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Journal articles on the topic 'New York School for the Deaf'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Goldstein, Andrew. "Dr Eric L. Friedland z’l." European Judaism 54, no. 1 (March 1, 2021): 145–49. http://dx.doi.org/10.3167/ej.2021.540113.

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Eric Friedland was born in New York City in 1941. Soon after birth it was found he had defective hearing and his mother faced hardship as his father left home six months later. His mother moved to Boston to be near relatives. She made the decision that Eric would not learn sign language as she said this would destine him to move largely among deaf people. Instead he became proficient in lip reading. Initially he did go to a school for the hearing impaired, but his life took off when he moved to Hebrew Teachers College in Boston. Here was founded his deep and wide Jewish knowledge, as all lessons were taught in Hebrew. He graduated from Brookline High School in 1957 and from Boston University in 1960.

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Hiestand, Wanda C. "Frances U. Reiter and the Graduate School of Nursing at the New York Medical College, 1960–1973." Nursing History Review 14, no. 1 (September 2006): 213–26. http://dx.doi.org/10.1891/1062-8061.14.213.

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In 1960, at the age of fifty-six, Frances U. Reiter (Figure 1) became dean of the newly established Graduate School of Nursing, New York Medical College, Flower and Fifth Avenue Hospitals. For Reiter, this bold venture in professional nursing education marked the attainment of a dream. Here at last was a graduate school of nursing requiring the baccalaureate degree for admission, under the direction of a nurse, and focused on education for advanced clinical practice. This paper tells the story of Reiter, the Graduate School of Nursing at New York Medical College, the development of an educational program for advanced nurse-clinician practice, and the belief that personal care of the patient is the heart of nursing.

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Isaac, Jeffrey C. "The Politics of Inequality in the Face of Financial Crisis." Perspectives on Politics 11, no. 1 (March 2013): 1–7. http://dx.doi.org/10.1017/s1537592712003611.

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I entered college in September of 1975, a working class kid from Queens whose father, Hyman Isaac, was an unemployed linotype operator (I wonder how many of our younger readers even know what that is; it's a typesetter, a trade that no longer exists), and whose mother, Sylvia Isaac, was an office secretary. I thus enrolled at Queens College, the neighborhood school, part of the City University of New York which, in 1975, offered free tuition to all New York City high school graduates. A month later, on October 30, the New York Daily News carried one of the most famous newspaper headlines of the century: “Ford to the City: Drop Dead.” The Ford in question was Gerald Ford, the unelected President of the United States who had acceded to the office from the House of Representatives when first the Vice-President (Spiro Agnew) and then the President (Richard Nixon) resigned amid scandal and disgrace. And his “drop dead” to “the city”—New York City—was a strong declaration that the US government would not bail New York out of the severe fiscal crisis in which it was mired. That same autumn, the State of New York passed the New York State Financial Emergency Act of The City of New York, placing the city in receivership, under the fiscal control of a state-appointed Emergency Financial Control Board: EFCB. That acronym, and a second with which it was conjoined—MAC, or “Big MAC,” the Municipal Assistance Corporation, the bond authority led by Felix Rohatyn that became the veritable executive office of the city—is indelibly stamped on the psyches of all who lived in and around New York in those years. For me, a teenage college student, the most palpable effect of all of this was the abolition of tuition-free higher education in New York City in 1976—a sour note during that year's bicentennial celebration of American freedom.

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Elliot, Lisa B., Susan Foster, and Michael Stinson. "A Qualitative Study of Teachers' Acceptance of a Speech-to-Text Transcription System in High School and College Classrooms." Journal of Special Education Technology 18, no. 3 (June 2003): 45–59. http://dx.doi.org/10.1177/016264340301800303.

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Student success using an assistive technology may be partially attributed to educators' acceptance of the technology. High school and college educators in New York and California participated in a qualitative study of the implementation of a speech-to-text support service for students who are deaf or hard of hearing. Educators' interviews were analyzed using criteria from Rogers (1995) model of diffusion of innovations. Educators accepted the support service due to its relative advantage to other notetaking services, perceived simplicity of the system, and perceived potential for students. Acceptance was less clear-cut in the domains of compatibility and trialability. Educators were less certain that it was compatible with their expectations for student learning in the classroom and trialability of the service was influenced by educators' perceptions of how they were approached for the trial of the service in their classrooms. Results of this study suggest that successful implementation of assistive technology depends on the ability to satisfy both student needs and educators' values.

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Posamentier, Alfred S. "Letter from the Dean of the School of Education, The City College of New York." New Educator 1, no. 1 (February 2005): iii—iv. http://dx.doi.org/10.1080/15476880590906075.

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Bayley, Robert. "THE POWER OF BABEL: TEACHING AND LEARNING IN MULTILINGUAL CLASSROOMS.Viv Edwards. Stoke-on-Trent, UK: Trentham Books, 1998. Pp. 88. £11.95 paper." Studies in Second Language Acquisition 22, no. 2 (June 2000): 284. http://dx.doi.org/10.1017/s0272263100222067.

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As a result of large-scale migrations from the less developed to the more developed countries, the multilingual, multicultural school is becoming a reality, not only in cities with traditionally large immigrant populations such as New York, Los Angeles, and Toronto, but throughout North America and Western Europe. Indeed, the 1990 U.S. Census shows that one in every seven children between the ages of 5 and 17 comes from a home where a language other than English is spoken. These major demographic changes have left many teachers and other school personnel unprepared to deal with the new realities of the multilingual, multicultural classroom. Edwards' brief volume is directed to mainstream classroom teachers who, if current trends continue as expected, will spend much of their careers in even more linguistically and culturally diverse schools than exist currently. Edwards' intent is to counter widespread myths about second language learning and bilingualism, and to assist teachers maximizing the rich educational resource that the multicultural, multilingual school represents.

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Thomas, Chantal. "Introductory Remarks by Chantal Thomas." Proceedings of the ASIL Annual Meeting 112 (2018): 175. http://dx.doi.org/10.1017/amp.2019.99.

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Without further ado, our really fabulous group of speakers. We will begin with Professor Alex Aleinikoff. He is the university professor and director of the Zolberg Institute on Migration and Mobility at The New School in New York City, formerly the United Nations (UN) deputy high commissioner for Refugees, and before that dean of the Georgetown Law School here in Washington. After that we will be hearing from Alice Thomas, who is the climate displacement program manager for Refugees International. And then Michelle Leighton, who is the chief of the Labor Migration Branch of the International Labor Organization.

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Gamoran, Adam, Andrew C. Porter, John Smithson, and Paula A. White. "Upgrading High School Mathematics Instruction: Improving Learning Opportunities for Low-Achieving, Low-Income Youth." Educational Evaluation and Policy Analysis 19, no. 4 (December 1997): 325–38. http://dx.doi.org/10.3102/01623737019004325.

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Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of “transition” math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth.

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Pappas, Liza N. "Is deliberation a laudable goal when policy is a done deal? The Habermasian public sphere and legitimacy in a market era of education policymaking." education policy analysis archives 24 (December 5, 2016): 121. http://dx.doi.org/10.14507/epaa.24.2409.

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The state mandated public hearings concerning school closing proposals in New York City provide a window into a diverse set of policy actors and their deliberations. Opposition to school closures is often cast as entrenched interests, emotional attachment, support for the status quo or at worst negligence. However, content analysis reveals that testimony offered by parent, community, and educator leaders contained a range of substantial critiques of school closing proposals, their motivations, justifications, and expected results. I argue that the hearings did not fully constitute a public sphere by Habermasian criteria, nor a counterpublic by Fraser and Dawson criteria. In fact, the hearings had contradictory effects; one school successfully fought closure by both resisting and reifying neoliberal logic in education policymaking. Some data demonstrates that this school’s market-based argument resonated with state authorities, while other data indicates that this market-based argument coincided with the state’s own interest to defend its legitimacy in policymaking.

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Coulehan, Jack. "Anatomy of Anatomy, by Meryl Levin. New York: Third Rail Press, 2000. 133 pp." Cambridge Quarterly of Healthcare Ethics 11, no. 4 (August 30, 2002): 415–17. http://dx.doi.org/10.1017/s0963180102004164.

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Camaraderie is what I remember most about my anatomy course in medical school. There were six of us to the cadaver; six strangers who, during the course of endless hours of dissection and study, formed unique bonds. As time went on, we developed closer friendships with others, but none of these included that special sense of having been together at the beginning. We named our cadaver Ernest so we could kid about telling our parents that we were working in dead earnest. I can still visualize the man's sharp, rough face, gray and emaciated. I see his ravaged black lungs. As I write this review, the trenchant odor of formaldehyde reaches out from 36 years in the past and makes my eyes water. Nowadays, I could no more list the skull's foramina than I could speak Sanskrit, but I haven't forgotten most of the lessons that Ernest taught me.

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Svirsky, Mario A., Matthew B. Fitzgerald, Arlene Neuman, Elad Sagi, Chin-Tuan Tan, Darlene Ketten, and Brett Martin. "Current and Planned Cochlear Implant Research at New York University Laboratory for Translational Auditory Research." Journal of the American Academy of Audiology 23, no. 06 (June 2012): 422–37. http://dx.doi.org/10.3766/jaaa.23.6.5.

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The Laboratory of Translational Auditory Research (LTAR/NYUSM) is part of the Department of Otolaryngology at the New York University School of Medicine and has close ties to the New York University Cochlear Implant Center. LTAR investigators have expertise in multiple related disciplines including speech and hearing science, audiology, engineering, and physiology. The lines of research in the laboratory deal mostly with speech perception by hearing impaired listeners, and particularly those who use cochlear implants (CIs) or hearing aids (HAs). Although the laboratory’s research interests are diverse, there are common threads that permeate and tie all of its work. In particular, a strong interest in translational research underlies even the most basic studies carried out in the laboratory. Another important element is the development of engineering and computational tools, which range from mathematical models of speech perception to software and hardware that bypass clinical speech processors and stimulate cochlear implants directly, to novel ways of analyzing clinical outcomes data. If the appropriate tool to conduct an important experiment does not exist, we may work to develop it, either in house or in collaboration with academic or industrial partners. Another notable characteristic of the laboratory is its interdisciplinary nature where, for example, an audiologist and an engineer might work closely to develop an approach that would not have been feasible if each had worked singly on the project. Similarly, investigators with expertise in hearing aids and cochlear implants might join forces to study how human listeners integrate information provided by a CI and a HA. The following pages provide a flavor of the diversity and the commonalities of our research interests.

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Friedman, Elliot. "International Economic Law by Andreas Lowenfeld (New York: Oxford University Press, 2003) 824 Pages (Softcover). Price US$45.00. ISBN: 0 199264112." Deakin Law Review 9, no. 2 (November 1, 2004): 795–801. http://dx.doi.org/10.21153/dlr2004vol9no2art264.

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Andreas Lowenfeld, Herbert and Rose Rubin Professor of International Economic Law at New York University School of Law, notes in the acknowledgement page to International Economic Law that the editors of Oxford University Press approached him to write a ‘treatise on International Economic Law’.1 This statement is slightly misleading. Although Lowenfeld addresses a great number of areas coming under the general umbrella of international economic law, his work is not an exhaustive treatment of the entire subject. As he notes in the introduction, ‘the book is designed not primarily as a work of reference but rather as an integrated whole.’2 Indeed, it is doubtful whether any one author possesses the necessary expertise to deal comprehensively with the entire corpus of international economic law, regulating as it does areas as broad-ranging as, for example, goods, intellectual property, sanitary and phytosanitary measures, antidumping and investment.3

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Buckland, Fiona. "Towards a Language of the Stage: the Work of DV8 Physical Theatre." New Theatre Quarterly 11, no. 44 (November 1995): 371–80. http://dx.doi.org/10.1017/s0266464x00009349.

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In the following article Fiona Buckland describes how the leading British experimental dance company, DV8 Physical Theatre, was formed out of a disillusionment with its own dance medium, and how DV8 now works towards a reinvestment of creative need in stage performance. The first part reviews the company's work, methodology, and content to date, while the second offers a detailed analysis and explication of their award-winning and provocative Dead Dreams of Monochrome Men (1988), which expresses the paradox of gay male cruising as a need for security and desire for risk, both in terms of content and as an exhilarating contact-release form. The article explores the dynamism and theatricality of a style in which the body is both subject and mode of performance, and also the media, critical, and audience response DV8 performances have evoked. The author, Fiona Buckland, received her MA in Film and Theatre from the University of Sheffield in 1993, after which she worked there and at Sheffield College as a part-time lecturer in movement and choreography. She has also held workshops in Loughborough, Sheffield, and New York, and is currently the recipient of a Fulbright award on the doctoral programme in Performance Studies at Tisch School of the Arts, New York University.

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Morgan, Arlene, Ana Tapiata, Bharat Jamnadas, Taualeo’o Stephen Stehlin, and Pere Maitai. "Media diversity: The challenge of ‘doing it better'." Pacific Journalism Review : Te Koakoa 15, no. 1 (May 1, 2009): 93–113. http://dx.doi.org/10.24135/pjr.v15i1.966.

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On 25 August 2008, media practitioners, policy makers, journalists and media educators gathered on Ngā Wai O Horotiu Marae at New Zealand’s AUT University to consider the state of diversity in the news media and the challenges for ‘doing it better’. Supported by the Human Rights Commission and the Pacific Media Centre, the keynote speaker was Arlene Notoro Morgan, associate dean of the Columbia School of Journalism, New York, and author of The Authentic Voice: The Best Reporting on Race and Ethnicity (2006). Other speakers included Ana Tapiata, of Kawea Te Rongo and the HRC; Bharat Jamnadas, senior journalist, Asia Down Under, Taualeo’o Stephen Stehlin, executive producer, Tagata Pasifika, Television New Zealand; and Pere Maitai, news director, Pacific Media Network. The forum, chaired by Gilbert Wong, canvassed culturally sensitive, accurate and well-crafted reporting on ethnicity issues and examined the challenges for the future. This transcript was compiled by Christine Lukhelo Williams, postgraduate student from Zimbabwe.

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Kahn, Ruth, Steven Stemler, and Janice Berchin-Weiss. "Enhancing Parent Participation in Early Intervention Through Tools That Support Mediated Learning." Journal of Cognitive Education and Psychology 8, no. 3 (October 2009): 269–87. http://dx.doi.org/10.1891/1945-8959.8.3.269.

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The Ready to Learn parent–infant education program of the Lexington School for the Deaf in New York is a family-centered early intervention program. The staff used two new measurement instruments to scaffold their efforts to establish a collaborative relationship with parents who represent a variety of cultures and socioeconomic levels. The results demonstrate that these instruments can effectively measure changes in parents’ interactive behavior with teachers and with their children, as well as their active participation as mediators of their children’s learning opportunities over time. Specifically, the results indicate that parents contributed to setting goals for their children and the domains of the goals were consistent with the cognitive and family-centered focus of the program. Further, parents made significant gains in their ability to share information with staff, address their children’s hearing and communication needs, participate in meetings, and collaborate during assessment and team meetings over time. Le programme d’éducation parent—bébé « Prêt pour Apprendre » de l’École Lexington pour les Sourds de New York est un programme familial centré sur l’intervention précoce (Family-Centered Early Intervention). L’équipe utilisait deux nouveaux outils de mesure afin d’étayer leurs efforts pour établir une relation de collaboration avec les parents représentant une variété de cultures et de niveaux socio-économiques différents. Les résultats démontrent que ces instruments se révèlent effectivement capables de mesurer des changements dans le comportement interactif des parents avec les enseignants et avec leurs enfants. Ils sont aussi efficaces pour mesurer leur participation active comme médiateurs des opportunités d’apprentissage offertes à leurs enfants au fil du temps. Plus spécifiquement, les résultats indiquent que les parents ont contribué à fixer des objectifs à leurs enfants et que la nature des objectifs choisis était consistante avec la centration cognitive et familiale du programme cognitif et la famille. De plus, les parents ont fait des progrès significatifs dans leur capacité à partager des informations avec l’équipe, à s’ajuster aux capacités auditives de leurs enfants et à leurs besoins de communication, à participer aux réunions et à collaborer pendant l’évaluation et les réunions d’équipe. Das “Ready to Learn” (bereit zum Lernen)-Eltern-Kind-Erziehungsprogramm der Lexington School für Taube in New York ist ein familienzentriertes Frühinterventionsprogramm (FCEI). Das Personal nutzte zwei neue Messinstrumente, um seine Bemühungen zur Etablierung einer kollaborativen Beziehung mit Eltern aus einer Vielfalt von Kulturen und sozioökonomischen Schichten zu stützen. Die Ergebnisse demonstrieren, dass diese Instrumente effektiv Veränderungen im interaktiven Verhalten der Eltern mit den Lehrern und mit ihren Kindern sowie auch ihre aktive Partizipation als Mediatoren der Lerngelegenheiten ihrer Kinder im Zeitverlauf messen können. Die Ergebnisse zeigen, dass Eltern dazu beitrugen, Ziele für ihre Kinder zu setzen, wobei die Bereiche der Ziele konsistent waren mit dem kognitiven und familienzentrierten Fokus des Programms. Weiterhin machten die Eltern signifikante Gewinne in ihrer Fähigkeit deutlich, Information mit dem Personal zu teilen, die Hör- und Kommunikationsbedürfnisse ihrer Kinder anzusprechen, an Treffen teilzunehmen und bei der diagnostischen Erfassung wie bei den Treffen der Teams über die Zeit mitzuwirken. El programa para la preparación de los padres en la educación de sus hijos pequeños de la “Lexington School” para Sordos en Nueva York es un programa de intervención temprana centrado en la familia. El equipo de profesores utilizó dos nuevos instrumentos de medida para estructurar sus esfuerzos con el fin de establecer una relación colaborativa con los padres, los cuales representan una amplia variedad de niveles culturales y socioeconómicos. Los resultados demostraron que esos instrumentos pueden medir de forma efectiva cambios en el comportamiento interactivo de los padres con los profesores y con sus hijos, así como en su participación activa como mediadores de las oportunidades de aprendizaje de sus hijos a lo largo del tiempo. Específicamente, los resultados indican que los padres contribuyeron a centrar los objetivos de sus hijos y a dominar los objetivos de forma consistente relativos al foco del programa cognitivo centrado en la familia. Además, los padres pueden lograr significativas ganancias en sus habilidades para compartir información con el equipo de profesores, para dirigir la escucha y las necesidades de comunicación de sus hijos, para participar en las reuniones y para colaborar durante la evaluación y enseñar el modo de conducir una reunión a lo largo del tiempo. Il programma di educazione per bambini piccoli e per genitori Pronti ad imparare della Lexington School per sordi di New York è un programma di intervento precoce centrato sulla famiglia (FCEI). Lo staff ha usato due nuovi strumenti di misura per sostenere i propri sforzi di stabilire una relazione collaborativa con i genitori che presentavano una varietà di culture e livelli socio economici. I risultati dimostrano che questi strumenti possono misurare efficacemente i cambiamenti nel comportamento interattivo dei genitori con gli insegnanti e con i loro bambini, così come la loro partecipazione attiva a lungo termine come mediatori delle opportunità di apprendimento dei loro bambini. In specifico i risultati indicano che i genitori hanno contribuito a stabilire degli obiettivi per i propri figli ed il dominio degli obiettivi era coerente con il focus cognitivo e familiare del programma. Inoltre i genitori hanno arricchito in modo significativo la loro abilità di condividere informazioni con lo staff, indirizzare l’udito dei loro bambini e i bisogni comunicativi, partecipare alle riunioni e collaborare durante la valutazione e le riunioni di team.

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Balogh, Brian. "The State of the State among Historians." Social Science History 27, no. 3 (2003): 455–63. http://dx.doi.org/10.1017/s014555320001261x.

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During my first year of graduate school (1982–83), Louis Galambos congratulated me for having the courage to go into a dying field. Naïveté, not courage, had propelled me to leave my position as deputy director of income maintenance programs for the New York City Department of Social Services and study political history at The Johns Hopkins University. Although contact with the job market four years later would confirm my adviser’s warnings, at the time he issued this “heads up” I did wonder what Dr. Galambos had been smoking. After all, it seemed to me that politics, and particularly its bureaucratic incarnation, touched the lives of Americans more of ten and more forcefully than ever before. How could interest in this topic be declining? What’s more, by my third year in graduate school, I had mastered a rich body of literature that confirmed the centrality of politics.The Progressive synthesis, dating back to James Beard, Frederick Jackson Turner, and Vernon Parrington, was under fire but still compelled elegant work that had begun to focus less on Progressive presidents and more on the fate of liberalism as it engaged racism, sought to reconcile local preferences with national agendas, and grappled with Americans’ increasing distrust of the centrally directed programs that the New Deal and the Great Society spawned (Brinkley 1982, 1995; Chafe 1980; Gerstle 1989, 2001; McGirr 2001; Sugrue 1996).

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Lizzio, Celene Ayat. "Religious Dimensions of Democratization Processes in Muslim-Majority Nations." American Journal of Islam and Society 30, no. 1 (January 1, 2013): 140–44. http://dx.doi.org/10.35632/ajis.v30i1.1171.

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The 41st AMSS annual conference, held on 29 September 2012 at Yale DivinitySchool, brought together scholars and activists to address “ReligiousDimensions of Democratization Processes in Muslim-Majority Nations.” Theevent, consisting of four panels and Juan R. I. Cole’s (University of Michigan)very anticipated keynote luncheon address, was co-sponsored by the Yale DivinitySchool and the Council on Middle East Studies at The MacMillian Centerat Yale. Several luminaries in the field, including Ambassador SallamaShaker (conference program chair, Yale Divinity School), also attended. GregoryE. Sterling (dean, Yale Divinity School) opened the conference, and AliA.Mazrui (former AMSS president, State University of New York) made welcomingremarks.The first panel, “The Arab Spring: A Revolution towards Democracy,”was chaired by Narges Erami (Yale University). In his opening paper, “TheArab Spring and Democratization in Sub-Saharan Africa: Which Is Cause andWhich Is Effect?,” Mazuri examined political processes, recent uprisings, andlonger-term democratic trends in South Africa, Tunisia, Egypt, Sudan, andYemen. He raised questions of chronology and causality, as well as howprocesses of colonialism and decolonization shaped contemporary politicallandscapes. After examining the concept of democratic contagion, he observedhow democratic processes that occurred in many African nations during thetwentieth century could serve as models for how to enshrine human rights andan independent judiciary in new constitutions. His paper ended with a detaileddiscussion of women’s contributions to shaping and buttressing a vibrant publicsphere, the positive effects of which can be seen particularly strongly inTunisia ...

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Collins, Denis. "Globalization, Interconnectedness, and Wal-Mart the Bully - The World Is Flat: A Brief History of the Twenty-First CenturyL. Friedman Thomas New York: Farrar, Straus, and Giroux, 2005; 488 pages, $27.30 hardcover, ISBN 0-374-29288-4." Business Ethics Quarterly 16, no. 2 (April 2006): 289–304. http://dx.doi.org/10.5840/beq200616213.

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Assume that I am starting a business in Madison, Wisconsin, producing desks for professors,” I tell my students at the beginning of a lecture about Marxism. “I ask the Business School dean how much he paid for his current inventory of worn-out desks. The actual price was $500. How much does he tell me?”“Four hundred fifty dollars!” a student shouts from the back of the room.

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Burkė, Aistė. "Links between the Aesthetic Education Environment of Schools and Pupils’ Artistic Self-Expression." Acta Paedagogica Vilnensia 42 (July 12, 2019): 99–128. http://dx.doi.org/10.15388/actpaed.42.7.

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For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the students’ aesthetic attitudes. The active artistic expression of pupils can be provided by educators with certain conditions for their activities, or pupils can develop joint initiatives contributing to the creation of an aesthetic education environment. After discussing the modernization of the educational spaces of Lithuanian schools, an important link was identified between the creation of educational spaces and pupils’ artistic expression.The analysis of educational documents and scientific literature scientifically substantiated the link between the aesthetic environment of a school and pupils’ artistic expression. Examples of certain “dream school” projects in Lithuania and abroad were analyzed using the sample review method. This article contains an overview of the Lithuanian Primary School of the Veršvų Gymnasium in Kaunas (2018) and the Balsių Progymnasium in Vilnius (2011). Chosen for the review of foreign schools were the “Wish School” in Sao Paulo, Brazil (2016), We Grow and Blue School Preschool and Elementary Schools in New York, USA (2018), Lake Wilderness Primary School, Washington, USA (2017), Heart in Ikast International School and Multifunctional Center in Ikaste, Denmark (2018), Vittra Brotorp, Vittra Telefonplan, Vittra Södermalm School in Brotorp, Stockholm, Sodermalm, Sweden (2011–2012).An overview of architectural examples (analogues) implemented by Lithuania has revealed that Lithuanian architects can perfectly design schools that are modern, technologically equipped, ergonomic, etc. In the reviewed examples (analogies), the learning environment is safe and modern; they promote communality, creativity. The corridor system and the “four-walled” classrooms were retained in the design of Lithuanian schools. Pupils are encouraged to create and to participate in the creation of an aesthetic education environment through visual and applied art. Artistic self-expression is promoted by dancing, musical activities, and the like. Communality and a variety of after-school activities are promoted.An overview of architectural examples (analogues) implemented by foreign countries has revealed the latest architectural trends in global school design practice. It is noted that the design of new school buildings has been important for cities, societies, and education for decades. In many cases, the design process of the schools discussed was developed in conjunction with the needs of the community and adapted to the local architectural context. In the examples of foreign countries discussed, the functional zoning of premises was combined with modern design, educational principles, and the latest technologies. School interiors have been designed with a new concept of education and learning in mind. When designing the school spaces, it was emphasized that students are active subjects and space changers. In some of the examples of the discussed schools, the idea of a “class without borders” has been implemented. Non-formal seating, colorful furniture, and bright-colored walls are accentuated. Classrooms are modern and flexible and easily adaptable in accordance with the educational needs of the pupils. A diversity of activities, communication, and an atmosphere of creativity are promoted. Common spaces are easily adaptable and inspiring. Pupils’ artistic self-expression, curiosity, and the aim to “awaken” creativity are encouraged. Functional zoning allows students to work successfully together and independently. Attention is paid to communality and a diverse spectrum of activities.An overview of implemented Lithuanian and foreign architectural examples (analogues) has revealed the connection between the aesthetic environment of a school and the artistic expression of the pupils: 1) Students are encouraged to create and participate in the creation of an aesthetic education environment through visual and applied art; 2) Music, dance, and self-expression are promoted in school spaces; 3) The community is involved in the school design process.By comparing Lithuanian and foreign (analogous) examples, it may be stated that Lithuanian schools are well-planned and meet high standards. The interior spaces could be more colorful and playful. In the cases of foreign (analogous) countries, internal spaces are more characterized by informal seating places, vibrant and colorful furniture and walls. The corridor system is more boldly eschewed, and the concept of “classes without walls” is implemented.

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Capers, K. Jurée, and Candis W. Smith. "Race, Ethnicity, and Immigration: Assessing the Link between Passive and Active Representation for Foreign-Born Clients." Journal of Public Administration Research and Theory 31, no. 4 (April 16, 2021): 704–22. http://dx.doi.org/10.1093/jopart/muab009.

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Abstract Representative bureaucracy scholars contend that clients are likely to experience greater benefits and more positive policy outcomes from public agencies when bureaucrats share salient demographic characteristics. Despite the large body of evidence that shows a link between passive and active representation, much of the extant representative bureaucracy literature rests on an assumption of group homogeneity. However, racial groups have a great deal of heterogeneity among them, particularly due to immigration patterns. One-fifth of Black Americans have ties to some other country, thus allowing us to leverage heterogeneity among this group to examine who most effectively represents foreign-born clients. Differences between Black native-born bureaucrats and Black foreign-born clients in experiences, socialization processes, and interests may hinder the linkage between passive and active representation for Black immigrants. However, a shared connection to immigration among foreign-born Black clients and Latinx and Asian bureaucrats may facilitate a passive to active representation linkage for Black immigrants. Using fixed effects, comparative relational analytic models, we analyze New York City public school data from the 2005–2006 to 2015–2016 school terms to find that racial representative bureaucracy crosses ethnic lines. Both foreign-born and native-born Black students experience performance gains when taught by a Black teacher. Our research holds implications for understanding the complexities of representation for pan-ethnic groups and emphasizes the challenges that heterogeneity poses for the theory of representative bureaucracy.

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Holt, Matthew. "Baudrillard and the Bauhaus: The Political Economy of Design." Design Issues 32, no. 3 (July 2016): 55–66. http://dx.doi.org/10.1162/desi_a_00399.

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Though better known in the Anglophone world as the guru of postmodern “hyperreality”, the French philosopher and radical sociologist Jean Baudrillard devoted a great deal of attention to theorizing design. This paper singles out the moment—inspired by a conference he attended in 1972 in New York at MoMA—where he advances the argument that contemporary design, understood as articulating and incorporating the entirety of the artificial environment, is a direct manifestation of the most significant development in political economy since the industrial revolution—what Baudrillard calls the “political economy of the sign.” According to Baudrillard the origin of this expanded sense of design is the Bauhaus. That school sought to extend the role and mission of design to all fabricated phenomena, in the process collapsing any distinction between objects (and environments), turning them all into a fusion of art and technology, aesthetics and functionality. In explicating Baudrillard's argument, this paper also traces the missing presence of design in traditional political economy, arguing that Baudrillard was one of the first authors, albeit critically, to identify the now essential role of design in postindustrial capitalism.

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MAXWELL, MARY. "EDWIN DENBY'S NEW YORK SCHOOL." Yale Review 95, no. 4 (October 2007): 65–96. http://dx.doi.org/10.1111/j.1467-9736.2007.00333.x.

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Kane, Daniel. "The New York School Goes Country." Contemporary Literature 54, no. 2 (2013): 397–402. http://dx.doi.org/10.1353/cli.2013.0020.

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Oyston, John, and James C. Eisenach. "New York School of Regional Anesthesia." Anesthesiology 94, no. 6 (June 1, 2001): 1156. http://dx.doi.org/10.1097/00000542-200106000-00048.

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KRACKOV, SHARON K., and STEVEN B. ABRAMSON. "New York University School of Medicine." Academic Medicine 75, Supplement (September 2000): S247—S251. http://dx.doi.org/10.1097/00001888-200009001-00072.

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Dock, LL. "School-Nurse Experiment in New York." Journal of School Nursing 18, no. 5 (October 2002): 252. http://dx.doi.org/10.1177/10598405020180050301.

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Abramson, Steven B., and Mel Rosenfeld. "New York University School of Medicine." Academic Medicine 85 (September 2010): S380—S386. http://dx.doi.org/10.1097/acm.0b013e3181ea2621.

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Astrue, Michael. "God and School in New York." Academic Questions 34, no. 3 (August 23, 2021): 126–29. http://dx.doi.org/10.51845/34.3.21.

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Haron, Muhammed. "Islam and the University Curriculum." American Journal of Islam and Society 31, no. 3 (July 1, 2014): 153–56. http://dx.doi.org/10.35632/ajis.v31i3.1067.

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This special academic event was organized by the Sociology of Religion(Socrel) Study Group of the British Sociological Association in London on December7, 2013. One of its main objectives was to discuss, in the light of negativepublicity and the increasing number of Muslim students pursuing certainprofessions, whether “Islam” as a module or a course has been adequatelywoven and integrated into the university teaching and learning contexts.The organizers, Socrel chair Abby Day (Department of Sociology, Goldsmiths,University of London) and Sarah-Jane Page (School of Languages andSocial Sciences, Aston University), sought answers to the following questions:To what extent are higher education institutions responding to this relationship?How do Muslim students feel that Islam is represented in higher education?Does a Christianized curriculum still dominate the way these courses are designed?How do non-Muslim students respond to the content of courses thatmainly deal with Islam and Muslims? How do teachers respond to a more diversestudent body that hails from various socio-cultural backgrounds?Sociologists of religion have realized the importance of reflecting criticallyupon the study and teaching of religion. Publications such as Robert Orsi’s editedThe Cambridge Companion to Religious Studies (New York: CambridgeUniversity Press, 2012) has paid attention to these and related aspects. A qualitativeshift of scholary endeavors has been noted; scholars and researchershave now turned their lenses to specific religious traditions that have comeunder the spotlight because of their adherents’ apparent “violent” acts. Since9/11, Islam and Muslims have naturally become one of the targeted traditions(see “The Muslim World after 9/11,” Rand report at www.rand.org).This scholarly attention has resulted in the spread of Islamophobia in westernEurope and elsewhere, not to mention the gradual securitization of Muslimcommunities. This latter development seems to have enormous implicationsfor the academic arena where courses/modules on aspects of “Muslim extremism”in countries such as the United Kingdom have been closely watched and ...

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Barnitz, John G. "CULTURAL AND LANGUAGE DIVERSITY AND THE DEAF EXPERIENCE.Ila Parasnis (Ed.). New York: Cambridge University Press, 1996. Pp. xiv + 306. $49.95 cloth." Studies in Second Language Acquisition 19, no. 4 (December 1997): 518–19. http://dx.doi.org/10.1017/s0272263197234066.

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An invaluable contribution of scholarly papers on the bilingual–bicultural nature of deaf people is the volume edited by Ila Parasnis. This collection of 18 insightful papers is a welcome contribution in the context of recent national debates about whether deaf people are considered a minority group with their own unique linguistic and cultural identity, or considered as audiologically disabled individuals. Collectively, the authors of the papers provide strong arguments in favor of recognizing the bilingual and bicultural nature of deaf people's experience. The contents of this well-edited book provides both theoretical and practical knowledge leading to the empowerment of deaf people and to expanded views of bilingualism and second language acquisition. Reflective presentations by deaf people and applied linguistic discussions by researchers are combined to provide researchers and practitioners innovative perspectives on the development of psycholinguistic and sociolinguistic competence of this unique population. The authors also contribute to research on linguistic, cognitive, and social aspects of language and literacy development.

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Grushkin, Donald A. "Ceil Lucas (ed.), The sociolinguistics of sign languages. New York: Cambridge University Press, 2001. Pp. vii, 259. Hb $65.00." Language in Society 32, no. 3 (June 2003): 422–24. http://dx.doi.org/10.1017/s0047404503233054.

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Although it is easy to do so, The sociolinguistics of sign languages (henceforth SSL) is not to be confused with Ceil Lucas's other books, The sociolinguistics of the deaf community (1989) and its sequels, the Sociolinguistics in Deaf Communities series. Whereas the latter volumes aim to present new research in the area of sociolinguistics pertaining to Deaf people and other users of sign languages, the book under review presents almost no new (to those already familiar with this field) information on aspects of sociolinguistic research on members of this language community. Instead, this book should more accurately be seen as a companion volume to her book (with Clayton Valli) Linguistics of American Sign Language: An introduction (2000; henceforth LASL). Like LASL, SSL is intended as a textbook for use in college-level courses dealing with linguistics (or a stand-alone course in sociolinguistics, as was Lucas's intention) of sign languages and Deaf communities.

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Harnik, Vicky, Steven B. Abramson, Joan Cangiarella, and Mel Rosenfeld. "New York University Grossman School of Medicine." Academic Medicine 95, no. 9S (September 2020): S358—S361. http://dx.doi.org/10.1097/acm.0000000000003451.

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Borseti, Elizabeth, and Paul D. Berger. "SCHOOL BUS BREAKDOWNS IN NEW YORK CITY." International Journal of Research -GRANTHAALAYAH 8, no. 1 (June 6, 2020): 336–49. http://dx.doi.org/10.29121/granthaalayah.v8.i1.2020.288.

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In this paper, we examine the dataset representing bus breakdowns and delays in the New York public school system. We analyze several measures involving the companies involved in delays, the season/date of the delays, the causes of the delays and other measures. We have several conclusions and recommendations.

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Phillips, Siobhan. "Stevens and an Everyday New York School." Wallace Stevens Journal 36, no. 1 (2012): 94–104. http://dx.doi.org/10.1353/wsj.2012.0014.

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Schatzki, Stefan C. "New York Polyclinic Medical School and Hospital." American Journal of Roentgenology 208, no. 1 (January 2017): 228–29. http://dx.doi.org/10.2214/ajr.16.16980.

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Gittell, Marilyn. "School Reform in New York and Chicago." Urban Affairs Quarterly 30, no. 1 (September 1994): 136–51. http://dx.doi.org/10.1177/004208169403000107.

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Abdulkadiroğlu, Atila, Parag A. Pathak, and Alvin E. Roth. "The New York City High School Match." American Economic Review 95, no. 2 (April 1, 2005): 364–67. http://dx.doi.org/10.1257/000282805774670167.

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Jummani, Rahil. "72.3 New York University School-Based Telepsychiatry." Journal of the American Academy of Child & Adolescent Psychiatry 56, no. 10 (October 2017): S107. http://dx.doi.org/10.1016/j.jaac.2017.07.419.

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Durkin, Kathleen. "Maspeth High School: “The Classical High School of New York City”." Classical World 107, no. 2 (2013): 268–71. http://dx.doi.org/10.1353/clw.2013.0140.

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Psacharopoulos, George. "Book ReviewsThe Economics of School Quality Investments in Developing Countries: An Empirical Study of Ghana. By Paul Glewwe, Jaikishan Desai, Dean Jolliffe, Raylynn Oliver, and Wim Vijverberg New York: St. Martin's Press, 1999. 373 pp. $85.00 (cloth). ISBN 0‐312‐22139‐8." Comparative Education Review 44, no. 3 (August 2000): 375. http://dx.doi.org/10.1086/447624.

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Lohrmann, David K., and William H. Zimmerli. "Advocating for School Health Education in New York." Journal of School Health 57, no. 2 (February 1987): 68–71. http://dx.doi.org/10.1111/j.1746-1561.1987.tb02303.x.

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Boger, Mary, and Juliet Ucelli. "Socialist education at the New York Marxist school." Socialism and Democracy 3, no. 2 (July 1987): 121–30. http://dx.doi.org/10.1080/08854308908427988.

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Ayala, Gladys M., Amy V. Rapkiewicz, Steven E. Carsons, and Steven P. Shelov. "New York University Long Island School of Medicine." Academic Medicine 95, no. 9S (September 2020): S353—S357. http://dx.doi.org/10.1097/acm.0000000000003481.

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Lederman, Michael M. "Charlie van der Horst (1952-2019)." Pathogens and Immunity 4, no. 1 (June 24, 2019): 161. http://dx.doi.org/10.20411/pai.v4i1.305.

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Charlie van der Horst, an emeritus professor at the University of North Carolina and a friend of Pathogens and Immunity, disappeared from sight on Friday, June 14 during a marathon swim in the Hudson River. His death was confirmed. Few who knew him would call him Charles as formality was not his strong-suit. Charlie was born in Holland to a Dutch father and a Polish Holocaust survivor mother. His family moved to the Buffalo, New York area and sent Charlie to school at Andover. He attended Duke University where he captained the varsity swim team in 1973-74. He remained a powerful swimmer, competing often in national Masters’ competitions. He received his MD degree from Harvard in 1979 and trained in medicine at Montefiore Medical Center and Infectious Diseases at the University of North Carolina. He was an expert in the management of fungal diseases and when the AIDS epidemic began, he knew he had to commit his career to AIDS research and care. He led a highly successful AIDS Clinical Trials Unit at the University of North Carolina and was a respected leader in this national consortium who gained international recognition and respect for his work. More than most anyone else I know, Charlie was driven to fight for justice, anywhere, any time. At the 2000 IAS meeting in Durban, South Africa he recognized that the greater AIDS need was in the developing world and he redirected his entire career towards the development of research and care programs in Africa. When Ebola hit West Africa, Charlie rushed to Liberia to help. In the U.S., Charlie was on the front lines urging his state legislature to deal fairly with all North Carolinians, working hard to fight for equity in health care. He was beloved by so many, respected for his talents, admired for his decency. He was, as my grandmother would have said—a mentsch—and more. Our world is lucky to have had him and is diminished by his loss.

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Lipton, Douglas S., and Marjorie F. Goldstein. "Measuring Substance Abuse among the Deaf." Journal of Drug Issues 27, no. 4 (October 1997): 733–54. http://dx.doi.org/10.1177/002204269702700404.

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This paper presents results from 2 years' experience in attempting to measure the extent of substance abuse within the deaf community, and preliminary findings of substance abuse incidence and prevalence from that effort. It also describes a new technology, the Interactive Video-Questionnaire, developed to interview deaf persons using questionnaires in multi-media format that are manually signed on a computer screen in American Sign Language and Signed English, as well as mouthed in Speechreading—all of which are simultaneously captioned in English text with Touchscreen™ input and automatic data capture. This technology emerged as one product of a Small Business Innovative Research grant from the National Institute on Drug Abuse designed to overcome the difficulties associated with surveying the deaf population and specifically targeted at addressing the extent of substance abuse among the deaf populations in New York and New Jersey.

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Saunders, Joan, Keri Wilton, and Bryan Tuck. "Employment and Adjustment of Hearing-Impaired School Leavers in New Zealand." Australasian Journal of Special Education 11, no. 2 (November 1987): 18–25. http://dx.doi.org/10.1017/s1030011200021771.

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The employment status and social adjustment of two groups of hearing-impaired young adults were compared with those of a group of normal hearing adults of comparable age. One of the hearing-impaired groups had graduated from units (special classes) in regular secondary schools. The rates of unemployment were similar for the hearing-impaired and normal hearing groups, but other intergroup differences in employment characteristics were apparent. In general, the social adjustment of the two groups of hearing-impaired groups was similar to that of the hearing group, although there were indications that the School for Deaf graduates had experienced more difficulty in coping following school graduation.

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Ford, J., and B. Fredericks. "Using Interpreter-Tutors in School Programs for Students who are Deaf-Blind." Journal of Visual Impairment & Blindness 89, no. 3 (May 1995): 229–34. http://dx.doi.org/10.1177/0145482x9508900307.

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This article presents a model for providing the necessary educational support to children who are deaf-blind in public schools. The model relies on the services of a new paraprofessional—the interpreter-tutor.

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Straus, Lawrence G. "The "Annales" School and Archaeology, edited by J. Bintliff, New York University Press, New York, 1991." Bulletin of the History of Archaeology 2, no. 2 (November 2, 1992): 13. http://dx.doi.org/10.5334/bha.02204.

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49

Navegantes, Eva, Celeste Azulay Kelman, and Ana Iveniki. "Perspectivas multiculturais na educação de surdos." education policy analysis archives 24 (July 18, 2016): 76. http://dx.doi.org/10.14507/epaa.24.2237.

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Multicultural perspectives in Brazil, in school curriculum or in social practices, are still seen in a dichotomized way. Sometimes they are presented in the folk form, limited to only commemorative days, and at other times, they are presented in a more critical and postcolonial perspective where the curriculum focuses on issues related to the construction of prejudice, discrimination and identities (Canen, 2012). This essay addresses the multicultural perspectives present in the education of deaf people, discussing how the school institution is an issue. It aims to identify the multicultural perspectives that present themselves in deaf education based on reflections of several authors who discuss multiculturalism in education and also in deaf education. Although there are concerns from a multicultural postcolonial and critical perspective deaf education offered by regular schools, is still in a long process of cultural transformation necessary for a new social positioning in which differences are recognized and respected. The bilingual education model for deaf people is needed a process involving the recognition of differences and political awareness on both the educational and social levels to begin.

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Fredman, S. "Statutes of Liberty: The New York School of Poets." American Literature 74, no. 3 (September 1, 2002): 664–66. http://dx.doi.org/10.1215/00029831-74-3-664.

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