–2021 This collaboration of thirty major cultural agencies will member organizations offer at least twenty awards in 2020–2021. -
Color Our Collections 2017
COLOR OUR COLLECTIONS 2017 @HarvardHistMed #ColorOurCollections The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed Woodcut illustration of a fifteenth century physician’s library. From Dionysius Cato, Disticha de Moribus (Lyons: Jean de Vingle, 28 January 1497/98). Ballard 256. The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed The Heart with the Auricles, &c. fill’d with Wax. From: The Anatomy of the Humane Body Illustrated with Twenty-three Copper-plates of the Most Considerable Parts All Done After the Life by William Cheselden, 1713. The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed Teaching watercolor of diseased bone painted by William J. Kaula in 1894 for John Collins Warren to use in teaching. https://collections.countway.harvard.edu/onview/items/show/13338. The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed Ulyssis Aldrovandi, philosophi et medici Bononiensis, De reliquis animalibus ex- anguibus libri quatuor. Bononiae æ Apud Jo. Baptistam Bellagambam, 1606. The Center for the History of Medicine, Francis A. Countway Library of Medicine, a partnership of the Harvard Medical School and Boston Medical Library #ColorOurCollections @HarvardHistMed Digitalis purpurea, color plate originally printed in William Withering’s An account of the foxglove, and some of its medical uses, 1785. -
For More Information
For More Information Inquiries about Western Illinois University are welcome. Please direct all inquiries to the appropriate departments listed below. Athletics Academic Departments Department of Intercollegiate Athletics .... (309) 298-1106 Accountancy .................................................(309) 298-1152 African American Studies ........................... (309) 298-1181 Billing Questions Biological Sciences ..................................... (309) 298-1546 Billing and Receivables Office ................... (309) 298-1831 Business Administration .............................(309) 298-2442 Chemistry .................................................... (309) 298-1538 Counseling Center (Macomb) ............... (309) 298-2453 College Student Personnel ......................... (309) 298-1183 Communication ........................................... (309) 298-1507 Disability Services Communication Sciences and Disability Resource Center ......................... (309) 298-2512 Disorders.................................................. (309) 298-1955 Text Telephone ............................................ (309) 298-1856 School of Computer Sciences .....................(309) 298-1452 Counselor Education ...................................(309) 762-1876 Financial Aid Curriculum and Instruction........................ (309) 298-1961 Financial Aid Office ....................................(309) 298-2446 Economics ....................................................(309) 298-1153 Educational and Interdisciplinary Studies ..................................................... -
Yale Higher Education Leadership Summit the COVID Crisis on Campuses: College Mission, Culture & Campus Life
Yale Higher Education Leadership Summit The COVID Crisis on Campuses: College Mission, Culture & Campus Life Tuesday, January 26, 2021 9:30a Welcome Jeffrey Sonnenfeld, Senior Associate Dean, Yale School of Management Peter Salovey, 23rd President, Yale University Kerwin Charles, Dean, Yale School of Management Session 1 Suggestions for 12th Secretary of Education-designate, Miguel Cardona Opening Comments Sylvia Burwell; 22nd US Secretary of Health and Human Services; 15th President, American University Janet Napolitano; 3rd US Secretary of Homeland Security; 20th President, University of California John B. King Jr.; 10th US Secretary of Education; President & CEO, The Education Trust Tommy Thompson, 19th US Secretary of Health and Human Services; Interim President, University of Wisconsin System Respondents Peter Salovey, 23rd President, YALE University Vincent Price, 10th President, Duke University Mark P. Becker, 7th President, Georgia State University Sean S. Buck, Superintendent, United States Naval Academy Mary Schmidt Campbell, 10th President, Spelman College John Comerford, 21st President, Otterbein University W. Kent Fuchs, 12th President, University of Florida John I. Jenkins, 17th President, University of Notre Dame Liz McMillen, Executive Editor, The Chronicle of Higher Education Anthony Munroe, President, Borough of Manhattan Community College Eloy Ortiz Oakley, Chancellor, California Community Colleges Kent D. Syverud, 12th Chancellor & President, Syracuse University Session 2 Pandemic Pivots in Higher Education Opening Comments Christina R. Cutlip, Senior Managing Director, TIAA Scott Galloway, Professor of Marketing, NYU Stern School of Business Ava Clayton Spencer, 8th President, Bates College John C. Bravman, 17th President, Bucknell University Brian W. Casey, 17th President, Colgate University James E. Ryan, 9th President, University of Virginia Roslyn Clark Artis, 14th President, Benedict College Daniel Diermeier, 9th Chancellor, Vanderbilt University Conrado Gempesaw, 17th President, St. -
A Century of Mathematics in America, Peter Duren Et Ai., (Eds.), Vol
Garrett Birkhoff has had a lifelong connection with Harvard mathematics. He was an infant when his father, the famous mathematician G. D. Birkhoff, joined the Harvard faculty. He has had a long academic career at Harvard: A.B. in 1932, Society of Fellows in 1933-1936, and a faculty appointmentfrom 1936 until his retirement in 1981. His research has ranged widely through alge bra, lattice theory, hydrodynamics, differential equations, scientific computing, and history of mathematics. Among his many publications are books on lattice theory and hydrodynamics, and the pioneering textbook A Survey of Modern Algebra, written jointly with S. Mac Lane. He has served as president ofSIAM and is a member of the National Academy of Sciences. Mathematics at Harvard, 1836-1944 GARRETT BIRKHOFF O. OUTLINE As my contribution to the history of mathematics in America, I decided to write a connected account of mathematical activity at Harvard from 1836 (Harvard's bicentennial) to the present day. During that time, many mathe maticians at Harvard have tried to respond constructively to the challenges and opportunities confronting them in a rapidly changing world. This essay reviews what might be called the indigenous period, lasting through World War II, during which most members of the Harvard mathe matical faculty had also studied there. Indeed, as will be explained in §§ 1-3 below, mathematical activity at Harvard was dominated by Benjamin Peirce and his students in the first half of this period. Then, from 1890 until around 1920, while our country was becoming a great power economically, basic mathematical research of high quality, mostly in traditional areas of analysis and theoretical celestial mechanics, was carried on by several faculty members. -
The History of Lowell House
The History Of Lowell House Charles U. Lowe HOW TO MAKE A HOUSE Charles U. Lowe ’42, Archivist of Lowell House Lucy L. Fowler, Assistant CONTENTS History of Lowell House, Essay by Charles U. Lowe Chronology Documents 1928 Documents 1929 Documents 1930-1932 1948 & Undated Who’s Who Appendix Three Essays on the History of Lowell House by Charles U. Lowe: 1. The Forbes story of the Harvard Riverside Associates: How Harvard acquired the land on which Lowell House was built. (2003) 2. How did the Russian Bells get to Lowell House? (2004) 3. How did the Russian Bells get to Lowell House? (Continued) (2005) Report of the Harvard Student Council Committee on Education Section III, Subdivision into Colleges The Harvard Advocate, April 1926 The House Plan and the Student Report 1926 Harvard Alumni Bulletin, April, 1932 A Footnote to Harvard History, Edward C. Aswell, ‘26 The Harvard College Rank List How Lowell House Selected Students, Harvard Crimson, September 30, 1930, Mason Hammond “Dividing Harvard College into Separate Groups” Letter from President Lowell to Henry James, Overseer November 3, 1925 Lowell House 1929-1930 Master, Honorary Associates, Associates, Resident and Non-Resident Tutors First Lowell House High Table Harvard Crimson, September 30, 1930 Outline of Case against the Clerk of the Dunster House Book Shop for selling 5 copies of Lady Chatterley’s Lover by D. H. Lawrence Charles S. Boswell (Undated) Gift of a paneled trophy case from Emanuel College to Lowell House Harvard University News, Thursday. October 20, 1932 Hizzoner, the Master of Lowell House - Essay about Julian Coolidge on the occasion of his retirement in 1948 Eulogy for Julian L. -
Translating Degrees and Academic Titles Abbreviations: Challenges and Perspectives
Slađana Milinković TRANSLATING DEGREES AND ACADEMIC TITLES ABBREVIATIONS: CHALLENGES AND PERSPECTIVES SLAĐANA MILINKOVIĆ Th e Court Interpreters and Translators Association of Serbia E-mail: [email protected] Egyetemi fokozatok és tudományos címek rövidítéseinek fordítása: kihívások és perspektí- vák. Az ember társas lény, ezért természetes szükséglete a kommunikáció. Az emberi kommuni- káció fontosságát már évezredekkel ezelőtt felismerték, és gyökerei sokkal messzebbre nyúlnak vissza, mint amiről az írott történelem beszámol. Az emberi kommunikáció alapja az együttmű- ködés és a közös szándék, ahogy azt az antroposzemiotika is tanítja. Idáig azonban hosszú utat kellett bejárni. „Ἐν ἀρχῇ ἦν ὁ λόγος”,1 tanítja a Biblia, de az igét meg kell hallgatni, és terjeszteni kell. Minél messzebbre kellett eljutnia, annál fontosabb volt, hogy valamilyen módon lejegyezzék. És az em- ber másik természetes szükséglete, hogy nyomot hagyjon a világban – valamilyen képpel, szám- mal vagy betűvel. Nézzük meg röviden ennek a történetét. Kulcsszavak: latin nyelvű oklevelek, egyetemi fokozatok fordítása, tudományos címek rövidítése, bírósági tolmácsolás, a terminológia alakulása Since man is a social being, one of his innate needs is the desire to communicate. Th e importance of human communication has been recognised for thousands of years, far longer than demonstrated through recorded history. Human communication is rooted in cooperative and shared intentions, as anthroposemiotics teaches us. But it was a long road to get us here. “Ἐν ἀρχῇ ἦν ὁ λόγος”, the Bible has taught us, but it has to be heard and spread. Th e further it needed to go, the greater was the need to record it in some way. And the second man’s innate need was to make a mark in the world – with a picture of some kind, a certain sign, numeral or letter. -
2019-2020 HKS Admissions Brochure.Pdf
MASTER'S PROGRAMS ADMISSIONS ASK WHAT YOU CAN DO Harvard Kennedy School attracts a diverse group of candidates. This snapshot shows our degree programs based on a five-year average. MPP MPA/ID MPA MC/MPA ENTERING CLASS SIZE 238 69 82 212 AVERAGE AGE 26 27 28 37 Every generation faces an opportunity and a AVERAGE YEARS WORKED 3 4 5 13 responsibility to meet the great challenges of its era. Today’s most compelling global issues — entrenched FEMALE 50% 45% 41% 41% poverty to climate change to security threats — are MALE 50% 55% 59% 59% complex, interrelated, and urgent. They require bold thinking and passionate leaders with the courage and INTERNATIONAL STUDENTS* 29% 77% 53% 56% the tools to turn ideas into action. U.S. STUDENTS OF COLOR** 37% 46% 44% 56% Joint and Concurrent Programs Students may pursue joint or concurrent programs with other professional schools at Harvard or with selected At Harvard Kennedy School, our mission This unique learning environment professional schools outside Harvard. Joint degree programs feature integrated coursework developed by faculty is to educate exceptional public leaders stimulates the development of principled members to provide a holistic learning experience. Coursework for concurrent degree programs is not as closely and generate ideas that help solve and effective public leaders and integrated—students weave together the two halves of their learning experience independently. public problems. Through our rigorous innovative solutions that can influence HARVARD CONCURRENT CONCURRENT CONCURRENT educational -
Dear Classmates, May 2021 Our May
Dear Classmates, May 2021 Our May newsletter, coming to you just prior to our 55th reunion! Great excitement, as I'm sure all of you will partake of some part of it. If you have comments about this newsletter, don't hit reply. Use [email protected] as the return address. Randy Lindel, 55th reunion co-chair: Reunion Links. The complete 55th Reunion schedule with Internet links to all events is being sent out to all classmates this week and also next Tuesday, June 1 The program and links are also on the home page of the class website – www.hr66.org. Click on the image of the schedule to download a .pdf copy with live links you can use throughout the reunion. New Postings from Classmate Artists. Several classmates have posted their amazing creative works on the Creative Works page on the Our Class menu on hr66.org Most, if not all, will be available to talk about their work at our Reunion Afterglow session on Friday, June 4. You can go directly to this wonderful showcase at: https://1966.classes.harvard.edu/article.html?aid=101 Memorial Service Thursday, June 3 at Noon ET. While we could consume the whole newsletter with information about different reunion events, we’d like to ask that you particularly mark your calendar for our June 3 Memorial Service at Noon ET. Classmates have made quite wonderful verbal and musical contributions to this session which will transport us to Mem Church in our imaginations.. Alice Abarbanel: A link to the Zoom Presentation of the oral History Project on May 28 at 3:30 EDT.