IRAAS Fall Events Calendar
Funding up to ten four-year awards in this grant cycle. Scholars will receive an annual stipend of up to $75,000 each, complemented by a $30,000 annual grant toward support of research activities.
Showing posts with label research. Show all posts
Showing posts with label research. Show all posts
Tuesday, September 8, 2015
Wednesday, March 4, 2015
IRAAS Conversations Lecture – Thursday 3/5/15 at 6:00PM Prof Cheryl D. Hick
Thurs 3/5@6pm Talk W/ You Like A Woman:African American Women,Justice&Reform in New York, 1890-1935" Cheryl D. Hicks pic.twitter.com/oe60MhALEj
— IRAASColumbia U (@IRAASColumbiaU) March 2, 2015
TOPIC: “Talk With You Like A Woman: African American Women, Justice and Reform in New York,1890-1935″ with Prof. Cheryl D. Hick
Location :Columbia Journalism School -3rd Floor Lecture Hall;
2950 Broadway, New York, NY 10027
Free & Open to the Public
2950 Broadway, New York, NY 10027
Free & Open to the Public
Cheryl D. Hicks is an associate Professor of History at the University of North Carolina at Charlotte where she is a faculty affiliate in Africana Studies and an adjunct faculty member in Women and Gender Studies. She holds a B.A. in American History from the University of Virginia and a M.A. as well as Ph.D. in American History from Princeton University.
Her research addresses the intersections of race, class, gender, sexuality, and the law. She has published in the University of Pennsylvania Law Review and the Journal of the History of Sexuality. She is the recipient of several awards including the University of Virginia’s Carter G. Woodson Postdoctoral fellowship and a Scholar-in-Residence fellowship from the New York Public Library’s Schomburg Center for Research in Black Culture.
Her first book, Talk With You Like a Woman: African American Women, Justice, and Reform in New York, 1890-1935 (University of North Carolina Press, 2010) received the 2011 Letitia Woods Brown Book Award from the Association of Black Women Historians and honorable mentions from the 2011 John Hope Franklin Prize from the American Studies Association and the 2011 Darlene Clark Hine Prize from the Organization of American Historians. Her new book project, “The Case of Hannah Elias: Interracial Intimacy and Civil Rights in Turn-of-the-Century New York,” interrogates the trajectory of a covert, consensual interracial relationship that ultimately precipitated murder, scandal, and civil rights protest.
Saturday, February 21, 2015
Submissions for BlackYouthProject.com
The work of The Black Youth Project (BYP) is based on three basic concepts: knowledge, voice, and action.
KNOWLEDGE: We are committed to producing research about the ideas, attitudes, decision making, and lived experiences of black youth, especially as it relates to their political and civic engagement.
VOICE: Unlike any other organization, we amplify the perspectives of young black people daily without censorship or control. We have built a space on the Internet where black youth can speak for themselves about the issues that concern them.
ACTION: Informed with culturally-specific knowledge, we will work to mobilize black youth and their allies to make positive change and build the world within which they want to live.
BYP 100: Comprised of 100 black activists from across the country convened by the Black Youth Project to mobilize communities of color beyond electoral politics.
BlackYouthProject.com is a diverse online resource, divided into four main subsites: BYP BLOG, BYP RESEARCH,BYP 100 and BYP ACTION.
Interested in having your work featured on The Black Youth Project?
So are we!
BYP is committed to providing a platform for the ideas, views and perspectives of young African American writers, preferably between the ages of 15-30 years old. Fill out the form below, attach your article (Word docs only; 250-700 words please), and we’ll review it ASAP.
If we like your stuff, we’ll contact you about posting your piece. And if we really like your stuff, there’s definitely the possibility of bringing you on as a regular contributor to our site.
Unfortunately, we cannot feature every submission. If you don’t hear back from us after two weeks, assume it was not possible for us to feature your article. And please feel free to submit again.
©2015 BlackYouthProject.com
Girls of Color Face Disproportionately Harsh Discipline at School #BlackGirlsMatter
New Report from Columbia Law School's Center for Intersectionality and Social Policy Studies Recommends Including Girls of Color in Policies to End School-to-Prison Pipeline
Media Contact: Public Affairs, 212-854-2650 or publicaffairs@law.columbia.edu
New York, February 4, 2015—Girls of color face much harsher school discipline than their white peers but are excluded from current efforts to address the school-to-prison pipeline, according to a new report issued today by Columbia Law School’s Center for Intersectionality and Social Policy Studies and the African American Policy Forum.
The report, Black Girls Matter: Pushed Out, Overpoliced and Underprotected, is based on a new review of national data and personal interviews with young women in Boston and New York.
“As public concern mounts for the needs of men and boys of color through initiatives like the White House’s My Brother’s Keeper, we must challenge the assumption that the lives of girls and women—who are often left out of the national conversation—are not also at risk,” said Columbia Law School Professor Kimberlé Crenshaw, the report’s lead author and the director of the Center for Intersectionality and Social Policy Studies.
Crenshaw, a leading authority in how law and society are shaped by race and gender, argues that an intersectional approach encompassing how related identity categories such as race, gender, and class overlap to create inequality on multiple levels is necessary to address the issue of school discipline and the school-to-prison pipeline.
Read more online at Columbia University or African American Policy Forum, Inc.
Thursday, February 12, 2015
Harold Amos Medical Faculty Development Program Releases Call for Proposals Due 3/18/15
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Saturday, February 7, 2015
Internship Deadline 2/15/15: Short-Term Research Experience for Underrepresented Persons (STEP-UP)
Short-Term Research Experience for Underrepresented Persons (STEP-UP)
About the Program
The STEP-UP Program provides hands-on summer research experience for high school and undergraduate students interested in exploring research careers. The overall goal of STEP-UP is to build and sustain a biomedical, behavioral, clinical and social science research pipeline focused on NIDDK’s core mission areas of diabetes, endocrinology and metabolic diseases; digestive diseases and nutrition; kidney, urologic and hematologic diseases.
The STEP-UP Program provides research education grants to seven institutions to coordinate three High School STEP-UP Programs and four Undergraduate STEP-UP Programs. STEP-UP is particularly interested in increasing the participation of students from backgrounds underrepresented in biomedical research on a national basis, including individuals from disadvantaged backgrounds, individuals from underrepresented racial and ethnic groups, and individuals with disabilities.Program Highlights
- 8 to 12-weeks of full-time research experience
- Students receive a summer research stipend
- Students are assigned to a STEP-UP
Coordinating Center (PDF, 357 KB) to help coordinate and monitor their summer research experience
- Students are paired with experienced research mentors at institutions throughout the nation
- Students are encouraged to choose a research institution and/or mentor near their hometown or within commuting distance of their residence. Students are not required to relocate in order to conduct their summer research.
- Students receive training in the responsible conduct of research
- All-paid travel expenses to the Annual STEP-UP Research Symposium held on NIH’s main campus in Bethesda, Maryland. Students are given the opportunity to conduct a formal oral and poster presentation.
Please read the STEP-UP Application Instructions (PDF, 802 KB) before applying.
STEP-UP Application Instructions (PDF, 802 KB) before applying.Friday, February 6, 2015
National Diversity Summit, March 6-8, 2015 at Brown University
The Scholarship of Diversity and Inclusion in the Academy: Lessons Learned and the Work Ahead for Universities in the 21st Century
As we approach the end of the Brown 250+ Celebration, please join us on campus for the Brown 250+ Diversity Summit. At this special convening of students, faculty, staff, alumni, thought leaders and innovators, we will explore how higher education engages in the work of developing and sustaining an increasingly diverse and inclusive academic community. Through plenary panel discussions, workshops, interactive seminars, and networking activities, we will engage in critical discussions that consider the broad range of identities, perspectives and experiences (race/ethnicity, gender, sexual orientation, class, etc.) represented in higher education institutions today, and how relevant research and scholarship informs the work of advancing diversity and inclusion in the academy.
For further information, please contact institutional_diversity@brown.edu or (401) 863-2216
Wednesday, January 28, 2015
Washington, DC Book Signing by Neil Roberts, PhD 2/7/15
Neil Roberts, PhD Feb 7 2015 1:00 pm Washington DC, BusBoy & Poets
Taking his title from the societies of escaped slaves, or “maroons,” living on the outskirts of slave societies in the Caribbean, Roberts, Williams College associate professor of Africana studies, draws on history and on thinkers ranging from Douglass and Du Bois to Arendt and Angela Davis, to examine freedom as a condition of perpetual flight akin to marronage. (Univ. Chicago)
Saturday, December 20, 2014
Centers for Disease Control and Prevention 2015 Student Opportunities in Public Health
Whether you are looking for a summer internship or a year-long fellowship, these programs provide valuable exposure to a wide range of public health opportunities. Jump Start Your Future - Apply Today!
CDC's Office of Minority Health and Health Equity (OMHHE) supports internship opportunities for qualified undergraduate and graduate students to gain meaningful experiences in public health settings. Whether you are looking for a summer internship or a year-long fellowship, the following programs provide valuable exposure to a wide range of public health opportunities. Learn more and apply today!
Content source: Office of Minority Health & Health Equity (OMHHE)
Contact CDC
Centers for Disease Control and Prevention
1600 Clifton RoadAtlanta, GA 30329-4027 USA
800-CDC-INFO (800-232-4636)
Sunday, October 23, 2011
Married with 2 Boys: Events celebrating life of Marable to be webcast live
Sojourner Marable Grimmett www.sojournermarablegrimmett.blogspot.com
Married with 2 Boys |
Posted: 22 Oct 2011 06:41 AM PDT  Events celebrating life of Marable to be webcast liveThe life of Manning Marable, the prolific author and founding director of the Africana and Latin American Studies Program at Colgate, will be celebrated Monday (Oct. 24) with two campus events that also will be webcast live. Marable died April 1, 2011, at age 60. His book, Malcolm X: A Life of Reinvention, was published just three days after his death. The biography, at nearly 600 pages, has been characterized in media accounts as a re-evaluation of Malcolm X's life that challenges long-held beliefs about the civil rights leader. Marable was at Colgate from 1983 to 1987, teaching a range of courses including African American Social Thought and African American Freedom Struggles. The two Monday events are open to the public and also available online at http://livestream.com/colgateuniversity. There is no special software needed to view the live webcasts.  The events:-- 4:15 p.m., Love Auditorium Keynote address by Clayborne Carson, professor of history and the founding director of The Martin Luther King, Jr. Research & Education Foundation. His topic will be "Manning Marable on the Integrity of Leadership and Scholarship in History's Greatest Freedom Struggle." -- 7:30 p.m., Love Auditorium Three scholars, Robyn Spencer (Lehman College), Russell Rickford (Dartmouth College), and Komozi Woodard (Sarah Lawrence University) will discuss Marable's Malcolm X: A Life of Reinvention Source |
Monday, April 25, 2011
Toward an Intellectual History of Black Women: An International Conference
Event Date:
Thursday, April 28, 2011 - 9:00am - Saturday, April 30, 2011 - 6:00pm
Registration CLOSED - Conference will be streamed live.
This conference features emerging work on black women's contributions to black thought, political mobilization, creative work and gender theory. Scholarly Panels, Roundtables, and Keynote delivered by Professor Elizabeth Alexander will focus on black women as intellectuals across a broad geography including Africa, the Caribbean, North and South America, and Europe. Over a period of three days we aim to piece together a history of black women's thought and culture that maps the distinctive concerns and historical forces that have shaped black women's ideas and intellectual activities.
The conference is sponsored by Columbia University's Center for the Critical Analysis of Social Difference (CCASD), Institute for Research in African American Studies (IRAAS), Institute for Research on Women and Gender (IRWAG), Institute for Social and Economic Research Policy (ISERP), Office of the Provost, and History Department.
Conference Organizers:
Farah J. Griffin
William B. Ransford Professor of English and Comparative Literature and African-American Studies - Columbia University.
Mia Bay
Professor of History -- Rutgers University
Martha Jones
Associate Professor of History -- University of Michigan, Ann Arbor
Barbara D. Savage
Geraldine R. Segal Professor of American Social Thought and Professor of History -- University of Pennsylvania
REGISTRATION IS CLOSED
Tentative Schedule
Conference Participants
http://iraas.org/node/202
Sunday, November 15, 2009
Top 5 Must-Read Social Media Books
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Top 5 Must-Read Social Media Books Posted: 13 Nov 2009 10:00 AM PST  So you want to get up to speed fast on the latest social media thinking. Maybe give your colleague, boss or friend a dose of new social strategies. But where to start? Amazon nicely suggests 44,444 titles that they would be delighted to overnight direct to your bookshelf. Ummm, no thanks. Fortunately, you've got your own social media fairy right here. (Hi!) We've already done the hard part for you, and have narrowed down those 44,444 titles to 5 killer must-reads that can get you on the road to social media stardom. Abracadabra! |
Steve Cunningham is the CEO of Tuesday, October 27, 2009
Pew study reveals black women top twitter
theGrio: Pew study reveals black women top twitter http://bit.ly/w4ca5 click link for story
Wednesday, October 14, 2009
The Nation's Report Card: Mathematics 2009 Released
The 2009 Nation's Report Card in Mathematics has been released at http://nationsreportcard.gov.
A live webcast discussing the results will run from 10:00 to 11:00 EDT, with an archived version posted at noon. To discuss the Report Card in greater depth, join Associate Commissioner Peggy Carr at 3:00 for *Ask NAEP*, an hour-long online Q&A session about the results. Submit your questions now at http://nces.ed.gov/whatsnew/statchat/
The Nation's Report Card presents results from the National Assessment of Educational Progress (NAEP) for 4th and 8th graders in all fifty states, the District of Columbia, Department of Defense Schools, and the nation as a whole. Significant results for mathematics in 2009 include:
* For the first time since the assessment began, 4th graders showed no overall increase at the national level, (emphasis added) although they scored significantly higher in 2009 than when the assessment began in 1990. For 8th graders, scores in 2009 were higher when compared to both 2007 and 1990. These nationwide patterns also held for most student subgroups. Findings regarding students performing at or above the NAEP achievement levels mirror those of the scale scores at both grades.
* Compared to 2007, five states and jurisdictions made gains at both grades 4 and 8, three states increased at grade 4 only, and ten increased at grade 8 only. Scores declined in four states at grade 4, while no state declined at grade 8.
The NAEP reading results, traditionally released with the mathematics results, will be released later, after planned analyses are completed to transition to the new 2009 Reading frameworks and assessments.
NAEP is administered by the National Center for Education Statistics within the Institute of Education Sciences.
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To obtain hard copy of many IES products as well as hard copy and
electronic versions of hundreds of other U.S. Department of Education
products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).
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A live webcast discussing the results will run from 10:00 to 11:00 EDT, with an archived version posted at noon. To discuss the Report Card in greater depth, join Associate Commissioner Peggy Carr at 3:00 for *Ask NAEP*, an hour-long online Q&A session about the results. Submit your questions now at http://nces.ed.gov/whatsnew/statchat/
The Nation's Report Card presents results from the National Assessment of Educational Progress (NAEP) for 4th and 8th graders in all fifty states, the District of Columbia, Department of Defense Schools, and the nation as a whole. Significant results for mathematics in 2009 include:
* For the first time since the assessment began, 4th graders showed no overall increase at the national level, (emphasis added) although they scored significantly higher in 2009 than when the assessment began in 1990. For 8th graders, scores in 2009 were higher when compared to both 2007 and 1990. These nationwide patterns also held for most student subgroups. Findings regarding students performing at or above the NAEP achievement levels mirror those of the scale scores at both grades.
* Compared to 2007, five states and jurisdictions made gains at both grades 4 and 8, three states increased at grade 4 only, and ten increased at grade 8 only. Scores declined in four states at grade 4, while no state declined at grade 8.
The NAEP reading results, traditionally released with the mathematics results, will be released later, after planned analyses are completed to transition to the new 2009 Reading frameworks and assessments.
NAEP is administered by the National Center for Education Statistics within the Institute of Education Sciences.
----------------------------------------------------------------------
To obtain hard copy of many IES products as well as hard copy and
electronic versions of hundreds of other U.S. Department of Education
products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).
----------------------------------------------------------------------
Thursday, September 24, 2009
NCES Releases High School Dropout and Completion Rates in the United States: 2007
NCES Releases High School Dropout and Completion Rates in the United States: 2007
Some 73 percent of high school freshman nationwide graduated on time with their peers, but this four-year graduation rate in 2006 varied widely across states--from a low of 55.9 percent to a high of 87.5 percent, according to "High School Dropout and Completion Rates in the United States: 2007." The report, released by the National Center for Education Statistics at the Institute of Education Sciences, builds upon a series of NCES reports on high school dropout and completion rates that began in 1988. It includes national and regional population estimates for the percentage of students who dropped out of high school between 2006 and 2007, the percentage of young people who were dropouts in 2007, and the percentage of young people who were not in high school and had some form of high school credential in 2007.
Annual data from 1972-2007 reveals trends by race, gender, income and other characteristics. It also includes state from national level estimates for public school students for the end of the 2005-06 school year showing estimates of how many beginning freshmen in the 2002-03 school year had graduated with their class in 2006, and how many students had dropped out between 2004-05 and 2005-06.
Other key findings include:
* Among reporting states, fourteen states had freshman graduation rates of 80 percent or higher, and 10 states had rates below 70 percent. Twenty-three states had higher AFGRs in 2005-06 compare with 2004-05, and 23 had lower rates.
* Students living in low-income families were approximately ten times more likely to drop out of high school between 2006 and 2007 than were students living in high-income families. (emphasis added)
* One-year dropout rates have declined since 1972 among all racial/ethnic groups, although the decreases happened at different times over this 35-year period for these groups.
* About 3.3 million 16- through 24-year-olds were not enrolled in high school and had not earned a high school diploma or alternative credential, as of October 2007.
* The percentage of young White and Hispanic females who completed high school by earning a diploma or GED was higher than their male counterparts. Specifically, 94.6 percent of White females and 77.6 percent of Hispanic females had completed high school in 2007, compared with 92.4 percent of White males and 68.1 percent of Hispanic males. Overall, 89 percent of 18- to 24-year-olds nationwide have completed high school.
To view the full report please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009064
----------------------------------------------------------------------
To obtain hard copy of many IES products as well as hard copy and
electronic versions of hundreds of other U.S. Department of Education
products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).
----------------------------------------------------------------------
Some 73 percent of high school freshman nationwide graduated on time with their peers, but this four-year graduation rate in 2006 varied widely across states--from a low of 55.9 percent to a high of 87.5 percent, according to "High School Dropout and Completion Rates in the United States: 2007." The report, released by the National Center for Education Statistics at the Institute of Education Sciences, builds upon a series of NCES reports on high school dropout and completion rates that began in 1988. It includes national and regional population estimates for the percentage of students who dropped out of high school between 2006 and 2007, the percentage of young people who were dropouts in 2007, and the percentage of young people who were not in high school and had some form of high school credential in 2007.
Annual data from 1972-2007 reveals trends by race, gender, income and other characteristics. It also includes state from national level estimates for public school students for the end of the 2005-06 school year showing estimates of how many beginning freshmen in the 2002-03 school year had graduated with their class in 2006, and how many students had dropped out between 2004-05 and 2005-06.
Other key findings include:
* Among reporting states, fourteen states had freshman graduation rates of 80 percent or higher, and 10 states had rates below 70 percent. Twenty-three states had higher AFGRs in 2005-06 compare with 2004-05, and 23 had lower rates.
* Students living in low-income families were approximately ten times more likely to drop out of high school between 2006 and 2007 than were students living in high-income families. (emphasis added)
* One-year dropout rates have declined since 1972 among all racial/ethnic groups, although the decreases happened at different times over this 35-year period for these groups.
* About 3.3 million 16- through 24-year-olds were not enrolled in high school and had not earned a high school diploma or alternative credential, as of October 2007.
* The percentage of young White and Hispanic females who completed high school by earning a diploma or GED was higher than their male counterparts. Specifically, 94.6 percent of White females and 77.6 percent of Hispanic females had completed high school in 2007, compared with 92.4 percent of White males and 68.1 percent of Hispanic males. Overall, 89 percent of 18- to 24-year-olds nationwide have completed high school.
To view the full report please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009064
----------------------------------------------------------------------
To obtain hard copy of many IES products as well as hard copy and
electronic versions of hundreds of other U.S. Department of Education
products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).
----------------------------------------------------------------------
Wednesday, September 23, 2009
Build African Research Capacity!
"There are more African scientists and engineers in the USA than in the entire continent."
Ainalem Tebeje, IDRC Brain Drain and Capacity Building in Africa, 2005
Build African ResearchCapacity! is an international network of young scientists supporting the advancement of basic biomedical science in Africa and its developing diaspora. Biomedical science is a powerful tool for solving health challenges that cause significant morbidity and mortality in developing African regions. Moreover, innovations in medicine and diagnostics originating from biomedical science discovery can increase competitiveness in the modern global economy. The expansion of basic biomedical research capacity, therefore, is vital for Africa's development in multiple respects.
Thanks to Carmelle T. Norice for sharing this worthwhile initiative.
Tuesday, September 22, 2009
Disseminating Research Online
Disseminating Research Online
Strategies for your research
Strategies for your research
This toolkit provides broad tips and practical suggestions for communicating academic research using the internet. It draws on best practice for web strategies from the information and commercial worlds, especially selected to help the successful electronic dissemination of your research.
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