Academic literature on the topic 'Young House (New York, N.Y.)'

Berdyaev, N. A. (1951). The kingdom of the spirit and the kingdom of Caesar. Paris: Umca-Press. Recovered from: https://vtoraya-literatura.com/pdf/berdyaev_tsarstvo_dukha_i_tsastvo_kesarya_1951__ocr.pdf. Berlinger, N., & Solomon, M. Z. (2018). Becoming Good Citizens of Aging Societies. Hastings center report, Vol. 48(3), 2–9. Bostrom, N. (2003). Are You Living in a Simulation? Philosophical Quarterly, Vol. 53(211), 243–255. Bostrom, N. (2016). Development of values. Artificial Intelligence: Stages. Threats. Strategies. Moscow: Publishing House "Mann, Ivanov and Ferber". Recovered from: https://element.ru/bookclub/chapters/433044/Iskusstvennyy_intellekt_Glava_iz_knigi. Goryachkovskaya, A. N. (2014). Philosophy of transhumanism: on the surrogates of being, the abduction of identity and euthanasia of humanity. Bulletin of V. N. Karazin Kharkiv National University. Series: Theory of Culture and Philosophy of Science, Vol. 1092, Issue 50. Recovered from: http://periodicals.karazin.ua/thcphs/issue/view/209. Gould, C. C. (2018). Solidarity and the problem of structural injustice in healthcare. Bioethics, Vol. 32(9), 541–552. Guerrini, C., Lewellyn, M., Majumder, M. et al. (2019). Donors, authors, and owners: how is genomic citizen science addressing interests in research outputs? BMC Medical Ethics, Vol. 20, Issue 1, Article number 84. Habermas, J. (2002). The future of human nature. Towards liberal eugenics. Moskva: Ves' Mir. Haker, H. (2019). Habermas and the Question of Bioethics. European journal for Philosophy of Religion, Issue 4, 61–86. Heidegger, M. (1967). Being And Time. Max Niemeyer loading facility in Tübinge. Recovered from: https://taradajko.org/get/books/sein_und_zeit.pdf. Kakkori, L. (2018). Postmodern as Secularization in Philosophy of Education. Educational Philosophy and Theory, Vol. 50(14), Special issue: SI, 1639–1640. Kroker, A., & Cook, D. (1986). The Postmodern Scene. Excremental Culture and Hyper-Aesthetics. Montreal: New World Perspectives. Kurzweil, R. (2012). How to create a mind: the secret of human thought revealed. New York: Penguin Books. Lipovetsky, G. (2015). Time Against Time, or The Hypermodern Society. In D. Rudrum and N. Stavris (Ed.), Supplanting the Postmodern. An Anthology of Writings on the Arts and Culture of the Early 21st Century (p. 191–208). New York; London; New Delhi; Sydney: Bloomsbury Academic. Lobanov, V.A (2020). Transhumanism in the interpretation of V. A. Lobanov. Samizdat Magazine. Recovered from: http://samlib.ru/l/lobanow_w_a/samlibrullobanow_w_amsworddocshtml-2.shtml. Meliakova, Y., Kovalenko, I., Zhdanenko, S., & Kalnytskyi, E. (2020). Performance in the Postmodern Culture and Law. Amazonia Investiga, 9(27), 340–348. https://amazoniainvestiga.info/index.php/amazonia/article/view/1247 Melyakova, Yu. V. (2018). Being of law and being in law: from performative to performance. Bulletin of the National University "Yaroslav the Wise Law Academy of Ukraine". Series: Philosophy, Vol. 1(36), 90–113. Odorcak, J. (2019). Exorganic Posthumanism and Brain-Computer Interface Technologies (BCI). Postmodern openings, Vol. 10(4), 193-208. Pavlov, A. V. (2019). Images of modernity in the 21st century: hypermodernism. Philosophical Journal, Vol. 12(2), 20–33. Piarce, D. (2015). The Hedonistic Imperative. eBook. Recovered from: https://ubq124.wordpress.com/2019/12/22/the-hedonistic-imperative-pdf. Polyakova, O. V. (2017). Commodification of the dead body: ethical and legal aspects. Bulletin of the RSUH. Series "Psychology. Pedagogy. Education", Vol. 2(8), 118–128. Recovered from: http://cyberleninka.ru/article/n/kommodifikatsiya-mertvogo-tela-etiko-pravovye-aspekty Popova, O. V. (2016). Man, its price and value: to the problem of body commodification in scientific knowledge. Epistemology and philosophy of science, Vol. 49(3), 140-157. Recovered from: http://cyberleninka.ru/article/n/chelovek-ego-tsena-i-tsennost-k-probleme-kommodifikatsii-tela-v-nauchnom-poznanii. Popova, O. V., Tishchenko, P. D., & Shevchenko, S. Yu. (2018). Neuroethics and biopolitics of biotechnology for cognitive improvement of human improvement. Philosophy questions, Vol. 7, 96–108. Russian Transhumanist Movement (2020). About the possibilities of self-upgrade and life extension. Recovered from: http://transhumanism-russia.ru/content/view/629/94/ Sandu, A., Vlad, L. (2018). Beyond Technological Singularity – the Posthuman Condition. Postmodern openings, Vol. 9(1), 91-102. Sartre, J.P. (1989). Existentialism is humanism. In: Twilight of the Gods. Moscow: Politizdat, 319-344. Strandbrink, P. (2018). Nostalgia and Shrinkage: Philosophy and culture under post-postmodern conditions. Educational Philosophy and Theory, Vol. 50(14), 1407–1408. Twenge, J. M. (2006). Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitled – and More Miserable Than Ever Before. New York: ATRIA paperback. Retrieved from http://www.amazon.co.uk/Generation-Americans-Confident-Assertive-Entitled/dp/1476755566. Twenge, J. M. (2017). iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy – and Completely Unprepared for Adulthood. New York: ATRIA books. Retrieved from http://www.amazon.com/iGen-Super-Connected-Rebellious-Happy-Adulthood/dp/1501151983. United Nations (1997). Universal Declaration on the Human Genome and Human Rights. Recovered from http://www.un.org/ru/documents/decl_conv/declarations/human_genome.shtml United Nations (2005). Universal Declaration on Bioethics and Human Rights. Recovered from: http://www.un.org/ru/documents/decl_conv/declarations/bioethics_and_hr.shtml Yong, L. (2019). Moral Ambivalence: Relativism or Pluralism? Acta analytica-international periodical for Philosophy in the analytical tradition, Vol. 34(4), 473–491. Zinovyev, A. (2006). Global Human. Booksonline. Recovered from: http://booksonline.com.ua/view.php?book=97560 (in Russian).

This study aims to increase children English vocabulary aged 5-6 years old by playing CABE or searching and whispering. This research is classroom action research that was conducted in Marsudirini Sang Timur Kindergarten, Salatiga. The Subjects of the study were 20 B1 kindergarten children. Data was collected by teaching English vocabulary by playing CABE in some cycles which includes four stages in the form of cycles, there are (1) planning; (2) implementation; (3) observation; and (4) reflection. Research instruments used in this research was in sheets observation checklist. The results of a percentage of pre-cycle was 13 %, cycle I was 31 % in first meeting and was 66 % in the second meeting, cycle II was 75 % performed in only one meeting. There is an improvement in pre-action and any action on each meeting until it reaches 75 %. Keywords: Early childhood, English vocabulary, “CABE” method, Learning English References Bawono, Y. (2017). Kemampuan berbahasa pada anak prasekolah : Sebuah kajian pustaka. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia. Chamot, A. U. (1987). Toward a Functional ESL Curriculum in the Elementary School, in Long, Michael H. & Richards, Jack C. (eds.) Methodology in TESOL. New York: Newburry House Publishers. Fromkin, V., Rodman, R., & H., & N. (1990). An Intoduction to Language. New York, NY: Avon Books. İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. Procedia - Social and Behavioral Sciences. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.065 Imam, I. (2016). Meningkatkan Kemampuan Menyimak Siswa Kelas I Melalui Teknik Permainan Pesan Berantai Pada Pembalajaran Bahasa Indonesia. PEDAGOGIA: Jurnal Pendidikan. https://doi.org/https://doi.org/10.21070/pedagogia.v3i2.62 Khairani, A. I. (2016). Pendidikan Bahasa Inggris Untuk Anak Usia Dini. Digilib.Unimed.Ac.Id. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Matondang, E. M. (2005). Menumbuhkan Minat Belajar Bahasa Inggris Anak Usia Dini melalui Lagu dan Gerak. Jakarta: Jurnal Pendidikan Penabur. Montessori, M. (1991). The discovery of the Child. New York: Ballatine Book. Muflihah, M. (2019). Pentingnya Peran BAhasa dalam Pendidikan Usia DIni (PAUD). ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4642 Mustafa, B. (2007). Pendidikan Anak Usia Dini. Musthafa, B. (2010). Teaching English to Young Learners in Indonesia : Essential Requirements. Educationist. Nugrahani, D., Egar, N., Sumardiyani, L., & Wardoyo, S. L. (2017). PENDIDIKAN ANAK USIA DINI BERBASIS LIFE SKILLS. E-DIMAS. https://doi.org/https://doi.org/10.26877/e-dimas.v2i1.102 Nurjanah, N, Dwiastuty, Nina, Susilawati, S. (2015). Mengenalkan Model Pengajaran Edutainment Mengajarkan Bahasa Inggris Pada Anak–Anak Usia Dini. Faktor. Jurnal Ilmiah Kependidikan. Nurmadiah, N. (2018). Strategi Pembelajaran Anak Usia Dini. Al-Afkar : Jurnal Keislaman & Peradaban. https://doi.org/https://doi.org/10.28944/afkar.v3i1.101 Nurvitasari, M. D. (2016). Penerapan Aspek Perkembangan Anak Usia Dini Dalam Media Macca (Balok Susun Interaktif). O’Grady, W. (2008). Innateness, universal grammar, and emergentism. Lingua. https://doi.org/https://doi.org/10.1016/j.lingua.2007.03.005 Santrock, J. (n.d.). Adolesence (Fifth Edit). New York, NY: McGrawHill Company Inc. Sophya, I. V. (2019). Desain Pembelajaran BAhasa Inggris untuk Pendidikan Anak Usia Dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4639 Tomlinson, B. (2012). Materials development for language learning and languange teaching. https://doi.org/https://doi.org/10.1017/S0261444811000528 Vygotsky, L. S. (1986). Thought and Language. Cambridge, M.A.: The MIT Press Wiratno, T., & Santosa, R. (2003). Bahasa, Fungsi Bahasa, dan Konteks Sosial. Bahasa, Fungsi Bahasa, Dan Konteks Sosial Yamin, M. (2010). Panduan Pendidikan Anak Usia Dini. Jakarta: Gaung Persada Pers Zaini, A. (2015). Bermain sebagai metode pembelajaran bagi anak usia dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal

A total of 3850 leaf samples from commercial apple orchards located throughout New York State were submitted for analysis during the 1989-1992 seasons. These included 2583 samples from mature, 968 from young bearing age, and 299 from young nonbearing orchards. Percentages of samples (all ages and all varieties combined) found to be below currently recommended levels were: Zn 75%, Cu 74%, B 68%, Ca 63%, K 60%, Mg 60%, Mn 38%, Fe 19%, N 15%, and P 8%. Percentages of samples found to be above currently recommended levels were: N 21%: Zn 16%, Mn 13%, K 6%, B 4%, Mg 2%, Cu <1 %, and P <l %. Major problems consist of shortages of Zn, Cu, B, Ca, K, and Mg in 60% or more of all samples analyzed. Seasonal, varietal, pest management program, and tree age effects were apparent in the results, indicating that these factors must be considered in interpreting results of leaf sample analyses into recommendations for fertilization programs.

At age twenty-nine, while a graduate student in computer science at the University of Pennsylvania, Mark Albertson was diagnosed with lymphosarcoma. He died four months later, leaving a wife and two young daughters—Robin, three years old, and Kim, three months. Sandra Albertson, a Quaker, writes about their family’s experience with death and renewal.The following is reprinted from Sandra Albertson, Endings and Beginnings (New York: Random House, 1980; Ballantine, 1983): chs. 9, 10.

Michel Alhadeff-Jones is a young researcher who lives between Geneva (Switzerland) and New York (USA). Despite his youth, this book is an essay of impressive maturity. This work, published in the prestigious Routledge publishing house, constitutes an important contribution in the field of education and beyond; it will from now on be an unavoidable reference among researchers, educators and managers who deal with time field and educational rhythms, due to the depth, originality and rigor of its analyses and proposals.

Because there is a gap in Charles McKim's papers from 1870 to 1886, very little is known about his beginnings as an architect. This article uses previously unpublished letters to provide insights into the work and personality of the young McKim. It also includes hitherto unpublished drawings of the elevations and plans and a photograph of the exterior of one of his early works, the Francis Blake House (1873-1875). The only previously published photographs of the house have been one of the exterior and one of the dining room, which first appeared in the New York Sketch-Book of Architecture, July 1875. This work is considered in connection with H. H. Richardson's Andrews house of the same period. It is of special significance in that it was probably McKim's first use of shingles and was the precursor of the resort houses that McKim, Mead, and later White would design throughout the 1870s and 1880s.

In postwar art, the question of exile is the question of home. House defines a space as a locative concept. Home represents a place with a symbolic value of belonging and refers to objects, people, and ideas. Home does not designate a fixed state but rather a relational and transformative site in which individual and collective acts of remembering are embedded. In this article, the author explores the aesthetics of exile in the artistic production of exiled women artists in postwar New York, most notably Ruth Vollmer, Louise Nevelson, and Eva Hesse, who have often been excluded from the discourse around 1960s sculptural practice. The author casts the mode of construction and the viewing experience of their artworks through the notions of home and body. This contribution focuses on the intricate interrelations between women, domesticity, and artmaking associated with the aesthetics of exile and displacement, which significantly challenges any stable and absolute conception of home and place. By drawing on the works of feminist scholars and theorists, such as Sarah Ahmed, Julia Bryan-Wilson, and Iris Marion Young - in their argument that the idea of home and the practices of homemaking support relational identities-the author sheds light on how women artists in exile investigate notions of home, borders (both physical and psychological), diasporic longing, habitation, and uprootedness in a constant state of exchange.

Genevieve Yue interviews playwright Annie Baker, whose Pulitzer Prize–winning play The Flick focuses on the young employees of a single-screen New England movie house. Baker is one of the most critically lauded playwrights to emerge on the New York theater scene in the past ten years, in part due to her uncompromising commitment to experimentation and disruption. Baker intrinsically understands that arriving at something meaningful means taking a new way. Accordingly, Baker did not want to conduct a traditional interview for Film Quarterly. After running into each other at a New York Film Festival screening of Chantal Akerman's No Home Movie (2015)—both overwhelmed by the film—Yue and Baker agreed to begin their conversation by choosing a film neither of them had seen before and watching it together. The selection process itself led to a long discussion, which led to another, and then finally, to the Gmail hangout that forms the basis of the interview.

Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age. Keywords: Clean and healthy life Knowledge, Early Childhood, Health Promotion Program (JUMSIH) References: Akçay, N. O. (2016). Implementation of Cooperative Learning Model in Preschool. Journal of Education and Learning, 5(3), 83–93. https://doi.org/10.5539/jel.v5n3p83 Allport, B. S., Johnson, S., Aqil, A., Labrique, A. B., Nelson, T., KC, A., … Marcell, A. V. (2018). Promoting Father Involvement for Child and Family Health. Academic Pediatrics, 18(7), 746–753. https://doi.org/10.1016/j.acap.2018.03.011 Bonuck, K. A., Schwartz, B., & Schechter, C. (2016). Sleep health literacy in head start families and staff: Exploratory study of knowledge, motivation, and competencies to promote healthy sleep. Sleep Health, 2(1), 19–24. https://doi.org/10.1016/j.sleh.2015.12.002 Considerations, P., & Framework, N. Q. (2010). Health , Hygiene and Infection Control Strategies for Policy Implementation :2010(Vic). Conti, G., Heckman, J. J., & Pinto, R. (2016). The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviour. Economic Journal, 126(596), F28–F65. https://doi.org/10.1111/ecoj.12420 Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research(4th ed.; P. A. Smith, Ed.). Boston: Pearson. Duxbury, T., Bradshaw, K., Khamanga, S., Tandlich, R., & Srinivas, S. (2019). Environmental health promotion at a National Science Festival: An experiential-education based approach. Applied Environmental Education and Communication, 0(0), 1–16. https://doi.org/10.1080/1533015X.2019.1567406 Fernandez-Jimenez, R., Al-Kazaz, M., Jaslow, R., Carvajal, I., & Fuster, V. (2018). Children Present a Window of Opportunity for Promoting Health: JACC Review Topic of the Week. Journal of the American College of Cardiology, 72(25), 3310–3319. https://doi.org/10.1016/j.jacc.2018.10.031 Fung, C., Kuhle, S., Lu, C., et al. (2012). From “best practice” to “next practice”: the effectiveness of school-based health promotion in improving healthy eating and physical activity and preventing childhood obesity. Int. J. Behav. Nutr. Phys. Act., 9, 27. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Goldfeld, S., O’Connor, E., O’Connor, M., Sayers, M., Moore, T., Kvalsvig, A., & Brinkman, S. (2016). The role of preschool in promoting children’s healthy development: Evidence from an Australian population cohort. Early Childhood Research Quarterly, 35, 40–48. https://doi.org/10.1016/j.ecresq.2015.11.001 Hawe, P., Potvin, L. (2009). What is population health intervention research. Can. J. Public Health, 100 (Suppl I8–14). Julianti, R., Nasirun, M., & Wembrayarli. (2018). Pelaksanaan Perilaku Hidup Bersih dan Sehat (PHBS) di Lingkungan Sekolah. Jurnal Ilmiah Potensia, 3(1), 11–17. Kasnodihardjo, K. (2010). Metode pelembagaan perilaku hidup sehat kaitannya dengan kesehatan lingkungan dan hygiene perorangan pada keluarga di Subang Jabar. Keshavarz, N., Nutbeam, D., Rowling, L., Khavarpour, F. (2010). Schools as social complex adaptive systems: a new way to understand the challenges of introducing the health promoting schools concept. Soc. Sci. Med., (70), 1467–1474. Kobel, S., Wartha, O., Wirt, T., Dreyhaupt, J., Lämmle, C., Friedemann, E. M., … Steinacker, J. M. (2017). Design, implementation, and study protocol of a kindergarten-based health promotion intervention. BioMed Research International, 2017. https://doi.org/10.1155/2017/4347675 Langford, R., Bonell, C.P., Jones, H. E. (2014). The WHO health promoting school framework for improving the health and well-being of students and their academic achievement. Cochrane Database Syst, Rev. 4, CD008958. Manning, M. L., & Lucking, R. (1991). The what, why, and how of cooperative learning. The Clearing House. 64(3), 152–156. Marlina, R. L. (2011). Analisis Manajemen Promosi Kesehatan Dalam Penerapan Perilaku Hidup Bersih dan Sehat (PHBS) Tatanan Rumah Tangga di Kota Padang Tahun 2011. Padang: Universitas Andalas. Maryunani, A. (2013). Perilaku Hidup Bersih dan Sehat. Jakarta: Trans Info Media. McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mcisaac, J. D., Sim, S. M., Penney, T. L., & Kirk, S. F. L. (2012). School Health Promotion Policy in Nova Scotia: A Case Study. Revue PhénEPS / PHEnex Journal, 4(2). McIsaac, J. L. D., Penney, T. L., Ata, N., Munro-Sigfridson, L., Cunningham, J., Veugelers, P. J., … Kuhle, S. (2017). Evaluation of a health promoting schools program in a school board in Nova Scotia, Canada. Preventive Medicine Reports, 5, 279–284. https://doi.org/10.1016/j.pmedr.2017.01.008 Midcentraldhb. (2014). Health and Safety Guidelines for Early Childhood Education Services. https://doi.org/2014 Mikkonen, J., Raphael, D. (2010). Social Determinants of Health: The Canadian Facts. University School of Health Policy and Management Toronto. Proverawati, A. (2012). Perilaku Hidup Bersih dan Sehat. Yogyakarta: Nuha Medika. Reed, K.E., Warburton, D.E., Macdonald, H.M., Naylor, P.J., McKay, H. A. (2008). Action Schools! BC: a school-based physical activity intervention designed to decrease cardiovascular disease risk factors in children. Prev. Med, 46, 525–531. Samdal, O., Rowling, L. (2011). Theoretical and empirical base for implementation components of health-promoting schools. Health Educ., 111, 367–390. Syukriyah, E. (2011). Gambaran Pengetahuan, Sikap dan Tindakan Murid SD Tentang PHBS di SDN 06 Lubuk LayangPadang. Padang: Poletkkes Kemenkes Padang. Veugelers, P. J., & Schwartz, M. E. (2010). Comprehensive school health in Canada. Canadian Journal of Public Health = Revue Canadienne de Sante Publique, 101 Suppl(August), S5-8. https://doi.org/10.17269/cjph.101.1907 WHO. (2016). What is a health promoting school? WIjayanti, N. A. (2017). Implementation of Role Playing Method in the Hygiene Hadith Learning Toward Early CHildrens Healthy Behavior of Group B in Dabin Aggrek Gunungpati Semarang. Early Childhood Education Papers (Belia), 6(2).

AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.

This four-chapter part of Pedagogy of a Beloved Commons shows how African American and Latinx youth can develop as leaders and critical thinkers. It introduces Academe, the pseudonym for a nationally recognized youth organization in Harlem that was conceived as a community service project by two undergraduate students. Drawing upon a 2004–2005 study and its 2020–2021 follow up to offer a rare insight into an organization’s developmental arc, it presents Academe as exemplary of “mind-centric critical pedagogy” due to its positioning of young people as an intelligentsia who can advance self-determination within the Harlem community. The first chapter describes the changing Harlem context, the organization, its dedicated staff, and the rooming house it upgraded as its home. The second chapter presents the 2004–2005 narrative about its early years, while the third chapter presents the 2020–2021 narrative about its evolution, outcomes, and future trajectory. The fourth chapter assesses both narratives to conceptualize Academe’s pedagogy as the intellectual realm of place-based activism and concludes with observations of its use of critical inquiry to create a loving, intergenerational community.

Abstract In the beginning, inner-city neighborhoods in the United States were not disaster areas, but vital parts of the cities to which they belonged. America’s great cities, perhaps excepting Washington, D.C., arose as places where goods were shipped, processed, and traded. With their accessible ocean harbors, east coast cities such as New York and Boston became great ports. Goods moved to and from Chicago via Lake Michigan and the Chicago River and later by rail. Atlanta, located not on a body of water but at the site of a railroad junction (one of its early names was Terminus), became a central trade depot for the South. Los Angeles at first used the Los Angeles River, then acquired an ocean port, railroads, and finally a highway network to become the dominant port of the Southwest. To finance, sell, and distribute the goods the port brought in, each city developed business districts whose main streets— Wall Street, State Street, Peachtree Street—became synonymous with finance and commerce. Along the water and near railroad depots entrepreneurs built factories to process the goods streaming in and out of the city. Industrial areas, such as the stockyard district in Chicago and the Alameda corridor in Los Angeles, became almost as famous as the downtown business districts. After all, the commercial and industrial businesses that grew out of the port trade were the lifeblood of the country’s lusty young urban centers.

Abstract On the night of December 6, 1895, the police of New York City arrested Lizzie Schauer, a young working-class woman, on a charge of disorderly conduct. She had, according to her own account, been looking for the house of her aunt and had stopped to ask directions of two men. This behavior-as well as the fact that an unaccompanied woman was out at night-was presumptive evidence that she was soliciting prostitution in the eyes of the arresting police officers and of the judge who sent her to the work house. They assumed that no “respectable” woman would be unescorted at night, hence that Schauer was a “public woman,” or prostitute. Fortunately for Schauer, the New York World undertook a successful crusade to secure her release from the work house-but only after a doctor’s examination had shown her to be a “good girl.” This episode provides dramatic evidence of the tenuous nature of American womanhood’s claim on public space, even in the late nineteenth century and even after, decades of political organizing by women.

George photographs Cecil Beaton, who introduces his work to Edna Chase, Vogue’s editor-in-chief. In 1935–1936, George’s fashion obligations proceed apace with four pictures each in March editions of Town and Country and Harper’s Bazaar. Agnes Rindge arranges a demanding commission of photographing Vassar’s 1935 graduating class. Next, George photographs noteworthy artists for Chick Austin’s 1936 Hartford Festival program. Lloyd and Barbara Wescott purchase a large dairy farm in New Jersey and gift a nearby house to Glenway, allowing Monie and George continued familial relations with the Wescotts. George decorates and landscapes the “Stone-blossom” over time. In June 1936, Cocteau and his young lover, Marcel Khill, visit New York on a round-the-world tour. A group outing to Coney Island with Cocteau and Khill includes George, Glenway, and Beaton. George’s contribution to Alfred Barr’s historical survey show, “Fantastic Art, Dada, and Surrealism,” becomes one of his iconic images, The Sleepwalker, whose homoeroticism is unmistakable.

Abstract Among The First to Take Up Residence in The House of Baseball Were College Players. together With Early Gentlemen and Businessmen Amateurs, They Proved instrumental in Popularizing The “New York Game”; in Its Formative Years. As Early As The Eighteenth Century College Students, Like Other Boys and Young Men in America, Played Folk Ball Games. They indulged in Such informal Play Among Themselves On Their Own Campuses, often At The Displeasure of College Authorities. At Princeton The Earliest Recognition of Ball Playing Came in 1761 From The Board of Trustees in The Form of A Ban On Playing Ball Against The President’s House Under Penalty of Five Shillings.

Abstract The newlyweds spent the winter months of1887-88 in a small flat in New York, three flights up, but with a splendid view over Central Park at 92d Street. In the spring they moved to a house in Englewood, New Jersey, then still a rural community a few miles north of New York City. Use of that pleasant place, for two years, had been one of their wedding gifts. It cannot have been convenient for a young lawyer to undertake a daily commute to his office in Pine Street, very nearly at the southern tip of Manhattan. The summer found Ruth at Forty Acres, where her husband was able to visit before their return to Englewood in the fall for the expected arrival of their first child, Hannah, born in January 1889.

This concluding chapter presents three vignettes following the events of the previous chapter. It first places three “gentlemen of color” at a party at the Munro Hotel on Fourteenth Street in Manhattan in 1902. They were gathered by President Elect Tomás Estrada Palma. Given their long relationship with Estrada Palma, these men returning from New York were comparatively well positioned in Cuba's political competition, but even this advantage required further negotiation. The chapter also recalls another instance, in summer 1905. This was when Rafael Serra, a 47-year-old employee of the Cuban Postal Service, editor, and member of the Cuban House of Representatives, walked down the gangplank of the SS Vigilancia in New York City. Finally, the chapter offers yet another alternate ending, this time set at the elegant Maceo Hotel, where in fall 1905, shortly after Serra departed from New York. This episode involved the young Puerto Rican intellectual Arturo Schomburg, who organized a birthday party for an aging African American journalist named John Edward Bruce.

Abstract This chapter narrates three 1970s summers that Purdy spent in the Bay Area, socializing with old friends like Sam Steward and Bob Helps and making new friends. It was rare for him to spend so much time away from New York. It traces the creation of his classic short novel, In a Shallow Grave, and his gothic horror, Narrow Rooms, both published by Arbor House, to whom he signed after Doubleday. While the former received a positive review in the New York Times by novelist Jerome Charyn, Narrow Rooms was given a drubbing in the Times by Katha Pollitt, which Purdy obsessed upon. He spent the summer of 1978 in Provincetown, much of it with his young friend, writer John Stewart Wynne. The chapter also narrates the emergence of a long-lasting friendship between Purdy and the actor John Uecker, who became his assistant, companion, and director of his plays.

Fragility curves are one of the main tools used to characterize the resistance to seismic hazard ofcivil engineering structures, such as nuclear facilities. These curves describe the probability thatthe response of a structure exceeds a given criterion, called failure criterion, as a function of theexpected seismic loading level. The numerical construction of these curves leads to many queriesto CPU intensive nonlinear computations. Indeed, a large number of loading scenarios must betreated, but also the uncertainties inherent to the structure must be taken into account through areliability study.The objective of this work is to implement a strategy based on model-order reduction for a calcu-lation generally enabling very important computational time savings. Among the diffeerent possible approaches, the Proper Generalized Decomposition (PGD) coupled with the LATIN method [1] is particularly well suited for solving parametrized problems in nonlinear mechanics in order to buildnumerical charts [2]. The LATIN-PGD method is an iterative approach that seeks the solution of a given problem by building in a greedy way a dedicated reduced-order basis. This basis can bereused and enriched to solve parametrized problems, allowing a very good numerical effciency. It has been applied to solve a wide range of problems in mechanics and more recently for earthquake-engineering applications [3] and provides a particularly good framework for the computation ofnumerical charts.In this contribution, a strategy will be proposed to evaluate the damage state of piping components,characteristic of the primary circuits of pressurized water reactors, subjected to seismic loading consecutive to a preliminary design thermal loading. The developed methodology, using a damageableelasto-plastic material, integrates the initial state of damage prior to the seismic event, which isone of the uncertain parameters of the problem.REFERENCES[1] P. Ladevèze. Nonlinear computational structural mechanics: new approaches and non-incremental methods of calculation. Mechanical engineering series. Springer, New York, 1999.[2] D. Néron, P.-A. Boucard, and N. Relun. Timespace PGD for the rapid solution of 3d nonlinearparametrized problems in the manyquery context. International Journal for Numerical Methodsin Engineering, 103(4):275{292, 2015.[3] S. Rodriguez, D. Néron, P.-E. Charbonnel, P. Ladevéze, and G. Nahas. Non incremental LATIN-PGD solver for nonlinear vibratoric dynamics problems. In 14ème Colloque National en Calculdes Structures, CSMA 2019, Presqu'^Ile de Giens, France, May 2019.

Roberta Gironi Departamento de Proyectos Arquitectónicos, UPV. Camino de Vera, s/n. 46022 Valencia Joint Doctorate Dipartimento di Architettura – Teorie e Progetto. “Sapienza” Università degli Studi di Roma. Via Gramsci, 53. 00100 Roma E-mail: roberta.gironi@gmail.com Keywords (3-5): Informal processes, dynamic transformation, new planning approach, flexible space, self-organization Conference topics and scale: Reading and regenerating the informal city Contemporary cities are affected by transformations that put in discussion the claim of control and stability to which the urban project aspires. All those gradual adjustments are manifested according to the demand, bring toward a less formal and more flexible spatial order, for which the traditional forms of the "static" city become the background of the "kinetic" landscape of informal cities. On the contrary of the formal processes of urban planning, informality process is configured as an organic development model and a flexible dynamic system opened to changes. The informal space is produced according to principles of spontaneity and self-organization. A consideration on the possibility to assume different approaches can be proposed. Those approaches should integrate in the design reasoning all the dynamics usually excluded by the discourse on the urban project, which processes can become catalysts to enrich the methods of planning and design of the urban space. Through the analysis of the case-study Previ Lima and the Living Room at the Border of St. Ysidro, the aim is to delineate in which way the contemporary architecture can absorb and metabolize these processes, triggering a different approach to a different method to intervene in the spaces of relationship among formal and informal. It is believed that the informal urban qualities cannot be eliminated and is impossible to ignore the inhabitants' practices, but rather to work on the intersection between collective and individual actions. References Brillembourg A., Feireiss K., Klumpner H. (2005), Informal City (Prestel Publishing, Munich) Cruz T. (2008), "De la frontière globale au quartier de frontière: pratiques d'empiètement", Multitudes, 31(1). Davis M. (2006), Planet of Slums (Verso, London). Hernandez F., Kellett P., Allen L.K. (2010), Rethinking the informal city: critical perspectives from Latin America (Berghahn books, New York, Oxford). McFarlane C., Waibel M., (2012), Urban Informalities: Reflections on the Formal and Informal (Ashgate, Farnham). Jacobs J. (1961), The death and life of great American cities(Random House, New York- Toronto). Roy A., Alsayyad N., (2004) Urban Informality: Transnational Perspectives from the Middle East, Latin America, and South Asia (Lexington Books, Lanham)

The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.

According to the Bronfenbrenner's ecological systems theory of human development ([1][2][3][4][5]), the development of each individual cannot be observed without considering its relationship with the development of other people and, above all, with the environment in which they live. The ecological orientation of Bronfenbrenner with respect to human development is therefore based on the interest in the progressive adaptation between an active organism that grows and its immediate environment: the individual-environment interaction that is determined by the relationships existing between the different environmental situations and the individuals present in that context is fundamental. Consequently, the ecological environment that is considered relevant to development processes is not limited to a single environmental situation but includes the interconnections between multiple environmental situations and the different influences of each individual. The evolution of the Internet-based technologies has brought to the development of solutions that have profoundly changed the way we live, including education. The advent of social media and social networks represents a milestone in the history of Internet, opening up to profound reflections on the "virtualization" of relationships, their growing importance in everyday life, and their role in education. Many authors argue that the Internet and the social media should no longer be considered as a tool to connect to a virtual reality that is separate from the real world, but as a place in which users live daily ([6][9][11][10]); consequently, they constitute one of the environmental situations mentioned by Bronfenbrenner. However, the risks deriving from the use of social media have been widely discusses in the literature ([7][8][12]). Adolescents are more exposed to the social media threats, since they are unable to perceive the profoundly different dynamics that govern offline and online networks. In this paper, having in mind the Bronfenbrenner's ecological systems theory of human development, we argue that the progressive adaptation of students to social media should be considered as a process of their growth and development. Furthermore, we analyze some corrections to be introduced in the educational paths of adolescents necessary to reduce the threats deriving from the use of social media and social networks in education. Reference Text and Citations [1] Bronfenbrenner, U. (1961). Toward a theoretical model for the analysis of parent-child relationships in a social context. In J. C. Glidewell (Ed.), Parental attitudes and child behavior (pp. 90-109). Springfield, IL: Charles C. Thomas. [2] Bronfenbrenner, U. (1973). Social ecology of human development. In F. Richardson (Ed.), Brain and intelligence: The ecology of child development (pp. 113-129). Hyattsville, MD: National Education Press. [3] Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45, 1-5. https://doi.org/10.2307/1127743 [4] Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford, UK: Pergamon Press and Elsevier Science. [5] Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). New York, NY: Wiley. [6] Carr, N. (2011). The Shallows: What the Internet Is Doing to Our Brains. New York: W.W. Norton & Company. [7] Livingstone, S., Haddon, L., G?rzig, A., & ?lafsson, K. (2011). Risks and safety on the internet: The perspective of European children. Full Findings. London: EU Kids Online, LSE. [Google Scholar] [8] Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students' social media use. Journal of Educational Technology & Society, 21(1), 213-224. https://www.jstor.org/stable/26273881 [9] Musetti, A., Cattivelli, R., Giacobbi, M., Zuglian, P., Ceccarini, M., Capelli, F., et al. (2016). Challenges in internet addiction disorder: is a diagnosis feasible or not? Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.00842 [10] Musetti, A., Cattivelli, R., Zuglian, P., Terrone, G., Pozzoli, S., Capelli, F., et al. (2017). Internet addiction disorder o internet related psychopathology? [Internet Addiction disorder or Internet Related Psychopathology?]. Giornale Italiano di Psicologia, 44, 359-382. doi: 10.1421/87345 [11] Taymur, I., Budak, E., Demirci, H., Akdag, H.A., Gungor, B.B., & Ozdel, K. (2016). A study of the relationship between internet addiction, psychopathology and dysfunctional beliefs. Computers in Human Behavior,61, 532-536. https://doi.org/10.1016/j.chb.2016.03.043 [12] Willoughby, M. (2018). A review of the risks associated with children and young people's social media use and the implications for social work practice. Journal of Social Work Practice,33(2), 127-140. https://doi.org/10.1080/02650533.2018.1460587