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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. -
Marking 200 Years of Legal Education: Traditions of Change, Reasoned Debate, and Finding Differences and Commonalities
MARKING 200 YEARS OF LEGAL EDUCATION: TRADITIONS OF CHANGE, REASONED DEBATE, AND FINDING DIFFERENCES AND COMMONALITIES Martha Minow∗ What is the significance of legal education? “Plato tells us that, of all kinds of knowledge, the knowledge of good laws may do most for the learner. A deep study of the science of law, he adds, may do more than all other writing to give soundness to our judgment and stability to the state.”1 So explained Dean Roscoe Pound of Harvard Law School in 1923,2 and his words resonate nearly a century later. But missing are three other possibilities regarding the value of legal education: To assess, critique, and improve laws and legal institutions; To train those who pursue careers based on legal training, which may mean work as lawyers and judges; leaders of businesses, civic institutions, and political bodies; legal academics; or entre- preneurs, writers, and social critics; and To advance the practice in and study of reasoned arguments used to express and resolve disputes, to identify commonalities and dif- ferences, to build institutions of governance within and between communities, and to model alternatives to violence in the inevi- table differences that people, groups, and nations see and feel with one another. The bicentennial of Harvard Law School prompts this brief explo- ration of the past, present, and future of legal education and scholarship, with what I hope readers will not begrudge is a special focus on one particular law school in Cambridge, Massachusetts. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ∗ Carter Professor of General Jurisprudence; until July 1, 2017, Morgan and Helen Chu Dean and Professor, Harvard Law School. -
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 -
Reorganization at the Harvard Law School Library (A)
Reorganization at the Harvard Law School Library (A) As a new and self-proclaimed “rookie” library leader, John Palfrey reflected on recent reorganization activities at the Harvard Law School Library with equal measures of pride and uncertainty. Had the process really gone as well as many thought? What had been done right? Could a different approach have been taken that would have produced less fear, trepidation, and anxiety among library staff? How might his experience help other library leaders struggling with how to best meet the challenges of organizational change and library transformation? Harvard Law School Established in 1817, Harvard Law School (HLS) is the oldest continuously operating law school in the United States. Several leading national publications consistently ranked HLS among the top three law schools in the country. Historically, HLS had admitted about ten percent of its applicants annually and boasted such notable alumni as United States President Barack Obama and, in 2011, six of the nine sitting Justices of the United States Supreme Court. During the 1980’s and 1990’s, HLS had also been known for its politically contentious faculty. During that period, a divide between conservative and liberal faculty members led to very public squabbles about faculty appointments, tenure cases, and policy decisions. Deadlocked by bitter ideological infighting, the faculty had gone years without a single new hire. Newer faculty levied charges of political incorrectness against older faculty, particularly regarding minority and feminist issues. Unrest then spread to the student body, when, in 1992, nine students occupied the office of then-Dean Robert Clark for a twenty-five hour sit-in protesting a lack of black and female faculty. -
SUMMER | 2021 Lawyering in the Age of Covid-19 Lawyering in Theageof American College of Trial Lawyers JOURNAL
ISSUE 96 | SUMMER | 2021 Lawyering in theageof Covid-19 American College of Trial Lawyers JOURNAL Chancellor-Founder Hon. Emil Gumpert contents (1895-1982) 02 04 05 OFFICERS Letter from the Editor Annual Meeting President’s The College RODNEY ACKER President Announcement Perspective Welcomes New MICHAEL L. O’DONNELL President-Elect Officers & Regents SUSAN J. HARRIMAN Treasurer WILLIAM J. MURPHY Secretary DOUGLAS R. YOUNG Immediate Past President MEETING RECAP BOARD OF REGENTS 09 15 19 25 RODNEY ACKER DAN S. FOLLUO CLE: The 25th Anniversary The Honorable Brian Brurud - Check 6 Scientific Collaboration in Dallas, Texas Tulsa, Oklahoma of the VMI Case: Mark E. Recktenwald – Access to The Fight Against Covid-19 PETER AKMAJIAN LARRY H. KRANTZ Remembering RBG Justice In the Age Of COVID Tucson, Arizona New York, New York SUSAN S. BREWER MARTIN F. MURPHY Morgantown, West Virginia Boston, Massachusetts JOE R. CALDWELL, JR. WILLIAM J. MURPHY Washington, D.C. Baltimore, Maryland 31 37 41 47 JOHN A. DAY MICHAEL L. O’DONNELL Brentwood, Tennessee Denver, Colorado The Importance of Dr. Patrick Connor — A Conversation With Never Out Of The Fight — Separate Opinions — Treating Panthers the Former President the Eddie Gallagher RICHARD H. DEANE, JR. LYN P. PRUITT Professor Melvin Urofsky of the United States Court Martial Atlanta, Georgia Little Rock, Arkansas MONA T. DUCKETT, Q.C. JEFFREY E. STONE Edmonton, Alberta Chicago, Illinois GREGORY M. LEDERER MICHAEL J. SHEPARD Cedar Rapids, Iowa San Francisco, California 53 59 65 67 Michele Bratcher Goodwin Defending the Skies — Heather Younger — Spring 2021 SANDRA A. FORBES CATHERINE RECKER — Quarantine: The Reach and General Victor Eugene Building Resistence Induction Ceremony Toronto, Ontario Philadelphia, Pennsylvania Limits of Government Action Renuart, Jr. -
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. -
Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971
University of Pennsylvania ScholarlyCommons Undergraduate Humanities Forum 2008-09: Penn Humanities Forum Undergraduate Change Research Fellows 4-2009 Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971 Siobhan Atkins University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/uhf_2009 Atkins, Siobhan, "Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971" (2009). Undergraduate Humanities Forum 2008-09: Change. 2. https://repository.upenn.edu/uhf_2009/2 2008-2009 Penn Humanities Forum on Change, Undergraduate Mellon Research Fellows http://humanities.sas.upenn.edu/08-09/fellows_uhf.shtml This paper is posted at ScholarlyCommons. https://repository.upenn.edu/uhf_2009/2 For more information, please contact [email protected]. Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971 Abstract Siobhan C. Atkins, College '09, History The American Student Power Movement of the 1960s The “student power” movement of the 1960s in America was characterized by a push for curricular reform, academic freedom, and a greater student and faculty role in decision making at universities across the nation. Not only was the movement widespread—virtually no university remained untouched—but it also resulted in tangible reforms, many of which remain to -
WRITING COMPETITION ACCOMMODATIONS for INDIVIDUALS with DISABILITIES the Law Review Is Firmly Committed to Providing Accommodati
WRITING COMPETITION ACCOMMODATIONS FOR INDIVIDUALS WITH DISABILITIES The Law Review is firmly committed to providing accommodations for students with disabilities and handles requests on a case-by-case basis. The Law Review is an independent entity and thus has its own accommodations system separate from Harvard Law School's Dean of Students Office. Details on our accommodations process for the Writing Competition can be found below. If you have any questions, please reach out to us directly for further information, at [email protected]. How can I request accommodations for disabilities? Please fill out the Law Review’s Accommodation Request Form. When submitting your request, you will use our Level-4 secure Qualtrics form for all confidential materials. If you have questions or need help submitting, please reach out to Jennifer Heath at [email protected] or 617-495-7889. What accommodations does HLR provide for Competition-takers? HLR endeavors to provide reasonable accommodations designed to reflect the unique needs of individual Competition takers. We work with a nationally renowned testing accommodations expert to make decisions about specific accommodations on a case-by-case basis using the information submitted by each applicant. Some students applying for accommodations may receive different accommodations for the HLR Writing Competition than they might receive with respect to their law school exams due to differences between HLR’s six-day Competition and the time limits of in-class and take-home tests. In the past, accommodations have included extended time to complete the Competition and electronic documents compatible with screen reading software. We have provided accommodations to students with a wide range of disabilities, including physical, psychiatric, sensory, mental, and learning disabilities. -
Harvard Hears of the Marshall Plan1
Copyright The Harvard Crimson HARVARD HEARS OF THE MARSHALL PLAN1 Fifteen Years ago Secretary of State George Catlett Marshall addressed the first postwar Commencement at Harvard. This is the story of his epochal speech. By Robert E. Smith AS the endless line of degree candidates and dignitaries formed in the Old Yard at Harvard's first fully normal Commencement since the war, George C. Marshall chatted with Edmund M. Morgan, then Royall Professor of Law. Morgan, who was to escort the Secretary of State in the procession to the steps of Memorial Church, mentioned that Marshall's apparent anxiety about his coming performance was unusual. "He assured me that he was expected to say something of importance," recalls Morgan, "Who expected it? He did not specify." Secretary of State Marshall and General Bradley on the steps of the Fogg Museum. Even President James B. Conant, who had entertained the old General at his house the evening before, was not led to expect a major address from Marshall. But word of Harvard's honorary degree to Marshall and his appearance at the University had leaked to the press 24 hours earlier. The New York Times that morning wrote, "He is expected to de- 1 This article was published in the Friday, May 4, 1962 issue of The Harvard Crimson Review and reprinted with permission granted by The Harvard Crimson. liver a speech which perhaps will include an important pronouncement on foreign affairs." In Cambridge, however, the capacity crowd of 15,000 showed up in the Yard not so much in expectation of seeing history made, as simply in awe of the man. -
Harvard Ed Portal
Harvard University’s Annual Cooperation Agreements Report with the City of Boston ’16–’17 july 1, 2016 – june 30, 2017 Annual Report ’16–’17 What’s Inside Harvard is fortunate to be a part harvard ed portal 2 of the Allston community and to be arts & culture 4 engaged in thoughtful partnerships workforce & economic development 6 faculty speaker series 8 that demonstrate what it means to be harvardx for allston 10 neighbors. We are learning together, youth programming 12 creating together, and continuing to public school partnerships 14 discover the transformative power health & wellness 16 of our collaboration. housing 18 Harvard es afortunada por formar parte de la comunidad de Allston y public realm 20 participar en sociedades consideradas que demuestran lo que significa ser vecinos. Estamos aprendiendo juntos, creando harvard allston 22 juntos, y continuamos revelando el poder partnership fund transformador de nuestra colaboración. beyond the agreements 24 哈佛有幸成为Allston 社区的一部分, 并参与周详的合作伙伴关系,以表现作 partnerships 26 为邻居的含义。 我们一起学习,共同创 造,且持续展示合作所带来的变革性力 appendices 28 appendix a: 28 cooperation agreement É uma sorte Harvard fazer parte da budget overview comunidade de Allston, e assim se appendix b: 30 envolver em parcerias bem ponderadas status of cooperation agreements que demonstram o espírito de boa appendix c: 37 vizinhança. Estamos aprendendo housing stabilization fund update juntos, estamos criando juntos, e continuamos a revelar o poder appendix d: 38 transformador da nossa colaboração. community programming catalog july 2016 – june 2017 – drew gilpin faust president of harvard university lincoln professor of history HARVARD HAS A VALUED, longtime partnership with the Allston-Brighton neighborhood and the City of Boston. -
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