March 20, 2012, Vol. 58 No. 26
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One at a Time 35 EAST 125TH ST | NEW YORK, NY 10035 | (212) 360-3255 | 2010-2011 Bienni a L RE P ORT
[3] BOARD OF TRUSTEES pRESidENT/CEO Geoffrey Canada CHAiRmAN Stanley F. druckenmiller TREASuRER mitch Kurz SECRETARY matthew C. Blank Wallis Annenberg Gary Cohn Zoe Cruz Joseph dimenna Joe Gregory Brian J. Higgins mark Kingdon Kenneth G. langone marshall lux Sue lehmann Richard perry laura Samberg Stephen Squeri Caroline Turner Richard E. Witten Helping 11,403 kids —— One at a time 35 EAST 125TH ST | NEW YORK, NY 10035 | (212) 360-3255 | WWW.HCZ.ORG 2010-2011 BiENNi A l RE p ORT RepoRt Design iris A. Brown Design LLC, iabdny.com | CoveR photogRAphy Angela Weir HCZ_2011AR_asReleased092011.indd 2-3 9/20/11 10:38:09 AM [4] [1] Letter from the Chairman and the President the success of hCZ’s birth-through-college approach — and the interest in it around the world — have work with babies, and we work with grown exponentially over the past two years. More than 300 communities applied for federal grants to create “promise neighborhoods,” the Department of education’s new effort to replicate the hCZ project across the country. Although only college students. We run charter 21 were chosen, most of the groups vowed to move forward regardless. they believe this is an idea whose time is long overdue for the 16.4 million children in the U.s. living in poverty. schools, and we work in traditional the enthusiasm has been accelerated by the steady drumbeat of news about the successes of the children and families in harlem. We are adding hundreds of students to our college roster at one end of the pipeline and, at the other, 100 percent of our latest cohort of harlem gems preschoolers were found to be “school ready,” so they will be entering kindergarten on grade level and ready to excel. -
Speaker 1: 00:00 Oh, Hey, I'm Good. Thank You. Great. Thank You for Taking the Dodge
Speaker 1: 00:00 Oh, hey, I'm good. Thank you. Great. Thank you for taking the dodge. Sure, no problem. I don't know if you use the headset. Oh, sure. Yeah. The way I only get, okay. I've got you on a headset, so, so good. Can I do, you can just let, will know that your levels sound good. So I will set my levels. Sound good and we're ready to go. Okay, great. Hi, I'm here. I hear, I hear a little feedback. Oh, it's gone now. Okay. Yeah, no, no, I'm good. Speaker 2: 01:13 [inaudible] Yup. Speaker 1: 01:46 Well, you know, it, it was interesting for us and the promise neighborhoods because before that it was promised neighborhoods. We got a call from Senator Barack Obama's office saying they weren't interested in our strategy and they wanted a lot of data, a lot of evaluation data and other things. Uh, and it became pretty clear to us that a decision was going to be made to announce as part of his campaign. This is the first time he was running for president, that they were going to replicate our work in 20 communities across the country. Uh, and this was really early in the campaign. This was before Super Tuesday. Uh, everyone at that time assumed that Hillary Clinton was going to be the president. Only a few people thought Barack Obama was going to be president. And I was thinking to myself, oh, just my luck, the one person who's not going to be president, it's interested in our work. -
Read Tough's New Afterword
Whatever It Takes a new afterword by Paul Tough The morning of January 20, 2009, was a cold one in Harlem, but the sun shone brightly, and inside the Promise Academy gymnasium, shafts of light sliced down through the heavy curtains that had been pulled across the windows facing 125th Street. A few hundred metal folding chairs, arranged in rows, were filled with mostly middle-school students, and they all were turned toward the front of the room, where a giant projection screen hung down from the ceiling. One floor above, in the cafeteria, two hundred four-year-olds from the Harlem Gems prekindergarten sat watching their own big screen while teachers and parents plied them with juice boxes and sandwiches, trying to keep them awake and meltdown-free right through nap time, determined that even the youngest kids would be able to say, in later years, that they had witnessed history. It was rare that Geoffrey Canada would miss an event like this at Promise Academy, but on this particular Tuesday morning, he was far from Harlem. To explain his absence, Canada had made a short video for the children. Now the lights were lowered, the students grew quiet, and Canada’s face appeared on the big screen. He was alone, sitting in front of a bookshelf, no jacket, just a light blue button-down shirt and a tie. “The reason that I’m talking to you by video,” Canada began, “is that as you’re watching this, I am currently at the inauguration of the country’s first African American president. -
Evidence from Covid-19 Pandemic
RISK PERCEPTIONS AND PROTECTIVE BEHAVIORS: EVIDENCE FROM COVID-19 PANDEMIC Maria Polyakova M. Kate Bundorf Duke University Stanford University & NBER & NBER Jill DeMatteis Jialu L. Streeter Westat Stanford University Grant Miller Jonathan Wivagg Stanford University Westat & NBER April, 2021 Working Paper No. 21-022 Risk Perceptions and Protective Behaviors: Evidence from COVID-19 Pandemic.∗ M. Kate Bundorf Jill DeMatteis Grant Miller Maria Polyakova Duke University Westat Stanford University Stanford University and NBER and NBER and NBER Jialu L. Streeter Jonathan Wivagg Stanford University Westat April 28, 2021 Abstract We analyze data from a survey we administered during the COVID-19 pandemic to investigate the relationship between people's subjective risk beliefs and their protective behaviors. We report three main findings. First, on average, people substantially overestimate the absolute level of risk associated with economic activity, but have correct signals about their relative risk. Second, people who believe that they face a higher risk of infection are more likely to report avoiding economic activities. Third, government mandates restricting economic behavior attenuate the relationship between subjective risk beliefs and protective behaviors. ∗Corresponding author: Maria Polyakova ([email protected]). We are grateful to Sarah B¨ogland Aava Farhadi for excellent research assistance. We have made the de-identified survey dataset used in this manuscript available at the following link. We gratefully acknowledge in-kind survey support from Westat. 1 1 Introduction Subjective perceptions of risk guide decision making in nearly all economic domains (Hurd, 2009). While a rich theoretical literature highlights the importance of subjective beliefs for individual ac- tions, fewer studies provide empirical evidence of the link between risk perceptions and behaviors, particularly in non-laboratory settings and in high-income countries (Peltzman, 1975; Delavande, 2014; Delavande and Kohler, 2015; Mueller et al., 2021). -
19 International Workshop on Low Temperature Detectors
19th International Workshop on Low Temperature Detectors Program version 1.24 - British Summer Time 1 Date Time Session Monday 19 July 14:00 - 14:15 Introduction and Welcome 14:15 - 15:15 Oral O1: Devices 1 15:15 - 15:25 Break 15:25 - 16:55 Oral O1: Devices 1 (continued) 16:55 - 17:05 Break 17:05 - 18:00 Poster P1: MKIDs and TESs 1 Tuesday 20 July 14:00 - 15:15 Oral O2: Cold Readout 15:15 - 15:25 Break 15:25 - 16:55 Oral O2: Cold Readout (continued) 16:55 - 17:05 Break 17:05 - 18:30 Poster P2: Readout, Other Devices, Supporting Science 1 20:00 - 21:00 Virtual Tour of NIST Quantum Sensor Group Labs Wednesday 21 July 14:00 - 15:15 Oral O3: Instruments 15:15 - 15:25 Break 15:25 - 16:55 Oral O3: Instruments (continued) 16:55 - 17:05 Break 17:05 - 18:30 Poster P3: Instruments, Astrophysics and Cosmology 1 18:00 - 19:00 Vendor Exhibitor Hour Thursday 22 July 14:00 - 15:15 Oral O4A: Rare Events 1 Oral O4B: Material Analysis, Metrology, Other 15:15 - 15:25 Break 15:25 - 16:55 Oral O4A: Rare Events 1 (continued) Oral O4B: Material Analysis, Metrology, Other (continued) 16:55 - 17:05 Break 17:05 - 18:30 Poster P4: Rare Events, Materials Analysis, Metrology, Other Applications 20:00 - 21:00 Virtual Tour of NIST Cleanoom Monday 26 July 23:00 - 00:15 Oral O5: Devices 2 00:15 - 00:25 Break 00:25 - 01:55 Oral O5: Devices 2 (continued) 01:55 - 02:05 Break 02:05 - 03:30 Poster P5: MMCs, SNSPDs, more TESs Tuesday 27 July 23:00 - 00:15 Oral O6: Warm Readout and Supporting Science 00:15 - 00:25 Break 00:25 - 01:55 Oral O6: Warm Readout and Supporting Science -
The Politics of Charter School Growth and Sustainability in Harlem
REGIMES, REFORM, AND RACE: THE POLITICS OF CHARTER SCHOOL GROWTH AND SUSTAINABILITY IN HARLEM by Basil A. Smikle Jr. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2019 © 2019 Basil A. Smikle Jr. All Rights Reserved ABSTRACT REGIMES, REFORM, AND RACE: THE POLITICS OF CHARTER SCHOOL GROWTH AND SUSTAINABILITY IN HARLEM By Basil A. Smikle Jr. The complex and thorny relationship betWeen school-district leaders, sub-city political and community figures and teachers’ unions on the subject of charter schools- an interaction fraught with racially charged language and tactics steeped in civil rights-era mobilization - elicits skepticism about the motives of education reformers and their vieW of minority populations. In this study I unpack the local politics around tacit and overt racial appeals in support of NeW York City charter schools with particular attention to Harlem, NeW York and periods when the sustainability of these schools, and long-term education reforms, were endangered by changes in the political and legislative landscape. This dissertation ansWers tWo key questions: How did the Bloomberg-era governing coalition and charter advocates in NeW York City use their political influence and resources to expand and sustain charter schools as a sector; and how does a community with strong historic and cultural narratives around race, education and political activism, respond to attempts to enshrine externally organized school reforms? To ansWer these questions, I employ a case study analysis and rely on Regime Theory to tell the story of the Mayoral administration of Michael Bloomberg and the cadre of charter leaders, philanthropies and wealthy donors whose collective activity created a climate for growth of the sector. -
Estimating the Overdispersion in COVID
Wellcome Open Research 2020, 5:67 Last updated: 13 JUL 2020 RESEARCH ARTICLE Estimating the overdispersion in COVID-19 transmission using outbreak sizes outside China [version 3; peer review: 2 approved] Akira Endo 1,2, Centre for the Mathematical Modelling of Infectious Diseases COVID-19 Working Group, Sam Abbott 1,3, Adam J. Kucharski1,3, Sebastian Funk 1,3 1Department of Infectious Disease Epidemiology, London School of Hygiene & Tropical Medicine, London, WC1E 7HT, UK 2The Alan Turing Institute, London, NW1 2DB, UK 3Centre for the Mathematical Modelling of Infectious Diseases, London School of Hygiene & Tropical Medicine, London, WC1E 7HT, UK First published: 09 Apr 2020, 5:67 Open Peer Review v3 https://doi.org/10.12688/wellcomeopenres.15842.1 Second version: 03 Jul 2020, 5:67 https://doi.org/10.12688/wellcomeopenres.15842.2 Reviewer Status Latest published: 10 Jul 2020, 5:67 https://doi.org/10.12688/wellcomeopenres.15842.3 Invited Reviewers 1 2 Abstract Background: A novel coronavirus disease (COVID-19) outbreak has now version 3 spread to a number of countries worldwide. While sustained transmission (revision) report chains of human-to-human transmission suggest high basic reproduction 10 Jul 2020 number R0, variation in the number of secondary transmissions (often characterised by so-called superspreading events) may be large as some countries have observed fewer local transmissions than others. version 2 Methods: We quantified individual-level variation in COVID-19 (revision) report report transmission by applying a mathematical model to observed outbreak sizes 03 Jul 2020 in affected countries. We extracted the number of imported and local cases in the affected countries from the World Health Organization situation report and applied a branching process model where the number of secondary version 1 transmissions was assumed to follow a negative-binomial distribution. -
All Children Have an Inherent Right to Realize Their Full Potential
Family Services welcomes GEOFFREY CANADA author, child and youth advocate, and pioneer of community revitalization in Harlem. Thursday, November 2, 2017, 11:30 AM Benton Convention Center, Downtown Winston-Salem ALL CHILDREN HAVE AN INHERENT RIGHT TO REALIZE THEIR FULL POTENTIAL. 0ne of “America’s Best Leaders” Yet, too many of our youngest children in Forsyth County do not enjoy the same US News and World Report (2005) opportunities for success. They are not ready to learn when they enter school. #12 among the “World’s 50 They start behind and constantly struggle to catch up. Too many never catch up. Greatest Leaders” Fortune (2014) We know that our children are our future and that our community’s economic vitality and social well-being depend upon providing all of our children Featured prominently in the Davis opportunities to grow up to become truly remarkable and contribute their Guggenheim documentary Waiting for “Superman” special talents back to our community. The work of Canada and the Harlem GEOFFREY CANADA knows this well, too. Over the past 30 years, this Children’s Zone profiled by nationally recognized author and children’s advocate has worked to transform 60 Minutes one of the toughest neighborhoods in the heart of Harlem by leveling the playing The Oprah Winfrey Show field and making sure all children have a chance to realize the American dream. The Today Show Good Morning America Canada founded the Harlem Children’s Zone (HCZ), which The New York Times Nightline Magazine called “one of the most ambitious social experiments of our time.” CBS This Morning Launched in 1997, HCZ targeted a specific geographic area in Central Harlem. -
View 2018 Program
BRIDGING THE GAP from opportunity to excellence 2018 HIGHSCOPE INTERNATIONAL CONFERENCE May 16 –18 | Detroit Marriott at the Renaissance Center Early Childhood Educators and Leaders — Welcome to the 2018 HighScope International Conference! BRIDGING THE GAP From Opportunity to Excellence We’re here to build a bridge from opportunity to excellence. With our early childhood curriculum and educators worldwide, we have the tools and the people we need to create a solid structure that will span every obstacle in our way. We will get to the other side. But first, we need to ask some important questions: Where is opportunity? Where is excellence? Before we can even lay the foundation of our bridge, we must, as our keynote speaker Pedro Noguera suggests, ask the right questions. Who will build this bridge? What are we building? And, finally, where is this bridge going? That’s the same question that continues to drive our keynote speaker, Dr. James Heckman, and his team of researchers, as they carry on the bridge-building started by David Weikart and Eugene Beatty with the Perry Preschool Study so many decades ago. So I ask, where is excellence? If we can’t answer that question, we might as well be building a bridge to nowhere. As you attend sessions this week, ask yourself: Where do you see opportunity? What is excellence? Do you know where you’re going? Fortunately, as our keynote speaker Geoffrey Canada says, you “actually like kids.” Simply by being here today, you’re showing that you have your priorities straight — that you’re asking the right questions. -
Waiting for Superman Responses
1 Waiting for Superman Responses to Preparing for the Film 1. Students’ responses to this question will vary, and some may be very personal. Students may describe overcrowding, where students compete for a desk or one of too few issued texts. They may describe discipline problems, where teachers spent as much time rounding up noisy cell phones or asking students to participate in the class as they did presenting material. Students may describe the frustrations of tracking, their being in the wrong section or one that was too demanding or not sufficiently challenging. They may describe a classroom without momentum, where instructors arrive late or who routinely have substitutes who don’t advance the curriculum. Students may describe their boredom with school, taking notes that aren’t meaningful or doing homework that is more rote than meaningful. Underprepared, unmotivated, or indifferent instructors may figure in their descriptions. Best experiences might describe the converse of all of the above, and many students will also describe motivating teachers and dynamic classrooms where everyone participated, felt challenged, but also felt valued as a part of an academic community. 2. Some students will have anecdotal experiences to share about private, charter, or home schooling programs. To focus on the film's subject matter, students should be asked if the admission standards were competitive, if any students were subjected to lotteries, and if their private schools offered extensive scholarships to students based on financial need. 3. Students may describe many changes they would like to see happen in the public schools, but having inspired and inspiring teachers will figure prominently in their wish for a stimulating experience in school. -
Leading on the Line: Reimagining the High School Experience at the Harlem Children’S Zone Promise Academies
Leading on the Line: Reimagining the High School Experience at the Harlem Children’s Zone Promise Academies The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Fisher, Annice Enyonam-Kwawu. 2017. Leading on the Line: Reimagining the High School Experience at the Harlem Children’s Zone Promise Academies. Doctoral dissertation, Harvard Graduate School of Education. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774651 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Leading on the Line: Reimagining the High School Experience at the Harlem Children’s Zone Promise Academies Doctor of Education Leadership (Ed.L.D.) Capstone Submitted by Annice E. Fisher To the Harvard Graduate School of Education in partial fulfillment of the graduation requirements for the Doctor of Education Leadership. April 2017 2 Dedication All things work together for the good of those who love the Lord, who are called according to his purpose. Romans 8:28 I dedicate this Capstone to my parents Darlene Fisher and Daniel Kwawu. God took a man from the village of Anfoega and a woman from Washington D.C., brought them together to birth me. I am who I am because of your beautiful model of God-fearing love, compassion, and grace. You always reassured me that with God, “all things are possible.” At an early age, watching the both of you embody a “generosity of spirit” towards everyone that you encountered set a fire down in my soul to create opportunities where everyone has the opportunity to actualize their full potential. -
Thinking Big About How to Close The
Inside Volume 14, No. 3 Winter 2008-09 The source for news and events at Teachers College, Columbia University Inside Inside Thinking Big About TC builds community and diversity .......6-9 TC speech pathology goes global .......... 10-14 How to Close the Gap Translating for peace: student Naira Musallam ..................................................24 At TC’s Annual Equity Symposium, a call for combatting poverty and its attendant ills Daring to Change ournalists tend to be cynics, but when Paul Tough talks about the Harlem U.S. Education Children’s Zone (HCZ)—the massive effort to provide educational, social and community support services to more than 7,400 children and 4,100 TC Press book tells of Levin, J adults in a 100-square-block area of central Harlem—he leaves no doubt he’s a believer. Comer and other visionaries “My own journalistic investigation into the questions of poverty and n Those Who Dared: Five Visionaries education started a little more than five years ago, not far from here, when I Who Changed American Education, The New first visited [HCZ Founder] Geoffrey Canada,” Tough, an editor at published by Teachers College Press York Times Magazine, told an audience at Teachers College’s fourth annual I (2008), a group of path-breaking education Symposium on Education Equity in November. “By the end of our first reformers—including two with direct ties CONTINUED ON PAGE 2 to TC—recount their efforts to change the way American schools work. The volume CONSENSUS FOR CHANGE At TC’s Equity Symposium was edited by Carl Glickman, President of in November (from left) the Institute for Schools, Education, and Chicago Schools Chief Democracy.