A Modernistic Education (1924–1935)

2018 ◽  
Author(s):  
David Schiff
Keyword(s):  
High School ◽  
New York ◽  
Hart Crane ◽  
Romantic Poetry ◽  
Nadia Boulanger ◽  
Aesthetic Ideas ◽  
Walter Piston ◽  
Glee Club ◽  
Formative Years

Carter’s formative years in New York, Harvard, and Paris brought him into contact with a broad range of contending and often contradictory aesthetic ideas and musical movements, including primitivism, expressionism, ultra-modernism, and neo-classicism. While in high school he encountered the ideas and music of American ultra-modernists and European modernists, often of an experimental or mystical nature, but at Harvard he was taught the classicist ideas of T.S. Eliot and sang with the Harvard Glee Club in the American premiere of Stravinsky’s neo-classical opera-oratorio Oedipus Rex. While Carter’s neo-classical leanings were encouraged by Walter Piston and Nadia Boulanger, the visionary romantic poetry of Hart Crane presented a different model for an artist’s life and work.

Carter, Elliott (Cook Jr.) (1908–2012)

2018 ◽  
Author(s):  
Brenda Ravenscroft
Keyword(s):  
New York ◽  
English Literature ◽  
Modern World ◽  
Musical Language ◽  
Charles Ives ◽  
Harvard College ◽  
Elliott Carter ◽  
Gustav Holst ◽  
Nadia Boulanger ◽  
Walter Piston

Born in 1908 into a wealthy New York City family, Elliott Carter enjoyed a cosmopolitan childhood, spending time in Europe and learning French at an early age. The composer Charles Ives mentored the young Carter, taking him to concerts in New York and encouraging his developing interest in music. Carter’s childhood, characterized by immersion in a culturally enriched environment and exposure to the modern world, provided the elements from which his artistic aesthetic and musical language would later be forged. When Carter entered Harvard College, he focused his studies on English literature, Greek, and philosophy, although musical activities continued in the form of lessons with Walter Piston and Gustav Holst, as well as singing with the Harvard Glee Club. Carter completed a master’s degree in music at Harvard in 1932, after which he moved to Paris to study composition with Nadia Boulanger for three years. He received a doctorate in music from the École Normale de Musique in Paris in 1935.

scholarly journals The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match

2017 ◽  
Vol 107 (12) ◽  
pp. 3635-3689 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Nikhil Agarwal ◽  
Parag A. Pathak
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Education Reform ◽  
York City ◽  
Popular Education ◽  
Welfare Effects ◽  
Student Preferences ◽  
Deferred Acceptance ◽  
School Assignment

Coordinated single-offer school assignment systems are a popular education reform. We show that uncoordinated offers in NYC's school assignment mechanism generated mismatches. One-third of applicants were unassigned after the main round and later administratively placed at less desirable schools. We evaluate the effects of the new coordinated mechanism based on deferred acceptance using estimated student preferences. The new mechanism achieves 80 percent of the possible gains from a no-choice neighborhood extreme to a utilitarian benchmark. Coordinating offers dominates the effects of further algorithm modifications. Students most likely to be previously administratively assigned experienced the largest gains in welfare and subsequent achievement. (JEL C78, D82, I21, I28)

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students

2016 ◽  
Vol 32 (1) ◽  
pp. 49-75 ◽  
Author(s):  
Zachary J. Peters ◽  
Mark L. Hatzenbuehler ◽  
Leslie L. Davidson
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Service Providers ◽  
Relationship Violence ◽  
School Students ◽  
Physical Relationship ◽  
Being Bullied

Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.

Medical Coverage of High School Football in New York State

1988 ◽  
Vol 16 (9) ◽  
pp. 120-130 ◽  
Author(s):  
James B. Tucker ◽  
John J. O'Bryan ◽  
Barbara K. Brodowski ◽  
Barbara S. Fromm
Keyword(s):  
High School ◽  
New York ◽  
New York State ◽  
High School Football ◽  
York State

scholarly journals Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning

2014 ◽  
pp. 309-314
Author(s):  
Janine Berger
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Action Research ◽  
York City ◽  
Independent Learning ◽  
Action Research Project ◽  
Efl Learners ◽  
Learning Techniques ◽  
Efl Students

This paper describes a work in progress in which we aim to encourage EFL students to take their learning beyond the classroom in order to experience English in different ways. Inspired by what is being done at the Quest to Learn middle and high school in New York City and ChicagoQuest (Institute of Play, 2014b) our idea involves conducting an action research project in order to find out if game-like learning techniques, modified and adapted to the needs of university-aged EFL learners in Ecuador will help to increase motivation and independent learning for our students.

scholarly journals Leon Festinger

Psychology ◽  
2014 ◽  
Author(s):  
Elaine Hatfield ◽  
Megan Carpenter ◽  
Paul Thornton ◽  
Richard Rapson
Keyword(s):  
High School ◽  
New York ◽  
Early Life ◽  
Jewish Immigrants ◽  
Number Of Authors

Leon Festinger was born in Brooklyn, New York, on 8 May 1919 to Russian-Jewish immigrants, Alex Festinger and Sara Solomon Festinger. Leon’s father, an embroidery manufacturer, had left Russia an atheist and a radical, and he remained faithful to these convictions throughout his life. In his youth, Leon attended Boys’ High School, in Brooklyn. A number of authors have penned comprehensive biographies of his early life. Among the best are those written by his colleagues Jack W. Brehm and George A. Milite (see Brehm 1998, Milite 2001, both cited under Legacy).

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