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7777
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dbpedia
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1
| 5
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https://talk.collegeconfidential.com/t/hackley-vs-avenues-the-world-school/3603169
|
en
|
Hackley vs Avenues the world school
|
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2022-02-23T06:10:19+00:00
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Hello, we are moving to NYC from the west coast and looking for a great private school for our current 7th grader. We are considering the hackley school and avenues the world school. How do you compare the two in terms o…
|
en
|
College Confidential Forums
|
https://talk.collegeconfidential.com/t/hackley-vs-avenues-the-world-school/3603169
|
Avenues is for profit business. Which says everything. One of my kids is at such a school for very specific reasons but I don’t feel good about it. To quote another parent, “this must feel like a joke to you after….” For profit schools generally exist for kids who need credit recovery, are on a mental health segue, have conduct disorders, mild learning disabilities, or exist in the pay-for-grades lunch-at-La Bernardin foreign student market.
Hackley is a school. I am not familiar with it. But it looks credible.
This is harsh, and I am not sure accurate. We know kids who attend Avenues and are happy there and are certainly regular smart kids. They have nice new facility and offer interesting subjects including number of languages which appeal to international families. But it is newish school so the prestige is definitely not there. Hackley is well thought of, but it is a schlep from NYC, and it is suburban private with strong emphasis on sports. Pretty much the opposite of Avenues in most ways. Where are you planning on living? Commute to Hackley from NYC daily is a huge grind. They do have 5 day boarding nowadays but it is used mostly by football players and such who have a very long day. A good friend of my child’s is there and happy, seems like a vell rounded place and the campus is nice. But if I were to send my kids to Hackley I would live in Westchester.
Lots of people around CC with experience of the various private schools in NYC/Westchester/Fairfield, but it will help focus replies if you give a little bit more info on what makes a “great” private school to you/your student! The two you have named both have great elements, but as @417WHB pointed out they are very different in some meaningful ways. A lot of CCers are thinking largely in terms of college placement, for a very particular set of colleges- there is a long thread on that right now:
But sooner or later it comes back to where your student will shine!
Of course I am offering just one person’s general opinion with zero information about the student – feel free to offer yours. Of course no one right answer will be correct for every single person.
But IMO travel time should be a significant consideration. Living in the area I think the daily trip from Westchester to the 20’s in NYC during rush hour would be wearing - and similarly if the OP moves to lower Manhattan the trip to Tarrytown daily could be difficult (and if the family has no car in NYC then they would have to take the train/uber for any school event).
I’m born and raised, well aware My point is just that if the OP has decided to prioritize the school, which it seems that they have, then they can choose the school and get a place near the school, whether that’s in Chelsea, Tarrytown, or anywhere else. They haven’t told us why they’re moving to NYC, where they’ll be working geographically, how often they’ll have to be there, or why they’ve called out these two schools.
As a related aside, personally, if I were moving to NYC I’d broaden to include far more schools than those indicated.
Avenues is a relatively new school (compared to other privates in the city), and is for-profit. In general, it does not have a good name in NYC. Many years ago, the saying was that “Avenues is for rich kids who couldn’t get into other (better) privates”. I think that reputation is changing, but overall, it’s not deemed as “serious”.
Having said that, I have a friend whose DC goes there right now, and is very happy there. Great facilities and environment.
If you’re looking for rigorous schools, are you considering other privates like Trinity, Dalton, Collegiate (boys only), Brearly (girls only), Chapin (girls only), Spence (girls only), Nightingale (girls only) in NYC, or Horace Mann, Fieldston, or Riverdale - these 3 are “out of the city” and are known as the Hills schools (if you don’t want to live in NYC, and prefer a campus)? There’s quite a few more, and also many good options in Brooklyn (St Anns, Packer Collegiate, Poly Prep, etc).
If you’re looking further afield (but not too far), Dwight-Englewood and Neward Academy is NJ are also very good.
Some of the so called “top tiers” are very competitive and can be very hard to get into, but the “second tiers” may be easier, and would be considered better schools than Avenues.
Thank you for the comprehensive answer, I really appreciate it. We are pretty late in the admissions cycle (didnt know about the relocation earlier) and the fact that 8th grade is not a traditional entry point further complicates the issue. Some of the schools you listed dont even accept 8th grade applications, some already have waitlists and others have said they wont even consider our application until late april/may since we didnt make the first round application deadline. I dont how good of an idea it is to wait for these schools’ late application round given we need to lock something down so we can get other relocation details sorted soon.
Try calling the Parents League - it’s a group/business that helps with school admissions in NYC. I have not used it myself, but many people recommend it. People say they “know” which schools has what openings, and can assist / direct you to the right schools. You have to pay, but I think the fee is very reasonable.
Yes, 8th grade entry is tough, because it’s not an entry year. Schools would only have opening if there’s attrition. However, 9th grade is a big entry year for many schools, although the # of openings may vary. For example, Trinity takes about 60 kids for 9th, and similar for HM, where as Dalton and Collegiate takes only about 10-20.
Perhaps you need a short-term plan and a long-term plan. Short term plan is to get your DC into a school for Sept (perhaps a local public, Avenues, any school), and a long term plan is to apply for 9th grade (starting in this Sept), if you want a competitive school.
Has your DC taken the ISEE or SSAT? All private schools require standardized testing, esp for 9th grade application. NYC privates will accept either test, but seem to prefer (unofficially) the ISEE a little (this is completely my personal feeling). You may need to look into this.
My DC just went through the private school application process this year for 9th grade, so I’m happy to answer any questions you may have. Feel free to ask here, or DM me.
|
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7777
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dbpedia
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2
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https://www.hackleyschool.org/about-us/center-for-the-creative-arts-and-technology
|
en
|
Center for the Creative Arts and Technology
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https://www.hackleyschool.org/about-us/center-for-the-creative-arts-and-technology
|
The 550-seat auditorium and 100-seat black box theater will spotlight Hackley’s student actors, artists, musicians and technicians, and serve as a shared space across disciplines. Instructional spaces, rehearsal and practice rooms, scene shops, dressing rooms and control rooms will foster creativity in its many forms and elevate the visual and performing arts at Hackley. The Makerspace, studios and flexible computer science classrooms will create a learning environment for superior computer science instruction across disciplines.
Construction of the Center for the Creative Arts and Technology is being funded thanks to the generosity of the Hackley community through the Beyond Boundaries Campaign. For more information, please contact John Gannon, Director of Advancement, at (914) 366-2654 or jgannon@hackleyschool.org.
|
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7777
|
dbpedia
|
1
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https://www.realtor.com/local/schools/Hackley-School-0751502421
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en
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Hackley School in Tarrytown, NY
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Hackley School - find test scores, ratings, reviews, and 100 nearby homes for sale at realtor.com.
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https://www.realtor.com/local/schools/Hackley-School-0751502421
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Submitted by a parent
Submitted by a student
Submitted by a student
|
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7777
|
dbpedia
|
2
| 86
|
https://woodradio.iheart.com/featured/wood-radio-local-news/content/2024-04-26-muskegon-public-schools-to-cut-ribbon-for-new-middle-school-on-may-2/
|
en
|
Muskegon Public Schools to cut ribbon for new middle school on May 2
|
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2024-04-26T00:00:00
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The $35M building is the MPS district's first new school-building construction in 65 years. @iHeartRadio
|
en
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https://i.iheart.com/v3/re/assets.brands/5dbc624ec155b103bf7e739b?ops=gravity(%22center%22),contain(32,32),quality(65)
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WOOD Radio Local News
|
https://woodradio.iheart.com/featured/wood-radio-local-news/content/2024-04-26-muskegon-public-schools-to-cut-ribbon-for-new-middle-school-on-may-2/
|
MUSKEGON, Mich. -- A ribbon-cutting ceremony will christen the Muskegon Public Schools' new $35 million middle school on Thursday, May 2. It marks the district's first new school-building construction in 65 years.
The school sits on property formerly occupied by Mercy Hackley Hospital. Descendants of the renowned Hackley family will join M-P-S officials in formally opening the doors of Charles Hackley Middle School during a community celebration event that will run from 5:15 p.m. to 7 p.m. The ribbon-cutting will be at 5:30.
On Friday (April 26), the news media got a private tour of Charles Hackley Middle School and a chance to speak with district leaders. The three-story school building is at 1700 Clinton Street, which is near Laketon Avenue and Peck Street. The 133,000-square-foot school will open for classes next fall. It includes a three-story academic wing, a music wing, and a gymnasium, among other amenities.
A $104-million bond passed by Muskegon voters in 2020 funded construction of the middle school. Mercy Health also donated some property for the project.
Here is more information in a news release:
The hospital system gifted the property to the district in 2021 after it moved to its new campus on East Sherman Boulevard. The 45-classroom building can accommodate more than 900 sixth through eighth grade students when it opens in August for the 2024/2025 school year. The current Muskegon Middle School building will be closed and repurposed for future use.
The Christman Company served as general contractor and TowerPinsker led architectural and engineering efforts. Construction was funded as part of a $104m bond approved by voters in 2020 for the district. The former Mercy Health system donated the 15 acres. Crews started working on the property in May 2022 following the demolition of the former hospital in late 2021.
Aside from the many notable features of the new building, the MPS superintendent notes that the middle school's physical location will help change the community's perception of the district.
“Charles Hackley Middle School symbolizes the tremendous support by our community to the district, and its central location will be a shining beacon of the innovative teaching methods and career-centered curriculum Muskegon Public Schools is offering,” said Matthew Cortez, superintendent of Muskegon Public Schools. “From state-of-the-art classrooms to modern architecture and functionality, this school represents the future of our district. The new school is about three blocks from Muskegon High School and is more centrally located, as requested by our community during the bond campaign.”
With hallways and winding corridors filled with natural light, the new school will provide plenty of room for up to 900 students to navigate. Key features include:
45 academic classrooms
6 science lab classrooms
Dedicated floors for each grade (Eighth grade on first, seventh on second, and sixth on third)
2,076 SF media center
6,175 SF cafeteria and dining area
“Chill Zone” room for quiet learning and rest
Music wing with space for choir, band and orchestras
11,000 SF gymnasium with indoor upper running track and bleacher seating for 700 that loads from the second floor.
Weight room
Multipurpose cardio room for yoga, dance and cardio fitness
4 private stalled restroom systems.
Regulation size athletic track and turf field capable of hosting football, soccer and lacrosse
STEAM lab with more than $250,000 of equipment
Not as apparent to students and guests are the safety elements incorporated into the structure. From the shape of the building to blue light lockdown alarms and spectacular window designs, the new school is designed to provide the safest environment possible for students and facility visitors.
“We have provided not only the most modern learning environment, but we’re also showcasing the district’s commitment to safety,” adds John Snyder, Director of Operations for the district. “The brightly lit environment provides our students a healthy and welcoming environment that helps them focus while keeping them safe. We feel this new building removes barriers while providing guardrails should we need them.”
Teachers and staff from Muskegon Middle School will begin the process of moving into the facility as soon as the school year ends.
“We are so excited to get into the new school and begin preparing for the 2024/2025 school year,” said LaKisha Loudermill, Charles Hackley Middle School Principal. “This new facility will expand the horizons of our students and staff in a way that just is not available in our current building. In doing so, we empower our educators and staff to explore new ways of teaching and connecting with our kids. We are so appreciative to the community for supporting this endeavor!”
The facility’s use of brick is a nod to the district's history and its brick-constructed schools. The school’s name is also an homage to Muskegon’s most notable family, the Hackleys.
“The Hackley name is synonymous with Muskegon, and the family has been a wonderful friend to the district, so we felt naming the school after Charles Hackley would be a way to express our gratitude to their legacy,” Cortez adds. The great-great-grandson of famed lumber baron Charles Hackley is expected to participate in the May 2 grand opening festivities.
# # #
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7777
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dbpedia
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3
| 25
|
https://www.woodward.edu/
|
en
|
Atlanta Private School Pre
|
https://www.woodward.edu/uploaded/graphics/WA_favicon.ico
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https://www.woodward.edu/uploaded/graphics/WA_favicon.ico
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2024-08-29T00:00:00-04:00
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On our Atlanta and Johns Creek campuses, we intentionally bring together students from diverse backgrounds, perspectives, and experiences. Pk-12
|
en
|
/uploaded/graphics/WA_favicon.ico
|
https://www.woodward.edu/
| ||||
7777
|
dbpedia
|
0
| 66
|
https://www.nytimes.com/2001/06/10/nyregion/for-the-record-a-winning-season-for-hackley-school.html
|
en
|
FOR THE RECORD; A Winning Season For Hackley School
|
[] |
[] |
[] |
[
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] | null |
[
"The New York Times",
"Chuck Slater"
] |
2001-06-10T00:00:00
|
Profile of Hackley School ballplayer Jason Hochfielder, who led Westchester County (NY) in runs batted in, helping school to its first-ever independent schools state baseball championship; photo (M)
|
en
|
/vi-assets/static-assets/favicon-d2483f10ef688e6f89e23806b9700298.ico
|
https://www.nytimes.com/2001/06/10/nyregion/for-the-record-a-winning-season-for-hackley-school.html
|
ASK Jason Hochfelder how he came to hit .419 and lead the county in runs batted in while helping the Hackley School to its first-ever independent schools state baseball championship this season and he'll mention ''playing baseball for as long as I can remember.''
He'll tell you how his father, John, got him started and was his first Little League coach, how the people at The Baseball Factory Inc. played a role and how Coach Steve Frolo and his teammates at Hackley in Tarrytown encouraged him.
And he'll tell you about being a camp counselor for some special children this past summer.
''About two and a half years ago I got involved with the Special Olympics,'' Jason said. ''Every month or so they would have indoor games or qualifying games for their track program and I'd help out, time some of the events and maybe talk to the athletes. But it was only once a month and I asked if I could help a little better.''
He was referred to North East Westchester Special Recreation, where he worked as a volunteer with challenged youngsters in basketball and swimming and as a lifeguard. Then last summer he was a counselor in the organization's camp.
''Jason had a lot of enthusiasm and the kids really liked him,'' Donna Asher, the camp director, said.
It helped Jason, he said, more than it helped the children.
''Working there was an awakening,'' he said. ''Every day I can do what I want, and in most any sport. These kids aren't able to do that. While helping them, I felt a big obligation to better myself, to get the most of my abilities.''
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7777
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dbpedia
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0
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https://abacusguide.com/
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en
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ABACUS GUIDE
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2024-08-28T23:34:06+00:00
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NYC's Best Private School Consultant At Abacus Guide Educational Consulting, we have been in practice for almost 25 years—longer than almost every other NYC private school consultant. We have a vast breadth of admissions knowledge, which we share only with our clients. Just like you, Abacus Guide cares deeply about your child’s success. Whether it's a…
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en
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ABACUS GUIDE
|
https://abacusguide.com/
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NYC’s Best Private School Consultant
At Abacus Guide Educational Consulting, we have been in practice for almost 25 years—longer than almost every other NYC private school consultant. We have a vast breadth of admissions knowledge, which we share only with our clients. Just like you, Abacus Guide cares deeply about your child’s success. Whether it’s a NYC, Westchester or Greenwich private school search, strategic admissions support, resume development, interview preparation or private school essay/application review, now is the time to secure your child’s spot. Every year, our programs sell out.
Learn about New York City school admission (Manhattan, Brooklyn, Riverdale, Westchester, Greenwich) from NYC’s most respected educational consultant.
Now is the time for Private School Admissions Consulting in NYC
Did you know that 85% of Abacus Guide Educational Consulting clients are repeat customers or referred by friends?
Parents know that our exclusive strategies and personalized, kind and shrewd guidance drive their children’s admissions success.
We help our clients craft successful applications that address private schools’ most pressing admissions goals.
We really care about our clients, which is why we maintain relationships with parents and students, often over many years.
If your child will be going through the private school application process for 2025 Manhattan, Brooklyn, Riverdale, Westchester or Greenwich private school admission, now is your time to get started getting help.
This is your family’s chance to work with Emily Glickman, one of NYC’s most experienced and respected private school consultants. Emily has been featured in every major New York publication as well as many from around the world. In her more than twenty years in practice, Emily has been trusted by thousands of educated, distinguished New Yorkers and countless relocating families from around the US and the globe to help ensure their children’s success.
We limit availability to preserve our clients’ advantage and our ability to give unsurpassed service. After another successful year, our schedule for the 2024-2025 admissions season is filling quickly. Don’t miss your chance to work with us.
“Emily Glickman, president of Abacus Guide Educational Consulting, coaches families on getting their children into the best New York City private schools.” – New York Times
Abacus Guide Clients Are Regularly Accepted To Top Manhattan, Riverdale, Brooklyn, Westchester and Greenwich Schools.
Our students attend, and have graduated from:
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HS, Tarrytown - Fees, Contact, Admission Details
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[
"Hackley School",
"Tarrytown",
"New York | HS",
"Tarrytown - Fees",
"Contact",
"Admission Details"
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We the BoardingEdu India provides you the complete details of Hackley School, Tarrytown, New York.
| null |
Input right here to be and find a buddy. those phrases are emblematic of our core values, they tell our sense of a network, and that they form the experience of each student and adults at the hilltop. carved over the entrance to the college, they welcome and remind us every day of our commitment to each other.
Facilities
Program
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https://www.advantagefitness.com/blog-all/showcase-hackley-school
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en
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HACKLEY SCHOOL
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""
] | null |
[
"Jessica Alexander"
] |
2018-04-12T12:09:00-04:00
|
Located in Tarrytown, NY, Hackley School is a private preparatory school focused on academic excellence and building a strong community among students, faculty, and staff.
|
en
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https://images.squarespace-cdn.com/content/v1/5ada11772714e5eb213ab1df/1530907907938-0MUQ4MH3WD0TWQMH5ZPQ/favicon.ico
|
Advantage Sport & Fitness | Providing Fitness Equipment & Facility Design Services
|
https://www.advantagefitness.com/blog-all/showcase-hackley-school
|
“One of our goals was to make this a student center,” said Jason Edwards, Athletic Director of Hackley School. “We want students to enjoy themselves, but more importantly, the building says health and wellness and I think this fully encompasses that.”
Hackley worked with Advantage Sport & Fitness to design an impressive Precor-filled fitness center and a state-of-the-art strength and functional training room.
“Advantage is the one that had the vision,” said Edwards. “They asked all the demographics of the school. They asked what we thought our needs were and they looked at our old facility. We just told them what we wanted and they created it.”
“The layout here provides opportunities for students to workout and really enjoy themselves in this facility,” said Edwards.
The center also features an impressive strength and functional training room. Students from Hackley’s sports teams can often be seen here working to improve their athletic ability. The room features a custom turf track and a variety of Escape functional training tools including TIYRs, Bulgarian Bags, Corebags, and Plyosoft Boxes.
“The workouts that we’re doing in here show us this turf was probably one of the best ideas Advantage came up with, because every kid is on it every day,” said Edwards.
Customized free-weights and lifting platforms add a dynamic of school spirit to the room.
“Everything is color coordinated,” said Edwards. “We have our plates and dumbbells with our logo on them. Our plate weight has the split H. I don’t know of many weight rooms that have that.”
Advantage partnered with Hackley to design a solution that met the vision and goal of the entire Health & Wellness Center.
“Now we have endless possibilities in regards to what we can do,” said Edwards. “You don’t see many colleges like this. We have a weight room and fitness center that accommodates every single need that you can think of for our students.”
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https://www.sro.nysed.gov/decision/1996/96-039
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en
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Office of State Review
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https://www.sro.nysed.gov/decision/1996/96-039
|
Petitioner appeals from the decision of an impartial hearing officer which denied petitioner's request for an order requiring respondent to reimburse him for the cost of his son's tuition at a private school during the 1995-96 school year. The hearing officer found that respondent had failed to demonstrate that it had offered the student an appropriate education program for that school year, but that petitioner had failed to meet his burden of proving that the private school had addressed his son's special education needs in the least restrictive environment. The appeal must be dismissed.
Initially, I note that the petition in this appeal was served upon respondent on June 18, 1996. On July 3, 1996, the Office of State Review advised respondent that it was in default because its answer had not been filed within the prescribed period of time. Respondent was advised that if its answer was received before my decision was rendered, I might consider the contents of its answer. However, respondent was expressly advised to indicate in its answer the reasons for its late submission. The answer, which the Office of State Review received on November 6, 1996, does not set forth any explanation for its delay. In an accompanying letter, respondent's attorney merely indicates that there was confusion because petitioner brought two appeals relating to his two sons. Under the circumstances, I will not consider respondent's answer.
Petitioner's son is 15 years old, and has been classified as learning disabled. His classification is not disputed. During the 1995-96 school year, this child and his twin brother, whose placement was the subject of Application of a Child with a Disability, Appeal No. 96-40, were unilaterally placed by petitioner in the Eagle Hill School in Greenwich, Connecticut. Petitioner initiated this proceeding on November 29, 1995, by requesting that an impartial hearing be held to review the recommendation which respondent's committee on special education (CSE) had made on October 18, 1995. The CSE recommended that the student receive resource room services five times per week, and counseling in a group of no more than three students, once per week, while enrolled in a regular education high school program for the 1995-96 school year.
The hearing in this proceeding began on December 8, 1995, and concluded on February 13, 1996. Although this child attended the Eagle Hill School on a residential basis, petitioner did not seek reimbursement for the student's room and board at the private school. His attorney explained at the hearing that petitioner believed that it was beneficial for his son to remain at the Eagle Hill School for four nights per week during the dissolution of petitioner's marriage, but did not claim that a residential placement was educationally necessary. Petitioner asked the hearing officer to find that respondent should reimburse him for the cost of the child's tuition in the Eagle Hill School. A board of education may be required to pay for educational services obtained for a child by the child's parents, if the services offered by the board of education were inadequate or inappropriate, the services selected by the parents were appropriate, and equitable considerations support the parents' claim (School Committee of the Town of Burlington v. Department of Education, Massachusetts, 471 U.S. 359 [1985]). The fact that the facility selected by the parents to provide special education services to the child is not approved as a school for children with disabilities by the State Education Department (as is the case here) is not dispositive of the parents' claim for tuition reimbursement (Florence County School District Four et al. v. Carter by Carter, 510 U.S. 7 [1993]). The board of education bears the burden of demonstrating the appropriateness of the program recommended by its CSE (Matter of Handicapped Child, 22 Ed. Dept. Rep. 487; Application of a Child with a Handicapping Condition, Appeal No. 92-7; Application of a Child with a Disability, Appeal No. 93-9). To meet its burden, the board of education must show that the recommended program is reasonably calculated to allow the child to receive educational benefits (Bd. of Ed. Hendrick Hudson CSE v. Rowley, 458 U.S. 176 [1982]), and that the recommended program is the least restrictive environment for the child (34 CFR 300.550 [b]; 8 NYCRR 200.6 [a][1]).
In her decision which was rendered on May 6, 1996, the hearing officer found that respondent could not meet its burden of proving that it had offered an appropriate educational placement to the child because the CSE's recommendation was fatally flawed by the absence of some of the required members of the CSE. Neither the child's teacher nor a certified special education teacher had participated in the CSE meeting (cf. 34 CFR 300.344 [a][1] and [2]). The hearing officer further found that the CSE's evaluation of the child was defective because the child had not been observed in his class (cf. 8 NYCRR 200.4 [b][4][viii]). In addition, the hearing officer found that petitioner had not been afforded a meaningful opportunity to participate in the CSE meeting because the meeting had not been scheduled at a mutually agreed upon time (34 CFR 300.345 [a][2]). The hearing officer also found that petitioner had not met his burden of proof with regard to the appropriateness of the private school's educational program for his son because he had failed to demonstrate that the boy's special education needs were so severe that they could only have been met in the restrictive setting of a full-time special education program. Parenthetically, the hearing officer noted that equitable considerations did not "stand in the way" of petitioner's request for tuition reimbursement.
Petitioner contends that the hearing officer erred by not weighing respondent's procedural failures, in evaluating the child and conducting a CSE meeting, when she considered whether petitioner had met his burden of proof with regard to the child's placement in the Eagle Hill School. He further contends that the hearing officer ignored the testimony of the child's psychiatrist with regard to his son's need for a full-time special education program, and argues that the Eagle Hill School was not an overly restrictive placement for the boy.
The record reveals that the child attended a public school in Chappaqua, New York for kindergarten and the first grade. He repeated the first grade in respondent's P.S. 24, where he was reportedly identified as a child with a disability. Resource room services were provided to him for one year. In the child's social history, petitioner reported that the child's educational performance had not improved much as a result of his receipt of resource room services. The child remained in P.S. 24 until the fifth grade. Although the child's elementary school transcript is not included in the record, I note that a private psychologist who evaluated the child in 1994 reported that the child's reading skills had been at the 95th percentile, and his math skills were at or above the 97th percentile when he was in the third grade. His reading and mathematics skills were reported to be at the 73rd and 95th percentiles, respectively, when he applied for admission to the fifth grade of the private Hackley School. At or about that time, petitioner and his wife separated, and the child and his twin brother began to live with petitioner.
Except for the private psychologist's report, there is no information in the record about the child's academic performance while in the Hackley School. The psychologist evaluated the child in December, 1994 when the child was in the seventh grade of the Hackley School. In her report, the psychologist asserted that the child's recent report card indicated that he had received grades of B and C, but that he had difficulty following instructions, and had manifested other signs of an attention deficit disorder (ADD). However, I note that the psychologist also reported that the child had achieved an index score of 106 (66th percentile) when she tested his cognitive skills. She reported that the child had achieved a verbal IQ score of 93, a performance IQ score of 73, and a full scale IQ score of 82. The psychologist cautioned that those scores were minimal estimates of the child's potential. She reported that the child's scores had been adversely affected by the fast speed at which he had attempted to perform tasks. She also noted that the child had exhibited signs of perceptual difficulties, e.g., figure-ground problems. On a test of his written language skills, the child demonstrated strong thematic maturity, but relatively weak vocabulary, spelling and stylistic skills. The psychologist recommended that a physician be consulted to assist the child with his ADD, and that the child be placed in a school which could meet his academic and emotional needs.
In a letter to the CSE chairperson of Community School District 2, which was dated February 21, 1995, petitioner referred his son for an evaluation and possible special education placement. A school social worker reportedly attempted to ascertain the child's residence, since respondent's records indicated that the boy had previously been a resident of Community School District 10. By letter dated March 8, 1995, the social worker asked petitioner to indicate where the child lived, and where he went to school. Although petitioner responded to the social worker in a letter dated March 21, 1995, the CSE's representative testified at the hearing that the CSE had no record of having received petitioner's letter. There was no further contact between petitioner and the CSE until June 30, 1995, when petitioner sent another letter to the school social worker to inquire about the status of the child's referral.
The child was evaluated by one of respondent's school psychologists on September 29, 1995. The school psychologist described the child as somewhat resistant and hostile at first, and anxious about his performance throughout the evaluation. He achieved a verbal IQ score of 100, a performance IQ score of 78, and a full scale IQ score of 88. The school psychologist suggested that the child's intense anger and inner conflict about whether to succeed or fail had pervaded his capacity to perform. While noting that the child did manifest attentional deficits as the private psychologist had reported, the school psychologist reported that the child had not evidenced any sign of a spatial-visual processing difficulty. However, the child's attention to detail, short-term visual memory, and synthesis of part-whole relationships were reported to be at the bottom of the low average range. His ability to sequence and understand social situations was in the borderline range. She described the child as having a somewhat tuned-out, highly self-absorbed quality, which was reflected in his performance in the social area. Projective testing revealed that the child was an immature adolescent, who was struggling to succeed or fail. The school psychologist reported that the child's anger and limited ability to take responsibility for his behavior interfered with his ability to attend and to allow himself to do well.
The child also received an educational evaluation on September 29, 1995. At that time, he was enrolled in the ninth grade at the Eagle Hill School. On the Kaufman Test of Educational Achievement, the boy received grade equivalent scores of 7.5 in reading decoding, 7.3 in reading comprehension, 9.0 in mathematical computation, 10.8 in mathematical applications, and 7.1 in spelling. The educational evaluator reported that the child was cooperative, but restless, during the evaluation. She further reported that the child had excellent expressive language skills, but that his mechanical and expressive writing skills appeared to be immature, i.e., his grammar and spelling skills were below expectations for the child's age level. She noted that the child had difficulty with syllabication when reading multi-syllable words, and that he substituted letters or sounds when reading unfamiliar words. Although the child could answer literal questions about what he had read, he had some difficulty answering questions which required him to draw inferences.
In addition to the child's educational and psychological evaluations, the CSE also had a written statement by the child's psychiatrist who indicated that the child had been diagnosed as having an attention deficit hyperactivity disorder (ADHD) in December, 1994. The psychiatrist further indicated that at least partial success had been achieved in ameliorating the child's ADHD symptoms with the use of medication. He opined that the child had presumptive substrate of static encephalopathy, which he explained at the hearing in this proceeding was a mild, non-progressive abnormality of the central nervous system. He also opined that the child was affected by psychostressors related to his parents' pending divorce and child custody proceeding. He indicated that the child should begin to use another medication, and expressed his belief that the child's enrollment in the Eagle Hill School would be beneficial.
By letter dated October 11, 1995, petitioner was notified that the CSE would meet with him on October 18, 1995. One day before the meeting, petitioner requested that the meeting be rescheduled to another day. However, the CSE met on October 18, 1995. Petitioner did not attend the meeting. As noted above, the CSE recommended that the child be classified as learning disabled, and that he receive resource room services five times per week and small group counseling once per week. It also recommended that time limits be waived during the child's tests, and that he be tested in a special location.
The hearing officer's findings with regard to the CSE's failure to observe the child in his classroom as part of its evaluation, as well as its failure to schedule its meeting at a mutually convenient time and to have each of the required members present at the meeting, are not subject to review in this proceeding because they are not challenged (See 34 CFR 300.509). Therefore, petitioner has prevailed with respect to the first of the three criteria for tuition reimbursement under the Burlington decision.
The child's parent bears the burden of proof with regard to the appropriateness of the services which the parent obtained for the child at the Eagle Hill School during the 1995-96 school year (Application of a Child with a Disability, Appeal No. 94-29; Application of the Bd. of Ed. of the Monroe-Woodbury CSD, Appeal No. 93-34; Application of a Child with a Disability, Appeal No. 95-57). In order to meet that burden, the parent must show that the services were "proper under the act" [Individuals with Disabilities Education Act] (School Committee of the Town of Burlington v. Department of Education, Massachusetts, supra 370), i.e., that the private school offered an educational program which met the child's special education needs (Application of a Child with a Disability, Appeal No. 94-29). The private school need not employ certified special education teachers, nor have its own IEP for the child (Application of a Child with a Disability, Appeal No. 94-20).
The pivotal issue in this appeal is whether the child required full-time special education for primary instruction during the 1995-96 school year, as petitioner contends, or whether his special education needs could have been met with part-time supplemental special education instruction, as the CSE's representative contended at the hearing. Petitioner relies upon the testimony by Dr. Williams, the child's psychiatrist, who had initially seen the child in August, 1995, and had seen him again in December, 1995. Dr. Williams opined that merely providing resource room services to the child would not meet his needs because he had ADHD and emotional turmoil in addition to his specific learning disability. He explained that the child was impulsive, restless, and oppositional, and that he was also discouraged and depressed. Dr. Williams testified that the child had been only marginally functional, and had required special psychiatric intervention while in a prior private special education setting. I must note for the record that there is no evidence to support Dr. Williams' apparent belief that the Hackley School provided special education to the child. As noted above, there is very little evidence of the child's academic performance at the Hackley School in the record which is before me. There is a brief reference in the child's social history to the fact that the child reportedly had not been invited to return to the Hackley School for the 1995-96 school year. In any event, Dr. Williams also premised his opinion upon the fact that the Eagle Hill School had reported that the child had made significant progress academically and emotionally in the Fall of 1995. He also opined that mainstreaming was not appropriate for the child at that time.
Mr. Robert Breakell, the child's educational adviser in the Eagle Hill School, also testified at the hearing in this proceeding. He testified that the Eagle Hill School provided instruction to 184 students who were learning disabled. He opined that the child was properly classified as learning disabled, and added that the child's impulsiveness affected his ability to maintain himself consistently in an organized manner. Mr. Breakell testified that the child attended six classes each day: study skills, transitional grammar and composition, biology, mathematics, literature, and a tutorial class. There were eleven children in each class, except the mathematics and the tutorial classes which had five and four children, respectively. Mr. Breakell opined that the child required small group instruction, as well as individual assistance from time to time to clarify teachers' directions and to process work in his classes. He also opined that the Eagle Hill School was meeting the child's needs. While he opined that the child had "come a long way" in his organizational and writing skills, Mr. Breakell did not otherwise describe the child's achievement. I must note that there is no written report of the child's achievement at the Eagle Hill School in the record which is before me.
I find that the child has mild deficits in his reading and writing skills, and that with the exception of the first grade when he reportedly received resource room services, he did not have the benefit of any special education services prior to his entry into the Eagle Hill School. The record is devoid of adequate information about his educational performance prior to his entry into that private school. Under those circumstances, I further find that Dr. Williams' opinion that the child required a full-time special education placement without any mainstreaming is untenable. Although Dr. Williams expressed significant concern about the child's emotional needs, I note that there is no evidence that the Eagle Hill School provided the child with counseling or otherwise addressed those needs. Therefore, I find that petitioner has not met its burden of proof with regard to the appropriateness of the private school's services for his son.
THE APPEAL IS DISMISSED.
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Hackley School Health & Wellness Center
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McLaren provided civil engineering and construction survey services for the LEED Gold Certification, Hackley School Wellness Center
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en
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McLaren Engineering Group
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https://www.mgmclaren.com/projects/health-wellness-center-hackley-school/
|
Walter C. Johnson Center for Health & Wellness is a 115,000-sq-ft, two-story addition to the Hackley School’s educational complex in Tarrytown, NY. The LEED Gold Certified supplement was developed as an athletic facility and student center for the K-12, Day and Boarding School campus.
Positioned on the side of a forested mountain of rock, directly over a New York City aqueduct, the site’s beautiful campus topography proved to pose a significant access challenge. Project goals centered on seamlessly incorporating the new construction into the site’s natural landscape while saving as many existing boulders and trees as possible. However, due to the complex topography, the foundation had to be carved out and the crushed rock was used for fill material.
McLaren provided civil engineering services included site plan approval and civil design of the sites amenities, roadways, parking, and stormwater management.
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https://www.mlive.com/highschoolsports/2019/10/tradition-and-cost-block-new-turf-at-iconic-muskegon-stadium-idled-for-playoff-opener.html
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Tradition and cost block new turf at iconic Muskegon stadium idled for playoff opener
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[
"Scott DeCamp | sdecamp1@mlive.com",
"Scott DeCamp"
] |
2019-10-30T14:13:21.585000+00:00
|
Lack of funding has prevented Big Reds’ century-old football stadium from replacing natural-grass surface.
|
en
|
/pf/resources/images/mlive/favicon.ico?d=1381
|
mlive
|
https://www.mlive.com/highschoolsports/2019/10/tradition-and-cost-block-new-turf-at-iconic-muskegon-stadium-idled-for-playoff-opener.html
|
MUSKEGON, MI – Muskegon’s iconic Hackley Stadium has just about everything you could want in a high school football venue: Tucked into a residential area, ample seating, good sight lines, close to the action, a sturdy, classic design and dominant teams.
None of which will come into play when Muskegon High School opens its playoff run this weekend.
Despite earning home-field advantage for the opener, Muskegon was forced to move its game to another field 20 minutes away because the grass playing surface at Hackley is in such poor shape after a season of play.
The situation has revived an ongoing debate over Hackley that pits tradition against practicality.
Big Red Zone: For kids in the tough town of Muskegon, athletic success means the promise of a better life
Traditionalists love the natural grass that has been a feature at Hackley for a century and say the cost of switching isn’t worth it.
But opponents of the grass say it’s time to replace it with a durable, synthetic playing surface that can withstand harsh Michigan weather conditions in the fall.
Traditionalists, say synthetic supporters, aren’t the ones running on the field and slipping on it, risking injury and negating the Big Reds’ competitive advantage of speed, explosion and quick, sharp cuts.
As it has at times over the past decade, No. 18-nationally ranked Muskegon (9-0) opted to move its Division 3 first-round playoff game against Marquette (5-4) to Grand Haven High School’s Gene Rothi Field, which features an artificial surface. Kickoff is 1 p.m. Saturday.
Moving home playoff games to Grand Haven or to other nearby venues with artificial turf, such as Holton, has been a common occurrence as far back as 2008, according to Muskegon football coach Shane Fairfield.
Fairfield and Muskegon athletic director Keith Guy would prefer to keep games at Hackley, but the grass field has not held up well this time of year despite efforts by the maintenance crew. It’s been especially rainy this fall, water levels are high in general and the surface does not drain particularly well. The field may look OK superficially, but just below the surface is mud.
But switching to artificial turf is a costly move that, even if the money is found, might not sit well with some in the community.
“I think the reason is funding. We’re a financially strapped district and we have to prioritize where the funding goes first and there’s different philosophies across the district on where money should be spent,” Guy said. “I’m not saying anyone’s right and anyone’s wrong, but there’s different philosophies and I think it has to probably meet or rise up that priority list, so to speak.
“But I think it’s definitely a money issue and hopefully at some point we can solve that and we’ll be able to get turf.”
Local historian Ron Pesch does not believe the benefits outweigh the costs.
“My primary view on it is that it’s a very expensive solution to what I see is a relatively small window,” said Pesch. “(A grass field) has worked for 125 years and I certainly understand the advantage of a home-game crowd, but I think it’s an expense within this district that might be pretty hard to justify unless it were totally raised by donations.”
Guy estimates that it would cost anywhere from $700,000 to $1 million to have artificial turf installed at Hackley. “Could be more or less,” he said.
Tony Williams, vice president of the Muskegon Big Red Athletic Foundation, emailed MLive a 2016 proposal from FieldTurf USA, Inc., that illustrated a total project estimation of $710,104.60 to install an artificial surface in Hackley Stadium.
Williams said that there has been a lot of discussion in the last 15 years for putting FieldTurf in Hackley, but no real action. He highlighted that the project would not be funded by school-district money. He said that strict guidelines of budget in the district will prevent a turf project from being approved by the public.
“Administrators are afraid to back such a proposal in fear of the backlash from the public,” Williams said. “The only way this project will be completed is by private donors.”
Guy and Fairfield are clear proponents of having artificial turf installed. Muskegon players have slipped on the field during non-contact drills or plays this fall, one even suffering a knee injury because of it.
Injuries can happen any time in a football game, regardless of the playing surface, and Guy is cognizant of that. But with poor footing on a grass surface that turns to a mud pit, the chance for injury naturally increases.
Fairfield says that the argument of “both teams have to play in it” is a weak one.
“It’s not even close because when Cameron (Martinez) or Japrie (Henderson) or any of those guys can come to the sideline, put their foot in the ground and make a dead stop and get a vertical cut, the (opponents) on these angles don’t have the advantage,” he said.
“You don’t bring a drag strip (race car) to a mud run. And our kids have worked so hard to be strong, to be powerful, to be explosive, to get out of their stance, to start and stop on a dime. They worked all summer, all winter to do that, and when you put them out there (in the mud) you say, ‘Now you’re going to be half the athlete you were … .’”
The entire district would benefit from a synthetic surface at Hackley, according to Guy, and not just the high school football team. He said it would help the marching band, other sports teams like soccer, physical-education classes and lower levels of football.
The potential goes beyond those things, too.
“Shane and I have talked about wanting to do a (statewide-type of football) showcase here for years, but we just can’t do it with the grass field because our field would take a beating at that point and wouldn’t last as long as it has already. That’s the main thing,” Guy said. “We want to do some of those type (of) events, we want to host some playoff games as well.”
Further reading:
Cameron Martinez to Earl Morrall: 25 greatest athletes in Muskegon High history
Chemistry, role players as crucial as top talent for Muskegon Big Reds
Meet Damon Knox: A Muskegon High success whose story is still being written
Muskegon High coach uses love and his own tough upbringing to steer players to success
|
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2
| 35
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https://thegowangroup.com/experienced-school-consultants
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en
|
Best School Consultants with most experience in Independent School Leadership.
|
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[
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[] | null |
en
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https://images.squarespace-cdn.com/content/v1/57237a7fa3360ce7508e89ff/6af9c438-f2f7-4df6-a952-54a059d3c11f/favicon.ico?format=100w
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The Gowan Group
|
https://thegowangroup.com/experienced-school-consultants
|
kolia o’connor
Managing Director
With 35 years of experience working in independent school education, Kolia has developed a wide range of skills while serving in a number of leadership roles, including, most recently, 18 years as Head of School.
Over the course of his career in Independent Schools, Kolia worked in boarding, day, all-girls, all-boys, and co-ed schools; he served as an English teacher, advisor, and coach; and he held a variety of administrative roles, including grade level dean, Head of Upper School, Assistant Head of School, and Associate Head of School. From 2003 until 2021, Kolia served as Head of School of Sewickley Academy, leading the school through three strategic planning cycles, including one that produced a plan focused exclusively on diversity, equity, inclusion and social justice; two capital campaigns; a comprehensive curricular review; the establishment of a robust framework for supporting faculty and staff professional development and evaluation; the design and implementation of a new framework for faculty compensation; and numerous facilities upgrades, including a new 55,000 square foot events center; among other initiatives.
Kolia currently serves on the Boards of Trustees of Robert Morris University, the Headmistresses Association of the East, and Safe Passage, a school serving under-resourced children in Guatemala City. Kolia is a former Trustee of the Pennsylvania Association of Independent Schools and member of the Assistant Heads Association. He was a founding member of the New York State Association of Independent Schools Diversity Committee.
With a B.A. in English from Boston University, an M.A. in English from the University of Avignon (France), Kolia earned an M.A. in Educational Leadership from Teachers College, Columbia University.
Kolia’s areas of focus and expertise include strategic thinking and planning; governance; mentoring and cultivating leaders; team-building; crisis management and communications; systems, policies, and procedures; and curricular and co-curricular alignment.
Kolia and his wife, Susan, reside in New York City and are the proud parents of two grown sons, (and one golden retriever).
|
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7777
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1
| 60
|
https://www.connor-associates.com/new-client-announcements/hackley-school-selects-connor-associates-again-for-leadership-search-pjgpg
|
en
|
Hackley School (NY) Again Chooses Connor Associates For Executive Search Services — Connor Associates
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[] |
[] |
[
""
] | null |
[
"Michael Connor"
] |
2021-09-21T15:10:08-04:00
|
After a successful Business Office assessment and Leadership Search for Hackley School (New York), Connor Associates was selected again for its Leadership Services, this time for a CFO. Leading this work is Thom Greenlaw, a Connor Associates strategic partner.
|
en
|
https://images.squarespace-cdn.com/content/v1/5d852e4368787e0988342a9f/1582121171206-I59YGI5H3E13G1MUVMM7/favicon.ico?format=100w
|
Connor Associates
|
https://www.connor-associates.com/new-client-announcements/hackley-school-selects-connor-associates-again-for-leadership-search-pjgpg
|
After a successful Business Office Assessment and Leadership Search for a Director of Operations and Campus Planning for Hackley School (New York) earlier this year, Connor Associates was selected again for its executive search services.
This time Hackley is seeking a Chief Financial Officer (CFO) to start in the Summer 2022.
Leading the Leadership Search service is Connor Associates’ Finance and Operations Strategic Partner, Thom Greenlaw. Thom has served for over twenty-five years in varying senior roles in independent schools. He was most prominently the Special Assistant for Strategic Initiatives at Buckingham Browne & Nichols School (BB&N) from 2017-18 and Assistant Head for Operations/CFO at BB&N from 2001-2013. Thom also served as COO and Assistant Head for Strategic Initiatives at the Ethel Walker School and Business Manager of the Dana Hall School.
Through his consulting practice Creative Independents, Thom has served dozens of independent schools on a variety of initiatives, special projects, and executive search services.
Thom will be joined by Connor Associates’ Director of Special Projects, Carolyn Stiles in this search for CFO. Carolyn served as Connor’s Vice President for Client Relations and Market Research for more than 12 years. More recently she stepped into her current role which allows her to engage in assessing admission, communication, development, and marketing practices as well as support the leadership search effort for independent schools.
More About Hackley School
Established in 1899 as a college preparatory boarding school for boys with strong ties to the Unitarian Church, Hackley has grown and evolved throughout its history. The school’s founder and initial benefactor, Mrs. Frances Hackley, partnered with leading area Unitarians to provide a nonsectarian school that embodied and embraced intellectual questioning and inclusiveness. Students of all religions, economic backgrounds, and national origins were welcomed, fully espousing the school’s official motto and core value, United, We Help One Another. These roots and values are found in the Hackley of today, perhaps best embodied in another of the school’s core values, Enter Here to Be and Find a Friend, which is carved over a door on the Main Building.
Hackley’s three schools make up its total enrollment of approximately 840 students coming from over 100 different zip codes in the tri-state area. Hackley has evolved from a 7-day boarding program for boys to be a co-educational school with a 5-day boarding program in the Upper School. Hackley’s 285-acre campus unites the entire K-12 community on a single campus, providing numerous resources that are integral to supporting the school’s educational mission.
To learn more about Hackley’s special community and the talented people who support it, please visit https://www.hackleyschool.org/.
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Hackley School Reviews
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2024-08-08T00:00:00
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Explore 84 Hackley School reviews and parent ratings.
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https://www.niche.com/k12/hackley-school-tarrytown-ny/reviews/
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Hackley has incredible athletic facilities and an expansive campus. In terms of comfort and resources, it is definitely strong. However, the workload, especially in English, is high and many students are very tired or stressed and may experience burnout when they reach college. Especially if a kid wants science/business, their humanities can be overwhelming. Many kids in the colleges they go to from regular good public schools may have more energy and still the same preparation and do well in careers when it matters. The school has great facilities if one wanted to focus on a sport or explore nature, but seemed to have no boost for college admissions even though the workload is so high. May not be worth it as the actual sports teams are average and clubs/ECs options are weak. Westchester has great public schools, while with a bigger class size, have great college placements and a more well balanced social and academic life given Hackley kids come from all over the area. My perspective.
This comfortable school has lovely teachers, facilities, sports, and spirit. For some reason, the school's most tough, time-consuming subject is English. Some of the teachers teach it in an excellent creative and analytical manner while others make it extremely hard and tie it to unwanted leftist, woke ideology like in the senior course (Critical Race Theory, Queer Theory, Feminist Theory, Gender Studies, Marxist/Leninist Theory), drawing attention away from higher pursuit in useful subjects. Students spend so much time on "English" to keep their grade up that a lot end up majoring in similar topics in college, because they are unable to compete with top students in business, law, medicine, and technology. If the English taught more grammar/reading comprehension/inference in a rigorous way, students would be better prepared for the SAT/ACT and graduate free from woke ideology. Only 5-7% of the class went to the Ivy League, Stanford, and Duke without a hook.
Hackley is a school with access to resources, but it sometimes seems as though those resources are allocated to the wrong things. For example, the quality of the food is often questioned. The academics are solid, particularly in the humanities. There is a wide spectrum of kinds of students at Hackley: some students are wildly devoted to academics, while others seem less interested. One thing is for sure: graduating students frequently mention how well Hackley prepared them for their college experience.
Most of the students I’ve talked to can’t wait to leave. I’ve been at Hackley since second grade. Throughout this time, I’ve experienced many days where I couldn’t handle it anymore and broke down in the bathroom. The amount of homework is unbelievably high and often you have to pick priority classes while suffer in the others. There are many teachers here who are blessings that I love, but there are also many who can’t teach and want you to figure it out. There is a lack of vigor to the community here. Walking through the halls, noticing the stained rug embedded with dirt, the cheap plastic cups, plates, and bowls in the cafeteria, the funky smell of some hallways/classrooms, the lack of compassion the learning specialists/admissions have, the fixed tired expressions on all of my peers, the art teacher’s destructive criticism and shaming of not only art, but people, and escaping through our phones. Ask yourself, am I in the right mental space to be there? 🚷 children beware 🆘
If you fit a specific demographic, attending Hackley will be easy. Nearly 70% of the student body is white and the majority of the students are wealthy. The smaller class sizes allow for a better learning experience but classes such as the required English and History are not offered as APs. Instead, the school makes the classes harder by default and encourages students to take the AP exams independently. Hackley claims to be diverse and accepting while many of their students are closeted and their community is homogenous. As a queer person, I have been misgendered by all my teachers and classmates and have not felt welcomed. As a POC, I often feel alienated due to the lack of representation in this school. As a person from a low-income background, my options for college admissions and after-school activities are limited. It's seen as weird being on financial aid. Overall, a person's experience at Hackley will vary based on who they are.
I began attending Hackley in the sixth grade and remained there through the end of my high school career. With such great academic resources at your disposal, it's hard to not garner great college readiness. That being said, near-college level stress on children definitely creates a stress-inducing atmosphere. While this may be perceived as preparing kids for the real world, providing few mental health resources and being in the predominantly white, affluent bubble of Hackley does anything but that.
Very grateful for the great opportunities the school afforded me both in and out of the classroom, particularly through travel, which was covered by my hefty financial aid. I would make sure families considering Hackley (particularly families of color or little financial means) know that the adjustment may take a toll on your student.
I graduated from Hackley a long time ago - mid-60s. I will tell you a story that may illustrate the relative quality of arts education at my time. I had only a middling experience in Hackley with sciences and maths. BUT my English Lit education was stellar. Taught by Fred Neilson & Arthur Naething in my upper class years, I was challenged and enjoyed the rigor. After graduation, I won a scholarship to a British "public" (i.e. private) school in London that was established in 1565 by charter from Queen Elizabeth. During one of my first English classes, the upper 6th Form students were were given a copy of Chaucer's Canterbury Tales, which had the middle English on one side of the page, and a modern "translation" on the opposite. I was shocked when the students were asked to read aloud, but could read only the modern version. My teacher, annoyed by my question, challenged me to "try" reading the original - whereupon I read as I was taught at Hackley, much to the surprise of everyone.
I'm an 8th grade student here at Hackley, and I have had the most amazing experience over the past 3 years. The academics are amazing, and the spirit, and inclusivity are even better. We had the fall sting yesterday and I was amazed with the spirit and excitement. Everyone was enthusiastic and so passionate about the school. I am so exited to play for my school next year, and I love Hackley.
I have loved my years at Hackley, I have learned so much, and have had unforgettable experiences with teachers who pour their hearts into their classes and students. I have found incredible support systems, and have found a home on the sports team and in the extracurriculars.
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Professor Chris Hackley on the Psychology of Advertising — Psychology and Psychiatry Interview Series — Seattle Anxiety Specialists
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An Interview with Professor Chris Hackley Chris Hackley, Ph.D. is a Professor of Marketing in the School of Business and Management at Royal Holloway University of London. He's an expert in the field of marketing and business. Tori Steffen: Hi everybody, and thank you for joining us t
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An Interview with Professor Chris Hackley
Chris Hackley, Ph.D. is a Professor of Marketing in the School of Business and Management at Royal Holloway University of London. He's an expert in the field of marketing and business.
Tori Steffen: Hi everybody, and thank you for joining us today for this installment of the Seattle Psychiatrist Interview series. I'm Tori Steffen, a research intern at Seattle Anxiety Specialists. We are a Seattle based psychiatry, psychology, and psychotherapy practice specializing in anxiety disorders.
I like to welcome with us today Professor Chris Hackley. Dr. Hackley is a Professor of Marketing in the School of Business and Management at Royal Holloway University of London. He's an expert in the field of marketing and business and he has written several publications on the topic, including the article, Brand, Text, and Meaning, as well as the book, Rethinking Advertising as Paratexual Communication, which takes a literary theory perspective on advertising as text.
So before we get started today, could you please let us know just a little bit more about yourself and what made you interested in studying both marketing and psychology?
Chris Hackley: Sure. Welcome to the talk, everybody, and thanks for asking me, Tori. Yeah, many, many years ago when I was teaching in two year colleges, I decided I was a little bored with marketing and I thought I'd change career track. So I studied for a second Bachelor's Degree in Psychology with the Open University, that's a part-time school in the UK. My plan was to change track to ed psych because I thought that was pretty interesting at the time.
So I completed the degree and completed the diploma so that I could get membership of the British Psychological Society. But just then I managed to develop my career into research universities where I was able to write my own courses and I found that I could integrate my fondness for psychology into my own teaching and research. So there wasn't any need really to change career track anymore.
And of course I had a young family at the time, so it would've been economically unrealistic to do that. So I was able to combine my interests, really, since I had more freedom to write courses I wanted to do and write books about the things I wanted to study.
So that's where that came from and how my career developed. And of course marketing is very much about psychology in many ways. And so the two interests combined quite neatly, I think.
Tori Steffen: Right. I was thinking the exact same thing that both fields would kind of help with the other. So that must have been great to study both. Well, getting down to basics, could you explain for us how marketing is related to psychology?
Chris Hackley: Yeah, some people would suggest that it's all psychology, really, the psychology of persuasion. And there are many people with cognitive psychology backgrounds who become marketing academics. And there are many sort of research streams based on cognitive psychology in the marketing literature.
I think it's also broader because marketing touches on many other subjects of course, and I approach some of it from a sociological perspective, well perhaps from the borders of sociology and psychology. So that's why I think it's broader than just psychology. And of course management is a very much a multidisciplinary subject to study as well.
So I think one can look at marketing very much through a psychology lens, but I think if one only does that, one does miss some important things. And I'm influenced by the psychology degree that I studied, which was a little bit unusual. It was at the time the course was led by a lady called Professor Margaret Weatherall, who is a very, very well known psychologist, but she specializes in qualitative psychology.
And the course was really leaning toward what some of the tutors called sociological social psychology. So in other words, they took a lot of perspectives that perhaps in a lot of psychology departments would be regarded as more of the sociologists remit rather than the psychologists. And that was what attracted me very much about that particular degree because they looked at the borders of sociology and psychology.
And I think that's where marketing does get very interesting because marketing phenomena are not just in people's heads, they're also in the culture, and the context around people. So I think it's really the borders of psychology and sociology that marketing does get really interesting.
Tori Steffen: I would definitely agree with you there. How might you say psychological theories, maybe Abraham Maslow's Hierarchy of Needs, how might that be connected to marketing?
Chris Hackley: Well, my simple answer would be that it isn't.
Tori Steffen: Okay.
Chris Hackley: It's enormously overused and it's marketing academics and consultants are very, very good at appropriating little bits of theory that sound kind of good and that they can use. And Maslow's, unfortunately, is one of those, I'm sure Maslow himself would be absolutely horrified at the uses to which his hierarchy is put by marketing people because of course he was a humanistic psychologist and he did not advocate that people could become self-fulfilled through consumption. And I'm sure the very idea would be anathema to his entire philosophy.
So the use of Maslow's, Hierarchy, is a piece of bare faced thievery by marketing academics and consultants. It can be... Quite a few theories in marketing, they're not really theories. They're more back of the envelope frameworks, which are useful discussion points. And they're use useful for bringing out particular topics. So their use really is as teaching devices, but I don't think there's necessarily a lot of integrity in that, intellectual integrity.
They're kind of useful in the classroom and marketers are very pragmatic in their use of theory from other disciplines. Pragmatic is probably a better word to use than thievery.
Tori Steffen: That definitely makes sense. Well, thank you for explaining that for us. And how might ethics play a role between that relationship of psychology and marketing?
Chris Hackley: Well, it's extremely important and it's extremely important, I think, for marketing academics to expose unethical practice that the problem comes in the very nature of marketing, which is essentially about persuasion. And a lot of the ethical issues arise in how precisely that is done.
And of course, Vance Packard back in 1957 when he wrote his book, Hidden Persuaders, was horrified when he found out how advertising agencies use psychology to persuade people as he saw it, in a rather sinister way, to persuade people in ways of which they were not aware.
And marketing, as a discipline, it's about the same age as psychology, about a 100, 120 years in its modern form. And it's persistently had this rather dual nature where it tries to present itself as being the discipline that makes life better by improving the allocation of resources in ways in which economists can't do because of the assumptions of their discipline.
So marketing brings to bear behavioral and psychological and other disciplines to try to understand human desire and human choice and decision making more accurately so that markets can be cleared more efficiently. But as Maslow, sorry, as Packard pointed out, this can get a little bit manipulative. And I suppose the modern day equivalent of that would be what they call neuromarketing, where a lot of big global brands do this.
They hire a bunch of out of work neuropsychologists, buy them an MRI scanner and put them to work, putting consumers through it and looking to see what their brains look like when they are looking at certain adverts or eating a certain brand of ice cream or something. And a lot of hope and money is invested in neuropsychology, neuropsychology for marketing or neuromarketing, as they sometimes call it. The results have been, I think, very limited so far.
But of course the aim is total controllable organizations over consumer behavior, which is not a nice, not a good thing, I don't think. And the dual nature of marketing I referred to earlier was referred to its public face as the science and the discipline of resource allocation that makes life better and makes people happier by giving them more stuff that they want, and as well as generating jobs and wealth and income and so forth.
But on the other hand, it's also has a reputation as being a rather dubious site of hucksterism, sinister manipulation, and downright dodgy dealing, which of course, which it fully deserves, as well. Some of the greatest marketers in history have been people like P.T. Barnham and Edward Benes, of course, and a lot of other very dodgy characters whose ethical standards were a little bit flexible, should we say?
So marketing is particularly interesting, to me, because it has this dual nature and it has this, perhaps you could call it a tension within it between these sort of the marketing appeals to people's rationality and its attempts to give people a greater range of choices from which they can make useful decisions to improve their welfare and their quality of life.
And on the other hand, just trying to manipulate people and obviously a part of marketing is stimulating desires that we didn't know we had for stuff that we don't need.
So it is a very complex field and it does both of these things. And ethics of course has many, many dimensions of application in marketing, and it's more important, I think, than ever.
Tori Steffen: Absolutely. Yeah. You mentioned neuromarketing, which is really interesting topic to bring up in relation to ethics. How would you say the field of neuromarketing, particularly, is related to maybe mental health or one's personal psychology?
Chris Hackley: Well, I'm not in any sense an expert on neuromarketing, and I know that a lot of proponents of it feel that it has great potential. I'm a little bit of a skeptic, mainly because I don't think psychology resides entirely in one's central nervous system. I think the borders of... I think a lot of psychology is relational, and it's to do with the context and the cultural situation of people, but I think its results have been very limited so far from what I've seen.
Obviously the idea of a golden bullet, as it were, for organizations to stimulate desires in us and action without just really being aware of that is extremely sinister and not something one would really wish for in a pluralistic liberal democracy. So I think the aims of it are a little bit dubious, but I was told not so long ago by somebody in the media industry that a lot of big brands won't allow the latest advertising campaign out of the door until the neuromarketers have shown it, put people through the scanners, and shown them the ads.
Tori Steffen: Wow.
Chris Hackley: So I guess for the marketing industry is very, very risk averse a lot of the time. And anything they think they can do to reduce a little risk a little bit, they do cling onto. And so ideas of marketing science are very, very attractive for that reason.
And so if they can reduce risk just a little bit by using neuro marketing, then they'll try to do that. And I guess it does have its uses, but I couldn't comment any further on it really, because I'm not up enough on neuromarketing, I'm afraid.
Tori Steffen: Got you. Yeah, it's definitely one of those newer fields. So still a lot to learn. Well, in your article, Marketing Psychology and the Hidden Persuaders, you mentioned that psychology can enable a more critical engagement with marketing. Could you explain how that works for our audience?
Chris Hackley: When I initially studied management and business, I found it intellectually kind of unsatisfying because there wasn't enough critical thinking in it. We've already mentioned a lot of marketing theories that don't really stand up to a proper critical analysis because they're really more consulting or teaching frameworks than theories as such. So, forgive me, I've lost my train of thought on your question?
Tori Steffen: Yeah, so just how more critical engagement with marketing, or more the psychology, is related to that extra critical engagement?
Chris Hackley: So later on when I started to study psychology, I found it extremely useful, firstly, in understanding methodologies more thoroughly because my business and management education was a little bit superficial on that, but also simply because the psychological approach is to appraise theories by their evidence and by their capability of predicting and explaining and so forth. So it's a much more systematic social science training in a psychology education, I think.
And I think that brings a great deal to the study of marketing and management, which is not necessarily present in marketing and management degrees because since the 1950s and 60s, the idea of management has become very much dominated by a toolkit for action for managers and the need to step back and really critically analyze the ideas and the theories and management has been relegated, a little bit, to some final year courses and to postgraduate research and so forth.
So yeah, I would say that I think in my institution we do this pretty well, but a lot of undergraduate management degrees, they don't really teach critical thinking rigorously enough, in my opinion. So I think psychology really does help a great deal with that because people are trained in critically evaluating competing claims and especially competing claims that are sort of justified by particular theories.
So, for example, so many management and marketing students are taught Maslow and goodness knows what they think of Abraham Maslow. The vast majority of them would not go to read about Abraham Maslow and his work. They would just say, "Oh, this guy understood the buying process very well." Or, "He understood how consumption works to make..." Goodness knows what they think because they're usually not given the context around that.
So that's where I think a psychology education can be extremely helpful.
Tori Steffen: Okay. Yeah, that definitely makes sense that it could give you those extra tools to have a little bit more critical thinking when looking at advertising and media, so that's great.
How might you say that consumers engage with marketing on a more conscious or critical approach to avoid those hidden persuaders? Any advice on that front for us?
Chris Hackley: I can give you one example, which is a generational divide. I've been involved in quite a bit of research on product placement in movies, which of course has been going on since the silent movies, but these days it's much more talked about and well known. And indeed movies now they put out press releases of their latest product placement brand agreement as part of the advanced publicity.
So there's a generational divide in the sense that older people tend to think that product placement and similar forms of sponsorship within entertainment vehicles is inherently deceptive because it's an advertisement that looks like an entertainment. And for an older generation people, who are really more used to a divide between editorial and advertising that used to be more rigorously imposed in media, that's a deceptive practice.
For younger people, it's not. That they assume that media is going to be completely suffused with brands, because that's what they've always seen and they're not used to a media where there is a rigorously imposed line between editorial and advertising. So for younger people, when they watch movies, they enjoy spotting the placements. They don't regard it as underhand or sinister. I think they kind of feel flattered that somebody would go to so much trouble in expense to try to manipulate them. And they quite enjoy playing the game and spotting the subtleties of these placements.
Especially when they're integrated into the plot or the scripts and so forth. So there's, for younger people, there's a much greater acceptance of that. Sorry, my doorbell just, I don't know if you can hear it, my doorbell just went and the dog is going crazy, But hopefully you can't hear that.
So I think consumers are aware of the potential for marketing to manipulate, but that they come at in different ways and younger consumers, in particular, they tend to talk about subliminal advertising. And for them that sort of manipulation is dark, but also kind of interesting, because the idea that we're being manipulated is quite an interesting theme.
So that theme does come up sometimes, although it doesn't really exist, subliminal advertising, it's a bit of a myth, but that's the level at which I think some people do feel that marketing can manipulate. So I think in general there is a lack of critical engagement by consumers with marketing. Where it is engaged, it's sometimes a little bit misdirected. So I think marketers are always a little bit of a step ahead.
Tori Steffen: Makes sense. Yeah, that's very interesting about how it might differ among ages. I hadn't thought about that before. So thank you for sharing. And I know we mentioned Packard earlier.
Could you explain for the audience, Packard's vision of marketing manipulation, and in your opinion, do you think it's still relevant today?
Chris Hackley: It's a long time since I read Packard's book. The particular incident I recall is his observation that advertising agencies were using, what they described as depth psychology, to understand people's deepest emotions and motivations. And in particular, he was shocked that they were using these techniques on children. He was shocked that he felt this was very, obviously, intrusive and potentially quite a sinister form of manipulation.
And nothing has changed. Advertising agencies still do. And in Britain, for example, where we're not very good at protecting children from marketing, our regulation in that area is quite weak. And it's not unusual for agencies to specialize in the marketing to children. Agencies will go into kindergartens and show logos to the kids and they'll put their hands up and say, "Oh yeah, I know that one. That's Marlboro."
Well, because the kids see these things all the time and advertisers are pretty cynical. They know very well that advertising on kids channels, cable channels, is a way of getting adult products talked about in the house.
So what Packard wanted to alert people to is still very much a reality today. Probably he'd be more horrified now when he learned about the way that digital platforms manipulate children, for example, through advert gaming and drawing children into all sorts of consumption.
So what he warned about has truly come to pass, I think. And the world of digital media is an absolute minefield for children today. It's pretty scary.
Tori Steffen: It definitely can be scary. So yeah, it definitely sounds like his vision is still pretty relevant, and like you said, he might be quite surprised.
Well, your article also goes into the topic of TV product placement and how it can relate to a young consumer's sense of identity. Could you explain how that works for us?
Chris Hackley: Yeah, I'll try. Well, marketing is very much about emotions and identity. So the idea now is quite commonplace, really, that we consume in order to fulfill our sense of our own identity and our sense of group membership. So in a sense, anthropologists would say all marketing and consumption is about displaying the right sort of tattoos or shells or whatever to signify one's status in the group and one's membership of particular groups, and marketing elaborates on this with brands.
And now today, we're very accustomed to seeing people walking around with brands prominently displayed on their clothes and so forth. And that's what marketing tries to do. It tries to create offers that chime with people's sense of their selves, and it also tries to create aspirational offers so that we can buy things because of a group, because we can appear to be a member of a group to which we'd like to be a member, even if we're not necessarily a genuine member of it.
So I think our identity is extremely important to marketing, and it is a way of really articulating our sense of ourselves and our sense of meaning in the world, but in a symbolic way rather than an actual way.
So to that extent, it's also potentially damaging, psychologically, if people, for example, are shut out of the market because they are disadvantaged in some way, because the market doesn't regard them as a useful target, if they are economically disadvantaged, so they can't take part, then there is the risk of a feeling of lack or unwillingness or something. And that's the unfortunate thing about the consumer society, that if you're not included, then you are excluded. And that can be very damaging to people's sense of identity.
Tori Steffen: I would agree. I think that psychology is definitely relevant when it comes to the sense of identity in marketing.
Chris Hackley: Absolutely.
Tori Steffen: Thank you for sharing that. So there is some research out there regarding the ethical nature of subliminal promotion. Could you explain your thoughts on the topic of subliminal promotion for us, and if you think it may be related to anxiety in consumers at all?
Chris Hackley: That's an interesting question. Well, I touched on subliminal advertising a little while ago. I think it does connect to anxiety in the sense people do feel that marketers are very powerful and probably manipulating us. But that sense is quite vague, I think.
Most people, most ordinary consumers wouldn't have heard of neuromarketing, for example, they wouldn't have heard of depth psychology and as regards subliminal advertising, that became a very popular sort of idea. But the original experiment on which that was based turned out to have been incorrect. I forget the precise year or the theater, but it was a movie theater where they were said to have projected images of ice cream at less than 1/16th of a second, which meant that one doesn't register it consciously, but unconsciously it's there. And then people were apparently got up, in unusual numbers, at the break to buy ice cream.
So from this, the word came about that subliminal advertising, literally meaning advertising that's flashed up on the screen more quickly than we can consciously register it, was a powerful thing. It turned out that was actually a fraud, that experiment. And there is no evidence, the subliminal advertising is banned and certainly in the UK by the regulators, but there's no evidence that it does work. No good evidence that it does work.
But what I found that young consumers tend to do now is the literal meaning of subliminal, as in an image that's flashed more quickly than the eye can process consciously, has been lost. And they tend to use the word subliminal as a general term to mean something that is sinister, underhand, and manipulative. So it tends to have morphed into a broader usage.
And this ties in a little bit with product placement. People do understand that that's an attempt to manipulate, but as I mentioned earlier, young people tend to be pretty blasé about that, and they quite enjoy the game of spotting these attempts to manipulate them.
So I think that the idea of subliminal advertising, which really reflects the idea that Packard spoke to all those years ago, reflects a general sense of anxiety that we are being manipulated by these technologies and by these images that marketers create. And people are never quite sure, people always say, "Oh, advertising doesn't influence me," but people are never really quite sure. And of course the market shares of the various brands tell us a completely different story that advertising does indeed influence us.
So I think there is a generalized anxiety about that, but we're probably not anxious enough about it because I think there is a lot of, I guess, complacency about marketing activities and not enough close examination of them probably.
Tori Steffen: Yeah, absolutely. It would make sense that one might be more anxious if they're more aware of those hidden persuaders. So definitely takes a little bit of awareness to get there, but it can help.
Well, I came across another interesting project of yours. It's called Branded Consumption and Identification: Young People and Alcohol, that looked really interesting. Could you describe for us what was being studied in the project?
Chris Hackley: Sure. This was a few years ago when what they called binge drinking was a big thing in the UK. So there was a lot in the media about young people, particularly students, drinking way too much and way too early. And we decided myself, the project was led by Professor Christine Griffin from Bath University, and so Christine's a psychologist. She got myself and another professor of marketing involved, and then there was a couple of other psychologists.
So we decided to interview young people to try to understand exactly what it was they got out of getting very drunk. And so this is probably quite culturally specific to the UK, I think. Not entirely. There were strong parallels with some aspects of American research and Australian research, but the idea was to get really smashed as quickly as possible. And one of the main reasons was because it cemented bonding in the group.
When we were interviewing these groups of young people, they became really animated when they would tell the terrible stories of what happened to them when they were really drunk. Sometimes with really bad stories, people ending up in hospital with broken limbs, or people getting beaten up or something.
But this all tied in with the idea that the nighttime economy was a sort of liminal zone in which anything could happen. And all you'd got was the togetherness with your friends and they had to look out for you. And people would get very, very drunk and if their friends didn't look out for them, something might happen, but that would still give them a drinking story.
So as the interviews went on and the focus groups went on, we realized this was all about group bonding. It was all about friendship and deepening the bonds of friendship. We did interview some people who didn't drink, but they were kind of out of it a little. They were kind of excluded. And some people would say that, "In my first year in university, I found it difficult to really get in the social scene because I don't drink.” And it was all about the drinking, you see?
So at the time, the British government put out some adverts ostensibly to persuade young people not to drink so much. And they showed young people getting terribly drunk with torn clothes and ending up upside down in a hedge or something. And the strap line would be something like, "Do you want to end up like this?" And this was the theme of the ads, and we realized that there is no embarrassment. This was the whole point. The whole point was to do something outrageous or to experience some risky event and then to be able to laugh about it for years afterwards with the group. It was a drinking story that cemented the bonds of friendship in the group. And you were kind of a hero if something awful happened to you when you were drunk because you could tell the stories forever with your friends.
And so we realized these government ads really did the opposite of what they were ostensibly intended to do because they glamorized drinking. They were depicting exactly what the young people got out of extreme drinking, you see.
So we put out a press release saying, "Actually this government campaign is going to make it worse. It's a catastrophically conceived campaign." And we were informed by... We wrote a string of articles about this. I wrote some based on literary theory such as Mikhail Bakhtin's, Theory of the Carnivalesque, the idea that on special occasions one can upturn the social order and reverse the normal order of things, and drink was intrinsically a part of this. And this sort of rebellion against the social order was a very powerful thing, and it kind of refreshed people and enabled them to have a rebirth the next day. And this was what the heavy drinking was partly about.
So that got covered in the press and stuff, and we had to do interviews and things. So that all became kind of fun and we carried it on. But that was the basic idea of it, that we wanted to understand exactly what people got out of getting very drunk. I have three sons who were teenage boys at the time, so I got a little mini experiment in front of me so I could understand how their drinking practices differed from mine a generation before.
So it was particularly fascinating to me. So, that was basically what we did and essentially what we found
Tori Steffen: Great. Those are great findings to come by. A really interesting project there. I didn't think about how it could actually have a reverse effect than what the advertising was originally trying to accomplish. But it definitely makes sense, and it seems like you guys went about it in a very good way of coming by that information.
Chris Hackley: Yeah, things have moved on now. Binge drinking so much in the news, but the idea of drinking to get drunk is still, of course, very, very prevalent. And the public health cost of excessive drinking is going up all the time in the UK, as it is in many other countries. So that the issue is still very much a live issue. And it's also bound up with the regulatory framework because in the 1980s, the government liberalized the sale of alcohol in the UK and now you can buy it from anywhere 24 hour hours a day as you can in a lot of states in the USA.
And that, of course, is all part of the whole frame that the entire regulatory context as well. So it remains a problem. But some research has shown that more younger people now are drinking less. One of the reasons being they can't afford it now because the cost is relatively much higher now.
Tori Steffen: That's interesting. Well, I guess that's good that hopefully it's be going down, not as much binge drinking. Great. Well, Dr. Hackley, do you have any final words of advice for our audience or anything else that you'd like to share with us today?
Chris Hackley: I guess, I don't know about advice. I'm don't think I'm very good at giving anybody any advice, but I think psychology and marketing are very, very mutually enriching subjects to study. And I think that there's really... I think on the one hand, social science does look down on management and business studies with some reason, I'd say. On the other hand, management and business studies exist in a little bit of a self-referential bubble and it needs more engagement with social sciences and social psychology.
So I would like to see much more mutual engagement between the various disciplines, the social science disciplines and management, especially in the construction of degrees and the construction of teaching. There is quite a lot of mutual engagement at the higher of levels of research. But I think younger students deserve a stronger social science background in their management and business. And that would give them a stronger critical appreciation of the techniques that marketers use in order to navigate their own way through those techniques.
So I would like to see a much stronger connections between social science, especially psychology, and marketing education.
Tori Steffen: Great. Yeah, I could definitely see how that would just give the students a broader sense of the ethical nature of marketing and how it relates to personal wellbeing as well. So great. Thank you so much for sharing that, and it's been very nice chatting with you today and I really appreciate you joining us for our interview series and contributing. So thank you so much.
Chris Hackley: My pleasure, Tori. Thank you for asking me. I hope people find it interesting.
Tori Steffen: Absolutely, I think they will. Well, hope you have a great rest of your day, Dr. Hackley, and thank you again.
Chris Hackley: You too. Thank you, Tori. Bye. Bye.
Tori Steffen: Bye.
Please note: The views expressed by the interviewee are for educational and informational purposes only, are not meant to diagnose or treat any condition, and do not necessarily reflect the views of Seattle Anxiety Specialists, PLLC.
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is Hackley a good school? is Hackley a good school? let's take a look at this question today and find out the anwer
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Rebellion Research
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https://www.rebellionresearch.com/is-hackley-a-good-school
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Hackley Lower School in 1908
Hackley School is an independent, college-preparatory, nonsectarian, day and boarding school located in Tarrytown, New York. Named after its benefactor, Mrs. Frances Hackley, the school was founded in 1899 and has since established itself as a leading institution in the world of private education.
Hackley School’s educational philosophy is rooted in a commitment to holistic education. The school focuses not only on the intellectual growth of its students but also on their physical, ethical, and personal development. This approach is embodied in the school’s motto, “United, we help one another.”
Starting with the Founding Vision of Mrs. Hackley in 1899, the school was initially established as a school for boys, however, it became coeducational in 1970, marking a significant milestone in its history. Ever since its inception, Hackley School has continuously evolved to cater to the changing needs of its students and society, yet has always stayed true to its founding principles of character development and academic excellence.
Hackley Hall Quadrangle in 1908
Hackley School comprises of a Lower School (K-4), Middle School (5-8), and Upper School (9-12), serving over 800 students from diverse backgrounds. Its 285-acre campus offers a variety of state-of-the-art facilities such as science and computer labs, art and music studios, a library, athletic facilities, and a performing arts center, fostering an environment conducive to growth in all spheres.
hackleyschool.org found Frances Hackley
As for prestige, Hackley School enjoys a strong reputation in private education. It’s renowned for its rigorous academic programs, dedicated faculty, and impressive college placement record. The school’s commitment to developing well-rounded individuals shines through its emphasis on arts and athletics in addition to academics. This unique blend of offerings allows students to explore their interests and talents, which contributes to the school’s prestige.
The school’s commitment to community service and fostering global awareness also adds to its standing. It provides numerous opportunities for students to engage with the community and to understand their role as global citizens.
Portrait of Charles Henry Hackley (1837–1905) from Men of Progress: Embracing Biographical Sketches of Representative Michigan Men, 1900, page 437
Like any educational institution, “goodness” or “prestige” can be subjective and heavily dependent on individual needs and values.
Prospective students and parents should always consider factors such as academic rigor, school culture, extracurricular opportunities, community, and values when determining if Hackley School, or any school, is the right fit.
In conclusion, with its rich history, commitment to holistic development, robust academic program, and wide array of opportunities for students, Hackley School has earned a position of respect and recognition in the landscape of private education. Its unwavering dedication to fostering a supportive community that encourages personal and academic growth makes it a compelling choice for many families seeking comprehensive education.
Hackley School – Wikipedia
is Hackley a good school?
Is UMass a good school?
Umass Amherst stands as an excellent university.
Moreover, considered among the top 200 globally in almost every ranking index.
The school offers a spectacular array of fields of study. From agriculture, to biotechnology to finance & accounting.
Furthermore, the university is a member of the Five College system. As a result, students enjoy access to Amherst College, a school that rivals Harvard & Princeton. In addition, to Smith, Mt. Holyoke & Hampshire College! (see: Five College Consortium – Wikipedia)
Rebellion Research CEO lecturing at UMass
The Claire T. Carney Library
Cumnock Hall, on North Campus
Graça Machel (DHL), First Lady of South Africa
Amherst
Wikipedia
is Hackley a good school?
is Boston University good?
688 Boylston Street, the early home of the College of Liberal Arts, the precursor to the College of Arts & Sciences
Before we begin our University examination, let’s look at the story of a current BU student:
My journey at Boston University (BU) unfolded like a roller coaster ride, marked by dynamics of highs and lows, ultimately forging a complex love-hate relationship with the institution and the city of Boston.
Boston University’s East Campus along Commonwealth Avenue
Upon my arrival at BU, initially excited by the anticipation of a curriculum tailored to my chosen concentrations. However, the structure of the business school led to disappointment. The design of the curriculum demanded we undertake a multitude of courses outside our major before specializing, leading me to partake in classes in fields like philosophical logic and global health. While these courses were not my primary focus, they broadened my range of education and my intellectual curiosity.
Parallel to my academic journey, the city of Boston itself represented another aspect of my BU experience. Having become raised in the chaotic natures of global metropolises like New York, Shenzhen, and Taipei, Boston’s pace and quieter winters proved a challenging transition.
The early closing hours of shops and restaurants. Coupled with the city’s serene winters, proved a difficult transition for an individual like me!
The Talbot Building located on the medical campus houses the School of Public Health
Amidst these challenges, BU has been a transformative force, profoundly shaping my personality and career aspirations. This institution introduced me to an extraordinary array of individuals – friends, mentors, and advisors who have become an integral part of my life. Their unwavering support and guidance have been instrumental in defining my outlook and preparing me for my professional career.
In retrospect, despite the rocky start and unexpected obstacles, my tenure at BU and life in Boston have been both enriching and rewarding. The downturns have been balanced by incredible relationships and personal growth. So, while my BU experience has indeed been a roller coaster ride, it’s been an exhilarating one that I would not trade for anything.
BU, or Boston University, is a private research university located in Boston, Massachusetts.
Let’s discuss the academic prestige of BU. Moreover, the cost of living in Boston, STEM and liberal arts offerings. In addition, the history of the school. However, what it’s known for, academic standards for acceptance, the admissions process. Additionally, expected GPA and SAT scores for admission, teacher faculty ratio, and the cost of attending the university.
is Hackley a good school?
is Hackley a good school?
Academic Prestige: Boston University is considered one of the top universities in the United States, and it is particularly renowned for its programs in business, communications, and the arts. The university has a strong reputation for research excellence and innovation, and it has produced numerous Nobel laureates and other distinguished scholars. BU is also well-known for its commitment to diversity and inclusion, with a diverse student body and faculty.
Inside Agganis Arena after a hockey game
Cost of Living: The cost of living in Boston can be relatively high compared to other cities in the United States, but it is still generally more affordable than other major cities like New York or San Francisco. Housing and dining costs can be significant expenses for students, but the university offers a range of affordable housing options for students, including dormitories and shared apartments. Additionally, there are many student discounts available for transportation and entertainment, which can help to offset the cost of living.
STEM and Liberal Arts Offerings: Boston University offers a wide range of STEM and liberal arts programs, including majors in engineering, computer science, mathematics, biology, history, literature, philosophy, and many other fields. The university also offers a variety of interdisciplinary programs, such as the Global Health program and the Digital Media program.
Martin Luther King Jr. earned a PhD from BU in 1955
History of the School: Boston University founded in 1839 as a Methodist seminary, but it has since grown into a major research university with a diverse range of academic programs. Over the years, the university has undergone many changes and transformations, but it has remained committed to its mission of providing a high-quality education to students from all backgrounds.
What BU is Known for: BU is known for its research excellence and innovation, particularly in the fields of business, communications, and the arts. The university is also known for its commitment to diversity and inclusion, with a diverse student body and faculty. Additionally, BU is known for its beautiful campus and its location in the heart of Boston, a major cultural and intellectual hub in the United States.
is Hackley a good school?
Academic Standards for Acceptance: Boston University has high academic standards for acceptance, particularly for its most competitive programs. The university requires students to have a strong academic record, with an average GPA of around 3.5. Additionally, students are required to submit standardized test scores, such as the SAT or ACT. BU also considers other factors such as extracurricular activities and letters of recommendation.
Admissions Process: The admissions process at Boston University is highly competitive. With thousands of students vying for a limited number of spots each year. Students must submit an application, transcripts, test scores, and letters of recommendation. The admissions process is holistic. As a result, means that Boston University considers a range of factors when making decisions. Including academic performance, extracurricular activities, community service, and personal characteristics.
Expected GPA and SAT Score for Admission?
Boston University typically requires students to have an average GPA of around 3.5 or higher, although the exact GPA requirements may vary depending on the program and level of study. The university also requires students to submit standardized test scores, with an average SAT score of around 1400 or higher.
is Hackley a good school?
is Hackley a good school?
Teacher Faculty Ratio: Boston University has a relatively low teacher faculty ratio, with a ratio of about 10:1. This means that students have the opportunity to work closely with faculty members, who are experts in their fields, and receive individualized attention and support.
The cost of attending Boston University as an undergraduate can vary depending on a number of factors, such as whether you are an in-state or out-of-state student, whether you live on or off campus, and what program you are enrolled in. However, here are some general estimates for the cost of attendance for the 2022-2023 academic year:
Tuition and Fees:
Tuition: $58,560 per year
Fees: $1,188 per year
Room and Board:
On-campus housing: $11,480-$16,190 per year, depending on the dormitory and meal plan chosen
Off-campus housing: $10,600-$16,800 per year, depending on the location and type of housing
is Phillips Exeter worth it?
During my time at Phillips Exeter. I have been exposed to countless new cultures, religions, customs, and people from across the world. It is in stark contrast to the generally homogenous community of the public high school I attended before coming to Phillips Exeter!
I can say with certainty that never before coming to Phillips Exeter did I sit around a Harkness table with people from up to four different continents at the same time. Furthermore, discuss the pressing issues that our society faces today.
Phililips Exeter broadened my horizons greatly. In addition allowed for me to obtain a greater understanding of the world I live in.
As the math problems I faced in classes became increasingly difficult throughout my highschool years, I looked for help. I sought help from teachers, textbooks, online learning services, parents, as well as peers. Having a classmate or older student explain complex problems to me almost always yielded a stronger understanding than any of the other aforementioned methods.
For this reason, when I became given the opportunity to become a math peer tutor in my freshman year of high school. I graciously accepted. It began a bit rocky! As my level of understanding in certain areas was often less than or equal to the students who I was trying to help. However, this led me to seek a deeper understanding in all the topics I learned about. As a result, I was always able to assist those who came to me. It drove me to dig deeper. Furthermore, answer the “why” of every problem I encountered. Rather than just memorizing a method to get the right answer. This skill has served me well in many facets.
How hard is it to get into Phillips Exeter Academy?
is Hackley a good school?
Phillips Exeter Academy, located in Exeter, New Hampshire, is a prestigious, highly selective, co-educational independent boarding school. Widely regarded as one of the most academically rigorous and competitive schools in the United States. Admission to Phillips Exeter Academy is a challenging process that requires dedication and effort from applicants. This essay will explore the application process, the factors that the school considers when making admission decisions, and the level of difficulty of getting into Phillips Exeter Academy.
The application process for Phillips Exeter Academy is comprehensive and rigorous, involving multiple stages. The first stage of the process is the submission of the application, which includes essays, transcripts, standardized test scores, recommendations from teachers, and an interview. The application process is highly competitive, with the school receiving thousands of applications every year, and only admitting a fraction of the applicants.
When making admission decisions, Phillips Exeter Academy considers a range of factors, including academic achievement, extracurricular activities, character, and potential for leadership. The school looks for students who have demonstrated exceptional academic achievement, as well as a commitment to intellectual curiosity and academic rigor. Additionally, the school values students who have shown leadership potential through their involvement in extracurricular activities, community service, and other forms of engagement.
is Hackley a good school?
The level of difficulty of getting into Phillips Exeter Academy is high, with an acceptance rate of around 15%. As a result, means that out of thousands of applicants, only a small fraction will become admitted. The school is highly selective! And looks for students who are not only academically strong but also demonstrate leadership potential, intellectual curiosity, and a commitment to serving their communities.
The school’s high level of academic rigor and selectivity makes it an attractive option for students who are seeking a challenging and rewarding academic experience. However, it also means that the application process is highly competitive. And applicants need to become well-prepared and dedicated to their studies and extracurricular activities.
is Hackley a good school?
In conclusion, getting into Phillips Exeter Academy is a challenging process that requires dedication, effort, and commitment from applicants. The school is highly selective and values academic achievement, leadership potential, and character.
The application process is comprehensive and rigorous, involving multiple stages and requiring applicants to demonstrate their abilities and potential. While getting into Phillips Exeter Academy is challenging. It is also a highly rewarding experience for students who are seeking an academically rigorous and stimulating environment.
How hard is it to get into Phillips Exeter Academy?
What does it mean to be an ‘Exonian’ or Phillips Exeter’s best students?
What happened at Phillips Exeter?
Culture is a complex anthropological concept. John Monaghan, in his book Social and Cultural Anthropology: a Very Short Introduction, writes that “there have probably been more anthropological definitions of ‘culture’ than there have been anthropologists.” From this, it is clear that even at the scholarly level, there is difficulty nailing down an all-encompassing definition for the term.
Evidently, there will exist similarities between different definitions of culture, which can be used to generally characterize what is, and what is not culture. It is through these similarities that a working definition for culture will be synthesized, and used to analyze the origins of cultural identity at Phillips Exeter Academy.
Also in Social and Cultural Anthropology: a Very Short Introduction, Monaghan says that “however we define culture, most anthropologists agree that it has to do with those aspects of human cognition and activity that are derived from what we learn as members of society, keeping in mind that one learns a great deal that one is never explicitly taught.” Here, the insinuation is that culture is a summation of thoughts and actions learned over time, and also that it is learned indirectly, rather than taught in something akin to a classroom environment. The idea of learning culture is studied more in depth by Katherine Dettwyler in Cultural Anthropology and Human Experience: The Feast of Life. She says that culture can be simplified into three categories: what’s inside people’s heads, what people do, and what people make.
Within the first category, she emphasizes that culture is learned, shared, and patterned.
Moreover, it becomes learned because culture isn’t steadfast, it is constantly changing. Culture is shared since individuals will have overlap in terms of the beliefs, knowledge, and attitudes which help them identify with a particular group. Culture is patterned because “we find organized systems of thought and belief, patterns of thinking and systems of knowledge, not just a random hodgepodge of factoids and unrelated ideas.” Specifically, it is this pattern of ideas and factoids that gives culture significance.
Comparing the two expanded definitions of culture from both Monaghan and Dettwyler, a few concepts are clear. Culture is not instantaneous.
That is to say, it takes time to develop. Also, there is no explicit teaching, but rather it is ingrained into the individual by the society in which they exist. Logically, the next question is how exactly culture becomes ‘ingrained’ into an individual.
In the book The Best of The Best, the author Ruben Gatzambe-Fernandez explores the development of cultural identities at “Weston”, a pseudonym for the elite boarding school Phillips Exeter Academy, or “Exeter”. He evaluates admissions, language, and framing, in his consideration of how a student comes to identify themselves with Exeter, which is most often through the use of the term “Exonian”.
The first step towards a student identifying themselves as an Exonian, and thus a member of the group of people which form the culture at Phillips Exeter, is the admissions process.
Students, not made aware of the explicit reason that they become admitted to Exeter when they receive notice of admission. The effects of this are twofold. One, it disbands the possibility of a student who did not become admitted comparing themselves to those who were with specific evidence as to why.
Secondly, “it is the initial step toward internalizing the notion that, while ‘Weston is not for everybody,’ it is certainly for them.” The offer of admission confirms this notion in the student’s mind. It is a rite of passage. Meaning it represents a passing from one world to another, in this case, the transition into Exeter from a different school environment.
Within the broad category of rites of passage, there exists a subgroup of transition rites, exemplified by the likes of betrothal, or in this case, initiation.
After students receive their admissions letter, students reflect on why they belong at Exeter. Jack Mitchell, one of Fernandez’ interviewees, attributes his acceptance to his willingness to have meaningful discussions. In his admissions interview, he recalls saying:
“I feel that I always have things to say, and if I don’t have things to say, I’m interested in what someone else has to say.”
As Fernandez mentions often, discussion skills are crucial to becoming Exonian, and Jack is trying to show that he has what it takes.
When Jack is explaining why he believes he belongs at Exeter, he is legitimizing his presence there.
The term Legitimation, as defined in Peter Berger’s The Social Construction of Reality is “this process of ‘explaining’ and justifying.” In this instance, legitimation takes the form of spoken language, and allows Jack to rationalize his place at Exeter. He reasons that because he is good at discussion, one of the key parts of becoming an Exonian according to many students interviewed by Fernandez, he deserves to be at Exeter.
is Hackley a good school?
is Hackley a good school?
Post admission, and the legitimation of their own personal place in the ranks of Exeter students, individuals continue to construct their cultural identity through language. “Language might be called the domain of articulations … Language can also be compared with a sheet of paper: thought is the front and the sound the back; one cannot cut the front without cutting the back at the same time.”
Furthermore, Language becomes connected to thoughts. Which are key to internalizing a particular cultural identity. The word that Fernandez found most intertwined to the cultural identity of Exeter students is “smart”. A good way to see this becomes through the constructing of boundaries between groups on campus. Who become considered “smart”, and those considered not. “Students use the category of PG as a way to distinguish and draw boundaries around themselves as Westonians who are smart and work hard.” The word smart becomes associated with exclusively students who are not of the PG category.
Since most students view PGs as “Weston students who are not Westonians”. As a result, distinguishing themselves from PGs thus makes a student more “Westonian”.
In essence, language becomes used to reinforce their cultural identity as Westonian. As a result of separating themselves from the group considered not to be. In addition to language, there is another underlying anthropological concept in this method of cultural identification. It is framing. Frames “are mental structures that shape the way we see the world.” An example of a frame would be that Ethan is a PG, so Ethan is dumb. It allows individuals to reinforce their own ideas about culture.
Culture has no unilateral definition.
is Hackley a good school?
However, the case study of Phillips Exeter provides great insight into what exactly culture has manifest itself into. Additionally how it becomes constructed. Furthermore, students at Exeter begin as outsiders. Thus, begin the creation of their cultural identity as Exonians upon acceptance to the institution. From there, they legitimize their presence.
In conclusion, language structures to separate themselves from those considered not Exonian. And thus, more closely associating themselves with the term. Furthermore, it is a process that takes time, as culture is not instantaneous. Lastly, through what they think, what they do, and what they make. Exeter students slowly come to associate themselves with the cultural identity of an Exeter student, being Exonian.
is Hackley a good school?
is Hackley a good school?
Phillips Exeter Academy | Exeter
https://www.solomonadmissions.com/phillips-exeter-academy-admissions
How to Get Into Phillips Exeter Academy – Test Innovators
Phillips Exeter Academy – Acceptance Rate, Tuition, Ranking, and More – collegegazette.com
Most Selective Boarding Schools in America (businessinsider.com)
Smith College | Knowledge. Generosity. Community.
2022-2023 Best Colleges | College Rankings and Data | US News Education
Compare Campus and Online Colleges,
Universities & Career Schools | CompareTopSchools.com
2023 College Rankings – Niche
Best Colleges 2023 | College Ranking List | The Princeton Review
Forbes America’s Top Colleges List 2022
University of Massachusetts-Amherst – Tuition & Fees, Net Price (collegetuitioncompare.com)
is Hackley a good school?
https://www.topuniversities.com/
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Private Schools in 10964
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2024 rankings and reviews for private schools in 10964. Compare test scores, key statistics, and private school ratings.
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Niche
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https://www.niche.com/k12/search/best-private-schools/z/10964/
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#9 Best Private High Schools in New Jersey .
Dwight-Englewood School
Blue checkmark.
Private School ,
ENGLEWOOD, NJ ,
PK, K-12 ,
72 Niche users give it an average review of 4.4 stars.
Featured Review: Senior says Dwight Englewood School is undeniably a college preparatory institution. In terms of academics, Dwight ensures that students are equipped for the workload college offers, resonating with the campus... .
Read 72 reviews.
Overall Niche Grade : A+ ,
Students : 1,068 ,
Student-Teacher Ratio : 10 to 1 ,
#13 Best Private High Schools in New Jersey .
Primoris Academy
Blue checkmark.
Private School ,
WESTWOOD, NJ ,
PK, K-12 ,
11 Niche users give it an average review of 5 stars.
Featured Review: Parent says At Primoris School, excellence is not just taught but lived. Under the dedicated guidance of owner Ms. Katie, the school thrives on an advanced curriculum infused with love and enthusiasm, making... .
Read 11 reviews.
Overall Niche Grade : A+ ,
Students : 118 ,
Student-Teacher Ratio : 3 to 1 ,
#22 Best Private High Schools in New York .
Hackley School
Blue checkmark.
Private School ,
TARRYTOWN, NY ,
K-12 ,
84 Niche users give it an average review of 4.2 stars.
Featured Review: Alum says This comfortable school has lovely teachers, facilities, sports, and spirit. For some reason, the school's most tough, time-consuming subject is English. Some of the teachers teach it in an excellent... .
Read 84 reviews.
Overall Niche Grade : A+ ,
Students : 855 ,
Student-Teacher Ratio : 8 to 1 ,
#44 Best Private High Schools in New Jersey .
Academy of the Holy Angels
Blue checkmark.
Private School ,
DEMAREST, NJ ,
6-12 ,
210 Niche users give it an average review of 4.2 stars.
Featured Review: Alum says Holy Angels is a gamechanger for young girls. This school sets our girls up to be solid, moral, strong, bright, confident individuals. The school has pumped out amazing leaders, professionals,... .
Read 210 reviews.
Overall Niche Grade : A+ ,
Students : 503 ,
Student-Teacher Ratio : 9 to 1 ,
#82 Best Private High Schools in New York .
Green Meadow Waldorf School
Blue checkmark.
Private School ,
CHESTNUT RIDGE, NY ,
PK, K-12 ,
33 Niche users give it an average review of 4.5 stars.
Featured Review: Alum says I enjoyed my time there quite a bit. It was a very warm and caring environment, they promoted a sense of community and really paying attention to students needs. I was able to grow and explore... .
Read 33 reviews.
Overall Niche Grade : A+ ,
Students : 277 ,
Student-Teacher Ratio : 6 to 1 ,
#91 Best Private High Schools in New York .
The Leffell School Upper School Campus
Blue checkmark.
Private School ,
HARTSDALE, NY ,
6-12 ,
44 Niche users give it an average review of 4.1 stars.
Featured Review: Senior says The school has a lot of potential. I've had many cool experiences there that I wouldn't otherwise have. They have some great programs and a strong Jewish education. But, like many schools and... .
Read 44 reviews.
Overall Niche Grade : A+ ,
Students : 466 ,
Student-Teacher Ratio : 5 to 1 ,
#102 Best Private High Schools in New York .
Yeshiva University High School for Boys
Private School ,
NEW YORK, NY ,
9-12 ,
22 Niche users give it an average review of 4.1 stars.
Featured Review: Alum says It was truly an experience, and helped me become the man that I am today. If I had gone to any other Yeshiva High School, I don't know if I would have turned out the same. YUHSB's core values are... .
Read 22 reviews.
Overall Niche Grade : A ,
Students : 323 ,
Student-Teacher Ratio : 8 to 1 ,
#67 Best Private High Schools in New Jersey .
Saint Joseph Regional High School
Blue checkmark.
Private School ,
MONTVALE, NJ ,
9-12 ,
75 Niche users give it an average review of 4.4 stars.
Featured Review: Senior says Overall, I would say that I have had a pretty solid high school experience at St. Joes. I enjoyed and am currently enjoying my time here and can only see the school improving in the future. With our... .
Read 75 reviews.
Overall Niche Grade : A ,
Students : 444 ,
Student-Teacher Ratio : 12 to 1 ,
#125 Best Private High Schools in New York .
Albertus Magnus High School
Blue checkmark.
Private School ,
BARDONIA, NY ,
9-12 ,
105 Niche users give it an average review of 4.4 stars.
Featured Review: Parent says Exceptional teachers who really get to know their students and care not only about their success in the classroom but also about their success as a person. Offers strong academics with extensive... .
Read 105 reviews.
Overall Niche Grade : A ,
Students : 401 ,
Student-Teacher Ratio : 11 to 1 ,
#102 Best Private High Schools in New Jersey .
Fusion Academy Englewood
Blue checkmark.
Private School ,
ENGLEWOOD, NJ ,
6-12 ,
3 Niche users give it an average review of 5 stars.
Featured Review: Parent says Fusion Academy Englewood is an outstanding school for a personalized education experience for middle and senior high school students. This campus has excellent facilities, an individualized student -... The benefits are enormous, but especially if your child does not easily fit into the mainstream public education systems, for whatever reason. The staff will work with parents to evaluate the needs... My student required some additional attention after the 7th grade. I can report that he attended Fusion Englewood from the eight through twelfth grades, and graduated in 2022. He has since gone on to... I cannot say enough positive things about our experience!! .
Read 3 reviews.
Overall Niche Grade : A minus ,
Students : 75 ,
Student-Teacher Ratio : 2 to 1 ,
#226 Best Private High Schools in New York .
Ateres Bais Yaakov
Private School ,
NEW HEMPSTEAD, NY ,
PK, K-12 ,
7 Niche users give it an average review of 4 stars.
Featured Review: Senior says It’s a good school with its interesting quirks. Some people enjoy and some people don’t depending on their experiences. .
Read 7 reviews.
Overall Niche Grade : B+ ,
Students : 215 ,
Student-Teacher Ratio : 5 to 1 ,
Bais Yaakov D'Rav Hirsch
Private School ,
SPRING VALLEY, NY ,
9-12 ,
7 Niche users give it an average review of 3.3 stars.
Featured Review: Sophomore says my experience in bais yaakov d'rav hirsch was a dream come true. i really enjoy myself while i am there and it is truly my home away from home. i enjoy all their extra curricular activities that they... .
Read 7 reviews.
Overall Niche Grade : C+ ,
Students : 115 ,
Student-Teacher Ratio : 8 to 1 ,
Notre Dame Academy
Blue checkmark.
Private School ,
PALISADES PARK, NJ ,
PK, K-8 ,
12 Niche users give it an average review of 4.7 stars.
Featured Review: Parent says My children both graduated from Notre Dame and had a wonderful experience there. They have high academic standards and both students and teachers were very welcoming and supportive to students coming... .
Read 12 reviews.
Overall Niche Grade : A+ ,
Students : 417 ,
Student-Teacher Ratio : 14 to 1 ,
The Elisabeth Morrow School
Blue checkmark.
Private School ,
ENGLEWOOD, NJ ,
PK, K-8 ,
27 Niche users give it an average review of 4.8 stars.
Featured Review: Parent says EMS is an amazing institution! Both of my children (pre-k and second grade) love coming to school each and every day. In addition to building a strong academic foundation, the school has a robust... .
Read 27 reviews.
Overall Niche Grade : A+ ,
Students : 387 ,
Student-Teacher Ratio : 6 to 1 ,
French American Academy of Englewood
Blue checkmark.
Private School ,
ENGLEWOOD, NJ ,
PK, K-5 ,
9 Niche users give it an average review of 5 stars.
Featured Review: Parent says The French American Academy has been a welcoming, warm environment for my child. We just finished our fourth year at this school and each year just gets better and better. The quality of the teachers... .
Read 9 reviews.
Overall Niche Grade : A ,
Students : 73 ,
Student-Teacher Ratio : 5 to 1 ,
Congregation Bais Malka
Private School ,
SPRING VALLEY, NY ,
PK, K-12 ,
1 Niche users give it an average review of 5 stars.
Featured Review: Senior says Amazing experience, Faculty's goal is for each student to succeed in their schoolwork and socially, as well. Staff is available and ready to help each student reach their maximum potential. .
Read 1 reviews.
Students : 706 ,
Student-Teacher Ratio : 13 to 1 ,
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Going Private: A Wide Array of Educational Opportunities in Our Area
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"The Harvey School",
"Rippowam Cisqua School",
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Private Schools for Scarsdale Students
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Scarsdale
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https://scarsdale10583.com/section-table/100-parenting/9937-going-private-a-wide-array-of-educational-opportunities-in-our-area
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When you ask most newcomers why they put down their roots in Scarsdale, you’re likely to hear that the terrific public schools the top reason for the move. Along with the short commute to the city and the beautiful tree-lined neighborhoods, our top-rated schools are a huge draw for young families.
Still, even with our great schools, there are some Scarsdale residents who choose to send their children out of the district for their education. Parents might choose a private school that can better accommodate their child with special learning needs, others may turn to a private school that will support their children’s religious education, or foster their child’s athletic endeavors, or perhaps they simply want a school for their child that has a philosophy that better suits their family’s goals and values.
Whatever their reasons, parents in Scarsdale have no shortage of quality private schools to choose from. Any sort of education that one could imagine, from a progressive curriculum to a more traditional approach, from secular to clerical, a focus on special needs to a focus on different languages/culture, can be found just a stone’s throw away. Here is a list of local private schools that some Scarsdale parents have chosen for their children.
Hackley: https://www.hackleyschool.org/
Hackley School is an independent, college-preparatory, nonsectarian, day and boarding school for students in kindergarten through twelfth grade.
Mission: "Hackley challenges students to grow in character, scholarship, and accomplishment, to offer unreserved effort, and to learn from the varying perspectives and backgrounds in our community and the world."
This mission challenges us to leave ourselves open to new possibilities--intellectual and interpersonal--with the option to change our minds. Learning from the perspective of others requires a community effort, the type born of the journey framed by our mottos.
Location: Tarrytown, NY
Grades: K-12
Number of Students: 840 Day and Boarding
Application deadline: November 28, 2022
“We chose Hackley because of its emphasis on character education, racial and socioeconomic diversity as well as the school’s commitment to academic excellence. The school makes an effort to really know every child well, and it is a strong, welcoming, and tight knit community.” -Scarsdale Parent
Rye Country Day School: https://www.ryecountryday.org/
Mission: Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from Pre-Kindergarten through Grade 12 with an excellent education using both traditional and innovative approaches. In a nurturing and supportive environment, we offer a challenging program that stimulates individuals to achieve their maximum potential through academic, athletic, creative, and social endeavors. We are actively committed to diversity. We expect and promote moral responsibility and strive to develop strength of character within a respectful school community. Our goal is to foster a lifelong passion for learning, understanding, and service in an ever-changing world. “Not for Self, but for Service.” -RCDS motto since 1869
Location: Rye, NY
Grades: PK-12
Number of Students: 951
Application Deadline: December 15 and some grades on a rolling basis.
The Leffell School: https://www.leffellschool.org/
Mission: The Leffell School, a Kindergarten through 12th grade independent Jewish day school, is set by our comprehensive, intellectually rigorous dual curriculum that empowers and cultivates each student in mind, body, and soul. Through the teaching of Jewish values, critical thinking, and openness to new ideas, we inspire our students to achieve academic and personal excellence, preparing them for college and the ever- changing world beyond.
We are a kehilah, a caring community that fosters the joyous practice of Jewish life. We instill in our graduates the confidence to navigate life's journey with a strong moral compass and apply their passions, knowledge, and skills to the betterment of the Jewish people, the United States, Israel, and the world.
Location: Hartsdale, NY
Grades: K-12
Number of Students: 824
Application Deadline: December 1, 2022
French American School: https://www.fasny.org/#
Mission: FASNY nurtures creative, open-minded, critical thinkers to become lifelong learners motivated to lead, contribute and thrive in an ever-changing world. We focus on the learning and well-being of our students in an academically rigorous, multicultural, bilingual setting that brings together the best of American, French and International education.
We value an inclusive community where everyone is seen, heard and feels respected.
Location: Mamaroneck, NY
Grades: NS-12
Number of students: 707
Application Deadline: First form due December 16, 2022
School of the Holy Child: www.holychildrye.org/
Mission: The mission of School of the Holy Child is to develop “women of conscience and action.” An all-girls, Catholic, independent, college-preparatory school for grades 5-12, the School is guided by the educational philosophy of Cornelia Connelly, the founder of the Society of the Holy Child Jesus, and her dedication to “joy in teaching and joy in learning.” Accomplished and dedicated faculty members foster the spiritual development, individual talents and interests of each student. This is realized through rigorous and comprehensive academic, arts, athletics, service and global programs. Holy Child graduates are prepared for the innovative and critical thought necessary in a diverse, interconnected society.
Location: Rye, NY
Grades: 5-12
Number of Students: 380 All Girls
Application Deadline: For grades 9-12 December 9, 2022. For grades 5-8 January 25, 2023
“In addition to the small class sizes and it being an all girls school, we chose Holy Child for our daughter because of the school’s reputation for delivering a nurturing school experience while still achieving great academic success.” - Scarsdale Parent
Iona Prep: https://www.ionaprep.org/
Mission: Iona Preparatory School is a Catholic community inspired by the charism of Blessed Edmund Rice as expressed in the Essential Elements of a Christian Brothers Education. We develop young men into moral and ethical leaders who are dedicated to Christian service and who strive for spiritual, intellectual and physical excellence.
Location: New Rochelle, NY
Grades: PK-12
Number of students: 901 All Boys
Application Deadline: Upper School: December 15, 2022
The Harvey School: https://www.harveyschool.org/
Mission: The Harvey School provides a college-preparatory program that fosters lifelong learning and inspires students to develop the confidence and leadership qualities necessary to succeed in a diverse, competitive, and changing world. With our commitment to small class size, our community cultivates the strengths of each student through academic excellence, artistic exploration, athletic achievement, community service, and global understanding.
Location: Katonah, NY
Grades: 6-12
Number of Students: 355 Day and Boarding Students
Application deadline: Priority Applications: February 1, 2023 * Applications submitted after February 1 will be considered on a rolling basis and space availability
Rippowam Cisqua School: https://www.rcsny.org/
Mission: Rippowam Cisqua School creates independent thinkers, confident communicators, and engaged leaders who respect and contribute meaningfully to a diverse and increasingly complex global society.
Location: Bedford, NY
Grades: PK-9
Number of Students: 443
Application Deadline: Applications are accepted on a rolling basis year-round for JPK, PK, and SPK. The priority deadline for Kindergarten through Grade 9 is January 15, 2023. After the priority deadline has passed, we accept applications on a rolling basis throughout the year as space allows.
The Windward School: https://www.thewindwardschool.org/
Mission: Windward is a coeducational, independent day school dedicated to providing a proven instructional program for children with language-based learning disabilities. The multisensory curriculum is designed for students of average to superior intelligence who can benefit from the unique educational experience provided. Through direct instruction in small class settings, a trained staff assists students to improve their language skills. Academic success, combined with opportunities for social and emotional growth within an intentionally diverse and inclusive setting, enables students to understand their learning differences, build confidence, and develop self-advocacy skills. Windward is committed to helping students achieve their full potential in preparation for a successful return to a mainstream educational environment. To meet these goals, the School provides ongoing training to its faculty based on the most current research and shares its expertise with the parent body, other educators, and the broader community.
Location: White Plains, NY
Grades: 1-9
Number of Students: 525
Application Deadline: Rolling
“Once my child was diagnosed with dyslexia we quickly learned we needed a school that specialized in working with kids with dyslexia and taught reading in a way that our child would best understand it. The small class sizes and the extensive teacher training each teacher undergoes make Windward an obvious choice for those who need this type of program.” -Scarsdale parent
The German School: https://www.gisny.org/
Mission: German International School New York is a Pre-K through Grade 12 college preparatory institution which confers both the German Abitur and the New York State High School Diploma on its graduates. We challenge our students to take advantage of the rigorous academic instruction with its emphasis on critical thinking, as well as the multi-lingual, cross-cultural setting, to grow into socially and environmentally aware global citizens.
Location: New White Plains, NY
Grades: PK-12
Number of students: 409
Application Deadline: Rolling
Thornton Donovan School: https://www.td.edu/
Mission: Thornton-Donovan (T-D) School was founded on the principle that a school must meet the changing needs of its students, its community, and its society. Its philosophy and curriculum directly contribute to the development of students who can use their individual talents to meet the challenges of life. Although we are independent and non- denominational, there is a spiritual element paying homage to all beliefs, which permeates the campus and all of our activities. Our atmosphere is intimate, calm and natural. You'll notice straight away how different we feel compared with other schools.
Location: New Rochelle, NY
Grades: K-12
Number of Students: 153
Application Deadline: Rolling
Fordham Prep: https://www.fordhamprep.org/
Mission: Opening in 1841 as St. John’s College, Fordham Prep was one of the very first Jesuit schools founded in the United States. Today, we are part of a network of 62 Jesuit high schools across the country. Our mission is to form young men of faith, scholarship and service.
Like all our fellow Jesuit high schools, Fordham Prep is guided by the characteristics we would like each graduate to acquire during his high school years. We strive to graduate young men who are religious, loving, open to growth, committed to doing justice and academically accomplished. Outlined in the document The Graduate of a Jesuit High School at Graduation, more commonly known as the Grad at Grad, these characteristics will not only serve the graduate well in college, but are essential for a man of faith in today’s world.
Location: Bronx, NY
Grades: 9-12
Number of students: 956 All Boys
Application Deadline: December 2, 2022
Masters: https://www.mastersny.org/
Mission: The Masters School celebrates active participation, deep understanding, and meaningful connection. A community of diverse individuals, we gather to learn, to strive, to dare, to do — to be a power for good in the world.
Location: Dobbs Ferry, NY
Grades: 5-12
Number of Students: 695 Day and Boarding Students
Application Deadline: For those applying to the middle or upper school day program, applications are due by December 15, 2022. Supporting materials (teacher and administrator recommendations, a graded writing sample, transcripts) are due by January 15, 2023.
For those applying to the five- or seven-day boarding program, the application deadline is January 15, 2023. Supporting materials (teacher and administrator recommendations, a graded writing sample, transcripts, and English proficiency testing, if applicable) are due by February 1, 2023.
“We noticed that private schools were able to adjust faster to the changes the pandemic forced schools to make in order to continue teaching effectively. Masters made adjustments throughout the pandemic to keep kids healthy and learning. In addition to the benefits of smaller class sizes and a Harkness-based approach, all students can participate in sports without the fear of getting cut. And if you ask the kids, the daily hot breakfast, lunch, and dinner buffets are the best.
Once the worst of the pandemic was over, our child was thriving at Masters and did not want to go back to Scarsdale.” Scarsdale Parent
Ursuline: https://www.ursulinenewrochelle.org/
Mission: Guided by our Catholic faith and the spirit of St. Angela Merici, The Ursuline School educates, inspires and empowers young women to become wise, active, globally-minded leaders by cultivating lifelong learning, spiritual growth, integrity, respect for all and dedication to Serviam – “I will serve.”
Location: New Rochelle, NY
Grades: 6-12
Number of Students: 770 All Girls
Application deadline: High school December 16, 2022 / Middle School Entrance Test is scheduled for Saturday, December 3
Greenwich Academy: https://www.greenwichacademy.org/
Mission: Greenwich Academy is an independent college-preparatory day school for girls and young women that seeks to foster excellence. Its mission is to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts curriculum within an inclusive, diverse community. The school’s objective is to develop girls and young women of exceptional character and achievement who demonstrate independence, resilience, courage, integrity, and compassion. We strive, above all, to honor our school motto, Ad Ingenium Faciendum: Toward the Building of Character.
Location: Greenwich, CT
Grades: PK-12
Number of students: 784 All Girls
Application Deadline: Part I: December 15, 2022 / Part II and supplementary materials: January 15, 2023
Greenwich Country Day: https://www.gcds.net/
Mission: The mission of Greenwich Country Day School is to enable all children in our care to discover and to develop what is finest in themselves—to achieve the highest standards in their studies, in their play, and in their character.
We are committed to the ideal of a coeducational family school. We recognize that every child is an individual who possesses unique talents and abilities. We promote consideration of others, value diversity, and teach respect for all people and our world.
Greenwich Country Day School maintains high academic standards, a broad and balanced curriculum, and time-honored traditions. We encourage children to take intellectual risks. The school prepares students to be ethical, confident learners and leaders with a strong sense of purpose—ready to embrace opportunities and challenges in a world of rapid change.
Location: Greenwich, CT
Grades: PK-12
Number of students: 1,252
Application Deadline: December 15, 2022
Brunswick: https://www.brunswickschool.org/
Mission: The school’s purpose is to educate the “whole boy” by helping boys and young men – without regard to culture, ethnicity, or religion – acquire the personal, intellectual, and physical training to best enable them to grow into responsible adults.
Brunswick’s academic programs seek to challenge each boy to fulfill his unique potential and to develop the creative and independent qualities of mind necessary for intellectual maturity and self-confidence.
We also believe a complete education must include lessons that take place outside the classroom. Through athletics, arts, and service to the community, every student is encouraged to develop his talents to the fullest and to understand his obligation to share them generously.
As its young men grow in an atmosphere of trust, care, and mutual respect, Brunswick accepts that its overriding objective is to foster development of strong character. Honesty, integrity, compassion, and tolerance are promoted, and each student is expected to develop a sense of responsibility to himself, to those around him, and to the school community as a whole.
Above all else, Brunswick believes that the strength of a young man’s character and the depth of his spirit define all genuine and lasting success.
Location: Greenwich, CT
Grades: PK-12
Number of students: 984 All Boys
Application Deadline: December 15, 2022
“We chose Brunswick for our son not only for the excellent academic and extracurricular activities, but also because of the school's dedication to building young men of character. They truly believe in their motto of “courage, honor, truth” and that is their guiding principle everyday.” -Scarsdale Parent
Sacred Heart: https://www.shgreenwich.org/
Mission: The Goals & Criteria guide the mission and purpose of Sacred Heart Greenwich and all of the United States and Canadian Province of the Sacred Heart schools. Every fifteen years, the Provincial team leads a revision process in recognition of the fact that the mission is never fully complete and that each generation lives out the mission in different ways. The five timeless Goals remain unchanged, and the changes made to the criteria reflect the vision and hope for Sacred Heart schools for the next fifteen years.
Location: Greenwich, CT
Grades: PK-12
Number of students: 729 All Girls
Application Deadline: February 1, 2023
Hudson Country Montessori: https://www.hudsoncountry.org/
Mission: Hudson Country Montessori School’s mission is to create a learning environment that promotes students’ innate curiosity and love of learning by integrating their evolving interests and abilities with highly individualized learning paths. This student-centered process is intrinsically motivating and helps our students achieve their highest potential in each area of the curriculum. The outcome of our progressive Montessori pedagogy is students who are creative thinkers, as well as independent, confident and motivated achievers. Each HCMS student knows that, “With hard work and perseverance, I can do anything!”
Location: New Rochelle, NY
Grades: PK-8
Number of students: 192
Application Deadline: Rolling
Fieldston: https://www.ecfs.org/
Mission: Felix Adler’s educational vision is as important today as it was when the Ethical Culture Fieldston School was founded in 1878. To continue to realize that vision, we embrace the following ideals:
Ethical learning
The exploration of what it means to be an ethical and responsible member of society forms the core of our curriculum and our school community. We value inclusion as well as economic and racial diversity. We honor all of our students for their unique contributions, cultural backgrounds, and beliefs. As we consider service to be critical to the development of character, we incorporate community service into our students’ school experiences from the earliest grades.
Academic excellence
Our School achieves academic excellence by challenging students to reach their highest potential in body, mind, and spirit through the humanities, the sciences, the arts, and physical education. Students become active learners and engage in vital discourse in an atmosphere of intellectual discipline and creativity fostered by a community of dedicated teachers.
Progressive education
Through a curriculum rooted in our tenets of progressive education, students become independent thinkers as they learn that asking their own questions and seeking their own answers are key to the deepest kind of understanding. Cooperative, student-centered, discussion-based learning and the freedom to make mistakes are part of our students’ everyday lives.
s to ensure you get the best experience. If y
Location: Bronx, NY
Grades: PK-12
Horace Mann: https://www.horacemann.org/
Mission: Horace Mann School prepares a diverse community of students to lead great and giving lives. We strive to maintain a safe, secure, and caring environment in which mutual respect, mature behavior, and the life of the mind can thrive. We recognize and celebrate individual achievement and contributions to the common good.
Location: Bronx, NY
Grades: PK-12
Number of students: 1,551
Application Deadline: November 15, 2022
Eagle Hill: https://www.eaglehillschool.org/
Mission: Eagle Hill School, a life-changing experience, offers children who learn differently the opportunity to grow into capable, resilient students with the self-confidence and character necessary to meet the challenges they will face beyond Eagle Hill.
Eagle Hill offers a language-based, remedial program committed to educating children with learning disabilities. The curriculum is individualized, interdisciplinary, and transitional in nature. A secure, structured, nurturing environment supports and stimulates the development of the whole child. As a result, children learn to view themselves as competent individuals with a strong sense of self.
Location: Greenwich, CT
Grades: K-9
Number of Students: 265
Application Deadline: Rolling
King School: https://www.kingschoolct.org/
Mission: We provide an excellent, progressive education, grounded in the traditional disciplines of the arts and sciences, committed to the nurturing of individual potential, and designed to promote critical thinking and reasoned reflection. Using rich and innovative methods, our teachers facilitate each student’s fullest academic and personal achievement. We champion the development of character, self-confidence, and talent through challenging intellectual, creative, athletic, leadership, and service opportunities.
King believes that individual accomplishment must go hand in hand with respect for others. Our culture of respect fosters collaboration as well as independence. We embrace human and cultural diversity. We value responsible citizenship.
Location: Stamford, CT
Grades: PK-12
Number of students: 725
Application Deadline: December 12, 2022
“We love that King really seems to develop the ‘whole’ child. There is a strong emphasis on building character and curious, thoughtful citizens. We also appreciate their progressive approach to teaching and learning.” - Scarsdale Parent
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6474724/
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Contrasting staff and student views on alcohol education provision in a UK university
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2019-08-18T00:00:00
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Alcohol education and awareness aims to teach individuals the risks of excess consumption. It is common in UK universities, despite limited evidence of success with student cohorts. This research explored the development and delivery of such alcohol activities ...
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https://www.ncbi.nlm.nih.gov/coreutils/nwds/img/favicons/favicon.ico
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PubMed Central (PMC)
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6474724/
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Introduction
UK university settings are perceived by students as permissive of heavy alcohol use (Morton & Tighe, 2011), and high-risk drinking has been evident in UK student populations for many years (Gill, 2002). This is frequently characterised by heavy, single occasion – or binge – drinking (Craigs, Bewick, Gill, O’May, & Radley, 2011; Morton & Tighe, 2011), and has been linked to multiple adverse health and behavioral outcomes, including accidents (Clapp, Shillington, & Segars, 2000), being a victim of crime (Newbury-Birch et al., 2009), and increased risk of unprotected sex (White & Hingson, 2013). Although current data suggest a drop in overall consumption among UK young adults, it is as yet unclear whether this decrease is translating into reduced alcohol-related harms in youth populations, including students (Institute of Alcohol Studies, 2013). As such, the most recent UK Government alcohol strategy states continuing expectations that universities will work to educate students on the risks associated with heavy consumption (HM Government, 2012).
Many UK universities undertake alcohol education and awareness work, traditionally based on empowerment models of health promotion, meaning provision of information to individuals to inform different choices (Dunne & Somerset, 2004). Despite little evidence of a knowledge deficit in young drinkers in relation to alcohol harms (IAS, 2013), typical activities include display of safe drinking messages warning of potential consequences of drinking to excess (Orme & Coghill, 2014).
However, delivery of alcohol programs within UK universities is variable (Orme & Coghill, 2014) and often lacking impact (Larimer & Cronce, 2002). Assessment of alcohol education campaigns is hampered by absence of robust evaluative data (Foxcroft & Tsertsvadze, 2012), with programs in university settings often lacking control or comparison groups, having small sample sizes and limited long-term follow up (Barnett & Read, 2005). Where evaluation has occurred, evidence suggests that increased exposure to alcohol education messages does not correlate with decreased binge drinking or reduced harms (Larimer & Cronce, 2002; Wechsler et al., 2002). Alcohol education campaigns have been shown to increase alcohol knowledge in first-year students but not to reduce high-risk drinking compared to controls (Croom et al., 2010). At both university (Cronce & Larimer, 2011) and school level (Anderson, Chisholm, & Fuhr, 2009), alcohol education-only campaigns fail to demonstrate reduction in alcohol-related harms, or fail to sustain effects over time (Paschall, Antin, Ringwalt, & Saltz, 2011).
Despite these limitations, internet searching for ‘alcohol awareness at UK universities’ quickly illustrates that such programs are routinely pursued and continued at campuses across the country. In the absence of evidence of impact on student drinking, it is important to consider why this occurs and to understand organizational decision making underpinning these practices. This can provide insights into barriers to implementation of alternative approaches which may more effectively reduce harms.
This paper presents an in-depth exploration of alcohol practices in one UK university. Case selection was not based on unique institutional features but on opportunity to study the research problem. The case should not be considered as a ‘typical’ example of a university, with concepts of typicality deemed problematic in social settings where each possesses unique processes and interactions (Stake, 2000). However, this acknowledgement of uniqueness does not exclude the possibility of gaining insights that may contribute to discussion of processes at other universities.
The research explores how current campus activities on alcohol education and harm reduction are formulated, which staff are involved and the rationale for these activities. It also examines student responses to awareness-raising messages to consider whether they are being received as intended. In doing so it highlights a key contradiction between staff and student views of appropriate action on alcohol and the implications of this for understanding absence of impact.
Materials and methods
This study explores perceptions of – and contributions to – institutional activities aimed at addressing alcohol related harm. Design involved in-depth, qualitative interviews, which were selected to facilitate exploration of meaning for those central to the enquiry (Bryman, 2008). This paradigm was relevant for understanding student alcohol consumption and its relationship to the complex, multi-level university setting (Dempster, 2011). Interviews involved non-teaching staff and first year students. Ethical approval was obtained from the University Research Ethics Board. The research was conducted at one UK university, located centrally in a mid-sized UK city. The student population is over 25,000 and a majority of first-years live in university-owned residence halls.
Staff recruitment
The lead researcher has previously delivered alcohol awareness campaigns in universities and was familiar with typical staff involvement in such work, so sampling strategy was initially guided by this. Exploratory phone calls were made to managers across a range of university departments, including Human Resources, Residential services, Student Support, and also Student Union (SU) to discuss current alcohol activities and who was involved. This identified several additional departments for inclusion. Permission was sought from relevant managers to contact staff to discuss interviews however, for confidentiality, managers were not informed which staff within departments were subsequently approached. Interviews were conducted with 17 staff (eight male) who self-identified as being involved in the development of alcohol policies or awareness activities at the time of interview ( for full details). Eight interviewees were in managerial roles in their departments and, of these, six were male.
Table 1.
IntervieweeDepartmentP1 (M)Student unionP2 (F)Student supportP3 (F)Student counsellingP4 (F)Campus securityP5 (F)Residential servicesP6A (M)Residential servicesP6B (F)Residential servicesP6C (F)Residential servicesP7 (M)Occupational healthP8 (M)Student counsellingP9 (M)Student health servicesP10 (F)Student supportP11 (M)Student supportP12 (M)Student unionP13 (M)Student registryP14 (F)Student counsellingP15 (F)Student safety partnership
Student recruitment
Sample drew from students who had moved away from the family home to attend university due to evidence of higher alcohol consumption among this cohort, both in the UK (Thombs et al., 2009; Ward & Gryczynski, 2009) and internationally (Dantzer, Wardle, Fuller, Pampalone, & Steptoe, 2006). This was determined by related study considerations of associations between alcohol and social behavior. University policy prohibited contact with students through emails therefore recruitment was carried out through face-to-face contact outside of residences sites, where the research was outlined to prospective participants and a flyer with study details and researcher contact information was provided. Due to slow response rate, this was then supplemented through direct promotion to whole class groups, utilizing the lead authors part-time teaching work. This direct approach is commonly utilized in organizational studies where the researcher may be in a position to access a population due to their own role (Bryman, 2008). It was essential that students felt no pressure or coercion due to the power differential inherent in the institutional relationship (Miller & Bell, 2002) therefore students were asked only if they would be willing to take study information sheets back to their accommodation to leave visible to flatmates. Several who agreed to this did subsequently request the opportunity to take part themselves and were accepted into the study. Gender parity was aimed at in recruitment but not achieved, with approx. 60% female sample (N = 23, nine male). All but two students lived in university-run accommodation, with the other two sharing a private rented house. Brief biographical information on student participants is presented in .
Table 2.
Personal detailsBefore arrivingSince arrivingS1Female, 18 years oldDrank before Uni but mainly just pubs and rarely clubs.Lives in halls. Made choice after reading about which halls were most ‘lively’. Drank a lot during Freshers and still goes out a lot with flatmates.S2Male, 19 years oldHad visited the area before and knew there would be a lively nightlife compared to home.Lives in halls. Made choice of hall after reading online about costs and location. Drinks a lot, mostly with friends from sports teams.S3Male, 18 years oldOften drank at friend’s houses before coming but parents are both non-drinkers so never drank at home.Lives in halls and chose from reading about the ‘most social’ option. Gets drunk with housemates a ‘couple of times a week’.S4Female, 19 years oldDrank before uni but was ‘never too bothered’ about it.Moderate drinker. Lives in halls. Found Freshers quite tough as a moderate drinker but found a good group of friends and is living with them next year.S5Female, 18 years oldWent to pubs quite a bit before uni but was worried about pressure to drink differently at uni.Moderate drinker. Lives in halls but friends are mainly other occasional drinkers from student societies.S6Female, 19 years oldDrinks ‘very rarely’, mostly when going out to listen to music rather than just to drink.Low/non-drinker. Lives in halls but found it really hard in Freshers due to drinking levels of flatmates.S7Female, 19 years oldVisited the area once before starting and really liked it. Drank a bit before uni but was worried about lack of experience.Low/non-drinker. Lives in halls and has had difficulties because of drinking levels of flatmates.S8Female, 20 years oldDrank before Uni but only a couple of local pubs to choose from. Was excited about the local nightlife.Lives in the ‘social hall’ and her flat is often used for pre-drinks. Binge drinks a few times a week.S9Male, 20 years oldFelt like he had plenty of drinking experience during his year out before Uni.Lives in halls. Picked a ‘social’ hall. Goes out drinking with flatmates at least once a week.S10Male, 19 years oldDrank in local pubs before Uni and was looking forward to a bigger range of places to go.Lives in halls. Drank a lot in Freshers but mostly drinks with course friends now. Binges a couple of times a week.S11Female, 18 years oldDidn’t drink much before Uni.Lives in private housing and mostly goes to local pubs with housemates every week, ‘at least once’.S12Male, 20 years oldHad a gap year working and drank a lot during this time.Lives in halls and drinks a lot, both with flatmates and sports society friends.S13Female, 19 years oldDrank before uni but not many options at home so just local pubs.Chose the biggest hall to meet the most people. Drinks frequently with house mates.S14Female, 21 years oldKnew the area well and was looking forward to the nightlife as a student.Chose the ‘liveliest’ hall and ‘likes a drink’. Goes out multiple times a week to get drunk.S15Female, 19 years oldNon-drinker.Low/non-drinker. Chose one of the smaller halls to avoid so much drinking. Some people have had issues with her not drinking but has found friends now who don’t care.S16Male, 20 years oldDrank regularly before uni.His hall is ‘too quiet’ so he goes to friends’ houses to drink ‘pretty often’. Likes getting drunk.S17Male, 19 years oldDrank in local pubs back home but not much clubbing experience.Lives in halls, has a drinking night with flatmates and another with course mates ‘most weeks’.S18Female, 19 years oldDrank moderately before uni, mostly in pubs with friends.In the biggest hall and happy about the chance to meet lots of people. Gets drunk ‘maybe weekly’.S19Female, 18 years oldHadn’t drunk much before coming but the area had a good reputation for nightlife at home.Lives in halls. Is a regular drinker and enjoys the local club scene.S20Female, 19 years oldDrank a bit in pubs before coming but no clubbing experience.Lives in a quieter hall so goes to other friends’ houses for drinking, maybe a couple of times a week. Likes ’pre-drinks’.S21Male, 19 years oldDidn’t know much about the area but had heard that locals ‘liked a drink’.Chose the most social hall but got placed in a quieter hall instead. Likes drinking and ‘goes out a lot here’.S22Male, 18 years oldDefined as a ‘special occasion’ drinker before uni.Lives in private housing. Drinks with them once or twice a week.S23Male, 19 years oldEnjoyed going to pubs and clubs before uni ‘for the atmosphere’.Chose the most ‘social’ hall and gets drunk ‘a fair bit with flatmates.
Data collection: mapping the research context
To inform development of interview schedules, activities were undertaken to identify and map current alcohol education or harm reduction activities at the university. Two site visits were made (with permission) to key areas including SU and Residences. A written record was made of any visible materials containing an awareness-related message, including key content, location and authorship when available. Posters were observed from two UK charities working to raise awareness of alcohol harms. This included messaging from Drinkaware (an alcohol education charity funded by UK alcohol producers, retailers and supermarkets), on the dangers of being too drunk, and from Alcohol Concern, including promotion of the ‘Dry January’ month-long abstinence campaign. Advertized activities also included a forthcoming alcohol awareness week in the SU, and ads for a safe taxi service for drunk students, run in partnership with a local taxi firm. The Union further publicized a policy of refusal of service for drunk patrons. As is the norm, the university also operated a general advice centre, which does not specifically address alcohol issues but offers signposting to specialist outside alcohol support agencies.
A request was also made to Human Resources for access to any policies mentioning alcohol. Drawing on Rapley (2008), these were analyzed to identify: embedded rules on alcohol; target of the text; structure and organization; use of evidence; embedded discourse on alcohol. Searches of the university website also identified two alcohol awareness webpages, which were subsequently discussed in interview, one outlining consequences of drinking on social and psychological function and the other containing tips for reducing drinking on a night out.
From this mapping activity, questions were formulated for topic guides to understand both staff and student awareness and opinions, of identified materials, with staff also asked about any direct involvement in development. Students were asked for their views of identified materials and also about their own typical drinking activity so far. As the research focus was on perceived importance of alcohol during transition and adaptation, students were not asked to quantify consumption but were instead asked to self-define their ‘typical’ drinking. All interviews lasted approximately 45–60 min and took place in a private room where confidentiality could be maintained and all were transcribed in full.
Data analysis
Open reading was first carried out by the primary author to identify emerging themes for coding. Second-phase coding (Saldaña, 2013) involved thematic analysis to identify and report patterns (Braun & Clarke, 2006), with reference to findings from an earlier literature review to further develop these themes and ensuring an iterative analytical approach. Coding was revised and finalized through discussion between authors. Staff and student transcripts were initially coded as separate data sets, using Word comment and text searching functions, before comparison and examination across the sets to further refine and develop key themes. Quotes are used below to illustrate themes identified through this analysis. Within the paper, staff are referred to as P(n), gender (M or F) and job role included on first mention, and students as S(n) and gender (M or F).
Results
This section presents findings from analysis of interviews with staff and students, with illustrative quotes throughout. It considers expectations of alcohol in university culture and participant views of appropriate responses. It then considers the types of activities being delivered on campus at the time of data collection and perceptions of these.
Expectations of alcohol use
Students were asked to describe own drinking as non/low, moderate, regular drinker, with no quantification offered in order to capture self-perception. Three of those interviewed identified as low/non-drinkers, two as moderate drinkers and the remainder self-defining as drinking regularly. Moderate and regular drinkers were asked whether consumption involved binge drinking, with a majority interpreting this as meaning drinking to a point of drunkenness. Most described this as being the norm during Freshers, with a typical decrease to once or twice weekly (for regular drinkers) and less often for moderate consumers. Interestingly, moderate consumption was interpreted as getting drunk less often rather than consuming less on drinking occasions. Drinking in-between binges was rare for this group. Of three students who defined as low/non-drinkers, two of these discussed light drinking at social gatherings as a way of joining in, while the other was abstinent.
When asked what role alcohol plays in student life, a large majority positioned it a traditional part of student identity. This was expected by both drinkers and low/non-drinkers as being what ‘most’ students would do:
I don’t know where the whole drinking craze came from at university but obviously the two are entwined and because of that people must just sort of shake off all the thoughts about what alcohol does to you, because you feel like you go to university you’re going to have to drink, the two are like inseparable… (S15, F)
I guess it (drinking) is sort of like a traditional way of getting to know people. When I say traditional I mean traditional like the student sense and not the goes back through the ages. (S16, M)
Reflecting inter-generational normalization of alcohol in student culture, staff also reflected this view and made frequent references to own drinking experiences at university:
I think particularly within British society there is that expectation that when you go to university you’re going to be drinking excessively, you’re going to be using drugs, you’re going to be partying. And that seems to be quite fixed within our culture. I mean it was the same when I went to university 20 odd years ago. (P3, F, Student Counsellor)
Among staff, this acceptance was frequently accompanied by reflections on alcohol as part of the rite of passage for young adults moving away from home and commencing the journey to independence, for example:
…they’re coming to cut the ties from their parents and to become adults in their own right and make their decisions, whether it’s a good or bad decision, whether its falling over drunk and friends helping them and put them to bed…not necessarily that we want to encourage but that can be part of the university and its them making decisions as an adult and learning what it is right from wrong. (P2, F, Student Support Advisor)
To understand the manifestation of this view in alcohol practices, we discussed what the role of the university should be in relation to student drinking.
Staff views of appropriate action
Staff were asked that they thought the university should do about student drinking and, while most felt that there was limited chance of reducing consumption, it was commonly accepted that there was a duty to do something. What this should be was complicated by varying views of what the university should represent in the lives of students.
For staff, there was an obvious challenge between having a duty of care for student well-being, with understanding that alcohol could compromise that, and over-stepping boundaries of an appropriate role for the university. Most felt that university approaches to alcohol should reflect positioning as an educational body, for example:
I think there is an issue about where the duty of care for our students begins and ends. What we mustn’t do ever, is act as some sort of encouragement to drink more than you’re capable of drinking…we’ve all got to keep educating students about sensible limits. (P13, M, Student Registrar)
We explored perceptions of more regulatory approaches identified from the research literature and presented as examples of practice elsewhere, such as ‘dry’ halls of residence, limitations to on-site sales, fines for alcohol-related behavioral issues such as noise, etc. Staff in Residential settings felt that the landlord–tenant relationship with students meant limited right to moderate behavior through more interventionist measures:
They’re sort of customers you know they’re not naughty people, they pay us to live here. Your landlord doesn’t come round to yours and say “only one bottle of wine a week” you know it is very difficult. There’s a line and you can quite easily cross it. (P6B, F, Residences officer)
Others suggested that the ‘student-as-customer’ status created by the current fee-paying structure created further constraints to actions deemed appropriate:
If I’m paying nine grand I don’t know that I would want someone to be telling me how I should live my life. I think health promotion is a kind of take it or leave it isn’t it. …I’m not sure that people should necessarily be disciplined by the university if they happen to end up in A & E (Emergency Room) after a night out on the lash. (P8, M, Counselling Manager)
Education and awareness raising, specifically on the consequences of excess consumption, were widely favored over such policy-led approaches. This educational focus was deemed consistent with both the pedagogical role of the institution and the right of students as adults:
…we do what we can…it’s a very difficult balance because students, for the vast majority, they’re 18 plus. They’re adults and whilst we can educate and promote health and well-being, people will want to live independently, and for many it’s the first chance they’ve had to do that. (P7, M, Deputy Manager, Occ. Health)
I keep harping on about the educational side of it as opposed to the directive side. This is not a school, this is a university, you’re dealing with adults. As long as we are, I think, giving students the right advice, the right support, then, then that probably is sufficient. (P13, M)
Staff involvement in policy and practice
As no standalone alcohol policy for students was in place at the time of data collection, staff were asked whether they would favor having a policy and what could be achieved through this. Responses on the utility of this were highly variable, with observations that staff were limited by lack of capacity to enforce content. It was further suggested that alcohol policy may exceed reasonable standards of duty of care and stray into attempts to ‘micro-manage students’ lives’ (P13).
Alcohol was discussed within the existing general disciplinary policy which governed behavior in communal areas and damage to property. This reflected a behavior management approach, and was developed – and utilized – predominantly by Residences staff, based on the greater significance of alcohol to their daily working:
When it’s been a possible disciplinary issue in terms of damage…99 times out of a hundred, alcohol is involved somewhere with the damage (to property). (P5, Residential Manager)
Residences staff, and particularly P5, also led on the content of the alcohol webpages described earlier, which were developed internally as a response to the frequency of alcohol issues in halls and the perception of alcohol awareness and education as the best approach.
As well as Residences, the SU was identified as the other main location for alcohol policy and awareness activities. They also utilized a disciplinary approach to alcohol behavior management, implementing premises bans for unacceptable behavior, and it was evident that the SU was primarily conceived of as a responsible retailer and a trusted licensed premises:
We’re not like your average bar or nightclub environment so we’re not solely in it to make as much money as we can…there’s a commercial income stream but we’ve got a duty of care to our members…it is just taken a bit more seriously than it would be in a nightclub in town for example. (P1, M, SU Manager)
This duty of care manifested in awareness and educational activities, including poster campaigns and alcohol awareness week events described earlier. Most other staff suggested that it was right that the SU, as the predominant alcohol retailer on site, should have primary responsibility for carrying out alcohol awareness activities. However, this was often coupled with suggestions that this was unlikely to be prioritized where alcohol sales were financially beneficial to the SU, reflecting arguments that where competing economic and health interests are observed, economic concerns will win (Jayne, Valentine, & Holloway, 2008):
The events they run give a contradictory message to those from elsewhere because the SU needs to make money…Nights like Drink the Bar Dry. The duty of care differs between the university and the union – their primary role is different… (P16, F, Security Co-ordinator)
In terms of effectiveness, the delivery context within the bar/nightclub setting is likely to be significant, as evidence suggests that such messages may be seen as either already known or contradictory to the aims of attending such a drinking space (Brooks, 2011). It is notable that staff generally expected the impact of these education and awareness messages to be low, specifically with the ‘Dry January’ campaign likely to be limited by timing and very low numbers of students around campus in January exam periods, meaning limited exposure to the messaging on display.
Student views of current practice
Staff descriptions and mapping of campus activities informed interviews with students, with questions on expectations of any university rules on alcohol, and opinions of educational information currently available. All students, regardless of drinker status, rejected the appropriateness of the university setting any rules aimed at limiting consumption, citing legal adulthood as the primary reason for this:
We’re all over 18 so I wouldn’t see why there would be (rules on alcohol). (S1, F)
I can’t imagine there being (rules) because we’re all kind of adults now so I expect the rules, you know, just stay within the law, I assume. (S21, M)
Students were shown the alcohol awareness webpages described above and asked (a) whether they were familiar and (b) what they thought of content. Despite being signposted to these at the start of the year, most did not recall seeing them, citing being ‘swamped at the beginning’ (S23, M). When asked to reflect on content, the majority suggested that such messaging had been seen before and was therefore not needed at this age. It was also suggested that advice on strategies to limit consumption were unrealistic, particularly during early stages of university life where the social benefits of drinking with new peers outweighed any concerns over potential alcohol harms:
Alcohol probably does make it easier, takes away the awkwardness of it I think. You can have something in common when you’re drinking with people. (S2, M)
When asked what the university should do about student drinking, responses reflected the growing emphasis on personal responsibility associated with the young adult life-stage (Arnett, 2004). Most placed the onus of responsibility for drinking choices – and drinking outcomes – on themselves:
The thing is, like, I think really we should be doing it ourselves because we’re all adults so we should…if we get ourselves into a situation it’s our fault really isn’t it? (S18, F)
Students commonly felt that, as adults, learning to drink more sensibly is best achieved through personal experience rather than instruction or advice, resulting in resistance to alcohol guidance from the university:
Even if someone gave me advice I probably would still do it so I think you kind of need to learn from your own mistakes as well. (S8, F)
Like the best way of finding things out is actually doing things myself. I’ve been there and I’ve been in those speeches and just been like ‘oh I can’t wait to go…’ (S16, M)
As with staff, students were asked their opinion of more interventionist approaches, including sanctions and limits to sales or consumption. Such measures were perceived by some respondents as unfair on those who had ‘learned’ effectively in relation to drinking, with problematic use relegated to a minority behavior among those who had not yet acquired the capacity for sensible consumption:
Personally I think you need to learn yourselves…maybe (rules) should be put in place but then again you think, well would that ruin it for everyone else that does take it sensibly that is alright with their drink because some people have gone over the top. (S23, M)
Strong contradiction emerged between staff conceptualization of the provision of educational material and student perceptions of such measures. While staff favored this as appropriate for young adults and for the relationship between student and university, students were likely to interpret alcohol education as reminiscent of school and the treatment of younger people. There was clear rejection among a strong majority of students of the approaches already experienced in compulsory schooling:
This is like the same sort of thing that’s drummed into you at school like drugs are bad, don’t drink too much, things like that… people aren’t going to care… (S17, M)
You get taught like in school not to drink too much but…don’t know, I don’t think it would really alter many people’s behavior unless they had a real problem where they like depended on it. (S13, F)
When asked who would constitute effective messengers for alcohol content, students generally felt that neither non-academic or academic staff would be appropriate, with this again rejected as conflicting with adult status:
I don’t think any student wants to hear their lecturer or teacher talking about drinking, you know, they’re going to be sitting there like ‘oh you’re just like my parents’. (S15, F)
A majority of students, including the heaviest drinkers, do not see any need to reduce consumption levels (Roche & Watt, 1999). Although this was echoed here, students did suggest that, should alcohol awareness activity take place, it may be more effective if peer-led:
They’re at the same kind of level. If you speak to the staff it feels like…they’d be judging because they’re older. (S19, F)
Second year students I’ve spoken to they’ve been a bit more like oh yeah this club is good, or this place has got really cheap drinks… So maybe if one of them was to turn around and say be careful, you might have a bit more of an effect because you’re not expecting it of them… (S23, M)
As education was largely rejected, we discussed what would be considered as appropriate intervention from the university. Most students were in favor of harm reduction activities, such as safe transport home services, suggesting that the perceived inevitability of heavy drinking meant that pragmatic measures were more acceptable.
Discussion
This research aimed to understand the development of on-site alcohol practices at one UK university and the reaction of students to these. Findings illustrate that alcohol was normalized in student identity and widely accepted by both staff and students. However, this acceptance was accompanied by a widely held view among staff that the university has a responsibility to try to reduce alcohol harms through education of students, which forms the basis of current practice on campus. This reflected perceptions of educational interventions as non-coercive and within appropriate boundaries of the staff–student relationship, with low acceptability of more interventionist approaches with a group engaging in a legal behavior with strong cultural associations. However, despite staff approval of educational approaches as appropriate for this audience, students rejected these same approaches as reminiscent of more child-like, school experiences. Research suggests that, where the legal drinking age is 18, students recognise their own legal drinker status as rationale for self-regulation over institutional intervention (Snow, Wallace, Staiger, & Stolz-Grobusch, 2003), leading to rejection of attempts to moderate alcohol use or behavior (Banister & Piacentini, 2008), and this was evident here.
Although staff participants strongly perceived a duty to aid students in making drinking decisions, the absence of in loco parentis status and the legality of consumption meant that defining what this should entail was problematic. Multiple internal influences were identified as shaping the organizational approach, include drinking expectations and modular student identities which acted to limit capacity for intervention. The overlap of multiple role identities is normalized in complex organizations (Webb, 2006), meaning staff in non-academic roles were required to here act in turn as business owners, landlords, carers and disciplinarians, with each of these necessitating different responses. Further, staff responses to student alcohol use, and the perceived importance of action, were often shaped by direct impacts of alcohol on daily function within departments. Those who were directly affected most frequently were more likely to try to formulate their own responses at departmental level, e.g. creation of alcohol educational materials, with little coordinated action across the institution.
Should an institutional-level response, e.g. campus-wide policy be attempted, the composition of the staff sample in this organization may be relevant. Here, senior staff roles were more likely to be occupied by male than female staff and, although this is relatively reflective of the construction of student advisory services in universities (Duffy, 2010), it may be significant in the development of organizational practice. Senior staff are more likely to be on committees where policies are developed and practice decisions are made, meaning that if men and women perceive the issue differently, outcomes may be impacted. Women typically express greater support for more interventionist alcohol policy than men (Li et al., 2017) but this may not be reflected in practice development where gender imbalance exists. Although no significant difference was noted here between male and female staff views of education, male staff did express objection to over-reach by the university more often, which may impact the direction of organizational responses.
Student perceptions of an appropriate organizational role in addressing alcohol use reflected the perceived right to live free from attempted constraints. Macro-cultural conceptualizations of alcohol locate it in the movement between work-time and play-time and the consequent switch of role identity (Gusfield, 1987) from employee to social self. However for students, who may live, work and play in the same place, this segmentation does not occur meaning they are likely to reject alcohol intervention from any part of the organization, as seen here. The right of UK adults to drink is culturally, and legally, embedded. In young adults this is accompanied by narratives of drinking to excess as a natural part of youthful risk taking in the search for autonomy (Jack, 1986), with drinking with peers perceived as significant to sociability (Griffin, Bengry-Howell, Hackley, Mistral, & Szmigin, 2009) and the UK student experience (Seaman & Ikegwuonu, 2010). In this research, both staff and students recognised the emerging adult status of students, signified by rejection of adolescent labels and expectation of increased choice and personal responsibility (Arnett, 2004). However, their conclusions over the implications of this for alcohol education were significantly different. Staff were likely to conclude that educational approaches were most respectful of the right of young adults to choose, representing a non-invasive, pragmatic option. However, students interpreted attempts at alcohol education as reminiscent of more invasive, school-like practices, leading to rejection and resistance to such messages.
In terms of evidence of effectiveness, staff views expressed here of education as a more respectful, ‘hands-off’ approach also suggest that attaining impact through alcohol programs may be secondary to other concerns around appropriateness and the organizational relationship with students. Evidence supporting educational approaches is weak but does suggest that most effective education programs for drug and alcohol prevention are interactive (Botvin & Griffin, 2007), which may contrast with the perceived right to self-determination strongly expressed here.
It was also evident here that alcohol awareness messages offering advice on ways to limit consumption, specifically those emphasising a choice to adopt ‘sensible’ drinking, contrasted with participant understandings of alcohol as a useful social practice, and as accepted within broader cultural conceptions of student behavior. This understanding reflects culturally sanctioned presentations of student drinking as expected and as constituting a rite of passage during this life-stage, with little evidence to suggest desire to change current behavior among students. Both participant groups reflect liberal conceptions of the right of legal adults to self-determine and the onus on personal responsibility for behavior inherent in much of public health (Minkler, 1999). This arguably overlooks more ecological influences on behavior (McLeroy, Bibeau, Steckler, & Glanz, 1988) which are significant in a marketized alcohol system which normalizes affordable, accessible consumption (Room, 2011). These wider influences, coupled with expectations and stereotypes of student drinking that normalize consumption, mean that, although moderation is promoted within educational messages, it is unlikely replace youth conceptions of alcohol as a tool for achieving drunkenness.
Suggestions for practice
A key issue for alcohol intervention is the extent to which education could be effective in an alcohol-intense environment in a UK legislative setting where drinking is a legal adult behavior and is accepted as part of emerging adult development. Despite overall reductions in youth consumption at population level, the continued dominance of binge-style drinking suggests that challenges to associated harms may require different approaches to observed education-based models. It is argued therefore that the focus for universities should be on harm reduction practices, with potential development of peer-led programs, subject to evaluation.
Despite belief among participants that the SU should provide alcohol awareness and education, student acceptability was here low and other business requirements are also influential. Role segmentation was evident in the SU who, although often being the main alcohol retailer on site, were here expected to lead on alcohol education. This is problematic due to the economic benefits of student drinking to their continuance, particularly in the face of intense local competition for student customers. As stated, where economic and health motivations are in direct competition, economic imperatives will generally win (Jayne et al., 2008), meaning that expecting SU’s to act against their economic interests is likely unrealistic. However their desire to be recognised as responsible retailers, including implementation of server training schemes, safe transport schemes, etc., means they are positioned to effectively contribute to harm reduction.
This study illustrated greater acceptability for harm reduction over educational or interventionist approaches from a majority of participants, suggesting development of explicit harm reduction goals may be beneficial. It is argued that focus on harm reduction would involve re-defining success, e.g. aiming for reduced negative outcomes rather than reduced drinking (Logan & Marlatt, 2010). It is recommended that harm reduction practices be informed by local understanding of negative alcohol outcomes, through consultation with staff and students on site, thus adding a peer-led, more credible, element to content. Although evidence is currently limited, peer-led approaches have shown some positive outcomes in these settings (Tollison et al., 2008) and should be explored further.
Limitations
A limitation of the study is the non-inclusion of academic staff as well as a broader range of external stakeholders across wider university and community settings. This may be particularly relevant in city-based campuses, where off-site consumption is the norm and student drinking is therefore impacted by local licensing practice as well as SU policy. While the regulatory and enforcement role of on-campus staff was included, other insights may have been overlooked. Although staff participants were identified as those most relevant for understanding institutional responses to student alcohol use on campus, it was evident that their own experiences shaped practice, meaning findings may not be relevant at other sites where these experiences vary. As this study selected one site for investigation, caution must be exercised in relating findings to other university contexts with significant variations of size, profile of institution, student demographics, etc.
Despite this, the research provides valuable insights into the difficult relationship between perceptions and organizational approaches to tackling alcohol behavior. Addressing this may be important in developing cohesive organizational strategies with high acceptability to those tasked with delivering outcomes. Research in universities of varying size and location is recommended to further enhance understanding.
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Hackley School, Tarrytown, N.Y. between 1910 and 1920
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Prints of Hackley School, Tarrytown, N.Y. between 1910 and 1920. Our beautiful Wall Art and Photo Gifts include Framed Prints, Photo Prints
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en
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Media Storehouse Photo Prints
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https://www.mediastorehouse.com/heritage-images/hackley-school-tarrytown-ny-1910-1920-36323920.html
|
Heritage Images Photo Prints and Wall Art
Hackley School, Tarrytown, N.Y. between 1910 and 1920. Creator: Unknown
Hackley School, Tarrytown, N.Y. between 1910 and 1920. Heritage Images features heritage image collections. © Heritage Art/Heritage Images
Media ID 36323920
Campus College Darkness Grounds Lawn New York United States Of America Path Private School School Shadow Shadows Unitarian University Company Detroit Publishing Detroit Publishing Co Detroit Publishing Company Dry Plate Negative Glass 8 X 10 In Edwin H Husher Prep School Preparatory School William A Livingstone
Framed Prints
Step back in time with our vintage Framed Print of Hackley School in Tarrytown, N.Y. between 1910 and 1920. This captivating image, sourced from Heritage Images, showcases the historic charm of the school during an era long past. The creator and exact year are unknown, adding to the mystery and allure of this unique piece. Perfect for any room in your home or office, this Framed Print is a must-have for those who appreciate history and the beauty of the past. Add a touch of timeless elegance to your space with this stunning, unknown masterpiece.
Photo Prints
Step back in time with this captivating photograph from the Media Storehouse collection. Featuring the iconic Hackley School in Tarrytown, New York, between 1910 and 1920, this image offers a glimpse into the past. The red-brick building, adorned with ivy, stands proudly against a backdrop of vibrant fall foliage. The students, dressed in their formal attire, add a touch of nostalgia to this timeless piece. Unknown in origin, this photograph is a testament to the rich history of Hackley School and the community of Tarrytown. Bring this piece of history into your home or office and let it tell its story for generations to come.
Poster Prints
Step back in time with our vintage Hackley School poster print, capturing the essence of Tarrytown, N.Y. between 1910 and 1920. This beautiful, unknown creation from Heritage Images showcases the historic charm of the school during an era long past. Ideal for educators, alumni, or history enthusiasts, this poster print adds a touch of nostalgia to any room. With its intriguing mystery and captivating imagery, this is a must-have addition to your collection.
Jigsaw Puzzles
Step back in time with our exquisite Hackley School jigsaw puzzle from Media Storehouse. This captivating image, sourced from Heritage Images, depicts the iconic Hackley School in Tarrytown, New York, as it looked between 1910 and 1920. With an unknown creator, this puzzle is a delightful mystery waiting to be solved. Immerse yourself in the history of this esteemed institution as you piece together the intricate details of its beautiful architecture and the nostalgic atmosphere of a bygone era. Perfect for puzzle enthusiasts and history buffs alike, this challenging yet rewarding puzzle is a must-have addition to your collection.
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https://www.nytimes.com/2014/02/21/nyregion/hackley-school-tells-parents-of-accusations-of-abuse-from-the-60s.html
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Hackley School Tells Parents of Accusations of Abuse From the ’60s
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[
""
] | null |
[
"Joseph Berger",
"www.nytimes.com",
"joseph-berger"
] |
2014-02-21T00:00:00
|
The school in Tarrytown, N.Y., acknowledged accusations of previous abuse, joining a group of elite private schools that have recently grappled with claims of long ago sexual abuse.
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/vi-assets/static-assets/favicon-d2483f10ef688e6f89e23806b9700298.ico
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https://www.nytimes.com/2014/02/21/nyregion/hackley-school-tells-parents-of-accusations-of-abuse-from-the-60s.html
|
Another prominent private school in the New York area has acknowledged accusations of long-ago sexual abuse of students, joining a small group of schools that have grappled in recent years with claims of abuse that happened decades earlier.
On Wednesday evening, the Hackley School, a 115-year-old prep school in Tarrytown, N.Y., emailed a letter to about 4,000 alumni and parents of current students to inform them that in the early 1960s an employee, “who had a role in teaching” for five years, “engaged in a pattern of abuse of Hackley students.”
The employee is now dead, the school said.
“We feel keenly the betrayal of students and parents at that time, of our school’s moral purpose, and of our faculty’s professional values,” the letter, signed by the current headmaster, Walter C. Johnson, and others, said.
The letter did not detail the number of victims, their ages or the severity of the abuse. Nor did it identify the employee. It said that several alumni who attended in the 1960s — when it was a boarding school for roughly 500 boys — had contacted the school to report episodes of abuse. The school hired a law firm experienced in such inquiries to look into the accusations. The letter and its contents were first reported in The Journal News, a newspaper that covers Westchester, Rockland and Putnam Counties.
The letter said that the law firm’s inquiry “pursued allegations against other employees, but did not find for these the same level of corroboration.” It said that there was no clear evidence that officials at the time filed a “contemporaneous report of this misconduct,” but that “there is evidence to support our belief that Hackley’s leadership at that time did not tolerate such misconduct when reported.”
School officials declined on Thursday to elaborate on the letter or say whether police officials were ever asked to investigate the abuse.
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https://www.parentsleague.org/blog/2020-summer-virtual-school-admissions-events
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Virtual School Admissions Events | Parents League of New York
|
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"Elizabeth Ainslie"
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2020-08-24T04:00:00+00:00
|
While you can't visit independent and private schools in person, they are making it possible for you to connect virtually. We will keep this list updated so that you can learn about virtual school tours and open house events at NYC independent schools, Country Day Schools, Boarding Schools, Preschools.
|
en
|
Parents League of New York
|
https://www.parentsleague.org/blog/2020-summer-virtual-school-admissions-events
|
Mon, August 24, 2020
2020 Summer Virtual School Admissions Events
While you can’t visit our wonderful member schools in person, they are making it possible for you to connect virtually. We will keep this list updated so that you can learn about schools for the upcoming admissions season. And to learn even more about the admissions process and our schools, don’t hesitate to make a phone appointment with our advisory team. Looking for Fall School Virtual Admissions Events? See the fall listings here.
Virtual School Admissions Events, August 2020
August 2020
Montclare Children’s School
Virtual Information Sessions and Tours
Various times
Register: https://www.montclareschool.org/admissions/
Join Clare Doyle, Director of Admissions and Angie Henriquez, Admissions Assistant for a one-one info session. We will share a virtual tour of our facilities and talk more in-depth about your program of choice and answer any specific questions you might have. We will also cover topics such as our educational philosophy, our gentle separation process, our community, and our unique enrichment experience here at Montclare. These virtual info sessions are offered upon request. We are happy to work around a schedule that works for you and your family. Please email Clare Doyle at Cdoyle@montclareschool.org to request a date and time.
August 2020
The Studio School
Guided personal tour
Register: https://www.studioschoolnyc.org/admissions/tour-sign-up
For the next few months, as The Studio School is engaged in distance learning, we welcome you to sign-up for a guided personal tour, led by our Director of Admissions, Shera Silver. Join her to hear more about our innovative Studio School Approach, as well as our programs, curriculum, teachers, and community.
August 2020
Wetherby Pembridge School
Virtual Information Sessions
Register: email jean.monaco@wetherbypembridge.org
Join Jean Monaco, Director of Admissions for a one-one info session. We will share in-depth information about our bespoke program and answer any questions you might have. We will also cover topics such as our pedagogy, our community, and our unique enrichment experience here at Wetherby Pembridge. These virtual info sessions are offered upon request. We are happy to work around a schedule that works for you and your family. Please visit our website at wetherbypembridge.org and email Jean Monaco to request a date and time.
August 2020
International Academy of New York
Virtual Tour and Q & A
Register: email admissions@ianyc.org to request a date and time that works for your family.
Join IANY’s Director of Admissions, Emily Benson, for a virtual tour of the International Academy of New York, and learn about the PreNursery – Grade 5 curriculum, the diverse and multicultural community, the bilingual program (Spanish and Chinese), the admissions and financial aid process for this fall. There will be plenty of time to ask any and all questions.
August 2020
The École
Virtual Live Tours
Register: Email mireille.desalm@theecole.org to request a date and time.
From Nursery to Middle School, The École artfully blends the best of the French and American educational systems, gifting our students with deep bi-literacy, whole-child skills and knowledge, and an optimistic, multi-cultural perspective. Join us for a live virtual tour and information session!
August 2020
Gillen Brewer School
Individualized Information Sessions
Register: https://www.gillenbrewer.com/admissions/open-houses
Join the admissions team for an opportunity to have an informal conversation and ask any initial questions about our special education program and admissions process.
Submit the inquiry form in the link above and someone from our team will follow-up to schedule a time to meet at your convenience.
August 2020
Foxcroft School all-girls boarding and day high school in Northern Virginia
Every day at 10:00am and 1:00pm
Register: https://www.foxcroft.org/
We are excited for you to learn more about how Foxcroft School will support and nurture your daughter through her educational journey. If you are comfortable with doing so, we would love to host you for a campus visit, but we are also very mindful that it may not be possible for all interested families to join us in-person. Present circumstances have called for creativity and flexibility from all of us to ensure an excellent “visit” experience for those that cannot come to campus, so please feel free to consider our Virtual Visit Experience as a wonderful alternative. Click “Schedule a Visit” in the bottom right-hand corner of your screen to register for an upcoming one-hour daily visit offering that includes a student-guided campus tour, Foxcroft overview, and insights from faculty, students, and other community members. Morning and afternoon sessions are available each day of the week! We look forward to seeing you soon!
August 2020
Sacred Heart Greenwich
Individual Virtual Tours and Talking Points
Register: Email admission@cshct.org to request a date and time or complete the Inquiry Form https://www.shgreenwich.org/admission/inquire
Join Katie Cullinane, Director of Admission, for an individual conversation and information session via ZOOM. These virtual info sessions are offered upon request and we are happy to work around a schedule that is convenient for you and your family. Sacred Heart Greenwich, founded in 1848, is an independent Catholic, college preparatory school for young women from kindergarten through grade 12, with a coed early childhood education program. Sacred Heart, steeped in a solid academic tradition in an all-girls environment, educates women to have independence of judgment, personal freedom, and strength of character so that they can become leaders with broad intellectual and spiritual horizons.
August 2020
Hackley School
Mondays, Thursdays, and Fridays
Mondays and Fridays at 1:00pm and on Thursdays at 9:30am
Virtual School Tours
Register: https://www.hackleyschool.org/admissions/inquire-online
We are offering Lower School, Middle School and Upper School information sessions and tours through Zoom on Mondays and Fridays at 1:00pm and on Thursdays at 9:30am. Additionally, we now have Zoom tours of our Johnson Center for Health and Wellness available. All can be arranged through our general inquiry form.
August 2020
Alexander Robertson School
Tuesdays
9:00 – 10:00am
Weekly Virtual Tours of the Alexander Robertson School
Register: https://alexanderrobertson.schooladminonline.com/portal/public_calendars/campus_tour
Please join Director of Admissions, Joan Harrison, and Head of School, Brinton Parson, for a virtual tour of the Alexander Robertson School. We’ll talk about our teaching methods and philosophy and give you a good sense of what it’s like to join our community of thoughtful and reflective learners.
August 2020
Metropolitan Montessori School
Tuesdays and Thursdays
10:00am, 11:00am, 4:00pm & 7:00pm
Individual Virtual Sessions
Register here: https://www.mmsny.org/admissions/ or email admissions@mmsny.org directly
We will be hosting personal one on one sessions that families can sign up for starting April 28th. These will be offered on Tuesdays and Thursdays in 30-minute blocks. (10 am, 11 am, 4pm & 7pm) Families will speak directly to someone in the admissions office and learn more about the specific program that they are interested in.
August 2020
Buckle My Shoe Preschool
Individual Virtual Sessions
Tuesdays and Thursdays
11:00am and 3:00pm
Register: https://bucklemyshoe.schooladminonline.com/portal/new_inquiry
Buckle My Shoe Preschool serves families with children, 3 months to Pre-K in Tribeca and 2 years to Pre-K in the West Village. We will be hosting individual virtual sessions about our curriculum, pedagogy and community. These will be offered on Tuesdays and Thursdays and will last 45 minutes. If the dates or times do not work with your schedule, we encourage you to contact us and arrange for a more convenient time.
August 2020
Pine Street School
Guided Virtual Tour and Private Information Session
Tuesdays, Wednesdays, and Thursdays
Register: https://www.ravenna-hub.com/schools/207880
Begin your exploration of Pine Street School with a private, one-on-one, online Zoom information session and virtual tour of our modern campus, including your child’s classroom. Pine Street School offers a Nursery 2s to 8th Grade, future-focused, intellectually rigorous, full-immersion International Baccalaureate World School. Specially designed for any grade level, the private tour and info-sessions are available on Tuesdays at 10am, 4pm, and 5pm, Wednesdays at 9am and 5pm and Thursdays at 9am, 10am, and 5pm. Contact admissions@greenivy.com (212-235-2304) to register, or start your family profile within Ravenna and see all of our available sessions in one place.
August 2020
Battery Park Montessori
Guided Virtual Tour and Private Information Session
Tuesdays, Wednesdays, and Thursdays
Register: https://www.ravenna-hub.com/schools/207883
Battery Park Montessori is New York’s only trilingual Montessori school, offering our 2-6-year-old students exposure to both Spanish and Mandarin languages in our beautiful, ground-level, riverside location with a secure outdoor playground along a tree-lined promenade. Our children thrive in pristine classrooms guided by trained and qualified teachers that ensure the social, emotional, cognitive, academic, and physical development of each child. To schedule your private virtual tour and info-session, happening on Tuesdays at 9am, Wednesdays at 11am and 4pm, and Thursdays at 4pm, contact admissions@greenivy.com (212-235-2304) or start your family profile within Ravenna and see all of our available private tour time slots in one place.
August 2020
Ridley College
Virtual Tour
Wednesdays and Fridays
Wednesdays 5:00pm – 5:30pm EST
Fridays 10:00am – 10:30am EST
Email anna_parkhomenko@ridleycollege.com with the desired date and time.
Learn more at www.ridleycollege.com We are waiting for you!
August 2020
Garden School
Wednesdays
9:00 – 10:15am
Virtual Open House
Register: https://gardenschool.org/admissions/open-house/virtual-registration/
Learn about Garden School, a globally diverse N-12 college preparatory community in Jackson Heights.
Wednesday, August 26, 2020
Buckley Country Day School
Virtual Open House
9:00 – 11:00am
Register: https://www.buckleycountryday.com/admissions/open-house
This will be a chance to meet our Headmaster and Division Heads, hear from a panel of students, get a virtual tour and hear about our plans for the Fall.
Wednesday, August 26, 2020
The Webb Schools
Parent Virtual Coffee & Conversations
10:30 to 11:00am
Register: https://admission.webb.org/portal/admissionevents?id=e713e62f-6d02-4cef-9701-a6a31fcf6b31
Learn more about The Webb Schools in a relaxed, informal, online environment featuring conversations with the Webb community…and coffee! Please note, this event is intended for prospective parents only. You will receive your Zoom link to the event once you submit your registration form.
Wednesday, August 26, 2020
The Episcopal School In the City of New York
Virtual Information Session
3:00pm
Register: https://www.episcopalschool.org/admissions/virtual-information-session
This webinar, hosted by our admissions team, will give you the opportunity to learn more about our program and the 2020-2021 application process.
Wednesday, August 26, 2020
Dana Hall School
Hear Our Stories! Experiences in Private/Independent Schools
7:00pm
Register: https://danahallschool.zoom.us/meeting/register/tJIrcuGpqT8pEtXr2dHtavKd_9uDIIRxF_Yh
African American and Hispanic/Latino students, parents, and alumni will share their perspective on the benefits and challenges of a private/independent school education. Join us to hear their stories to learn more about the day-to-day life in private/independent schools. This event is for both students and their parents/guardians.
Thursday, August 27, 2020
Cate School
Virtual Tour
6:00 – 7:00pm
Register: https://docs.google.com/forms/d/e/1FAIpQLSeNG9IfBGZGYTV47BDSRs3i0VyFCSoSzwaE19evTS0AS9L1sQ/viewform
Your family’s virtual engagement with Cate begins with our virtual campus visit which is designed to show students and parents/guardians Cate’s unique programs, campus, culture, and community. During your virtual visit, you will experience a virtual tour of Cate and the chance to engage with and ask questions of an admission officer and one or more of our student tour guides. This 45-minute virtual visit should serve as an excellent introduction to Cate and life on the Mesa. Space is limited.
Thursday, August 27, 2020
Blue School
Virtual Parent/Student Panel
6:30 – 7:30pm
Register: https://www.eventbrite.com/e/virtual-parent-student-panel-registration-117539276139
Learn more about Blue School from a panel of current parents and students from our Pre-primary, Primary, and Middle School divisions. The panel will share stories of Blue School, both onsite and online, and will answer any questions about our curriculum, culture, and community. This panel is open to all prospective families who are interested in learning more about the Blue School experience. We hope to see you there, but if you’re unable to attend please reach out to our Admissions Team with any questions you might have or for more information (admissions@blueschool.org).
Saturday, August 29, 2020
Phillips Exeter Academy
Discovering the Exeter Difference
9:00am
Register: https://www.exeter.edu/upcoming-exeter-events
Discovering the Exeter Difference is an hourlong presentation introducing you to our unique residential structure, school traditions and purpose-driven community. Led by an admissions officer, with time at the end to ask questions, these information sessions will provide you with the knowledge you need to decide if Exeter is the place for you.
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9152229/
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College students’ perspectives on an alcohol prevention programme and student drinking – A focus group study
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"Martin P. Davoren"
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2022-06-30T00:00:00
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Aim: While there is considerable research on the efficacy of interventions designed to reduce alcohol consumption and related harms among college students, there is limited research on students’ own perspectives on such interventions. This qualitative ...
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https://www.ncbi.nlm.nih.gov/coreutils/nwds/img/favicons/favicon.ico
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PubMed Central (PMC)
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9152229/
|
Discussion
This study has sought to explore college students’ perspectives on alcohol prevention measures and consumption in the context of the REACT pilot programme in Ireland. Acknowledging the reality that “very few studies explore what students think about reducing excessive drinking” (Davies et al., 2018, p. 4), the research seeks to address this gap and add to the limited evidence base by “giving voice” to student perspectives on measures aimed at tackling excessive drinking and on alcohol consumption more generally.
Findings from this qualitative study confirm that alcohol is perceived by the student participants as being pervasive to college life, an almost inescapable reality of the student experience. At the same time, the focus group participants acknowledged that this alcohol-saturated society extended beyond the grounds of the college campus, with many asserting that it was endemic to Irish culture itself. Viewing it within a social-ecological framework, participants seemed to collectively acknowledge the multiple layers of influence on student alcohol consumption. In line with the CDC’s four-level framework, for instance, they cited society-level factors (e.g., cultural normalisation of alcohol), individual-level factors (students’ expectation that college life was synonymous with drinking), relational influences (e.g., students’ desire for sociability and fun) and community-level factors (e.g., availability of cheap alcohol, lack of regulation in pubs, presence of on-campus bars).
Similar to other study findings (Davies et al., 2018; Furtwängler & de Visser, 2017; Hutton, 2012; Larsen et al., 2016), many of the participants were sceptical therefore of the potential efficacy of programmes such as REACT to tackle student drinking, owing to the inevitable displacement effects that may occur when alcohol is controlled in one environment but pervasive across the wider society. This includes the rapidly growing phenomenon of pre-drinking, which appears to be “universally associated with increased alcohol consumption during the evening and a higher risk of experiencing negative consequences, including alcohol poisoning, drunk driving and blackouts” (Labhart & Kuntsche, 2017, p. 136). A particularly strong finding from this study was the appetite or desire for leisure spaces that offered an alternative to these alcohol-infused environments. Moreover, while alcohol was deemed intrinsic to student life, the participants were not necessarily a homogeneous group in this regard, with some of the older students as well as a smaller cohort of the younger students stating that they consumed alcohol infrequently or not at all, while others viewed heavy drinking as a transitory phase.
Such findings raise a crucial point – the importance of addressing community-level factors, in particular the settings in which students interact, live and have fun. In line with Valentine et al.’s (2010, p. 19) assertion, it underlines the need for the development of “a wider range of mainstream leisure spaces which are less predicated on the consumption of alcohol”. Creating such alternatives, this study posits, could, on the one hand, serve to disentangle the strong association made between consuming alcohol and being sociable/having fun and, at the same time, cater for an increasingly diverse population of college students whose drinking preferences may be more variable than epidemiological statistics imply. In this context, and in line with Fry (2010, p. 1291), the study findings suggest that there may be a need for a certain “rethinking” of alcohol prevention therefore – “beyond a sole focus on intoxication and at-risk groups” and acknowledging that the varied interests of students extend beyond a mere predilection for consuming alcohol during leisure time. Indeed, students and young adults may be best placed to inform policy in this regard, not only in terms of creating alcohol-free leisure spaces but also in devising relevant and fun activities that provide viable, inexpensive alternatives to consuming alcohol.
Students’ desire for alcohol-free settings is borne out by other research conducted among college students. A study by Davies et al. (2018), for example, similarly highlights the lack of credible alternative socialising opportunities cited by students and the associated effects, such as the potential to “default to drinking” or feelings of stigmatisation among non-drinkers. The literature also points to greater heterogeneity in drinking among the college student population than is generally conveyed. Davoren et al.’s (2016) study, for example, describes a typology of student drinkers ranging from the guarded drinker, the calculated hedonist, the peer-influenced drinker and the inevitable binge drinker. Elsewhere, Fry’s (2010) study on younger adults sheds light on the experiences of infrequent drinkers and non-drinkers among this cohort.
While students seemed to implicitly recognise the need for a social-ecological approach to alcohol prevention, acknowledging the significance of society- and community-level influences as well as individual and relational factors, there was a divergence in perspectives when asked whose responsibility it is to control student alcohol consumption. Many of the younger students in particular viewed it as their personal responsibility to control drinking, while mature students frequently cited the responsibility of the college or bar owners in this regard. Such divergences in opinion further support the contention that the contemporary college student population is an increasingly diverse one, encompassing differences not only in terms of gender, nationality and socio-economic background but also in relation to possible generational differences. One potential explanation for this divergence in opinion is that the younger students may reflect the markedly neo-liberal social order into which they have been socialised, whereas older students may subscribe to a more paternalistic worldview, whether this is due to generational differences in outlook or their longer life experience.
Certainly, the emphasis on personal responsibility among the younger students, who at the same time acknowledged wider community- and society-level influences on student drinking, is interesting in this context. As stated earlier, it suggests that these students may embody one of the central tensions of the so-called “neo-liberal social order” (Griffin et al., 2009) – having to navigate a world where alcohol is ubiquitous and aggressively marketed but still perceiving themselves as self-regulating, responsible consumers. The emphasis on personal responsibility is also interesting in the context of the proliferation of “responsible drinking” campaigns. It suggests that messages of personal responsibility promoted in responsible drinking campaigns – now a common feature of alcohol-industry-funded corporate social responsibility (CSR) initiatives – may have become somewhat ingrained in the mindset of younger students, perhaps owing to their greater susceptibility to marketing or industry influences.
In keeping with the theme of the increased diversity of the student population, it is also interesting to note how participants in the study emphasised the need for greater and more diverse student involvement, particularly non-students’ union representation, in programmes like REACT. Such feedback is pertinent in the context of the growing emphasis placed more broadly on the importance of young people’s participation in policy and community development initiatives (Council of Europe, 2008). Studies also underline the benefits of the target group’s participation in decisions about the design and implementation of health promotion programmes (Reid et al., 2008; Simovska & Carlsson, 2012). Despite this commitment to participation, Griebler et al. (2017) contend that in practice it often remains purely rhetorical and that levels of participation are often rather low. The need to ensure more active participation by the target population is similarly borne out by this study, but with the added caveat of ensuring more diverse student involvement, outside of students’ union representation. Thus, in efforts aimed at increasing student participation in health promotion or harm reduction programmes targeted at this group, consideration of the types and not only quantity of students should constitute a priority for future programmes.
Finally, despite the growing diversity of the student population both terms of demographics and in relation to alcohol-related experiences and perceptions, this study contends that a common denominator among the majority of college students is the desire for sociability and connection with their peers in safe, fun and affordable environments. The participants’ responses bear this out: in particular, the strong emphasis placed on the need for a wider variety of leisure spaces that offer affordable, appropriate and engaging options to college students besides the ubiquitous “pub”. Even among the self-professed frequent drinkers in this study, the aspects of sociability and fun (“we’re all just having a laugh and we’re all out together”) were highlighted as the primary reasons for going out drinking.
This desire for sociability and connection is reflected in other youth-related research. Consultations for Ireland’s national recreation policy (OMC, 2007), for example, underlined young people’s desire for recreational spaces that are warm, safe, affordable and free from alcohol and drugs. The policy also recognised the significance of non-formal recreational spaces for young people, acknowledging that simply “hanging out” can be extremely valuable for building confidence and enhancing peer support networks among young people (OMC, 2007; Brady et al., 2018). Even in research on pre-drinking, one of the motivations cited for engaging in this practice is to facilitate socialisation with friends (Ferris et al., 2019; Labhart & Kuntsche, 2017; MacLean & Callinan, 2013). Elsewhere, research by Nolas (2014) on youth clubs shows that the young people were far less interested in the activities on offer and more interested in the opportunities provided by these activities to relate to each other and the youth workers. The author concluded that such “liminal spaces” need to be protected to ensure that young people can interact freely and “truly become themselves” (Nolas, 2014; Brady et al., 2018).
These and similar findings have significant implications for youth policy, including policies directed at college students and those seeking to reduce hazardous alcohol consumption. They suggest that in addressing the “intractable” issue of student alcohol consumption, college and policy stakeholders perhaps need to ask a different question: not how can they reduce excessive alcohol consumption, but rather how can they create or engineer environments that enable a diverse student population to connect and engage with each other, to express themselves and have fun, in spaces beyond the narrow confines of alcohol-infused environments.
Strengths and limitations
This study focuses on two types of institution taking part in the REACT programme and therefore does not claim to be representative of all participating institutions. Moreover, given the qualitative nature of the study, it does not purport to represent the perspectives of the entire college student population in this country. Also, the authors acknowledge that the decision to use focus groups may yield different results to a study utilising individual interviews, although use of a researcher experienced in group facilitation sought to ensure that the focus groups were as inclusive as possible. A particular strength of the study is its inclusion of different categories of student – namely, younger undergraduates, mature students, international students and those who are members of clubs and societies. In this regard, the study has sought to capture a range of perspectives, acknowledging that the student population is not necessarily a homogenous group.
Implications of the research
The findings of this research highlight a number of important considerations for the REACT programme and other alcohol prevention initiatives of this kind. Firstly, given the high density of alcohol outlets and activities off campus reported by students, the study recommends a greater focus on alcohol prevention efforts in the surrounding community and not just in the college setting for such programmes. Mapping of licensed premises in the area, an optional action point of REACT, may constitute an important measure, for example, not only in gathering important information but also for lobbying local authorities on the need to reduce the high density of alcohol outlets and to help mitigate potential displacement effects among college students. The clear emphasis on the desire and need for more alcohol-free spaces and activities found in this study also signals the need for a more proactive rather than reactive approach to alcohol policy in the college sector. We note that the provision of alcohol-free accommodation and spaces is a further optional action point of REACT and recommend that this be developed as a core part of such programmes going forward. Moreover, further research on the impact of such measures would be worthwhile.
The growing diversity of the student population, both in terms of demographics and drinking behaviours, is another notable finding of this study and we recommend that student representation, including representation on the REACT steering committee, should give due consideration to the broad and varied nature of the student voice, providing greater opportunities for this increasingly diverse population to inform programmes and policies directed at them. This could include greater opportunities for participatory and co-design research approaches, where students act as partners rather than participants in research conducted to inform programme design.
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https://www.facebook.com/HackleyAlumni/
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Sieh dir auf Facebook Beiträge, Fotos und vieles mehr an.
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https://www.causeiq.com/organizations/hackley-school,131740452/
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Hackley School
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Hackley challenges students to grow in character, scholarship, and accomplishment, to offer unreserved effort, and to learn from the varying perspectives and b...
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https://www.causeiq.com/organizations/hackley-school,131740452/
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Cause IQ is a website that helps companies grow, maintain, and serve their nonprofit clients, and helps nonprofits find additional foundation funding. Our data and tools help professionals prospect for nonprofits, research opportunities, benchmark their clients, and enrich existing information.
© 2024 Nonprofit Metrics LLC
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https://www.linkedin.com/posts/anne-yount-a30664_brookline-considering-eliminating-grade-9-activity-7163662559152181249-seRa
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Anne Yount on LinkedIn: Brookline considering eliminating Grade 9 honors English course
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2024-02-14T22:37:28.492000+00:00
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Another Reason Why Private Schools Continue to See Increases in Applicants
"The Boston Globe" today wrote an article about the possibility of Brookline Public…
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https://static.licdn.com/aero-v1/sc/h/al2o9zrvru7aqj8e1x2rzsrca
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https://www.linkedin.com/posts/anne-yount-a30664_brookline-considering-eliminating-grade-9-activity-7163662559152181249-seRa
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Just read this article today in "The Boston Globe" about children struggling to read in the "best" public school districts in the state. This is frightening, but not surprising, and it is sad. Reading skills are the basis for education. How can a student progress in school if they cannot read? As we work to prepare students for entrance exams for private middle, high school and college, we see the impact of poor reading skills on the ability to master these tests. The issue is not just poor reading instruction in the "best" public schools, it is the impact of pandemic learning loss in public school students, and the effects of too much screen time. I had a mother from one of the schools mentioned in the article tell me today that the reason her community has such good test scores is that many parents pay for private tutors for math, reading and writing. She is correct. We worked with a student this year (again from one of the school systems mentioned in this article). He was applying to elite private high schools. As part of the application process he needed to submit a graded writing sample. He was an 8th grader, and he did not have one graded writing assignment to submit by January of his 8th grade year. It was astounding to think that he had spent 4 months in school (in one of the "best" public school systems in the state) and he did not have any graded writing assignments to submit for his applications! Reading is not only an issue, but writing is as well! https://lnkd.in/eQWZ8ETu
I think it's important to acknowledge that for various reasons there are many states that are dealing with educational structures is not managing to serve the needs of a significant portion of their students. Teacher shortages due to burnout, low pay, and frustration over the neverending cycle of curriculum changes, etc., often lead to overcrowded classrooms and limited special education services that are essential for helping students who not only struggle with language barriers, but also with underlying special education needs. It's unfortunate to be at this point because it's not really addressing the underlying issues of why students of color may be disadvantaged. Yes, the migrant crisis and influx of individuals with limited English (from many regions of the world, not just South America) means that many children will enter school already at the age when they should be close to graduating, but without the foundational English Language skills to do well. But there are also many American children who start to struggle especially around middle school because that's when class and school sizes tend to get larger... because the expectation is that students will be mature enough to handle being in a room with 30-plus other teens and not get distracted, not become a distraction, and not need as much support from the one teacher in the room. Right? Even in larger university classes where students are paying to attend it's challenging to have a room of 30-plus young adults and not have at least 1 person hell bent on being anything but an engaged learner I really think states need to embrace the idea of building more schools, or acquiring facilities that are already available and do everything to keep classroom sizes and students populations at a minimum. Speaking from experience as someone who attended a small elementary and high school, and a small undergrad institution I know how valuable that experience was. I've also taken courses at a large state undergrad university, and taught high school and university in both small and large setting. It really makes a difference as an educator and as a student. As a parent I do my best to make sacrifices to ensure that my child is receiving an education in a smaller environment now when he younger, so that hopefully as he gets older even if he's in a larger high school or university environment he will have the mindset of a person who is able to focus on learning and working towards his degree. But it's tough for parents and students who are limited in having to be in overcrowded classrooms with limited resources. https://lnkd.in/gMmvNNVb
"Great education systems create cultures of opportunity for all. They don’t settle for no child left behind; they strive to help every child get ahead." So much of college and career readiness begins early in a child's educational journey. I can personally attest to the concept outlined in the article, that students benefit from having teachers two years in a row. In my junior and senior years of high school, I was fortunate to have the same teacher for English. My writing and exposition were exponentially stronger in my senior year as compared to my junior year. Not only did my grades improve but I was more confident in my writing and analysis of texts. I matriculated all the better prepared for college, even writing for my institution's alumni magazine as work-study. While my peers, no doubt, also grew in their own English classes with different teachers, I honed a style of writing that was carefully crafted and encouraged by one teacher. I adapted to my teacher's particular stresses on style and persuasion, not in one year but in two. As the reading material and essay assignments became more challenging, my writing developed in maturity. "Most parents see the benefit of keeping their kids with the same coaches in sports and music for more than a year. Yet the American education system fails to do this with teachers, the most important coaches of all." Food for thought. (also, thank you JC Smith) #education #highereducation #educationpolicy
[LLG] [Why this tutor teaches for free] Standing for living, loving and growing, LLG goes beyond the realm of daily news, exploring the vibrant tapestry of modern life, as told by real people. -- Ed. Frustrated math tutor quits tutoring for pay, discovers path to mutual growth through free lessons with those who choose to learn DAEGU-- Han Si-nae, 36, is no ordinary tutor. Her students, totaling 10 and ranging from primary to high school, come to her house after school for supplementary math lessons. After challenging their brains with math quizzes, the students fill their stomachs with an ample amount of snacks and dinner whipped up by Han. The best part? None of them pay a single penny. So, is Han an altruistic benefactor for future generations with deep pockets? Listening to her speak for a brief moment, it becomes obvious that this is unlikely. The free lessons are, in fact, a small social experiment driven by a disgruntled tutor determined to instill appreciation in return for her efforts. Tap below to read full story. #SouthKorea #tutor #free #society #altruistic #sharing https://lnkd.in/gzYAGKu9
Learners are falling even further behind in reading and math... "This should be a national emergency, yet outside of a small group of policy experts and academics, and a handful of politicians, the reaction to America’s massive learning loss has been eerily quiet." 🚨 FALSE 🚨 The problem is that we keep trying to do things the same way for kids, and for the most part, they are checked out. There are amazing and passionate educators and builders of new learning solutions that are making a difference. Let's start talking about the solutions. Here's one of the best: https://lnkd.in/gRjyvyxg "My students are obsessed with Shoelace games! I love being able to see how much students are engaged with the game at home and at school. Every day at least one student asks "when we will be playing Dreamscape again?" -- Megan Hodgson, Calgary Board of Education, Grades 3-8 "My students let out a cheer when I say we're playing Dreamscape in the lab. Some even choose to play it for "free time". Amazing!" -- Rebecca Marks, Grande Prairie Public Division, rades 3-5 "Dreamscape has increased the engagement in my classroom with language arts. The students love that they get to play a game to practice their English Language Arts skills." -- Natalie Ewell, Brea Olinda Unified School District, Grades 3-5 "Dreamscape has given me a way to reach the students who don’t want to do traditional ELA practice. I have seen their vocabulary skills and writing skills grow in the short time we have be using this game. Seeing how invested each of the students is in working together and how engaged they are in this form of learning has been so much fun!" -- Mariann Papadopoulos, The School of Arts and Enterprise, Grades 6-8 "My students love playing the game to review our reading standards. The tailored practice to our state standards is perfect, and a great way to engage the kids in review of the standards." -- Jessica Janecek, Sandpiper Elementary, Grades 3-8 "I used Dreamscape when teaching middle school last year and now 3rd grade this year. One of my middle school students had such an increase in his state test scores he was removed from reading resource. He was obsessed with Dreamscape!" -- Cathleen Francis, Taylor Ranch Elementary, Grades 3-5 "Even my reluctant readers are obsessed with Dreamscape! The program is gamification at its best. The content is rigorous and I greatly appreciate the placement tests' data and the program's intuitive ability to address deficient skills!" -- Melanie Musolino, Sunrise Elementary, Grades 3-5 Shoelace has thousands of these testimonials but we need to reach more teachers and learners who can't be left behind. #RT Shoelace Learning (builders of Dreamscape) #readingmatters #ELA #backtoschool #readingisfundamental #readingcommunity #gamebasedlearning #teachers #literacy
The study, conducted by researchers including Eric Taylor from the Harvard Graduate School of Education, delved into the relationship between classroom practices and student performance in math and English subjects. The key takeaway from this research was the recognition of a significant difference in the most effective use of classroom time between these two disciplines.In the context of mathematics, the study found that students who spent more of their class time engaged in solving practice problems independently and participating in quizzes and tests tended to achieve higher scores. This suggests that in math education, an emphasis on individualized practice and regular assessments plays a pivotal role in improving students' performance. This aligns with the idea that mathematics often requires a strong foundation of problem-solving skills and continuous practice to master.In contrast, when it came to English classes, the study discovered a contrasting pattern. Teachers who allocated more classroom time to foster discussions and encourage group work had students who performed better in this subject. This intriguing finding suggests that collaborative activities and group discussions may enhance students' comprehension and performance in English, possibly by promoting critical thinking, communication skills, and a deeper understanding of literary concepts. Eric Taylor, one of the authors of the study, noted that this distinction in the best use of class time between math and English highlights the importance of tailoring teaching methods to the specific subject matter. What works optimally for one subject might not be as effective for another. Therefore, educators should consider the unique requirements of each subject and adapt their teaching strategies accordingly to maximize student learning and achievement. This research sheds light on the nuanced dynamics of effective teaching practices, offering valuable insights for educators and policymakers seeking to improve educational outcomes in both math and English classrooms.
|
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0
| 77
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https://westfaironline.com/education/hackley-school-proposes-building-creative-arts-center-on-campus/
|
en
|
Hackley School proposes building creative arts center on campus
|
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[
"Peter Katz"
] |
2021-05-24T17:26:05+00:00
|
Hackley School in Tarrytown is seeking approval from the village to tear down an existing arts building and gymnasium that it said have become functionally obsolete and replace them with a 54,000-square-foot Center for Creative Arts and Technology.
|
en
|
Westfair Communications
|
https://westfaironline.com/education/hackley-school-proposes-building-creative-arts-center-on-campus/
|
Hackley School in Tarrytown is seeking approval from the village to tear down an existing arts building and gymnasium that it said have become functionally obsolete and replace them with a 54,000-square-foot Center for Creative Arts and Technology.
In a submission to the village”™s Planning Board, attorney Janet Giris of the White Plains-based law firm DelBello Donnellan Weingarten Wise & Wiederkehr LLP said that the private school is seeking amended site development plan approval and a tree removal permit. It also is asking for steep slope and compatible use permits.
The school’s campus at 293 Benedict Ave. covers about 285 acres, 258 of which are in the town of Greenburgh and 27 are in Tarrytown. The proposed development would take place on approximately 3.6 acres in Tarrytown.
Giris described Hackley School as “an independent college preparatory, nonsectarian day and boarding school for students in kindergarten through 12th grade. It was founded in 1899 and has been coeducational since 1970.” It is accredited by the New York State Association of Independent Schools.
The new center would be at the western end of the campus”™ central outdoor gathering space known as Akin Common. It would include a 550-seat multipurpose auditorium, 100-seat experimental black box theater, rehearsal spaces, dressing rooms, a scenic shop, control rooms, a technology hub with workspaces, an art gallery and visual arts studios.
An outdoor amphitheater is proposed for future development at the eastern end of the area to be developed adjacent to Akin Common.
Hackley is proposing to remove a total of 69 trees in connection with the project. A landscaping plan indicates that new trees would be planted to compensate for the ones that would be removed.
Giris noted that Hackley has an approved long-term master plan from 2003 for its property and a Generic Environmental Impact Statement was completed at the time. Environmental assessment information has been submitted for the new application.
On March 1 of this year, Tarrytown”™s Village Engineer and Building Inspector Donato R. Pennella denied a building permit application that had been submitted for the project and advised that the application needed to go before the village”™s planning board, board of trustees and zoning board.
|
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7777
|
dbpedia
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1
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https://www.cardinaleducation.com/high-school/hackley-school-asian-americans/
|
en
|
Admissions Consultants for Asian Americans
|
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2022-02-18T16:19:58+00:00
|
Hackley School. We are admissions consultants for Asian Americans and experts in SSAT, ISEE, tutoring, and interview preparation for Hackley admissions in NY.
|
en
|
Cardinal Education
|
https://www.cardinaleducation.com/high-school/hackley-school-asian-americans/
|
We Make Asian Americans Stand Out in Hackley School Admissions.
Hackley School is an independent day and boarding school in Tarrytown that prepares students for college. It is regarded as the best boarding school in New York. In addition to its demanding academic curriculum, Hackley fosters a strong sense of community among its students by organizing social events, team sports, field trips, assemblies, and community service projects.
How hard is it to get into Hackley? Numerous factors are taken into consideration during the challenging and selective admissions process, and Asian Americans need differentiation to get in. Our educational consultants will work with you to plan and get ready for the following prerequisites so that you may make a good impression and improve your chances of admission.
1. Admissions Interview
2. Recommendation Letters
3. SSAT
4. ISEE
5. Transcripts
We will assist you in crafting a strong application and succeeding in the Hackley School admissions process.
CARDINAL EDUCATION
Please leave this field empty.
If you’re looking to get into the best boarding school in New York, call us today!
(888) 521-5243
Hackley School Admissions Consultants
Wealthy and sophisticated families trust Cardinal Education, a globally recognized educational consulting company in the Bay Area, to help them ensure a better future for their children. Stanford alumnus Allen Koh, the company’s founder and CEO, has dedicated his professional career to helping students achieve their academic and personal objectives by assisting them in getting into prestigious schools. Our staff of highly skilled and qualified academic coaches, tutors, and educational advisors works individually with each family, customizing our approach and creating admissions strategies that will set them apart from the competition. We help people succeed by putting an emphasis on character development, and holistic growth, and helping them uncover their passions. Our comprehensive services include academic coaching, SSAT and ISEE tutoring, interview preparation, essay writing, and acquiring excellent recommendation letters. We are experts in private school consulting. We have assisted many Asian American families in Hackley admissions. We would love to help you too!
|
|||||
7777
|
dbpedia
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2
| 15
|
https://issuu.com/hackley-school/docs/hackley_review_summer_web
|
en
|
Hackley Review Summer 2022
|
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2022-06-08T00:00:00+00:00
|
Read Hackley Review Summer 2022 by Hackley School on Issuu and browse thousands of other publications on our platform. Start here!
|
en
|
/favicon.ico
|
Issuu
|
https://issuu.com/hackley-school/docs/hackley_review_summer_web
|
Welcome to Issuu’s blog: home to product news, tips, resources, interviews (and more) related to content marketing and publishing.
Here you'll find an answer to your question.
|
||||
7777
|
dbpedia
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1
| 17
|
https://scarsdale10583.com/section-table/100-parenting/9937-going-private-a-wide-array-of-educational-opportunities-in-our-area
|
en
|
Going Private: A Wide Array of Educational Opportunities in Our Area
|
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[] |
[
"Holy Child",
"Iona Prep",
"French American School",
"the Leffell School",
"Rye Country Day School",
"Hackley",
"The Masters School",
"The Harvey School",
"Rippowam Cisqua School",
"The Windward School",
"The German School",
"Thornton Donovan School",
"Fordham Prep",
"Ursuline",
"Greenwich Academy",
"Greenwich Country Day School",
"Brunswick",
"Scared Heart",
"Hudson Country Montessori",
"Fieldston",
"Horace Mann",
"Eagle Hill",
"King School"
] | null |
[
"Wendy MacMillan"
] | null |
Private Schools for Scarsdale Students
|
en
|
/favicon.ico
|
Scarsdale
|
https://scarsdale10583.com/section-table/100-parenting/9937-going-private-a-wide-array-of-educational-opportunities-in-our-area
|
When you ask most newcomers why they put down their roots in Scarsdale, you’re likely to hear that the terrific public schools the top reason for the move. Along with the short commute to the city and the beautiful tree-lined neighborhoods, our top-rated schools are a huge draw for young families.
Still, even with our great schools, there are some Scarsdale residents who choose to send their children out of the district for their education. Parents might choose a private school that can better accommodate their child with special learning needs, others may turn to a private school that will support their children’s religious education, or foster their child’s athletic endeavors, or perhaps they simply want a school for their child that has a philosophy that better suits their family’s goals and values.
Whatever their reasons, parents in Scarsdale have no shortage of quality private schools to choose from. Any sort of education that one could imagine, from a progressive curriculum to a more traditional approach, from secular to clerical, a focus on special needs to a focus on different languages/culture, can be found just a stone’s throw away. Here is a list of local private schools that some Scarsdale parents have chosen for their children.
Hackley: https://www.hackleyschool.org/
Hackley School is an independent, college-preparatory, nonsectarian, day and boarding school for students in kindergarten through twelfth grade.
Mission: "Hackley challenges students to grow in character, scholarship, and accomplishment, to offer unreserved effort, and to learn from the varying perspectives and backgrounds in our community and the world."
This mission challenges us to leave ourselves open to new possibilities--intellectual and interpersonal--with the option to change our minds. Learning from the perspective of others requires a community effort, the type born of the journey framed by our mottos.
Location: Tarrytown, NY
Grades: K-12
Number of Students: 840 Day and Boarding
Application deadline: November 28, 2022
“We chose Hackley because of its emphasis on character education, racial and socioeconomic diversity as well as the school’s commitment to academic excellence. The school makes an effort to really know every child well, and it is a strong, welcoming, and tight knit community.” -Scarsdale Parent
Rye Country Day School: https://www.ryecountryday.org/
Mission: Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from Pre-Kindergarten through Grade 12 with an excellent education using both traditional and innovative approaches. In a nurturing and supportive environment, we offer a challenging program that stimulates individuals to achieve their maximum potential through academic, athletic, creative, and social endeavors. We are actively committed to diversity. We expect and promote moral responsibility and strive to develop strength of character within a respectful school community. Our goal is to foster a lifelong passion for learning, understanding, and service in an ever-changing world. “Not for Self, but for Service.” -RCDS motto since 1869
Location: Rye, NY
Grades: PK-12
Number of Students: 951
Application Deadline: December 15 and some grades on a rolling basis.
The Leffell School: https://www.leffellschool.org/
Mission: The Leffell School, a Kindergarten through 12th grade independent Jewish day school, is set by our comprehensive, intellectually rigorous dual curriculum that empowers and cultivates each student in mind, body, and soul. Through the teaching of Jewish values, critical thinking, and openness to new ideas, we inspire our students to achieve academic and personal excellence, preparing them for college and the ever- changing world beyond.
We are a kehilah, a caring community that fosters the joyous practice of Jewish life. We instill in our graduates the confidence to navigate life's journey with a strong moral compass and apply their passions, knowledge, and skills to the betterment of the Jewish people, the United States, Israel, and the world.
Location: Hartsdale, NY
Grades: K-12
Number of Students: 824
Application Deadline: December 1, 2022
French American School: https://www.fasny.org/#
Mission: FASNY nurtures creative, open-minded, critical thinkers to become lifelong learners motivated to lead, contribute and thrive in an ever-changing world. We focus on the learning and well-being of our students in an academically rigorous, multicultural, bilingual setting that brings together the best of American, French and International education.
We value an inclusive community where everyone is seen, heard and feels respected.
Location: Mamaroneck, NY
Grades: NS-12
Number of students: 707
Application Deadline: First form due December 16, 2022
School of the Holy Child: www.holychildrye.org/
Mission: The mission of School of the Holy Child is to develop “women of conscience and action.” An all-girls, Catholic, independent, college-preparatory school for grades 5-12, the School is guided by the educational philosophy of Cornelia Connelly, the founder of the Society of the Holy Child Jesus, and her dedication to “joy in teaching and joy in learning.” Accomplished and dedicated faculty members foster the spiritual development, individual talents and interests of each student. This is realized through rigorous and comprehensive academic, arts, athletics, service and global programs. Holy Child graduates are prepared for the innovative and critical thought necessary in a diverse, interconnected society.
Location: Rye, NY
Grades: 5-12
Number of Students: 380 All Girls
Application Deadline: For grades 9-12 December 9, 2022. For grades 5-8 January 25, 2023
“In addition to the small class sizes and it being an all girls school, we chose Holy Child for our daughter because of the school’s reputation for delivering a nurturing school experience while still achieving great academic success.” - Scarsdale Parent
Iona Prep: https://www.ionaprep.org/
Mission: Iona Preparatory School is a Catholic community inspired by the charism of Blessed Edmund Rice as expressed in the Essential Elements of a Christian Brothers Education. We develop young men into moral and ethical leaders who are dedicated to Christian service and who strive for spiritual, intellectual and physical excellence.
Location: New Rochelle, NY
Grades: PK-12
Number of students: 901 All Boys
Application Deadline: Upper School: December 15, 2022
The Harvey School: https://www.harveyschool.org/
Mission: The Harvey School provides a college-preparatory program that fosters lifelong learning and inspires students to develop the confidence and leadership qualities necessary to succeed in a diverse, competitive, and changing world. With our commitment to small class size, our community cultivates the strengths of each student through academic excellence, artistic exploration, athletic achievement, community service, and global understanding.
Location: Katonah, NY
Grades: 6-12
Number of Students: 355 Day and Boarding Students
Application deadline: Priority Applications: February 1, 2023 * Applications submitted after February 1 will be considered on a rolling basis and space availability
Rippowam Cisqua School: https://www.rcsny.org/
Mission: Rippowam Cisqua School creates independent thinkers, confident communicators, and engaged leaders who respect and contribute meaningfully to a diverse and increasingly complex global society.
Location: Bedford, NY
Grades: PK-9
Number of Students: 443
Application Deadline: Applications are accepted on a rolling basis year-round for JPK, PK, and SPK. The priority deadline for Kindergarten through Grade 9 is January 15, 2023. After the priority deadline has passed, we accept applications on a rolling basis throughout the year as space allows.
The Windward School: https://www.thewindwardschool.org/
Mission: Windward is a coeducational, independent day school dedicated to providing a proven instructional program for children with language-based learning disabilities. The multisensory curriculum is designed for students of average to superior intelligence who can benefit from the unique educational experience provided. Through direct instruction in small class settings, a trained staff assists students to improve their language skills. Academic success, combined with opportunities for social and emotional growth within an intentionally diverse and inclusive setting, enables students to understand their learning differences, build confidence, and develop self-advocacy skills. Windward is committed to helping students achieve their full potential in preparation for a successful return to a mainstream educational environment. To meet these goals, the School provides ongoing training to its faculty based on the most current research and shares its expertise with the parent body, other educators, and the broader community.
Location: White Plains, NY
Grades: 1-9
Number of Students: 525
Application Deadline: Rolling
“Once my child was diagnosed with dyslexia we quickly learned we needed a school that specialized in working with kids with dyslexia and taught reading in a way that our child would best understand it. The small class sizes and the extensive teacher training each teacher undergoes make Windward an obvious choice for those who need this type of program.” -Scarsdale parent
The German School: https://www.gisny.org/
Mission: German International School New York is a Pre-K through Grade 12 college preparatory institution which confers both the German Abitur and the New York State High School Diploma on its graduates. We challenge our students to take advantage of the rigorous academic instruction with its emphasis on critical thinking, as well as the multi-lingual, cross-cultural setting, to grow into socially and environmentally aware global citizens.
Location: New White Plains, NY
Grades: PK-12
Number of students: 409
Application Deadline: Rolling
Thornton Donovan School: https://www.td.edu/
Mission: Thornton-Donovan (T-D) School was founded on the principle that a school must meet the changing needs of its students, its community, and its society. Its philosophy and curriculum directly contribute to the development of students who can use their individual talents to meet the challenges of life. Although we are independent and non- denominational, there is a spiritual element paying homage to all beliefs, which permeates the campus and all of our activities. Our atmosphere is intimate, calm and natural. You'll notice straight away how different we feel compared with other schools.
Location: New Rochelle, NY
Grades: K-12
Number of Students: 153
Application Deadline: Rolling
Fordham Prep: https://www.fordhamprep.org/
Mission: Opening in 1841 as St. John’s College, Fordham Prep was one of the very first Jesuit schools founded in the United States. Today, we are part of a network of 62 Jesuit high schools across the country. Our mission is to form young men of faith, scholarship and service.
Like all our fellow Jesuit high schools, Fordham Prep is guided by the characteristics we would like each graduate to acquire during his high school years. We strive to graduate young men who are religious, loving, open to growth, committed to doing justice and academically accomplished. Outlined in the document The Graduate of a Jesuit High School at Graduation, more commonly known as the Grad at Grad, these characteristics will not only serve the graduate well in college, but are essential for a man of faith in today’s world.
Location: Bronx, NY
Grades: 9-12
Number of students: 956 All Boys
Application Deadline: December 2, 2022
Masters: https://www.mastersny.org/
Mission: The Masters School celebrates active participation, deep understanding, and meaningful connection. A community of diverse individuals, we gather to learn, to strive, to dare, to do — to be a power for good in the world.
Location: Dobbs Ferry, NY
Grades: 5-12
Number of Students: 695 Day and Boarding Students
Application Deadline: For those applying to the middle or upper school day program, applications are due by December 15, 2022. Supporting materials (teacher and administrator recommendations, a graded writing sample, transcripts) are due by January 15, 2023.
For those applying to the five- or seven-day boarding program, the application deadline is January 15, 2023. Supporting materials (teacher and administrator recommendations, a graded writing sample, transcripts, and English proficiency testing, if applicable) are due by February 1, 2023.
“We noticed that private schools were able to adjust faster to the changes the pandemic forced schools to make in order to continue teaching effectively. Masters made adjustments throughout the pandemic to keep kids healthy and learning. In addition to the benefits of smaller class sizes and a Harkness-based approach, all students can participate in sports without the fear of getting cut. And if you ask the kids, the daily hot breakfast, lunch, and dinner buffets are the best.
Once the worst of the pandemic was over, our child was thriving at Masters and did not want to go back to Scarsdale.” Scarsdale Parent
Ursuline: https://www.ursulinenewrochelle.org/
Mission: Guided by our Catholic faith and the spirit of St. Angela Merici, The Ursuline School educates, inspires and empowers young women to become wise, active, globally-minded leaders by cultivating lifelong learning, spiritual growth, integrity, respect for all and dedication to Serviam – “I will serve.”
Location: New Rochelle, NY
Grades: 6-12
Number of Students: 770 All Girls
Application deadline: High school December 16, 2022 / Middle School Entrance Test is scheduled for Saturday, December 3
Greenwich Academy: https://www.greenwichacademy.org/
Mission: Greenwich Academy is an independent college-preparatory day school for girls and young women that seeks to foster excellence. Its mission is to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts curriculum within an inclusive, diverse community. The school’s objective is to develop girls and young women of exceptional character and achievement who demonstrate independence, resilience, courage, integrity, and compassion. We strive, above all, to honor our school motto, Ad Ingenium Faciendum: Toward the Building of Character.
Location: Greenwich, CT
Grades: PK-12
Number of students: 784 All Girls
Application Deadline: Part I: December 15, 2022 / Part II and supplementary materials: January 15, 2023
Greenwich Country Day: https://www.gcds.net/
Mission: The mission of Greenwich Country Day School is to enable all children in our care to discover and to develop what is finest in themselves—to achieve the highest standards in their studies, in their play, and in their character.
We are committed to the ideal of a coeducational family school. We recognize that every child is an individual who possesses unique talents and abilities. We promote consideration of others, value diversity, and teach respect for all people and our world.
Greenwich Country Day School maintains high academic standards, a broad and balanced curriculum, and time-honored traditions. We encourage children to take intellectual risks. The school prepares students to be ethical, confident learners and leaders with a strong sense of purpose—ready to embrace opportunities and challenges in a world of rapid change.
Location: Greenwich, CT
Grades: PK-12
Number of students: 1,252
Application Deadline: December 15, 2022
Brunswick: https://www.brunswickschool.org/
Mission: The school’s purpose is to educate the “whole boy” by helping boys and young men – without regard to culture, ethnicity, or religion – acquire the personal, intellectual, and physical training to best enable them to grow into responsible adults.
Brunswick’s academic programs seek to challenge each boy to fulfill his unique potential and to develop the creative and independent qualities of mind necessary for intellectual maturity and self-confidence.
We also believe a complete education must include lessons that take place outside the classroom. Through athletics, arts, and service to the community, every student is encouraged to develop his talents to the fullest and to understand his obligation to share them generously.
As its young men grow in an atmosphere of trust, care, and mutual respect, Brunswick accepts that its overriding objective is to foster development of strong character. Honesty, integrity, compassion, and tolerance are promoted, and each student is expected to develop a sense of responsibility to himself, to those around him, and to the school community as a whole.
Above all else, Brunswick believes that the strength of a young man’s character and the depth of his spirit define all genuine and lasting success.
Location: Greenwich, CT
Grades: PK-12
Number of students: 984 All Boys
Application Deadline: December 15, 2022
“We chose Brunswick for our son not only for the excellent academic and extracurricular activities, but also because of the school's dedication to building young men of character. They truly believe in their motto of “courage, honor, truth” and that is their guiding principle everyday.” -Scarsdale Parent
Sacred Heart: https://www.shgreenwich.org/
Mission: The Goals & Criteria guide the mission and purpose of Sacred Heart Greenwich and all of the United States and Canadian Province of the Sacred Heart schools. Every fifteen years, the Provincial team leads a revision process in recognition of the fact that the mission is never fully complete and that each generation lives out the mission in different ways. The five timeless Goals remain unchanged, and the changes made to the criteria reflect the vision and hope for Sacred Heart schools for the next fifteen years.
Location: Greenwich, CT
Grades: PK-12
Number of students: 729 All Girls
Application Deadline: February 1, 2023
Hudson Country Montessori: https://www.hudsoncountry.org/
Mission: Hudson Country Montessori School’s mission is to create a learning environment that promotes students’ innate curiosity and love of learning by integrating their evolving interests and abilities with highly individualized learning paths. This student-centered process is intrinsically motivating and helps our students achieve their highest potential in each area of the curriculum. The outcome of our progressive Montessori pedagogy is students who are creative thinkers, as well as independent, confident and motivated achievers. Each HCMS student knows that, “With hard work and perseverance, I can do anything!”
Location: New Rochelle, NY
Grades: PK-8
Number of students: 192
Application Deadline: Rolling
Fieldston: https://www.ecfs.org/
Mission: Felix Adler’s educational vision is as important today as it was when the Ethical Culture Fieldston School was founded in 1878. To continue to realize that vision, we embrace the following ideals:
Ethical learning
The exploration of what it means to be an ethical and responsible member of society forms the core of our curriculum and our school community. We value inclusion as well as economic and racial diversity. We honor all of our students for their unique contributions, cultural backgrounds, and beliefs. As we consider service to be critical to the development of character, we incorporate community service into our students’ school experiences from the earliest grades.
Academic excellence
Our School achieves academic excellence by challenging students to reach their highest potential in body, mind, and spirit through the humanities, the sciences, the arts, and physical education. Students become active learners and engage in vital discourse in an atmosphere of intellectual discipline and creativity fostered by a community of dedicated teachers.
Progressive education
Through a curriculum rooted in our tenets of progressive education, students become independent thinkers as they learn that asking their own questions and seeking their own answers are key to the deepest kind of understanding. Cooperative, student-centered, discussion-based learning and the freedom to make mistakes are part of our students’ everyday lives.
s to ensure you get the best experience. If y
Location: Bronx, NY
Grades: PK-12
Horace Mann: https://www.horacemann.org/
Mission: Horace Mann School prepares a diverse community of students to lead great and giving lives. We strive to maintain a safe, secure, and caring environment in which mutual respect, mature behavior, and the life of the mind can thrive. We recognize and celebrate individual achievement and contributions to the common good.
Location: Bronx, NY
Grades: PK-12
Number of students: 1,551
Application Deadline: November 15, 2022
Eagle Hill: https://www.eaglehillschool.org/
Mission: Eagle Hill School, a life-changing experience, offers children who learn differently the opportunity to grow into capable, resilient students with the self-confidence and character necessary to meet the challenges they will face beyond Eagle Hill.
Eagle Hill offers a language-based, remedial program committed to educating children with learning disabilities. The curriculum is individualized, interdisciplinary, and transitional in nature. A secure, structured, nurturing environment supports and stimulates the development of the whole child. As a result, children learn to view themselves as competent individuals with a strong sense of self.
Location: Greenwich, CT
Grades: K-9
Number of Students: 265
Application Deadline: Rolling
King School: https://www.kingschoolct.org/
Mission: We provide an excellent, progressive education, grounded in the traditional disciplines of the arts and sciences, committed to the nurturing of individual potential, and designed to promote critical thinking and reasoned reflection. Using rich and innovative methods, our teachers facilitate each student’s fullest academic and personal achievement. We champion the development of character, self-confidence, and talent through challenging intellectual, creative, athletic, leadership, and service opportunities.
King believes that individual accomplishment must go hand in hand with respect for others. Our culture of respect fosters collaboration as well as independence. We embrace human and cultural diversity. We value responsible citizenship.
Location: Stamford, CT
Grades: PK-12
Number of students: 725
Application Deadline: December 12, 2022
“We love that King really seems to develop the ‘whole’ child. There is a strong emphasis on building character and curious, thoughtful citizens. We also appreciate their progressive approach to teaching and learning.” - Scarsdale Parent
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https://larchmontloop.com/school-board-cut-yellow-buses-for-many-private-school-kids/
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School Board: Cut Yellow Buses for Many Private School Kids
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2013-12-19T11:42:15+00:00
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Many people are upset with this week's proposal by the Mamaroneck Board of Ed to cut private buses in 2014-2015 for many students
|
en
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theloop
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https://larchmontloop.com/school-board-cut-yellow-buses-for-many-private-school-kids/
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dbpedia
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| 2
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https://www.niche.com/k12/hackley-school-tarrytown-ny/
|
en
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Hackley School in NY
|
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2024-08-08T00:00:00
|
Explore reviews, rankings, SAT/ACT test scores, popular colleges, and statistics for Hackley School in NY.
|
en
|
Niche
|
https://www.niche.com/k12/hackley-school-tarrytown-ny/
|
Hackley has incredible athletic facilities and an expansive campus. In terms of comfort and resources, it is definitely strong. However, the workload, especially in English, is high and many students are very tired or stressed and may experience burnout when they reach college. Especially if a kid wants science/business, their humanities can be overwhelming. Many kids in the colleges they go to from regular good public schools may have more energy and still the same preparation and do well in careers when it matters. The school has great facilities if one wanted to focus on a sport or explore nature, but seemed to have no boost for college admissions even though the workload is so high. May not be worth it as the actual sports teams are average and clubs/ECs options are weak. Westchester has great public schools, while with a bigger class size, have great college placements and a more well balanced social and academic life given Hackley kids come from all over the area. My perspective.
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https://needmytranscript.com/NY/Tarrytown/hackley-school/293-benedict-ave
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en
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HACKLEY SCHOOL Transcript Request
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HACKLEY SCHOOL, New York (NY) Transcript Request | NeedMyTranscript
| null |
This is a secure online service that is being made available to you by NeedMyTranscript.com, a Charlotte, NC based company that specializes in secure document management for the Education marketplace. Our online service automates the process of requesting student records and authorizing the High School or District to release those records to agencies, educational institutions, employers or persons that you specify.
Our primary goal is to make the process of requesting a student record easy, secure and protective of student's privacy rights. We have received and serviced requests from all 50 states, covering more than 18,000 individual high schools. Fast, Secure, Private. Let yours be the next one!
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https://www.advantagefitness.com/blog-all/showcase-hackley-school
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en
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HACKLEY SCHOOL
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[
"Jessica Alexander"
] |
2018-04-12T12:09:00-04:00
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Located in Tarrytown, NY, Hackley School is a private preparatory school focused on academic excellence and building a strong community among students, faculty, and staff.
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en
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https://images.squarespace-cdn.com/content/v1/5ada11772714e5eb213ab1df/1530907907938-0MUQ4MH3WD0TWQMH5ZPQ/favicon.ico
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Advantage Sport & Fitness | Providing Fitness Equipment & Facility Design Services
|
https://www.advantagefitness.com/blog-all/showcase-hackley-school
|
“One of our goals was to make this a student center,” said Jason Edwards, Athletic Director of Hackley School. “We want students to enjoy themselves, but more importantly, the building says health and wellness and I think this fully encompasses that.”
Hackley worked with Advantage Sport & Fitness to design an impressive Precor-filled fitness center and a state-of-the-art strength and functional training room.
“Advantage is the one that had the vision,” said Edwards. “They asked all the demographics of the school. They asked what we thought our needs were and they looked at our old facility. We just told them what we wanted and they created it.”
“The layout here provides opportunities for students to workout and really enjoy themselves in this facility,” said Edwards.
The center also features an impressive strength and functional training room. Students from Hackley’s sports teams can often be seen here working to improve their athletic ability. The room features a custom turf track and a variety of Escape functional training tools including TIYRs, Bulgarian Bags, Corebags, and Plyosoft Boxes.
“The workouts that we’re doing in here show us this turf was probably one of the best ideas Advantage came up with, because every kid is on it every day,” said Edwards.
Customized free-weights and lifting platforms add a dynamic of school spirit to the room.
“Everything is color coordinated,” said Edwards. “We have our plates and dumbbells with our logo on them. Our plate weight has the split H. I don’t know of many weight rooms that have that.”
Advantage partnered with Hackley to design a solution that met the vision and goal of the entire Health & Wellness Center.
“Now we have endless possibilities in regards to what we can do,” said Edwards. “You don’t see many colleges like this. We have a weight room and fitness center that accommodates every single need that you can think of for our students.”
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https://www.teenlife.com/l/school/hackley-school/
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en
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Hackley School
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2010-03-12T00:00:00+00:00
|
Hackley School is an independent, college-preparatory, non-sectarian K-12 day school in Tarrytown, New York. It also offers 5-day boarding for students gra
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en
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https://www.teenlife.com/wp-content/themes/teenlife/assets/images/favicon.ico
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TeenLife
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https://www.teenlife.com/l/school/hackley-school/
|
Hackley School is an independent, college-preparatory, non-sectarian K-12 day school in Tarrytown, New York. It also offers 5-day boarding for students grades 9-12. Founded in 1899, it became co-educational in 1970.
Hackley believes that students will grow in character and responsibility by participating in structured activity that serves the needs of people outside the spheres of home and school. By committing their energy, time, and imagination to serving those needs, students can experience the satisfaction of helping others and can gain some appreciation of the complexity and concerns of the larger community.
Hackley students are expected to be good citizens. The School shares with its parent community an active commitment to character development as well as academic excellence. Students are encouraged to have respect for and to act responsibly toward themselves and others. The School strives to provide an overall environment that supports the development of virtuous qualities and good personal habits.
Hackley students are expected to go beyond mere observance of the rules and to strive to make Hackley a civilized community where courtesy, kindness, and forbearance reign, and incivility and intolerance are shunned.
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https://www.hackleyschool.org/admissions/affording-hackley/tuition
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en
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Tuition
|
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[
"test keyword"
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|
//bbk12e1-cdn.myschoolcdn.com/ftpimages/125/site/1140/favicon/favicon.ico
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https://www.hackleyschool.org/admissions/affording-hackley/tuition
|
Hackley offers students an expansive program full of challenge and opportunity. Our programs support a wide range of pursuits, from organic gardening and robotics in the Lower and Middle Schools to independent science research and advanced studio art in Upper School.
At Hackley, your child will learn from passionate educators, all deeply invested in the Hackley community and in the success of every student within it. Our teachers get to know students outside of class, appreciating them as athletes, artists, and committed service volunteers. Hackley’s 285-acre campus overlooking the magnificent Hudson Valley sets the scene for our students’ experiential learning, intellectual and emotional development, and lifelong friendships. Our unrivaled facilities marry modern spaces such as the Johnson Center for Health and Wellness to the Tudor-style buildings that frame our quad, all set against the natural beauty of our orchard, apiary, and hiking trails through the Hackley Forest.
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https://www.datalounge.com/thread/24116074-what-are-the-snobbiest-blue-bloodiest-private-schools-in-the-us-and-uk-which-i-realize-are-called-public-
|
en
|
What are the snobbiest, blue-bloodiest private schools in the US and UK (which, I realize, are called public)?
|
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"Gay",
"Celebrity",
"Gossip",
"Politics",
"Health",
"Gay Celebrity Gossip",
"Gay Politics",
"Gay News",
"Gay Rights",
"Gay Photos",
"Gay Videos",
"Gossip",
"Outing",
"Gay Health",
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[] | null |
dish please.
|
en
|
the DataLounge
|
https://www.datalounge.com/thread/24116074-what-are-the-snobbiest-blue-bloodiest-private-schools-in-the-us-and-uk-which-i-realize-are-called-public-
|
[R75]: Of course, all students were required to attend chapel every day, including any that were Jewish. I remember, when we were all supposed to kneel, seeing them sitting where they were, upright, eyes open, presumably tolerant. There were only about 7 or 8 at any one time, in various forms. Apparently, the headmaster's blue blood New Englander first wife had a penchant for anti-Semitism. After she died, more were admitted, as well as the first black student, who was actually in my class.
(What was funny was that the students rebelled against the system by carving all sorts of obscenities on the pews, which regularly had to be sanded off and refinished, especially before any official visits from outsiders.)
The experience of boarding school is indelible on my psyche. Though the academic education was excellent, the emotional support was virtually nil. You survived by developing a sort of posse of guys you hung out with: the jocks, the nerds, the theater types, the science geeks, the rebels. At one point, I remember standing in chapel, singing some hymn, and realizing that, though my fellows were gradually growing into the bodies of men, inside they were all the edgy, needy boys they were when they first came there. Myself included, of course.
On the other hand, when I attended college at B.U., though I spent most of my time acting in productions over at Harvard, I remained on Dean's List at B.U. Though I hardly ever attended classes, prep school had ground into me how to study for exams, and how to write essays. Q.E.D....
[quote] I don't think Rye Country Day outranks Horace Mann. Or Dalton or Brearley. Maybe it's top ranked in Westchester.
Do you mean socially or academically? Again, we are talking about two different things here, and Horace Mann is so different from Rye Country Day, Dalton and Brearley that comparing them is a case of apples and oranges.
Horace Mann is one of the "selective public" schools in New York City: among the others are Stuyvesant, Bronx School of Science, and Hunter College High School. They have many of the smartest kids (and the best teachers) in NYC, but it is rare that wealthy kids attend them since they are not considered socially exclusive (any kid smart enough to get in can go for free): wealthy parents in NYC are much more likely to send their kids to private schools--either prep schools, or expensive private day schools like Dalton and Collegiate and Spence.
Also, as has been said many times, remember that the snootiest private schools are not always considered the best academically. For example, among girls' private schools in NYC, Spence and Chapin and Nightingale are considered the snootiest, but Brearley is usually considered to be better than them academically (it's also elite and expensive, but the emphasis there is really on academic achievement).
I went to Madeira and was there during the Jean Harris murder scandal. It happened over our spring break and it was mind-blowing to see our tough but proper headmistress in handcuffs on the national evening news. (Just hearing Peter Jennings say her name was surreal. ABC reporter Lynn Sherr covered the story for months) The media kept saying what an exclusive school Madeira was and, yes, there were some extremely wealthy girls there but most were from upper middle class families (not billionaires) and several were on work - study scholarships. No different from a lot of private schools today. Some of the wealthiest girls dressed in old jeans and were very under the radar.
It certainly wasn't a finishing school environment. Quite the opposite. (One of the alums was Katherine Graham of The Washington Post family and she was a big proponent of women breaking the glass ceiling, ) To me there was a sort of "Gloria Steinam" ( Hillary) feel to the campus. We had some debutantes but more often than not most girls were the athletic or "Hillary" type. We didn't have classes on Weds and either interned at a local business ( or on Capital Hill for Jr year for a Congressman or Senator).
The murder of the girl in the woods on campus happened a few years before I got there. The rumor was that she was found tied to a tree. We had roll call at the start of every class and if someone wasn't there they would immediately go looking for you. In hindsight, what strikes me as so odd is that the dorm that I was in one year had no adult on site. They wd lock the dorms at night so we couldn't get out but we had no adult supervision in the dorm other than an 18 year old student Head of the dorm. (There was an adult on site for my other years at the school) We ha d lacrosse games with Sidw ell (where the Obama girls went) and Sat night dances with Episcopal and Woodberry. Seems like a million years ago. I don't have much to show for going there and live a quiet middle class life.
[quote]National Cathedral School in DC has a reputation amongst the other all girl schools as being very snobby and there are plenty of very elite private schools in the DC area.
A friend of mine and her older sister went to NCS. The youngest found the social scene so intense she transferred to a boarding school. Even though she was very popular. But there was a great deal of cruelty that was expected if you were top tier socially and my friend just hated it. I think it's a lot like Miss Porter's in that socially you have to be very tough and able to withstand and dish out a lot of bitchiness.
Anyway, she transferred to a boarding school that had Contessas and Barons and other European royalty (can't remember the name) and she was happy as a clam. Which tells you something about the degree of snottiness at NCS.
My grandfather went to Mount Herman. He sent my father there, and my aunts to sister school Northfield. Then I went there, along with my cousins after the two schools merged and became coed. It was one of the largest prep schools until the Northfield campus was sold and the whole thing was consolidated at Mount Herman. I actually loved it and thrived there. It wasn't until years later, when I started thinking back on it, that the strangeness of the place began to sink in.
NMH is definitely not in the top echelon of private boarding schools, but it still has a pretty amazing list of alumni. I think that's one of the distinctions about these places. Kids from all over the world are sent to these schools and there are a finite number of them. The parents of the full paying students are exceptional for one thing or another, and the scholarship students are usually exceptional for their own ability to swim in a new arena. DL faves Uma Thurman and Laura Linney both attended, as did Bette Davis!
But the really surreal part was the group of students from the real 1%. My family had money, but not anything like what I was exposed to when I attended NMH. I went from being the rich kid at home to the poor kid at prep school. And in retrospect that was probably a good thing.
The really rich kids, the ones from families of industrialists and DC politicos were often very fucked up. One girl was expelled -her father was the CEO of a Fortune 500 company - and she left the school by helicopter. It landed on a sports field, and before it took off she threw the contents of a couple of suitcases on field while screaming obscenities at onlookers. Another kid broke into the infirmary, stole a bottle of Demerol, and spent a Friday night getting his entire dorm high.
There were also the international students. They invariably broke every rule in the book, but were never punished. It was too complicated to enforce rules and expel kids back to Dubai. And they not only had money, but spent it there. They'd pay townspeople to keep their Mercedes convertibles in private garages and take off for Boston and NYC every weekend. I was the head of my dorm my senior year, and one of the international students had one of the big audio visual places from Boston come in a couple weeks before school started and outfit his room with every conceivable type of high end sound and video equipment. For one year. When he graduated he left it all behind.
It was definitely an interesting part of my growing up.
At Madeira our class sizes were small, no more than 20 people in the classroom. (And often around 15 people) That alone makes a huge difference in the quality of mentoring you can get. Instructors were solid in their backgrounds, some more than others There was a strong expectation that you would follow thru on homework assignments and do your best. it was expected that most students would be going to tier 1 or 2 schools. (Of course we had some students that went to state univ) We got a LOT of mentoring and attention. If you were struggling in any area your guidance counselor would be right on it and get you tutoring. Lots of PSAT and SAT prep. The college counselor was extremely thoughtful in helping me pick out colleges that would be a good fit for me and very invested in me personally as well.
We were exposed to so much (you could sign up for a field trip to the Kennedy Center to see Barishnikov dance or intern for a senator or at a place like NPR ). The social and professional connections were there for the ambitious students. You were 1 to 3 degrees away from someone who was tight with the Kennedys, or whose father was a high ranking exec at a Fortune 100 company or NBC, etc. A girl in your class could be the daughter of the head of Pepsi Cola, or from a publishing family that put out Nat Geographic, etc. We even had a couple of Rockefellers. But when you're with these people all day and live with them in a dorm on a small campus, they just become another classmate that you either become close with or at least establish a passing relationship. The alumnae could also be helpful in getting you closer access to people/internships/interviews.
When they say "youth is wasted on the young" I have to painfully agree. I look back at all the advantages scholastically, socially and professionally that could have been seeded during that time that I wasted. So many girls went on to top schools (Ivy League, UVA, Dartmouth, Vandy, etc) and it was considered the norm. We were all ordinary people in a very advantageous environment but you don't always realize that until much later.
Once again DL's bizarre class obsession rears its head. Along with responses that were true 50 years ago when many DLers went to these schools.
The truth is that none of these schools are as you imagine them--filled with characters from Philadelphia Story, heirs and heiresses to vast fortunes.
The boarding schools are a mix.
One part upper middle class to wealthy kids who live in a part of the country where even the local day schools aren't that great. Beto -->Woodbury is a good example of this--his mom owned a successful retail store, his father was a politician, they were far from blue-blood heirs, but El Paso Country Day probably wasn't cutting it, so they sent him away for a year or two.
One part kids of divorced parents with high powered jobs who work/travel a lot -- sort of self-explanatory, again more upper middle class than "blue blood"
One part kids from families who have gone to Groton/Andover/Choate, etc. for generations. There are fewer and fewer of them these days and the parents, who are the age of most DLers, often don't want to send the kids away unless there's an underlying reason (divorce, kid is into drugs, etc.)
One part smart Jewish/Asian/South Asian kids whose parents think that it conveys some sort of WASPy social status (sort of like many DLers)
One part black and Latinx scholarship students--smart kids with involved parents who knew how to get them the scholarship, many are also athletes
One extra large part foreign students--Chinese and Middle Eastern in particular, who want their kids learning how to be "American" and also setting themselves up for easier admission to top US colleges.
Day schools are mostly the upper middle class "meritocracy" families, a mix of kids who are second or third generation at the school and kids whose parents think sending them to Charlotte Country Day (I have no idea if there is such a thing) will make people forget they went to Appalachian State.
Top prep schools in terms of name recognition are the usual New England and Virginia suspects.
Top day schools are the usual NYC and DC suspects. Horace Mann (which someone upthread seems to have confused with Stuyvesant), Riverdale, Rye Country Day, Fieldston, Dalton, Trinity, Columbia Prep and Avenue are very Jewish. The girls schools more like 50/50 (Chapin/Brearly/Spence). The others are more mixed and obvs places like Sacred Heart and St. David's are mostly Catholic. And they're all a mix, some of the moms show up in Chanel, others in sweats and it's more about the personality than the bank account, all NYC privates are largely Wall Street money, even BK schools like St. Anns and Berkely Carroll. So rarely the "blue bloods" the OP was asking about.
No idea about DC schools, though Sidwell-Friends seems to attract more high profile liberal types--kind of like Brown U.--a few kids of big names and lots of regular people.
There are schools like Lakeside in Seattle that have reps outside their cities, but they're not as established as the East Coast schools and mostly new tech money, so a very different vibe than the East Coast schools.
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[2/2] Suburbs are a weird mix--because East Coast burbs are tightly zoned, the local public is often highly desirable (e.g., Bronxville, Millburn, Rye, Jericho) and kids who "fell in with the wrong crowd" or "need extra attention" (e.g. dumb as a rock) get sent to private. Ditto families who choose to live in towns with big houses but bad schools (that part of Yonkers that's next to Scarsdale and Bronxville) and factor paying for private into the equation.
But in the South and Midwest it seems like far more UMC kids go to private school, that public options are good but not at the level of East Coast. (Mostly. There are exceptions, I am sure.)
LA: Los Angeles is an outlier here. All of the private schools are relatively new. Pre-busing, kids on the West Side mostly went to the local public school (Uni, Pali, SaMo, BH) but post-busing, private schools started to take off. Harvard-Westlake has only been what it is in the last 15-20 years--it was a girl's school and a boy's military school as recently as the 80s. Mostly Hollywood families--the lawyers, producers and studio execs. Brentwood School, Crossroads and Windward are the other ones. It's the West Side, so those schools are also mostly Jewish, not "blue blood"-- if you want WASPs in LA, it's the Pasadena schools like Poly.
Sort of a novel, I know, but I grew up in that world and just reporting back.
[quote] You tell someone that you went to Andover, Exeter, Miss Porter's, Deerfield, Woodberry, Madeira, EHS, etc.... you are automatically connected to a world of privilege, strong alumni networks, and worldwide connections. The doors automatically fly open.
I think you've been watching too many episodes of "Mad Men" featuring Pete Campbell. That's really not the case so much anymore. I think it's more true with colleges--as I said upthread, I went to Yale, and I've certainly had a lot of benefits accrue to me from that connection. But I had friends in college who had gone to Andover and Exeter and Choate and Deerfield, and I don't think my friends who went to those schools got all that much more benefit from where they prepped compared to what they got from where they went to college, unless they went into investment banking.
It's just not the Fifties anymore. There are certainly a few places where the Eastern establishment really dominates (particularly in the judiciary and in Wall Street), but it's more about where you went to college and professional school nowadays than where you went to prep school.
194 here and to R208, niece just graduated from a top tier University and the program book listed where everyone went to high school. Guess where most of them went...top tier prep schools..esp the ones who graduated cum laude or magna cum laude.
Ok enough with the Harvard Westlake. Do you work for the school? Seriously no one cares about that school except for you and maybe two others. We get it...YOU LOVE HARVARD WESTLAKE. But stick to the topic. No blue bloods go there. Just rich celebrity kids or entertainment execs.
The west coast is great. Beautiful weather and beautiful people. Can't that be enough for you? It's hardly a paragon of culture and intelligence. That's why all the best schools are on the east coast. There's no LA society! Just a bunch of entertainment folks. You have your academy awards. Enough already. Geez!
That was true in the 70s and 80s when a lot of DLers went to college, R211.
Not really true now.
Any top school trips all over itself to create the Most Diverse Class Ever Created and so they are particularly conscious of not taking too many kids from certain schools, prep schools in particular.
And I'm seriously doubting your story about your niece, no matter how nicely it illustrates your point. No college would bother to put the high school anyone came from other than a recently recruited athlete. They'd put their hometown.
Also, neither R207 nor R208 mentioned Harvard-Westlake or any other school in Los Angeles. I did, but my take matches yours.
I will never understand why so many gay men have an odd need to cling to the social mores of midcentury America, the same mores that kept them marginalized.
California has never built up the same kind of boarding-school/summer camp network that's such a big part of the East Coast. Cate School is in the old boarding school prep-school model, but the other privates you hear about are day schools. So, they're not bastions of blue-blood snobbery in the same way the prep schools are, but there are some schools that pull their local elites--Harvard-Westlake in LA is considered the serious academic school of the privates down there. Castilleja is the elite private girl's school in Silicon Valley--it does work as a major funnel to Stanford and VCs and tech CEOs do send their daughters there. There isn't really a co-ed or male equivalent, though there are a lots of private schools.
Some of the public high schools are very competitive and highly ranked. They send kids to Ivies and other top 20s. That said, when it comes to college apps, the privates do confer an advantage--not because the colleges are awed by them, but because the private college counselors work a lot harder to get kids into particular schools and tend to have tighter relationships with some of the colleges. The livelihood of a private school depends on that kind of results, whereas the public schools, even in the good areas, have other priorities.
It really kind of parallels the situation with colleges--the East has a bunch of well-established top-tier privates and average publics. California has a couple of top-tier privates (Stanford, CalTech and, arguably, USC and the Claremont colleges), but is just as known for having the top public university system in the country. Stanford's big rival is Berkeley, USC's is UCLA. Meanwhile, the Ivies play the Ivies and the public's are, literally, not in the same league.
R212, perhaps you are out of touch bc I just attended the graduation ceremony and it, most certainly, listed their high schools. So you can doubt all you want.
As to your point as to why certain people cling to social mores of mid century America, I'm assuming the question is rhetorical. But it begs the question, why are you even on this thread if these "social mores" as you put it are so antiquated? Perhaps you should start a different thread about social justice and diversity.
One last thing regarding diversity at top prep schools...while they are more diverse than back in your generation, having attended quite a few in the last few years, it is still overwhelming white. So sorry to burst your bubble. When was the last time you attended a high school or college graduation?
This. ^^^^^. This is my first post in this thread btw. MillennialFriend, I enjoy your posts and want you to continue. But please know, yes things have changed, but you just might be too young to truly understand in the marrow of your bones (as some of us older members) that there is nothing new under the sun. The folks posting here who are older offer wonderful insight too, it’s just a different facet, though I understand you’re trying to present the most current trends, and I appreciate that. Multi-generational threads are my favorite, so let’s hear it all!
Wonderful fun reading this thread.
My only complaint, though it’s not technically the thread topic, is that this thread illustrates how much worse the divide is between the classes. As a married parent, we make a great living, and.......our family is bleeding us dry. We live in a upper middle class midwestern locale (quite close to New Trier), but the reality is that even with our terrific income, we could never afford to put multiple kids through private schooling AND elite college. It. Will. Not. Happen.
I had a wonderful education. My kids are receiving a terrific public education. But there literally is no longer a path from upper middle class to the upper class. We’ve been cut off. Don’t cry for me Argentina, it’s fine. But if people like us are shut out, then lower middle class and the poor? They’re utterly locked out. The 1% have a lock down on ALL the power, ALL the money, ALL the prestige. Something is going to blow, the masses are tired of the rigged system. Operation Varsuty Blues my ass.
Thank you, now carry on!
R219. Why are you posting here? Seriously. It's about private schools which maybe you attended or maybe you did not. You are correct. I did not attend but I also said I do quite well for myself so no anger here but I absolutely see the benefit bc I see it first hand which is why I posted here. So why are you here? You, however, seem to take offense that I referred to you as "out of touch" which you are. Something drew you to this post? Was it perhaps the same social mores that you referred to in the previous post? Or, ironically, is it to appear superior by implying you grew up in the environment but are above it all? Bottom line is this post has nothing to with whether you think private schools opens doors or not. It's about which are the most elite and blue blood. If you find the topic superficial and mundane, move on. But somehow I suspect you won't bc your intentions are quite transparent. Checkmate.
USC is not at the same level as Stanford, but it is, in terms of rankings, at the same level as Berkeley and UCLA. It's had well-ranked graduate and professional programs for years and, in part due to some generous merit aid, been climbing the undergraduate rungs. USNWR puts it at no. 22. Ratings are iffy things, but on some lists it's ahead of Brown and Vanderbilt.
So, not in the HPYSM or top 10, but in the top 25, whereas 25 years ago it was more like Pepperdine--rich kids party school, but with good sports and a terrific film department.
And I still kind of hate the place.
And, yeah, VC means venture capitalist. Steve Jobs sent his daughter to Castilleja. Thing is, at a certain point, some people are so rich, it doesn't matter whether the money's new or old, people want those connections. People don't spend a ton of time sniping about Jeff Bezos being nouveau riche--not when he can buy and sell entire countries.
With all due respect R227, I am 34 years old and not living in my parents basement, lol. Many of my friends are having kids and moving to the burbs or Brooklyn and so I am aware of where you're coming from. My point was that too many DLers forget that 1980 was 39 years ago and that the US and the American class system has changed dramatically since that time, including all of the schools mentioned in this list.
As for your other point--income inequality is a huge problem right now, but as several recent books have pointed out, it's less about the 1% versus everyone else, as it is the top 15% or 20% and everyone else. While the gradations in social class used to be much more shades-of-gray and people moved rapidly between them, there's kind of a stark drop-off now and the people on top are locking the gates and rolling up the ladders and doing everything in their power to make sure their kids stay there (which, in its most perverse form, becomes the Felicity Huffman scandal.)
As for USC, they're not the only school that figured that trick out. NYU, Boston U, University of Miami (off the top of my head) all did something similar, everything from building new dorms to create more of a campus feeling to offering lots of scholarship cash to smart kids from affluent families or instant admission to undergad+med school, which then created a buzz around the school in those towns which had a snowball effect, bottom line being they've all gone from being rich kid party schools to much more serious institutions. That said, they're nowhere near on par with Ivies/Standford or even that next tier (Duke, Georgetown, NWern, WashU, Vanderbilt, Chicago et al)
[quote] The Hill has its own kinder/gentler culture, [R245], and while I like it a lot, it's out of sync with the rest of the planet (and certainly with the rest of DC) in many ways, it doesn't prepare its kids for "real life." Hill kids tended to bloom at upper schools like Field and Edmund Burke.
Yes, I agree with all of this. What I remember about my Hill days was how small the school was, how excellent the teachers were, but also how babied we were. We were lectured constantly about the importance of maturity and applying ourselves, but with such a tiny school if a student is struggling with a subject the teacher isn't going to let them fail. No, you stay after class and get extra tutoring, all suggested, then arranged and given by the teacher. That's pretty exceptional and not at all like the real world.
[quote]Gonzaga.....yikes.
'Nuff said.
[quote]USC is not at the same level as Stanford, but it is, in terms of rankings, at the same level as Berkeley and UCLA.
USC does well on lists like USNWR domestic universities, which incorporates a lot of soft “college experience” criteria. On lists that focus more on academics and research—Times Higher Ed global rankings, QS world rankings, ARWU, Round, and even USNWR’s *global* rankings, which use different criteria than the US only list—it is outranked not only by UCLA and Berkeley, but also by many other publics like Michigan and most of the rest of the UC campuses like Santa Barbara. Academically, USC simply does not rank.
But this is not about academic excellence, it’s about elitism. Traditionally, prep schools were places where WASPs would send their children for grooming and opportunity. They were not an academic meritocracy at all. They perpetuated a specific kind of social privilege for a particular demographic. And that’s what the Ivies were as well, at the university level. This has now changed, at least somewhat, with the push for diversity and equal access.
For those really interested in the way things used to work at prep schools, pick up The Preppy Handbook. It is marvelous, and its breezy tone belies a gimlet take on exactly this subject, circa the early 1980s.
I went to an Ivy but come from a very humble background. So basically, I had to work my way in. Many students I knew were extremely wealthy, and still are. Though, other classmates who perhaps did not have as much family money but still pursued high-earning professions still don't seem to have as much money as those with family money. I know one student who went to Horace Mann and then my Ivy. Very wealthy. She is truly and utterly stupid. She went to some low-tier graduate school and became a marriage therapist. She lives in a 3 million dollar house in New Canaan and her kids attend 50k/year preschool. She has an office in Manhattan but I suspect she doesn't have any real clients, but just rents out the space. Another guy whose family was not as wealthy is an oncologist and lives in a 700k house in Virginia. Some of the kids I went to high school with in my very middle class, ethnic European neighborhood live in houses more expensive than that. So, I am not sure how much academic pedigree matters anymore. It just seems that if you come from wealth, you will stay at that level of wealth regardless, and if you build it for yourself, your gains will be modest.
R237, I'm sure some wealthy kids go to Woodside Priory--it's in Portola Valley and the public high school in that area is no great shakes so people there and in nearby Atherton send their kids to private schools--but Woodside Priory doesn't have the snoot factor of Castilleja. It's Catholic, for one thing (the snootiest of the snootiest are mainline Protestant, particularly Episcopalian) and it's not that old (founded in 1957.) That said, Catholic schools tend to have more prestige in the Bay Area than New England (Italians, Irish, Portuguese, Mexicans have had a lot of cultural influence), but Woodside Priory isn't the top Catholic school either--Sacred Heart in Atherton is on the Peninsula, Bellarmine in San Jose, St. Ignatius and some others in San Francisco.
R244, Yep, a bunch of mediocre universities in desirable places have leveraged their position to attract more desirable students--strangely enough, the show "Felicity" jumpstarted NYU's climb. Maybe you can tell me what's up with the University of Miami--didn't know it had become a thing until a friend's kid turned down Northwestern and chose U. of Miami instead. What's the draw?
A friend of mine went to Georgetown for undergrad. She was interested in law and policy. She came from a poor family that didn’t offer much support, but she was very smart. It was rough for her. She was the poor one sailing on loans while her friends went to Europe holiday and had maids to come in to clean up.
She’s made a modest living as an attorney but has still struggled; the fabled connections that one makes at elite universities did not materialize for her. Part of advantage includes feeling entitled to it, without question, and she did not. Lacking that, or the charisma and drive to work your way into those enchanted circles, you may end up with as much advantage as you would at a state school, and much more debt to boot.
The Preppy Handbook is a marvel. Its success took everyone by surprise, most of all Lisa Birnbach. She acknowledges that she ended up diluting and irrevocably changing the culture it documented. The book is just a perfect balance of anthropology, humor, light parody and affection. It inspired many, especially those who did not read more deeply into the darker side of preppydom suggested by the book—conformity, emotional repression, etc.
I was in elementary school in the ‘80s, and there were two cultural movements that shaped our lives then—valley girl and preppy. This was in a Midwest suburb, and I don’t think that any of us made the connection between the term “preppy” and wealthy east coast families or even prep school. It was a generic signifier for a particular style—Izods with popped collars, khakis and Weejuns—but even more so for a type: athletic, academically adequate to talented, good looking. Popular. Preppy was shorthand for successful, even in a middle class suburban Detroit public school. That’s how pervasive preppy influence was and how it became an aspirational, idealized image.
I was in a school “for the gifted” for a couple of years, and we’d go to Cranbrook on field trips. It was beautiful. They had a big sand table for teaching archaeological digging, an art museum...I never thought to be envious, but the residents mist have pitied us poors!
R260 That sucks and you know what's crazy - that the classmates with maids and jetting to Europe on the weekend were very likely no where near as smart or hard working as your friend, but they will end up wealthier doing half the work. If I hadn't lived and witness it myself, I don't know if I would have believed it, but it's the way it is.
With this whole college scandal, these parents are not worried that their kids won't do well in life or get the education they "deserve," because they know they have tons money to give them....they are just worried that they can't keep up with their own friends and will face social embarrassment among their own peer group.
Money comes and goes. The post WII era in the U.S. was unprecedented in terms of social mobility and wealth. Thanks to the GI Bill and the expansion of the public college systems, college educations became available to anyone with brains and desire. You really could work your way through college. And, if you didn't, union jobs meant a damned good life. My parents grew up poor, but both were able to attend college and I grew up upper-middle class. But, more to the point, we had a housekeeper and she and her husband, a crossing guard, were able to buy their own home.
A lot of people grew up with the idea that this is how things were, rather than a historical exception. If you were smart and worked hard, you'd do well and there would be opportunities. That's still true in some areas--i.e. Silicon Valley--but it's getting harder and harder and more and more exclusive. Rich people know this and so do the people who aren't rich, but are rich-adjacent--both physically and financially.
And it plays out in the schools--wealthy people stick to private schools, even when the public schools are excellent, because private schools cater to them and make sure they keep up their connections with the elite private schools. Those college counselors will pick up the phone and plead for a particular kid at an admissions office. The wealthy-adjacent might go the public school route, but they'll spring for the private college counselor to help out their kid. They might not be able to do what the rich people are doing, but they're more likely to know about it.
And everybody else can't figure out what's going on, but they know it used to be easier to get ahead and they're burning up with resentment about it.
@R262 -- thank you
@R259 -- Miami has some good programs-- their business school in particular. IIRC they do the "we guarantee you a spot in our med school" drill and, mostly, they were throwing serious cash at kids who, while they might not have needed it, were flattered to be offered a free ride or close to it . Plus the weather. Plus great internship possibilities in Miami, especially if you knew any Spanish. So all that.
@R266 - that's funny. Did a little research, Birnbach was a Jewish girl from the UES who went to Riverdale (a very Jewish private school) and then Brown, so probably dated someone from that world and was able to have the outsider-on-the-inside perspective you needed to nail it so accurately. And I had read that too, about how the book, which was intended as satire for people in that world, sort of became a "How-To" book for people like R268--seems the US was coming out of 70s stoner culture to 80s yuppie culture and the timing was perfect.
[quote] And it plays out in the schools--wealthy people stick to private schools, even when the public schools are excellent, because private schools cater to them and make sure they keep up their connections with the elite private schools. Those college counselors will pick up the phone and plead for a particular kid at an admissions office.
Yes and no R269. Depending on the town, some of those public high schools have serious connections to Ivy League admissions officers and the parents are all over that. Or to put it another way, I'd rather send my kid to a Scarsdale, Millburn or Palo Alto High School than a Country Day in a midwestern city.
R270, I happen to know Paly really well. It's not the school connections that get kids into Stanford or the Ivies--it's the parental connections. While Stanford doesn't do a legacy bump, it does give a bump to faculty brats--guess where those kids go to school? The kids who get into the Ivies are legacies or sports recruits and the occasional bona-fide genius. California has a strong athletic culture (yay, good weather) and SV has athletes with parents who can afford Ivy prices. The thing that does work in favor of Paly (and Gunn, the other Palo Alto high school) is the school's reputation--it's seen, correctly, as a school of smart, affluent kids. Which does seem to help with the non-Ivies like University of Chicago or Grinnell.
R273, Proposition 13. It killed public school funding. However, IF a district by a two-thirds majority decides to leverage a tax on itself to fund its schools, it can do so. And if it agrees to take a minimal amount from the state, it can fund up to any level it wants. These are called "basic-aid" districts--there are 80 of them out of 1,000 school districts in California. In those basic-aid districts, you will find some of the best public schools in the country and the highest housing prices--Palo Alto, Beverly Hills, --though also some small random districts are also basic aid.
So, there's a huge difference between a rich district and one that gets most of its money from the state.
R271, Getting in mean passing an entrance exam and MONEY. Remember, no student loans and a small number of people rich enough to send their sons to a Ivy. That's another factor--the Ivies were men-only until the 60s (with the exception of grad schools). So, half the population not eligible and most of the rest unable to afford it in a country with a much smaller population--well, no, going to Harvard didn't take being astonishing.
Also--as a contrast to what R275 correctly explained about California, here's why East Coast states like New York and (especially) New Jersey have such good public schools:
Each little town is its own school district and property taxes fund the school district.
The town boundaries are permanent which means that real estate prices go up accordingly, since the value of the house is tied to the value of the school district.
Which means that the residents are happy to pay for increases in property taxes to fund the schools, which have small private school sized enrollments because the town itself is small. Because paying $30K/year in property taxes is still cheaper than paying $60K/year in private school tuition.
It also means that those towns are very desirable places to live so that even dinky little houses will sell for big bucks (they'll often get torn down and fixed up) and that everyone in the town is upper middle class or higher and all fixated on the same goals (getting kids in to best colleges possible) which means the schools need to have as many AP classes as possible and serious college counseling departments and if they don't, you just raise property taxes again, it's still cheaper than private school.
The flip is you are probably paying $500K - $1M more for a house in one of those towns than you would in someplace with less intense schools, but the conventional wisdom is that the house will never lose value because people will always pay to live there for the school system.
In PA, we have local real estate funding for schools by town/district. It’s resulted in some of the best school districts in the country - and some of the worst. Real estate prices outside of the city are ALL about the school district.
But a side effect of that is the older good districts have HUGE pension and benefit obligations that are making taxes go up dramatically every year JUST to cover pension costs. They aren’t investing in current school needs. So people are moving to the exurbs where there aren’t old pension obligations and most of the money is going to the current school needs. Has resulted in insane real estate taxes in inner suburbs and lower taxes in exurbs that are filled with new families in McMansions who are paying half the taxes as inner suburbs.
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DESPITE COSTS, ENROLLMENT IS CLIMBING AT PRIVATE DAY SCHOOLS
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ALTHOUGH increasingly selective and expensive, private day schools in this area are becoming increasingly popular. Enrollment is rising even as the student population at both public and parochial schools in the county is declining, and despite an uncertain economy.
While the county continues to attract young families drawn by the promise of good public schools, there is growing evidence that some families are choosing a community for its proximity to good private day schools.
Figures released by the state's Department of Education show public school enrollment in the county is down 4.4 percent from last year, and parochial school enrollment dropped 3.4 percent. At the county's nonpublic schools, however, which include schools with some relgious affiliation and independent institutions, enrollments have increased by 8.8 percent this year. Measured in real numbers, the increase is small, representing an enrollment jump of 619 students. However, the trend has been steady for the last several years and was particularly evident this year.
Most new private school students are being absorbed by a very small number of independent schools that have made a conscious decision to expand, such as the Hackley School in Tarrytown and the Harvey School in Katonah.
Most well-established independent schools in the area say they are not expanding and their admissions directors describe the wave of new applicants as a ''crush'' or a ''deluge'' that is forcing these schools to be highly selective. Several have established earlier deadlines for accepting applications but still report applicant to acceptance ratios of 4 to 1.
Parents wait patiently for interviews, seeking what they believe will be more individualized attention, more options, more challenge and more structure for their children. They are willing to pay tuitions that in the next academic year will approach $6,000 for the upper grades in several area private schools.
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Public Vs. Private Schools In Westchester
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private schools in westchester ny and best school districts in westchester: NestApple Helps Customers Receive Cash Back When They Buy, Rent
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When you became a parent, you made a promise to your child. You promised that you would do anything to help them grow. Therefore you would do anything to give them all the opportunities in the world. That’s why you chose to live in Westchester. You knew that the county’s schools are some of the best in New York, not to mention the safest. But, which is suitable for your child, public or private schooling? Let’s discuss Schools in Westchester, including the best school districts. We will also list the pros and cons of private schools in Westchester, NY. We will give you a list of the best high schools in Westchester, NY, both public and private.
What Are The Benefits Of Going To Public School In Westchester?
Public schools in Westchester County are some of the best in New York State. The schools in this region regularly get lauded for their excellent test scores, college prep abilities, and safety of the schools there. Moreover, the public schools in the area are free for local families to use and regularly have community helpers that enrich student experiences. Therefore, it’s a great way to earn your buck.
The public schools in this area remain remarkably well-funded, often outperforming private schools in other parts of the country. Besides, these schools are known for having large student bodies. So, if you worry about your child not fitting in, don’t be. They will find their clique somewhere.
What Are The Best Public Schools In Westchester?
Almost all public schools in Westchester scored far above average on every front. However, Niche.com reports that some schools are at the top of the pack. These include:
Scarsdale Senior High School
Horace Greeley High School
Pelham Memorial High School
Bronxville High School
Rye High School
Call us to discuss the best school districts in Westchester.
What Are The Benefits Of Going To a Private School In Westchester?
Westchester’s private schools are some of the best in the nation, and they often host some of the students of elite families who have chosen to move out of the city. As one can imagine, in this region, private schools in Westchester, NY, have a roster of alumni that would impress most people. Private schools offer parents more control over their curriculum and give kids more attention from teachers.
Unlike public schools, private schools also tend to have higher admission standards. So, this tends to translate into better behavior, safer schools, and a higher chance of getting to know the “who’s who” of the future.
What Are The Best Private Schools In Westchester?
The private schools in Westchester County are famous for having serious prestige. To a point, attending them is considered to be a status symbol. The following private schools have gotten robust recognition for their achievements:
The Andalusian School
EF Academy New York
The German International School Of New York
The Hackley School
Kennedy Catholic
How Much Does It Cost To Go To Private School In Westchester County?
Like most other areas, private school tuition is similar to what most parents would pay for a public state college tuition. The average private school tuition for grades K through 12 is around $16,000. With that said, Westchester County private schools tend to be pricier than most, and the Hackley School (mentioned above) is also considered one of the most expensive private schools in New York State.
Affording a single year of Hackley Schooling will set you back $46,000 per year. For your child to go for a four-year stint, you will have to spend more than $180,000.
Should You Move To Westchester For The School Systems?
One of the most commonly-cited reasons for people who want to move to Westchester deals with having kids. Parents love that they will give their kids the best possible education in the area. Whether you choose to send your kids to public school or private school doesn’t matter, either.
Since Westchester’s school districts are incredibly well-funded and cared for, you can rest assured that your child will get ample resources for their success. The schools target college achievement, high graduation rates, and safety; that alone is enough to consider Westchester for your next move.
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Anne Yount on LinkedIn: #school #education #backtoschool #college #students #teachers #highschool…
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Fall Test Prep - Only a few spots left!
We only have 3 spots left for ISEE/SSAT prep for private school admissions for 2021 test takers. One-on-one tutoring…
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How Harmful are Cell Phones to Students? I have two children, who were born 12 years apart. My oldest son graduated from high school in 2009, right around the time the iPhone starting became popular. My youngest daughter was born in 2003, and she started begging for an iPhone in 6th grade. She was horrified when I bought her a flip phone, and by the time she entered 8th grade we gave in an bought her an iPhone, so that she could easily text her friends. Sometimes I think the worst thing I ever did as a parent was to buy my teenage daughter a smart phone. My son commented that if he had a smart phone in high school he does not think he would have made it through school. I have started reading "The Anxious Generation", by Jonathan Haidt, it is is eye opening, disturbing, and sad to read about the impact cell phones and social media have had on the mental and physical health of children. I came across the following article in "The New York Times" recently, about efforts across the country to ban cell phones in schools, and I hope these efforts are successful. Cell phones have altered the way children experience childhood, and it has negatively impacted their growth, development, and education. As a society we need to reexamine how our children use these devices, and for how many hours a day it is healthy for them to access them. As an educator for over 22 years, I have seen 3 generations (Millennials, Gen Z, and now Gen Alpha) growing, developing, and learning, and I see every day the lack of skills many students display in critical areas such as grammar, spelling, math facts, the ability to have a conversation with an adult, the ability to focus, and the ability to digest and analyze complex material. It is frightening what the future holds for some of these children. https://lnkd.in/eChF2934
Nearly 100,000 applicants, and less than a 7% acceptance rate - How Northeastern University became Elite! In the 1970s my uncle wanted to earn a teaching degree. Our family was not affluent, my grandparents did not own a home, or even a car. They were immigrants, with 4 children (including twins), living in a rented apartment in Cambridge. My grandfather was a chemical engineer, who worked at Polaroid his entire career, and he walked to and from work from his Central Square home. My grandmother was a homemaker. My uncle needed to work and go to school while he lived at home, so Northeastern was the perfect fit for him. He earned a teaching degree, and ended up running the housing department at NEU in the 1980s. Fast forward to 2014, and my son meets a young lady attending NEU from Russia. NEU has a HUGE (full pay and then some) international population. My daughter-in-law graduated from NEU 8 years ago, and she is from a very wealthy family in Russia. Her family paid over $500,000 for her 6-year NEU education (one year of English immersion, and 5 years in the business school, a co-op job at Amazon in Seattle, and a job offer back in Boston to work for Amazon). At her graduation at the Garden (the nursing, engineering, and business schools' graduation), international students were encouraged to bring the flags from their country of origin, and it looked like the United Nations on the floor of the Garden that day! The university received 98,373 applications for fall 2024, up from 96,631 in 2023, 91,000 in 2022, 75,244 in 2021 and 64,459 in 2020. That’s an increase of 33,914 applicants, or 53%, over five years. The incoming class will include about 2,600 students in Boston, as well as 475 at NEU's undergraduate campus in Oakland, California, and another 300 at the university’s undergraduate campus in London. NEU is a school in HUGE demand, and we routinely place students there, from all over the world! If NEU is on your junior's college list, reach out to us and see how we can help.
Absolutely disgusting behavior in a public school! I am still catching up on my summer reading on education issues impacting students, teachers and families, and I came across this article last month in "The New York Times". This disgusting behavior was perpetrated by students in a public school in PA. These poor teachers were harassed and targeted by their students, in the most vile ways possible. Seventh and eighth graders in Malvern, Pa., impersonating their teachers posted disparaging, lewd, racist and homophobic videos in the first known mass attack of its kind in the U.S. The sad thing is that the school could do very little to punish the students who engaged in this behavior. “We didn’t have to deal with teacher-targeting at this scale before,” said Becky Pringle, president of the National Education Association, the largest U.S. teachers’ union. “It’s not only demoralizing. It could push educators to question, ‘Why would I continue in this profession if students are doing this?’” “Move on. Learn to joke,” the other student said about a teacher. “I am 13 years old,” she added, using an expletive for emphasis, “and you’re like 40 going on 50.” “While we wish we could do more to hold students accountable, we are legally limited in what action we can take when students communicate off campus during nonschool hours on personal devices,” Daniel Goffredo, the district’s superintendent, said in a statement. If this kind of behavior occurred in the vast majority of private schools in the US, these children would be expelled! Many parents contact me to help them get out of public schools where bullying, harassment, and bad behavior occur daily, and nothing can be done to stop it. Parents want their children to learn in an environment that is respectful, safe, and free from these kinds of behaviors. https://lnkd.in/e5-NvTFu
Why Public Schools are Struggling in Massachusetts... I am catching up on some of my reading on education issues on a rainy Monday morning, and I came across this article by one of my favorite "Boston Globe" education writers - Jamie Vaznis. I have had many conversation with Jamie over the years about public education and the Boston exam schools, and he has always had a thoughtful perspective on the issues, even if we do not always agree. Jamie wrote an article in "The Boston Globe" earlier this month about why public schools in Massachusetts are struggling to pay for essential school services. The extra money allocated by the federal government to help public schools recover from Covid learning loss is rapidly nearing an end, and many public school students are still way behind, due to protracted periods of on-line learning during Covid. These students will fall even further behind, we see this every day in working with public school students (even those coming from the "best" public schools in MA). This is why we get so many calls, every week from frustrated parents in Newton, Weston, Wellesley, Needham, Dover, Acton, Lexington, etc., who want better than what the local public school can provide. It is sad reality that public schools in America, and in the "best" public school systems in Massachusetts are struggling to meet the needs of an increasingly diverse population. Advanced students are not being challenged, and special needs students and English Language Learners are not getting the help they need. Just another reason why private school applications are at an astronomical high in the Boston area, and in many parts of the country! https://lnkd.in/efDtH4Sw
The "New" Trick Families are Using to Lower College Tuition Bills is not so new! Jeffrey Selingo wrote a great article in "New York Magazine" about how merit aid increasingly favors middle and upper middle class families in America. We have seen this trend increasing over the last 20 years, in our work with students and families applying to college. Our students routinely are offered merit scholarships ranging from $25,000 to $35,000 a year off the full tuition price. My son was offered a $20,000 annual tuition discount at his intended school back in 2009, and he had a "B" GPA. The key was that he had very high SAT scores! High SAT scores (and yes, scores do matter again) = BIG merit scholarships at many schools, not every school, but many high quality, in demand schools. Our average SAT student sees a 200 point increase in their SAT scores, when following our program and process. Investing in SAT prep can reap huge financial rewards over the 4 years a student will be attending college. College admissions in America today is a very complicated process, and knowing how to effectively navigate this process is critical to having a good outcome (both in terms of finding a school that is a good fit for your child, and having them earn lucrative merit scholarships). Our work with the junior class of 2024/2025 is starting now for SAT prep and college admissions consulting. Spots are filling up quickly! https://lnkd.in/ejuAfydt
Does the College Make the Student? In my role as a college admissions consultant I do a lot of research and reading about higher education, to stay abreast of the ever changing landscape in college admissions, and last week I came across a great article in "The Chronicle of Higher Education" (see link below). https://lnkd.in/eaEycBgG Prashant Sehgal is a dad of a current college student and a rising high school junior. He moderates college admissions forums on Reddit and spend hours every day answering questions about the process. He is an independent film maker, and he has no interest in starting a college admissions consulting business. He is just an ordinary dad who is filling a huge need in helping parents and students navigate the complex and constantly evolving college admissions process in the United States (and he lives in India)! The following quote has stayed with me since I read the article, and it is an issue I discuss often with parents and students. “No school or its prestige is worth 300K unless your family has that kind of pocket change just lying around. It’s your work and your effort that makes you successful, not your college name,” he wrote in a reply to one recent forum user choosing between an in-state spot at the University of Iowa and the University of California at Los Angeles. In reply to a forum user who was disheartened by friends who called their chosen college “a ‘ivy reject’ school,” Sehgal wrote: “Your friends are idiots, so ignore them.” Mr. Seghal is 1000% correct! I just wish that I could create a poster with his words, and require all my clients to hang it in a prominent place in their home as they go through this process. Success is college is about what you put into the experience, not what name is on your diploma. I know Ivy League graduates who are living in their parents' basement and are unemployed. I know community college graduates who have started successful (and lucrative) businesses. We need to stop sending our children the message that if you do not go to a "brand name" college you are a failure! It is simply not true! I LOVE working with high school students and their families, helping them navigate this process, and finding a school where they will thrive, grow, and discover what they are passionate about. Life is too short to spend years trying to please someone else and being miserable in the process. Help your child to find their niche, and support them in navigating this process, while keeping your (and their) sanity intact! Don't let the "brand names" get in the way of a successful college search!
Could you write 36 high quality essays in 90 days, while going to school full time, maintaining a high GPA, and juggling a busy scheduling of playing a JV sport and participating in clubs and volunteer activities? I bet the answer (if you are being honest) would be no. Then why would you expect your high school senior to be able to do this? Last season we worked with a high achieving student who was applying to 12 colleges. Her list was well balanced between reach, target and likely schools. She of course had to write her 650 word Common App essay, but she also had to write an average of 3 supplemental essays per school - 3 x 12 = 36. Most of these essays had word limits - some were 600 words - as large as another Common App essay, and some were as short as 150 words. It can often take more time to write a well-crafted, impactful 150 word essay than a 600 word essay, because you have so few words in which to get across your point. We know that in the absence of race based admissions, and with some schools still test optional (although that is rapidly changing), many schools have added more supplemental essays to gain a better understanding of who is applying. The Common App "resets" in early August, and supplemental essay topics change from year-to-year, so the earliest you can start working on these essays is in early August. Schools with early action (EA) and early decision (ED) options typically have November 1st deadlines. Many students apply EA and ED to increase their chances of admission. An increasing number of colleges are admitting a larger chunk of their freshman class through EA and ED admissions. So if you are a student who want to gain admission to a competitive school under ED or EA, and you have a balanced list of about a dozen schools, you will likely have to write somewhere in the neighborhood of 36 high quality essays in 90 days, while keeping up with everything else in your demanding schedule. We work with students to make this process MUCH less stressful, and we help them produce high quality, relevant, and impactful essays that get the attention of admissions officers as top colleges. Our high achieving student was admitted to the Dyson School of Business at Cornell in December, and she is thrilled. Cornell had a 2% acceptance rate for the business school last year. Good essays make a difference in college admissions - don't let this critical part of the process slip through the cracks!
Another reason why private school admissions are increasing at an astronomical rate in the Boston area! "The Boston Globe" had a very insightful article this week about the lack of talented and gifted programs in Massachusetts schools. It is astounding that a state that has the "best" public education system in America is so lacking in this area. While 60% of public schools systems in America offer these programs, only 4% of Massachusetts schools have a talented and gifted program. We hear from families every week with children who are bored in school and not challenged. These families are looking for private schools that will allow their children to develop to their fullest potential. The options are even more limited in Boston. As the article mentions, Boston Public Schools used to offer an Advanced Work Program that was very solid and challenged students in grades 4, 5 and 6. The AWC program was a feeder to the Boston Exam Schools, and AWC students were very well prepared for challenging work in middle and high school. BPS decided to eliminate this program several years ago, and it has lead to a steady decline in enrollment and quality in the system. An effort to provide equity has resulted in mediocrity for all. In conjunction with doing away with the AWC program, BPS watered down the criteria for admission to the Boston Exam Schools, and the results are starting to show. MCAS scores are dropping at the exam schools, and many families in Boston no longer see the exam schools as a quality option for their children. Many public school districts in Massachusetts are eliminating algebra I in 8th grade, because not enough minority students are enrolled in these classes. If students cannot master algebra I in middle school then lucrative careers in science, engineering, and computer science will be closed to them, as many competitive colleges require students to have completed calculus by the time they graduate. If a student takes algebra I in 9th grade, algebra II in 10th grade, geometry in 11th grade and precalculus in 12th grade, then they will not have the opportunity to complete a calculus course in high school. The answer to lifting up disadvantaged students is not to water down the curriculum so that no one excels! https://lnkd.in/evNpbVWU
Congratulations to our students! This was by far the most competitive private middle/high school admissions season we have seen in the over 20 years we have worked in this business. Applicant pools were huge at every school, and wait lists were very long. We just wrapped up a very successful season with our 2023 applicants. Our students have been accepted to an impressive list of schools including: BB&N, BC High, Beaver Country Day, Boston Trinity Academy, Brimmer & May, BU Academy, Commonwealth, Dana Hall, Dexter, Fessenden, Fontbonne, Hackley School (New York), International School of Boston, Milton Academy, Montrose, Newman, Newton Country Day, Park School, Rivers, Roxbury Latin, St. Sebastian's, Thayer, Ursuline, and Xaverian Brothers We will be starting admissions consulting next month with our 2024 students, and we have a few opening remaining on our schedule. Our client testimonials illustrate what a big difference this work makes in the final outcome (see link below). https://lnkd.in/ewncFe7t It is such a pleasure and privilege to work with students and families to help them find a great fit for their child's next school. This work is deeply personal and very rewarding! #privateschool #privateschools #admissionconsulting
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Wellness by Design: Ideas and Actions for a Healthier Campus
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To help combat adolescent stress and to give both students and staff a breather, schools are investing in school wellness centers that emphasize connectedness.
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As independent schools continue the transition from the pandemic phase to an endemic phase, school leaders confront a rising need to improve student mental health and wellbeing. One tangible way to achieve this objective is to evaluate options to improve the overall student experience in campus settings and create new opportunities for connectedness and community.
Multiple studies reveal that the pandemic experience exacerbated what was already a challenge for school-age children. Lack of social contact and peer activities during COVOD-19 shutdowns diminished student happiness and well-being, as subsequent research showed. Data from a 2021 CDC study on Gen Z mental health revealed some of the effects. Among the findings: 44 percent of 7,700 high school students reported persistently feeling sad or hopeless.
While these studies confirm health trends familiar to anyone working in education settings, they also offer helpful insights on how we can help bring about positive impacts.
In a May interview with Forbes, Kathleen Ethier, director of the division of adolescent and school health for the Centers for Disease Control and Prevention (CDC), summarized the opportunity. “One of the really significant findings was the degree to which school connectedness contributes to wellbeing,” she said. “It’s the understanding that there are others at the school who care about you, that you feel close to them, they are there for you and are interested in your success.”
Recognizing that most independent school communities already earn high marks for student engagement and social activity, we see the opportunity to build upon this tradition by enriching connectedness and fostering healthier student outcomes. From low-cost solutions to capital budget items, schools are getting creative in planning wellness-centered facilities.
A Welcoming, Home-Like Health Center
As the health mission evolves and expands to meet today’s needs, the spaces where health services are provided are evolving and changing too. One noteworthy trend is the integration of wellness practices and programs with healthcare treatment. Deerfield Academy’s D. S. Chen Health and Wellness Center, a two-story 2019 facility that replaced its 1940’s predecessor, changed how the school’s 655 students relate to and experience the care they need.
Among the changes made possible with the new Center is the school’s ability to provide a more welcoming and stigma-free experience for students with social, emotional, medical, and behavioral health needs. Its features include:
Central location: For students at many independent schools, accessing health services requires a trip across campus. Locating health and wellness services as close as possible to student life spaces, engagement is not only easier for students but helps destigmatize the need for mental health support. Since its opening, the Center has generated a significant increase in students seeking care, allowing the school to better support student health and wellness needs.
Comfortable settings: Instead of a clinical, doctor-office atmosphere, the center creates a more home-like setting with warm color tones, comfortable furniture, crafted artwork, abundant daylighting and the use of natural materials for the building’s floors and walls.
Flexible rooms: Based on the input from students, school staff, and health professionals, we added a private quiet room to complement a variety of flexible spaces: a day room, a counseling suite and recovery/overnight rooms.
Campus-wide Opportunities
A powerful complement to providing holistic, accessible health services is to create opportunities across the campus that encourage beneficial connections in everyday student life. Peer counseling programs, including the one at Deerfield Academy, offer one-to-one connections where younger students are paired with older peers for conversations and guidance.
These connections are especially helpful for students who may struggle with fitting into a new school or finding friends. Most of the time, newcomers are more inclined to talk to a peer than a professional counselor.
Carving out comfortable, flexible spaces where peer counselors can meet will help to strengthen these informal, supportive connections. Student life buildings are ideal locations for these meetings.
Other campus environment initiatives - at varying scales of investment – implemented by independent schools to support student wellness include:
Inside Eagle Hill School’s STEM+ Center, learning is about making connections – physical, intellectual, and emotional. Large and small collaborative group activity is supported by teaming and breakout spaces of varying scales, facilitating experiences that support and encourage engagement between students.
Situated at the heart of the campus, the Center also serves as the logical pedestrian pathway connecting dormitories, dining commons, and the student union. Natural foot traffic entering the Center generates impromptu engagements once inside.
The Middle School at Greenwich Country Day School applies evidence-based biophilic design tactics to nurture the creativity and connectivity of students. Popularized by psychologist Edward O. Wilson, biophilia is defined as a universal need of humans to see and connect with the outdoors and nature.
In most classrooms, the emphasis is on indoor surroundings and electronic screens. Here, three classroom wings each invite in the natural environment with full-height windows and large wall graphics reflecting the natural beauty and colors seen in the local environment.
At Phillips Exeter Academy (PEA), the school reclaimed a series of dark, underutilized storage spaces in the basement of PEA’s 1910 Thompson Gymnasium for student use. The rejuvenated, renovated space is now the Downer Family Fitness Center, a sun-filled, 10,000 square-foot community space where everyone in the PEA community is welcome. Many campuses contain similar underappreciated or leftover spaces waiting for a rejuvenation. Even a small-scale space, matched with the right repurposing idea, can find new life.
Athletic and Fitness Buildings: Engage the Entire School Community
Athletic buildings and fitness centers are traditionally seen as places with a specific, narrowly defined use. However, because of their size, scale, and location, these facilities provide an untapped potential to strengthen the student experience.
The Walter C. Johnson Center for Health and Wellness on the Hackley School campus is a recent example of achieving this elevated experience. While it is, technically speaking, an athletic building, the vision was to provide a place where every student is welcome and able to enjoy an ever-changing program of activities and social experiences.
Inclusive Program Variety
The Center’s programming supports the connectedness goal by hosting student-run events, offering inclusive fitness, yoga, and dance classes, providing nutrition education in the onsite, hands-on teaching kitchen, and presenting a variety of health education and wellness topics in an informal meeting space.
Flexibility for Changing Use
This variety of community experiences is enabled by a flexible design plan. User groups and individual students can quickly swap out one activity for another. A yoga session will follow right behind a fencing class, using easily adapted storage and layout standards. An essential design element is creative integration of flexible education and social spaces for community celebrations, speakers, and alumni events.
Outdoor Connections
In school settings, outdoor spaces help advance student-to-student connectedness with spaces for spontaneous contact with fellow students and faculty. The Johnson Center’s landscape design features natural plantings and stone surfaces native to the area. The woodland site sparked the idea for providing students with central gathering courtyards on two sides of the Johnson Center. These outdoor spaces connect inside and out through the glass entry lobby, allowing for a continuing feeling and appreciation for the natural environment. A lobby café, extending outside into a courtyard, acts as a community hub and gateway to the activities within.
Healthier Futures
One of the lessons educators, administrators, and clinicians learned from our pandemic experience is how to adapt to change and disruption quickly. We know that the needs around mental health, student wellbeing, and social connection will continue to challenge everyone in the education profession. Expectations from students, their families, and school staff are high.
Responding to needs and expectations offers all of us an opportunity to apply recent lessons to create a healthier future. Adaptation, whether in healthcare or building design, presents an opportunity to rethink existing approaches. Before investing in additional resources or campus improvements, our experience reveals that a good initial step is to assess the school's current programs and campus facilities to identify opportunities for improved social connection.
An important part of this review is engaging students and staff. Learning more about what they view as helpful and asking them to suggest ideas based on their firsthand experiences and needs, will help guide improvement decisions and lead to a stronger, healthier school community.
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HACKLEY SCHOOL
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[
"Jessica Alexander"
] |
2018-04-12T12:09:00-04:00
|
Located in Tarrytown, NY, Hackley School is a private preparatory school focused on academic excellence and building a strong community among students, faculty, and staff.
|
en
|
https://images.squarespace-cdn.com/content/v1/5ada11772714e5eb213ab1df/1530907907938-0MUQ4MH3WD0TWQMH5ZPQ/favicon.ico
|
Advantage Sport & Fitness | Providing Fitness Equipment & Facility Design Services
|
https://www.advantagefitness.com/blog-all/showcase-hackley-school
|
“One of our goals was to make this a student center,” said Jason Edwards, Athletic Director of Hackley School. “We want students to enjoy themselves, but more importantly, the building says health and wellness and I think this fully encompasses that.”
Hackley worked with Advantage Sport & Fitness to design an impressive Precor-filled fitness center and a state-of-the-art strength and functional training room.
“Advantage is the one that had the vision,” said Edwards. “They asked all the demographics of the school. They asked what we thought our needs were and they looked at our old facility. We just told them what we wanted and they created it.”
“The layout here provides opportunities for students to workout and really enjoy themselves in this facility,” said Edwards.
The center also features an impressive strength and functional training room. Students from Hackley’s sports teams can often be seen here working to improve their athletic ability. The room features a custom turf track and a variety of Escape functional training tools including TIYRs, Bulgarian Bags, Corebags, and Plyosoft Boxes.
“The workouts that we’re doing in here show us this turf was probably one of the best ideas Advantage came up with, because every kid is on it every day,” said Edwards.
Customized free-weights and lifting platforms add a dynamic of school spirit to the room.
“Everything is color coordinated,” said Edwards. “We have our plates and dumbbells with our logo on them. Our plate weight has the split H. I don’t know of many weight rooms that have that.”
Advantage partnered with Hackley to design a solution that met the vision and goal of the entire Health & Wellness Center.
“Now we have endless possibilities in regards to what we can do,” said Edwards. “You don’t see many colleges like this. We have a weight room and fitness center that accommodates every single need that you can think of for our students.”
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https://www.wagmag.com/top-private-school-open-house-dates-not-to-miss/
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en
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Top private school open-house dates not to miss
|
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2017-08-29T19:20:15+00:00
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WAG helps jumpstart the selection process.
|
en
|
WAG MAGAZINE
|
https://www.wagmag.com/top-private-school-open-house-dates-not-to-miss/
|
ARCHBISHOP STEPINAC HIGH SCHOOL
950 Mamaroneck Ave., White Plains, N.Y. 10605
914-946-4800 // stepinac.org
Top administrator: Thomas Collins, president
Open house dates: Sunday, Oct. 15, 2-4 p.m.; and Sunday, Oct. 24, 6-8 p.m.
BI-CULTURAL DAY SCHOOL
2186 High Ridge Road, Stamford, Conn. 06903
203-329-2186 // bcds.org
Top administrator: Jacqueline Herman
Open house dates: Sunday, Nov. 6, 10:30 a.m. to noon
Tucked away on a graceful, 13-acre green campus, the Bi-Cultural Day School is a preschool through eighth grade Jewish day school that integrates a STEAM-based, dual curriculum that encourages critical thinking and curious minds. Beginning with the school’s perspective, “Play with a Purpose,” early childhood program, the school’s nationally recognized faculty teachers tailor teaching strategies to suit each child’s individual learning style and cultivate his or her unique interests, needs and abilities.
BRUNSWICK SCHOOL
100 Maher Ave., Greenwich, Conn. 06830
203-625-5800 // brunswickschool.org
Top administrator: Thomas Philip
Open house dates: Sunday, Nov. 5; time to be declared.
Vibrant and growing, Brunswick School has been defined and distinguished for more than 110 years by its commitment to “Courage, Honor, Truth.” The school offers rigorous academics, including an advanced science-research program and 28 advanced-placement courses. It also offers comprehensive arts, drama and music and a renowned language program that includes instruction in Arabic, French, Spanish, Mandarin, Italian, Latin and Greek.
THE CHAPEL SCHOOL
172 White Plains Road, Bronxville, N.Y. 10708
914-337-3202 // thechapelschool.org
Top administrator: Michael Schultz, principal
Open house dates: Sunday, Oct. 1, 1-2:30 p.m. for sixth through eighth grade; Tuesday, Oct. 3, 7-8:30 p.m. for preschool; and Sunday, Oct. 15, 1-2:30 p.m. for kindergarten through fifth grade
In its 71st year, The Chapel School offers an expanding roster of extracurricular programs, which include guitar, recording, violin and cello with Concordia faculty; National Junior Honor Society, technology and communications club, band, drama and musicals, select choir, golf, square, basketball, cross country and track.
CHRISTIAN HERITAGE SCHOOL
575 White Plains Road, Trumbull, Conn. 06611
203-261-6230 // kingsmen.org
Top administrator: Brian Modarelli
Open house dates: Saturday, Oct. 21, 2 p.m.
EAGLE HILL SCHOOL
45 Glenville Road, Greenwich, Conn. 06831
203-622-9240 // eaglehillschool.org
Top administrator: Marjorie E. Castro
Open house dates: Tuesday, Sept. 19, 9 a.m.; Tuesday, Oct. 17, 9 a.m.; Tuesday, Nov. 14, 9 a.m.; Tuesday, Jan. 23, 2018, 9 a.m.; and for the Foundations Program, Tuesday, Oct. 24, 9 a.m., and Tuesday, Feb. 23, 2018, 9 a.m.
FAIRFIELD COLLEGE PREPARATORY SCHOOL
1073 N. Benson Road, Fairfield, Conn. 06824
203-254-4200 // fairfieldprep.com
Top administrator: Rev. Thomas M. Simisky
Open house dates: Sunday, Oct. 1, 2-4 p.m.
FAIRFIELD COUNTRY DAY SCHOOL
2970 Bronson Road, Fairfield, Conn. 06824
203-259-2723 // fairfieldcountryday.org
Top administrator: John R. Munro Jr.
Open house dates: Monday, Nov. 12, 1-3:30 p.m., family open house; Thursday, Jan. 17, 2017, 10-11:30 a.m. parent lower school look and learn, preschool through third grade; Saturday, Jan. 19, 9-10:30 a.m., parent middle school and supper school session, for fourth through ninth grade students
FORDHAM PREPARATORY SCHOOL
441 E. Fordham Road, Bronx, N.Y. 10458
718-367-7500 // fordhamprep.org
Top administrator: Christopher Devron
Open house dates: Sunday, Oct. 29, 1-4 p.m.
FORMAN SCHOOL
12 Norfold Road, Litchfield, Conn. 06759
860-567-8712 // formanschool.org
Top administrator: Adam K. Man
Open house dates: Monday, Oct. 9, 8:30 registration, 9 a.m. to noon program
In a traditional boarding school setting, students of the Forman School are guided in learning strategies by specialists who are also coaches, mentors and dorm parents. The school’s 100 percent college placement rate reflects the passion for learning that students experience. Its 125-acre campus includes four athletic fields, a gymnasium, a rock-climbing wall, science center, ingenuity lab and dormitories and a new visual and performing arts center includes a 300-seat theater and state-of-the-art classrooms.
FRENCH-AMERICAN SCHOOL OF NEW YORK
Pre-school
85 Palmer Ave., Scarsdale, N.Y. 10583
914-250-0521
Elementary School
111 Larchmont Ave., Larchmont, N.Y. 10538
914-250-0469
Middle and High School
145 New St., Mamaroneck, N.Y. 10543
914-250-0451
fasny.org
Top administrator: Joël Peinado
Open house dates: Saturday, Nov. 4, and Saturday, Jan. 20, 2018. (To schedule a private tour, contact admissions@fasny.org or call 914-250-0401).
A Westchester County independent, coed nursery through grade 12 day school, FASNY’s unique bilingual curriculum, open to non-French speakers from nursery to kindergarten and from ninth to 12th grades, ensures students acquire academic fluency, mental flexibility and open-mindedness key in tomorrow’s world. Double language immersion in preschool brings children to bilingualism, a ninth through 10th grade all-English International Program culminates in an 11th grade IB track, tailored to rising bilingual FASNY students, local non-French speakers, and qualified international students.
FUSION ACADEMY FAIRFIELD
2150 Post Road, Suite 304, Fairfield, Conn. 06824
475-888-9256 // fusionfairfield.com
Top administrator: Amanda Sylvester
Open house dates: date to be declared.
FUSION ACADEMY GREENWICH
66 Gatehouse Road, Stamford, Conn. 06902
203-323-2191 // fusiongreenwich.com
Top administrator: Maggie Roche
Open house dates: Sunday, Sept. 28, 5-7 p.m.; Thursday, Feb. 15, 2018, 10 a.m. to 3 p.m.; and Thursday, April 5, 2018, 6-8 p.m.
FUSION ACADEMY WESTCHESTER
701 Westchester Ave., Suite 200E, White Plains, N.Y. 10604
914-285-9036 // fusionwestchester.com
Top administrator: Stephanie Gold
Open house dates: Thursday, Oct. 12; Wednesday, Nov. 8; and Wednesday, Dec. 6. Times to be declared.
GERMAN INTERNATIONAL SCHOOL NEW YORK
50 Partridge Road, White Plains, N.Y. 10605
914-948-6513 // gisny.org
Top administrator: Ulrich Weghoff
Open house dates: Friday, Oct. 20, 10 a.m.; Friday, Dec. 8, 10 a.m.; and Friday, Jan. 19, 2018, 10 a.m.
GERMAN SCHOOL OF CONNECTICUT
Campus located at Rippowan Middle School
381 High Ridge Road, Stamford, Conn. 06905
203-548-0438 // germanschoolct.org
Top administrator: Renate Ludanyi
Open house dates: Saturday, Sept. 9, 9:30 a.m. to 12:15 p.m.
GREEN MEADOW WALDORF SCHOOL
307 Hungry Hollow Road, Chestnut Ridge, N.Y. 10977
845-356-2514 // gmws.org
Top administrator: Bill Pernice, pedagogical administrator
Open house dates: Friday, Oct. 13, 9 a.m.; Friday, Dec. 1, 9 a.m.; Friday, Jan. 19, 9 a.m.; Friday, March 16, 9 a.m.; and Friday, May 11, 9 a.m.
GREENS FARMS ACADEMY
35 Beachside Ave., Greens Farms, Conn. 06838
203-256-0717 // gfacademy.org
Top administrator: Janet Hartwell
Open house dates: Tuesday, Oct. 3, 8:30 a.m., Wednesday, Nov. 1, 8:30 a.m., and Thursday, Dec. 7, 8:30 a.m., preschool through fourth grade; and Thursday, Oct. 19, 7 p.m., and Thursday, Nov. 9, 7 p.m., grades five through 12
GREENWICH ACADEMY
200 N. Maple Ave., Greenwich, Conn. 06830
203-625-8900 // greenwichacademy.org
Top administrator: Molly H. King
Open house dates: Sunday, Oct. 15. Time to be declared.
GREENWICH CATHOLIC SCHOOL
41 North St., Greenwich, Conn. 06830
203-869-4000 // gcsct.org
Top administrator: Patrice Kopas
Open house dates: Sunday, Oct. 15. Time to be declared.
THE GREENWICH COUNTRY DAY SCHOOL
401 Old Church Road, Greenwich, Conn. 06830
203-865-5600 // gcds.net
Top administrator: Adam Rohdie
Open house dates: Sunday, Oct. 22, 1 p.m.
THE GREENWICH SPANISH SCHOOL
The O’Connor Center
6 Riverside Ave., Riverside, Conn. 06878
203-698-1500 // greenwichspanish.org
Top administrator: Rosario Brooks, director
Open house dates: date to be declared.
THE GUNNERY
22 Kirby Road, Washington, Conn. 06793
860-868-7334 // gunnery.org
Top administrator: Peter W. E. Becker
Open house dates: date to be declared.
HACKLEY SCHOOL
293 Benedict Ave., Tarrytown, N.Y. 10591
914-366-2600 // hackleyschool.org
Top administrator: Michael C. Wirtz
Open house dates: Saturday, Oct. 28, 9 a.m. to noon, upper and middle schools; Saturday, November 18, 9:30 a.m. to noon, lower school, kindergarten through fourth grade
THE HARVEY SCHOOL
260 Jay St., Katonah, N.Y. 10536 // 914-232-3161 // harveyschool.org
Top administrator: Bill Knauer
Open house dates: Saturday, October 14, 9 a.m.
The Harvey School offers a wide array of extracurricular activities in fine and performing arts, interscholastic sports and community service. The school features an international student program, including week-long and semester-long exchange programs, optional five-day boarding, offering the benefits of a boarding school with the comfort of home on weekends and an award-winning robotics program.
IMMACULATE HIGH SCHOOL
73 Southern Blvd., Danbury, Conn. 06810
203-744-1510 // immaculatehs.org
Top administrator: Mary R. Maloney
Open house dates: Sunday, October 1, 11 a.m. to 1 p.m.
IONA PREPARATORY SCHOOL
Lower School, grades K-8
173 Stratton Road, New Rochelle, N.Y. 10804
917-699-7744
Upper School, grades 9-12
255 Wilmot Road, New Rochelle, N.Y. 10804
ionaprep.org
Top administrator: Brother Thomas Leto
Open house dates: Sunday, October 22, noon to 3 p.m., and Wednesday, October 25, 6-8 p.m. for the upper school; and Thursday, November 2, 7 p.m. for the lower school
JOHN F. KENNEDY CATHOLIC HIGH SCHOOL
54 Route 138, Somers, N.Y. 10589
914-232-5061 // kennedycatholic.org
Top administrator: Father Mark G. Vaillancourt
Open house dates: Wednesday, October 18, 7-9 p.m., and Sunday, October 22, 1-4 p.m.
THE KARAFIN SCHOOL
40-1 Radio Circle, Mount Kisco, N.Y. 10549
914-666-9211 // karafinschool.com
Top administrator: Renee L. Donow
Open house dates: date to be determined.
KING SCHOOL
1450 Newfield Ave., Stamford, Conn. 06805
203-322-3496 // kingschoolct.org
Top administrator: Thomas Main
Open house dates: Sunday, Oct. 15, middle school and upper school open house, 1-4 p.m.; Sunday, Nov. 5, lower school open house, 1-4 p.m.; and coffee and conversation event, Tuesdays, 9:45 a.m.
King School’s personalized approach to teaching and learning is the essence on which the students thrive. King, a preschool through grade 12 independent school, has embraced the “person” in personalization – the student’s passions, goals and challenges. Underpinning the teachers’ deep understanding of each student is a comprehensive student learning profile, introduced in preschool and developed through senior year.
LÉMAN MANHATTAN PREPARATORY SCHOOL
Lower School
41 Broad St., New York, N.Y. 10004
Upper School
1 Morris St., New York, N.Y. 10004
212-232-0266 // lemanmanhattan.org
Top administrator: Maria Castelluccio
Open house dates: Tuesday, Sept. 5, lower and upper schools. Time to be declared.
MAPLEBROOK SCHOOL
5142 Route 22, Amenia, N.Y. 12501
845-373-8191 // maplebrookschool.org
Top administrator: Donna Konkolics
Open house dates: date to be declared.
MARIA REGINA HIGH SCHOOL
500 W. Hartsdale Ave., Hartsdale, N.Y. 10530
914-761-3300 // mariaregina.org
Top administrator: Valerie Reidy
Open house dates: Sunday, Oct. 28, noon to 4 p.m.
Celebrating 60 years of excellence, Maria Regina High School is committed to the values of scholarship, service and spirit. The school challenges young women to develop their intellectual potential and talents through individualized academic programs, strong athletic, extracurricular and service opportunities, all in a strong, spirited atmosphere.
THE MASTERS SCHOOL
49 Clinton Ave., Dobbs Ferry, N.Y. 10522
914-479-6400 // mastersny.org
Top administrator: Laura Danforth
Open house dates: Sunday, Oct. 21, noon, grades nine through 12; and Sunday, Nov. 4, noon, grades five through eight
The Masters School is a leading co-ed day and boarding school for grades five through 12 that enriches students’ minds, preparing them for success in college, career and life. Located on 96 beautiful acres, Masters is a diverse and vibrant convergence of ideas, cultures, arts and athletics. All students benefit from an active seven-day campus and an accessible faculty, 60 percent of whom live on campus plus an outstanding performing and visual arts program and athletics program featuring 37 teams and new 75,000-square-foot athletics and arts center.
MILLBROOK SCHOOL
131 Millbrook School Road, Millbrook, N.Y. 12545
845-677-8261 // millbrook.org
Top administrator: Drew Casertano
Open house dates: Sunday, Sept. 23, 9 a.m. to noon
THE MONTFORT ACADEMY
125 E. Birch St., Mount Vernon, N.Y. 10552
914-699-7090 // themontfortacademy.org
Top administrator: David Petrillo
Open house dates: Monday, Oct. 15, noon to 3 p.m.; and Thursday, Oct. 18, 6-9 p.m.
NEW CANAAN COUNTRY SCHOOL
635 Frogtown Road, New Canaan, Conn. 06840
203-972-0771 // countryschool.net
Top administrator: Robert P. Macrae
Open house dates: Sunday, Nov. 5, 1-3 p.m., early childhood and lower school open house; Wednesday, Nov. 15, 6:30-8 p.m., middle school open house
NORD ANGLIA INTERNATIONAL SCHOOL, NEW YORK
44 E. Second St., New York, N.Y. 10003
212-600-2010 // nordangliaeducation.com
Top administrator: Adam Stevens, interim principal
Open house dates: private visits available upon request.
NOTRE DAME CATHOLIC HIGH SCHOOL
220 Jefferson St., Fairfield, Conn. 06825
203-372-6521 // notredame.org
Top administrator: Christopher Cipriano
Open house dates: Sunday, Oct. 22, 1:30-2:30 p.m.
OAKWOOD FRIENDS SCHOOL
22 Spackenhill Road, Poughkeepsie, N.Y. 12603
845-242-2340 // oakwoodfriends.org
Top administrator: Chad Cianfrani
Open house dates: date to be declared.
OUR LADY OF FATIMA SCHOOL
225 Danbury Road, Wilton, Conn. 06897
203-762-8100 // olfcatholic.org
Top administrator: Stan Steele, principal
Open house dates: Sunday, Oct. 15; Sunday, Feb. 4, 2018 and Sunday, April 29, 2018. Times to be declared.
A co-educational National Blue Ribbon School offering preschool through eighth grade learning. Small class sizes, individualized instruction, and STEM curriculum allow for mastery of core academic concepts, achieving excellence beyond standardized testing norms. Experienced and caring teachers create a nurturing environment that motivates children to reach their highest potential. A hallmark of the school is the emphasis on “Service above Self” with community events scheduled throughout the year to develop strong character, moral values, and respect for self and others.
REGIS HIGH SCHOOL
55 E. 84 St., New York, N.Y. 10028
212-288-1100 // regis.org
Top administrator: Fr. Daniel Lahart
Open house dates: for residents of the Bronx, Manhattan and Westchester County, Wednesday, Oct. 4, 5:30-8:30 p.m.; for residents of all other areas, Monday, Oct. 9, 1-4 p.m.
RIDGEFIELD ACADEMY
223 W. Mountain Road, Ridgefield, Conn. 6877
203-894-1800 // ridgefieldacademy.org
Top administrator: James P. Heus
Open house dates: Saturday, Nov. 4, 10 a.m. to noon
RIPPOWAM CISQUA SCHOOL
Lower School
325 W. Patent Road, Mount Kisco, N.Y. 10549
914-244-1200
Upper School
439 Cantitoe St., Bedford, N.Y. 10506
914-244-1250
rcsny.org
Top administrator: Colm McMahon
Open house dates: Sunday, Oct. 21, 1-3 p.m., upper school open house, grades five through nine; Sunday, Oct. 21, 9 a.m. to 11 p.m., lower school open house, preschool through fourth grade
Rippowan Cisqua is opening a new upper campus, which will include a 2,460-square-foot library and media center, a 2,400-square-foot innovation center, two full-floor visual arts studios, two new immersive science labs, a new courtyard and amphitheater, a new dining hall with an outdoor dining terrace, an additional athletics practice field and increased classroom spaces.
RUDOLPH STEINER SCHOOL
15 E. 78th St., New York, N.Y. 10075
347-289-7565 // steiner.edu
Top administrator: the College of Teachers, a group of faculty and staff, serve as the governing body of the school
Open house dates: Tuesday, Oct. 24, 7-9 p.m., for nursery through sixth grade, parents only; Tuesday, Oct. 16, 6:30-8 p.m., grades seven through 12, parents and students welcome; open classroom experience, Saturday, Nov. 4, 10:30 a.m. to 1 p.m. for parent-child program, nursery and kindergarten, parents and children welcome; and curriculum night for nursery through grade 12, Wednesday, Nov. 8, 7-9 p.m., parents only
RYE COUNTRY DAY SCHOOL
3 Cedar St., Rye, N.Y. 10580
914-967-1417 // ryecountryday.org
Top administrator: Scott A. Nelson
Open house dates: Monday, Oct. 15, lower school; Monday, Oct. 22, upper school; and Monday, Oct. 29, middle school
SACRED HEART GREENWICH
1177 King St., Greenwich, Conn. 06831
203-531-6500 // cshgreenwich.org
Top administrator: Pamela Juan Hayes
Open house dates: Thursday, Oct. 5, 9 a.m. to noon; Thursday, Nov. 2, 9 a.m. to noon; Thursday, Dec. 7, 9 a.m. to noon; Thursday, Jan. 11, 2019, 9 a.m. to noon
Founded in 1848, Sacred Heart Greenwich offers a rigorous and integrated program in science, technology, engineering, arts and mathematics (STEAM). Upper school students can enroll in a three-year science research program, which offers internships at medical colleges and research institutions. Students interested in the arts have use of a full performing arts theater, art studies for the lower, middle and upper schools, a storytelling room, an outdoor amphitheater and a broadcast journalism studio.
SAINT BARNABAS HIGH SCHOOL
425 E. 240 St., Bronx, N.Y. 10470
718-325-8800 // stbarnabashigh.com
Top administrator: Theresa Napoli
Open house dates: Thursday, Oct. 19, 6-8 p.m.; and Saturday, Oct. 28, noon to 2:30 p.m.
SAINT JOSEPH HIGH SCHOOL
2320 Huntington Turnpike, Trumbull, Conn. 06611
203-378-9378 // sjcadets.org
Top administrator: William Fitzgerald
Open house dates: Monday, Oct. 15, 1-4 p.m. (pre-register online); Thursday, April 4, 7-8:30 p.m. spring open house
SAINT LUKE’S SCHOOL
377 N. Wilton Road, New Canaan, Conn. 06840
203-966-5612 // stlukesct.org
Top administrator: Mark Davis
Open house dates: Sunday, Oct. 29, noon to 2 p.m., upper school open house; Sunday, Oct. 29, 2:30-4:30 p.m., middle school open house
SCHOOL OF THE HOLY CHILD
2225 Westchester Ave., Rye, N.Y. 10580
914-967-5622 // holychildrye.org
Top administrator: Melissa Dan
Open house dates: Saturday, Oct. 14, 1-4 p.m.
A college-preparatory school for girls, fifth grade through 12th grade, that strives to develop “women of conscience and action.” Accomplished and dedicated faculty members foster the spiritual development, individual talents and interests of each student. This is realized through rigorous and comprehensive academic, arts, athletics, service and global programs.
SOLOMON SCHECHTER SCHOOL OF WESTCHESTER
Lower School, K-5
30 Dellwood Road, White Plains, N.Y. 10605
914-948-3111
Upper School, 6-12
555 W. Hartsdale Ave., Hartsdale, N.Y. 10530
914-948-8333
schechterwestchester.org
Top administrator: Michael Kay
Open house dates: Sunday, Oct. 5, high school; Sunday, Nov. 12, lower school; and Sunday, Dec. 21, middle school. Times to be declared.
SOUNDVIEW PREPARATORY SCHOOL
370 Underhill Ave., Yorktown Heights, N.Y. 10598
914-962-2780 // soundviewprep.org
Top administrator: Ken Cotrone
Open house dates: Monday, Oct. 15, 1-3 p.m.
Soundview Preparatory School is an independent day school for grades six through 12, offering several academic specialties, including a flexible support center, music production and recording course, a senior internship program, a science research program and expanded AP course offerings.
THE SPENCE SCHOOL
Lower School
56 E. 93rd St., New York, N.Y. 10128
Middle and Upper School
22 E. 91 St., New York, N.Y. 10128
212-289-5940 // spenceschool.org
Top administrator: Bodie Brizendine
Open house dates: Thursday, Oct. 25, 5:30-7:3- p.m., lower school sampler; and Tuesday, Oct. 30, 5:30-7 p.m., middle and upper school sampler
THE STANWICH SCHOOL
275 Stanwich Road, Greenwich, Conn. 06830
203-542-0000 // stanwichschool.org
Top administrator: Charles Sachs
Open house dates: Thursday, Nov. 2; Thursday, Jan. 18, 2018 (snow date, Thursday, Jan. 25); and Tuesday, April 24, 2018. Times to be declared.
THE STORM KING SCHOOL
314 Mountain Road, Cornwall-On-Hudson, N.Y. 12520
845-534-7893 // sks.org
Top administrator: Jonathan W. R. Lamb
Open house dates: Saturday, Sept. 16, 10 a.m. to noon; Saturday, Oct. 7, 10 a.m. to noon; Saturday, Nov. 4, 10 a.m. to noon; Saturday, April 24, 2018, 10 a.m. to noon; and Saturday, May 19, 10 a.m. to noon
THE URSULINE SCHOOL
1354 North Ave., New Rochelle, N.Y. 10804
914-636-3950 // ursulinenewrochelle.org
Top administrator: Eileen F. Davidson
Open house dates: Saturday, October 28, 12:30-3:30 p.m.; middle school, Saturday, Feb. 3, 2017, noon to 2 p.m.
The mission of The Ursuline School is to educate, inspire and empower a diverse population of 800 young women in sixth grade through 12th grade by providing them with a 21st century Catholic, college-preparatory education. The school belongs to the New York State Public High School Athletic Association and has 33 teams of student athletes.
THE WINDWARD SCHOOL
Lower School
13 Windward Ave., White Plains, N.Y. 10605
Middle School
40 W. Red Oak Lane, White Plains, N.Y. 10604
Windward Manhattan
202 W. 97 St., New York, N.Y., 10025
914-949-6968 // thewindwardschool.org
Top administrator: John J. Russell
Open house dates: Thursday, Sept. 7, 12:30 p.m., open house for all of Westchester’s fifth grade students; Thursday, Sept. 7, 1 p.m., open house for all new students in Westchester County attending first through fourth grade
TRINITY CATHOLIC HIGH SCHOOL
926 Newfield Ave., Stamford, Conn. 06905
203-322-3401 // trinitycatholic.org
Top administrator: Dave Williams
Open house dates: Tuesday, Oct. 17. Time to be determined.
WHITBY SCHOOL
969 Lake Ave., Greenwich, Conn. 06831
203-869-8464 // whitbyschool.org
Top administrator: Simone Becker, head of lower school; Jonathan Chein, head of upper school
Open house dates: Sunday, Nov. 5, 1 p.m.
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Getting In: Who Gets the Fat Envelope
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2007-05-01T16:59:26+00:00
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Public v. Private Schools – A look at whether or not those tuition checks actually buy more than Ivy League bumper stickers.
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https://westchestermagazine.com/life-style/public-private-colleges-value/
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Public v. Private Schools – A look at whether or not those tuition checks actually buy more than Ivy League bumper stickers.
By Carol Hall
Photography by John O’Donnell
In Westchester, where the struggle for Ivy League admission is practically a blood sport, one question trumps all others: Do private schools deliver a competitive advantage over public?
Eighteen-year-old Brendan McGuire of Riverside, Connecticut, started Princeton University as a freshman this month. He is one of only 10.2 percent of students who this year applied and got accepted to that prestigious Ivy League school. What were Brendan’s credentials?
He scored a total of 2270 out of a possible 2400 on his SATs (730/writing; 740/math; 800—a perfect score—on reading comprehension, the old “verbal”). He carried four Advanced Placement (AP or college-level) courses in both his junior and senior years. And he had an impressive list of extracurricular activities that included community service and student government. He became a leader in all of them. “I learned it’s better to be involved in depth in a few activities, rather than over a breadth of them,” says Brendan, fit, blue-eyed, and smiling. And, oh yes: Brendan graduated last spring from one of Westchester’s most exclusive private schools: Rye Country Day School.
There’s no doubt Brendan is intelligent and hard-working. And there’s no doubt his family and his school (he began attending Rye Country Day School in seventh grade) helped nurture his natural gifts. Still, you can’t help but wonder: did attending a private school help him get the nod from Princeton?
This fall, Katie Arden, a slim, energetic young woman, also started as a freshman at an Ivy League school: Yale University. Katie is one of the fewer than 9 percent of applicants this year who got into this world-renowned institution, and she got in “early action” no less (early action means she couldn’t apply to any other school, unless she got rejected or “wait-listed” by Yale). Her creds?
Katie’s grade point average, “un-weighted,” was 97.58; “weighted”—she took seven AP courses, (AP courses earn students credit or standing at most colleges and universities)—it’s 100.61! Like Brendan, her SAT scores totaled 2270, too (710/math; 770/writing; 790/critical reading). And, like him, Katie had a stellar array of extracurricular activities, including intensive involvement with her school’s theater program. That undoubtedly helped when she delivered her speech as class valedictorian—of Pelham Memorial High School.
That’s right, Katie went to a public school. Yet, the youngster got into what for the graduating class of 2006 was the nation’s most competitive Ivy League school, with an acceptance rate of just 8.6 percent. “I’m all for public school,” Katie proclaims. “I’ve been very happy in the Pelham schools and had no reason to switch,” she says.
If you are the parent of a child older than six, it is impossible not to read about these two outstanding kids and wonder if you are doing everything you can to prepare your own child to achieve and get into the very best college. In the eyes of many parents and high school students, these two grabbed the golden ring: admission to an Ivy League school.
All across America, parents are focused (obsessed?) on their children’s education. But in Westchester, as you no doubt already have discovered, “the school conversation” is particularly intense. The county has some of America’s finest public high schools (there are a total of 44 of them), and is home to or close to a host of top-flight private high schools (28 in Westchester itself, including parochial schools). If you want the best for your child—and can afford the taxes and the school tuition—you are spoiled for educational choice.
Many make that choice with their eyes on a certain kind of prize: entrance to an Ivy League college, i.e., Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, the University of Pennsylvania (“Penn”), and Yale—or comparable non-Ivy schools, e.g., Amherst, MIT, Stanford, University of Chicago, Williams, etc. The way these parents see it, all the planning, hard work, and money that usually go into getting that big fat envelope are worth it because an Ivy League or other highly selective college diploma yields lifelong advantages—a top-notch education, as well as top-notch connections.
Parents keen on giving their kids a leg up understandably look for ways to increase their odds in what has become an absurdly competitive admissions process. To some that means, if you’ve got the money or can get the aid, you send your child to a private school, at least for grades 9 through 12. In 2003 (the last available year of data), of the 173,141 Westchester County kids attending school, 16 percent were enrolled in private school, 84 percent attended public. But does a private school education give a child an advantage?
At the top colleges, 65 percent of the freshman class hail from the nation’s public schools and 25 percent from private. (The remaining 10 percent are products of home-schooling and other unusual circumstances.) That may seem to put the advantage squarely in the camp of public education but, of course, the vast majority of graduates are public school seniors. The number of high-school graduates has risen steadily since 1988. According to the National Center for Education Statistics, by the end of the decade, the number of new graduates will have grown by approximately 10 percent, reaching 3.32 million, with 2.9 million of them coming from public schools and 333,000 coming from private high schools. (This year, there were 2.8 million high school graduates from the nation’s public schools and 315,000 from private schools.)
But not all private schools are created equal. For instance, some emphasize academics, some religious orientation, and others focus on cultural interests. But year after year, placements in top colleges from top Westchester-area private schools tend to skew higher than average, and often higher than the area’s public schools. It’s essential, when looking to see which schools send more kids to top colleges, to take into account class sizes, parents’ income range (private school kids generally can afford the more expensive colleges), and what colleges a school’s seniors apply to in the first place versus where they actually attend (some kids get accepted to the Ivy League but decline to enroll, often for financial reasons).
“If you took the top twenty to twenty-five colleges, you’d find them grossly over-represented among their admissions with kids from certain Westchester-area private schools,” says Howard Greene, former Princeton University admissions officer and founder of Howard Greene & Associates, a private educational consulting center—one of a burgeoning industry devoted to helping kids get into the top colleges. “Often, one-third or more of the class [of one of these private schools] gets into a top
college.” Greene, the author of many college-admission advice books, including Making it into a Top College, rattles off the names of some of the area’s most selective private schools, including Hackley in Tarrytown, Horace Mann and Fieldston in the Bronx, and Brunswick in Greenwich, Connecticut. The fact that these students get into top colleges is not because of some historic “feeder-school relationship,” he says. “It’s because the top colleges know these kids have been challenged with a very tough curriculum already. They know that these high-performing kids are well prepared to do well at their college.”
One reason private schools might have such a dominant presence at selective colleges is that they themselves are selective. Most require applicants to pass entrance exams. By the time some private school grads apply to college, they will already have passed through a system designed to polish the most motivated and intelligent students. This process creates a competitive culture that benefits some students and penalizes others.
“Some kids are just more motivated by being around other motivated students,” says Katherine Cohen, founder of IvyWise, another college-consulting firm (cost: as much as $30,000 for two years’ worth of applicant-polishing). That description would fit Princeton student Brendan McGuire. He enrolled in Rye Country Day in the seventh grade. “It made a difference,” he says. “If I’m surrounded by kids who work hard, it’s going to influence me. I’m competitive enough that I’ll make sure I’m sticking with them.”
All agree, however, that a parent doesn’t do a child any favors by sending him or her to a private school where they consistently under-perform. “No Ivy League school wants to fill its freshman class with the bottom half of even the best private school,” says Edward Fiske, editor of The Annual Fiske Guide to Colleges and former education editor at the New York Times.
When choosing a high school, Michele Hernandez, an independent college consultant and former assistant director of admissions at Dartmouth, urges parents to ask themselves where their child will thrive most. “It’s not the name of the school that’s important,” she says, “but where the student will succeed more.” Walter C. Johnson, headmaster of the Hackley School in Tarrytown, agrees. “Choose Hackley because it will give your child the kind of education that will help him thrive in a college environment,” he says—not because it will get him into a big-name college. “If I find I have a first-grade parent already talking about wanting their child to go to Harvard, that’s a concern,” he says. “They might not find what they’re looking for at Hackley.”
The debate over whether public or private school is the best path to the country’s most selective colleges goes way beyond your—and your neighbor’s—dinner table. It is a hot topic among education professionals, too. For them, it always comes back to the same question: where does one get the best education? All agree that there are good and bad teachers, good and bad educational experiences to be had at both types of institutions. In Westchester, with so many highly regarded public schools available, the differences may be more finely sliced. “Hands down, a good public school education is the best education,” proclaims Adam Robinson, founder of Rocket Review (www.rocket review.com) and co-founder of Princeton Review, both SAT preparation programs, and author of What Smart Students Know. “It is my strong belief that any good Westchester public school is as good as a high-end private school. If your child is motivated, he will find as many good teachers, great after-school activities, and as many advanced placement courses” as in a private school. Penny Oberg, a college counselor at Rye Country Day School, admits: “The best kids in either kind of school will rise to the surface.” And the best way to stack the odds in your child’s favor, all advise, is to put her in a school where she will shine at her maximal wattage.
“Any good Westchester public school is as good as a high-end private school.”
Landing an acceptance letter from one of the top colleges or universities has always been an achievement. But competition for a place has heated up so much, it must be contributing to global warming. There are more and more qualified kids applying for an unchanging number of slots. That’s why there are acceptance rates like these: Harvard University, in 2006, accepted 9.27 percent of the 22,753 students who applied, down from 10.7 percent in 2001; Yale University accepted 8.64 percent this year, but 13.5 percent in 2001; and Princeton gave the nod to 10.2 percent of its 17,563 applicants, less than the 11.7 percent it welcomed in 2001. And the competition is now international, with foreign students, eager for an American education, taking at least 10 to 15 percent of the places at the most selective institutions.
Many high school seniors apply to several colleges (some to more than a dozen), further tightening the competition. “About thirty percent of students apply to colleges that only about seventeen percent attend,” reports Judy Hingle, director of professional development at the National Association for College Admission Counseling. “We have a real shotgun approach to college admissions in this country.” (To reduce the competition for places from the same school, some private schools limit the number of college applications their students maysubmit.)
Still, it’s important to remember that there are some 2,200 four-year colleges in this country, many of which are almost embarrassingly well endowed these days, courtesy of the dance between their fundraising departments and their alumni. If your child is looking at colleges, remember the following statistic and take heart: a whopping 70 percent of all colleges/universities accept more than 50 percent of their applicants. You may want your kid to go to an Ivy or equivalent top-notch college, but you haven’t done your homework if you underestimate the many fine “second-tier” schools that exist in America today.
Parents often forget that things have changed since they attended college. For one thing, the admissions picture is vastly more complicated. The most selective colleges and universities are bending over backward to achieve diversity in their freshman classes.
They want kids from different ethnic, economic, religious, and social backgrounds. “They are paying more attention to the individual student, rather than to which school you came from,” says Kelly Mitchell, a school counselor at Horace Greeley High School in Chappaqua and a college counselor with Bedford Prep in Bedford. She has also worked as a college counselor at Archbishop Stepinac High School and as an admissions officer at Fordham University. “It’s too simple to say that because you went to a private school, you have a leg up. Some years the top colleges will take students from certain schools, but other years they’ll take none.”
Quite often, there are practical considerations involved, not just grade-point averages. “If a new dorm or a new engineering complex is being built, it can change the numbers,” explains Mitchell, saying that the school may be on the lookout for engineering-oriented candidates in particular. “Next year, I know of one top university that will be renovating its dorms, so there will probably be fewer residential students accepted.” Scarsdale High School counselor Michael Gibbs agrees. “It’s very much a process of the moment,” he says. “Who do we need this year, what’s our count of urban students, for instance.” Or as one college admissions officer put it: “You might be an oboe in the year of the cellist.”
But in the cases of kids who might seem obvious candidates, their acceptances have become more nuanced. Some might say deciding when to do what in the application process has become a bit like reading tea leaves. For instance, having “legacy” relatives in your family—both of Katie Arden’s parents went to Yale—can weigh in your favor. (No one knows how much but it’s hardly an “automatic in.”) Regardless, Katie still would have been a non-starter without a shimmering high-school record. A number of Brendan McGuire’s family members went to Notre Dame. He held that in mind as a possibility but later in the process realized other options and eventually chose Princeton. He applied early decision and got deferred (he could apply again for regular decision). “Not having a hook—I’m not a legacy, I’m not a minority, I’m not an athlete—I knew it was a long shot to get in early decision,” he says. He was accepted regular decision.
Jeffrey Brenzel, dean of undergraduate admissions at Yale, says his team looks at every applicant in the context of the school from which they are coming. Like most colleges and universities, Yale has admissions people dedicated to certain geographic areas. They get to know the schools in their catchment areas intimately, often spending years covering the same turf. They look to see if the student has taken the most rigorous coursework their school offers. At Yale, the period between November 1 and March 30 is called “the reading season,” when admissions officers read approximately 1,200 applications each. “We read, with very different eyes, an application from an inner-city Chicago school, a Horace Mann, a school that serves Native Americans in Arizona, and one from an applicant from Scarsdale High School,” says Brenzel.
And things have changed since parents went to college in other ways, too. The top schools no longer want a group of well-rounded kids. They want to put together a well-rounded group of kids. “It’s okay to be interested in a lot of things, but you’ve got to focus, you’ve got to stand out,” says Adam Robinson of Rocket Review. He uses the analogy of a dinner party. Every person invited has to bring something interesting to the table—a keen interest in history, music, economics, etc. “Colleges want to put together a community where there is conversation with a capital C, an environment with good discourse,” he says.
Ivies are so flooded with applicants that you don’t pass “Go” without a superb academic record. That doesn’t eliminate as many applicants as you might think. “A ridiculous percentage of Ivy League applicants is eligible,” says Scarsdale High School counselor Michael Gibbs. So whom do they take? It’s complicated. For starters, they don’t want underachievers—a student with a 1600 SAT and a B-minus average. “They want students who challenge themselves,” says Katherine Cohen of IvyWise. “They want students who make an impact in the classroom and in the community. They also want students who show responsibility, are creative thinkers, and who have nurtured relationships with teachers.”
With fewer students on their rolls, private schools can more closely monitor how their students use their time. Some require extracurricular involvement and many private schools require community service (for instance, Riverdale Country Day School has a community-service requirement for grades 6 to 12). But even at schools with no official requirements, the push to participate in extracurricular activities is there all the same. “Day schools stress total engagement,” says Howard Greene, noting that they offer a sometimes lavish array of activities in which to participate. “If you aren’t involved, these groups will reach out to you.” Rye Country Day School’s Penny Oberg says, “No one falls through the cracks. Whether they like it or not, they are known here.” Some of RCD’s clubs revolve around things like community service, photography, international relations, drama, environmental awareness, and business. Similar opportunities exist at many public schools, but most say less of an effort is made to encourage students to take advantage of them.
It almost doesn’t matter what your outside interests are, as long as you shine in them. One way to ensure that is to stick with something you love. So where does that leave all those baseball-obsessed young boys? “Baseball’s okay,” says Mitchell of Horace Greeley. But something you love that also helps others is even better. “Volunteer your time to go teach or work with an inner-city team,” advises Mitchell.
“We try to suggest ways to think outside the box,” says IvyWise’s Katherine Cohen. Be the first to fill a need in your community, for instance. “We always say, ‘If you can’t find it, found it!’” she declares.
One of IvyWise’s clients started a “sociology club” in his school in 10th grade; its members now serve as academic tutors for grade-schoolers in an underperforming public school nearby. Another student started a French club whose members regularly communicate with kids in French schools. “The top colleges feel that a student who’s been involved in high school will be very involved in college,” consultant Kelly Mitchell says.
Both Brendan McGuire and Katie Arden distinguished themselves in their extracurricular activities. Brendan was “really into tennis” when he entered high school, and even thought about following the recruitment path into college. But his grades started to improve in high school, he says, and, along with that, other interests started to blossom. He got involved in student government in his junior year, going on to become senior class president. A few years ago, to help family friends whose child is autistic, he became involved with the Greenwich Special Olympics. That moved him to join the school’s community-service club, where he helped organize events including a breast-cancer walk; he became co-president of the club. He joined the school newspaper in his sophomore year and became op-ed editor and senior copy editor in his junior year.
Katie is an avid cellist. She not only played in Pelham’s high school orchestra but also with a local symphony orchestra in the Bronx. She has been involved in fencing since fifth grade. She’s run cross-country for the past four years. And all during high school, she threw herself into her school’s theater program, acting and, during the final two years, making costumes and sets. Oh, she sings, too—choral.
When choosing a school, whether public or private, for their children, parents should consider the strength of its college counseling. “If you’re going to get students into the top schools, you have to have the counseling support,” says Edward Fiske, author of the Fiske Guide to Colleges. “I judge a guidance counselor by how many different schools the kids are going to. Only a handful of schools suggests a lazy counselor.”
“I judge a guidance counselor by how many different schools the kids are going to. Only a handful of schools suggests a lazy counselor.”
Your local public school may have six or seven guidance counselors—now referred to as “school counselors” or “deans of students”—on staff (Scarsdale has nine). Public schools have much larger enrollments and counselors may have hundreds of students in their caseloads. (According to the National Association for College Admission Counseling, in 2005 the average college counselor-to-student ratio at a public high school in this country was 383:1. The average ratio at a private parochial school, 273:1; and at a private, non-parochial high school, 188:1.) A public-school counselor is typically with a student for all four years of high school—a plus, in many cases. But these counselors have to deal with every issue their students have—emotional, academic and social, as well as college selection. (That’s why public school counselors must have a master’s degree in a counseling-related field—like educational psychology—and be certified by the state). They also tend to draw higher salaries than their counterparts in private schools.
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OLD ADMS Project 20 Questions
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Lower School students have the option of participating in the Extended Day program, which offers a homework clinic and time for games and reading, all under the supervision of Lower School teachers. In addition, the Lower School offers age-appropriate after- school enrichment clubs in a wide range of areas, such as Spanish, Drama, Lego Robotics, Tap Dance, Science and Nature, Soccer, Knitting, and more.
The Middle School ASK (After School Knowledge) program, open to Grades 5 and 6, affords students the opportunity to participate in a wide-range of different after school activities such as cooking, knitting, chess, and debate. Students in grades 7 and 8 fulfill their physical education requirements in the after-school time period by participating in interscholastic sports.
Upper School students participate in many clubs and organizations, including a wide range of service activities, multi-cultural clubs like UNITY and the AGSA (All Genders and Sexualities Allied), and other activities such as yearbook, student government, school newspaper and our Student Ambassador program. Some of these clubs may meet during the school day during Upper School Community Time, but the majority of them take place after school.
Hackley’s 5-day boarding program allows Upper School students to experience boarding school life while continuing to be present members of their family and home communities during the weekends. This is a distinctive feature of school life, not only for our boarders, as it creates a 24/7 community with residential faculty that makes the campus feel like home, even to day students.
Our extensive grounds make it possible to create distinctive programming, such as a garden for our Lower School, outdoor classrooms, woodland trails that support both science study and wellness activities, and a deer exclusion zone within our forest that supports forestry research.
Hackley is a member of the Round Square international consortium of 160 schools across 40 countries, created to offer students an opportunity to learn from their peers around the world in collaborative appreciation of the values of international understanding, democracy, environment, adventure, leadership and service. The program focuses on experiential learning through international travel, conferences, and service learning projects. Hackley Middle School and Upper School students participate in the program.
In Lower School, our low student-teacher ratio combined with targeted specialists creates an environment that supports the learning needs of all students. Students receive a great deal of one-on-one time with teachers. Writing and literacy are a particular area of individualized focus and the Singapore math curriculum used in grades K through 6, provides extensive opportunities for differentiated instruction.
Starting in Grade 7, Middle School students experience differentiated math and language courses designed for their specific experience and abilities. Small classes and advisories allow students to continue receiving individual support and attention from teachers. Throughout Lower School and Middle School, regular diagnostic testing keeps teachers and administrators abreast of student progress and highlights potential areas requiring additional individual support.
The individualized nature of the Upper School academic program means that no two students share the same schedule. With a wide variety of electives across disciplines, students can select courses that best align with their own interests, skills and academic ambitions. One-on-one writing-focused meetings with teachers continue in English and history.
In Lower School, students have several special subjects as part of their schedule.
Music and Art: 2x week from K through Grade 4.
Library and Technology: 1x week in K-2; 2x week in grades 3 and 4.
Phys Ed: daily in K-2; 4x week in grades 3 and 4.
Science: 2x week in K-3; 3x week in grade 4.
While all Middle and Upper School students will gain exposure to Performing and Visual Arts, students have many opportunities to take part in a wide range of music classes, acting classes, and visual arts classes as they specialize in the artistic disciplines they find most appealing. Students choose arts “majors” and “minors” in Grade 7 and Grade 8, and then eagerly pursue the arts further in the Upper School, where they may also major and minor in the visual and performing arts of their choice as they continue to hone the skills they acquired in Middle School.
At Hackley, emotional growth and character development go hand in hand with academic development. In Lower School, students are introduced to a different virtue every other month through the Lower School Character Education curriculum. They learn how these virtues impact their individual lives and the lives of others within the communities to which they belong. This character education work is done across the division, within grades and in individual homerooms; resources are sent home for parents as well.
Middle students participate in weekly Community Time where they come together as a student body to discuss many different issues affecting their Hackley community and other communities both within and outside of the United States. Advisories provide an additional layer of support to all students by affording them a more intimate, close-knit cohort with which they are able to have deeper conversations about important issues with the guidance of an advisor.
In the Upper School, Chapel Talks serve as one of the ways in which students are asked to think deeply about their values and ethics. The talks are given by seniors to underclassmen and by members of the faculty to the senior class. Upper School students also have two periods of community time every week. One of these periods is used as club time twice a month and a longer advisory period twice a month. The other community time period is for assemblies. The Upper School hosts a wide-range of different assemblies such as pep rallies, student government elections, opportunities to hear from outside speakers, and more.
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School Tours and Workshops
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[
""
] | null |
[] |
2020-08-25T15:57:00-04:00
|
For more information, please contact School Experience Manager Emily Jarvi at 616.831.2928 or ejarvi@artmuseumgr.org. Students: $6 Adults: $10â¦
|
en
|
/dist/static/apple-touch-icon.png?1658771577
|
Grand Rapids Art Museum
|
https://www.artmuseumgr.org/school-tours-workshops
|
School tours and workshops may be requested during open Museum hours.
Some school experiences may also be requested to occur during the Museumâs non-business hours for an additional fee. These requests must be received by the School Experience Manager, Emily Jarvi at least 5 weeks in advance of the desired date and can be accommodated based on scheduling and staffing availability.
An Introduction to the Museum Experience
Analyze the formal qualities of art to gain a complete understanding of the art-making process. By identifying and discussing elements and principles such as composition, color, line, texture, scale, proportion, balance, contrast, and rhythm, students will unlock the choices artists make to tell their stories.
Storytelling in Art
Artists are visual storytellers and the stories they communicate through their art help them to reveal, explore, and interpret their world. Investigate several works of art in GRAMâs galleries using the ingredients of creative storytelling and engage in interactive prompts to explore these works in greater depth.
As the heart of the museum, our collection is constantly growing and changingâââjust like the city it serves. For over 100 years, GRAMâs collection has been cultivated to include a diverse array of paintings, sculptures, drawings, photographs, and a growing collection in the area of design and modern craft that highlight more than 5,000 years of human creativity. From a trove of over 6,000 objects, GRAMâs curators refresh the Museumâs third floor galleries every quarter, presenting visitors with new works and old favorites to experience and enjoy.
$50 per class (maximum class size: 32 students)
Fee includes instruction led by the Museumâs Learning and Creativity Educators, the use of the studio, and all supplies. Admission may be paid by check or credit card at the time of arrival.
To book your reservation, please complete this form and email it to Emily Jarvi, School Experience Manager at ejarvi@artmuseumgr.org. Reservations may also be completed via phone at 616.831.2928.
|
||||
7777
|
dbpedia
|
0
| 60
|
https://fitzgabrielsschools.com/2020/04/13/hackley-school/
|
en
|
HACKLEY SCHOOL
|
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2020-04-13T00:00:00
|
Founded in 1899, originally as a Unitarian college-preparatory school for young men, the school has grown to accept students of all faiths and is fully co-educational. The school, located in the wealthy, far northern suburbs of New York City, offers day and boarding options and is recognised globally as a leading private school and as…
|
en
|
FITZGABRIELS SCHOOLS
|
https://fitzgabrielsschools.com/2020/04/13/hackley-school/
|
Founded in 1899, originally as a Unitarian college-preparatory school for young men, the school has grown to accept students of all faiths and is fully co-educational. The school, located in the wealthy, far northern suburbs of New York City, offers day and boarding options and is recognised globally as a leading private school and as a member of Round Square. The school competes in intermural sports as a member of the prestigious Ivy Preparatory School League.
___________
Independent Private Kindergarten, Elementary, Middle and College-Preparatory School
Established: 1899
Gender: Co-educational
Ages: 2-18 (grades K-12)
Ethos: Non-denominational
Attendance: Boarding & day school
Head of School: Michael C. Wirtz
Enrollment: 605 pupils
Faculty: 128 staff
Ratio: 8:1
Average class size: 16 pupils
Tuition fees: US$41,500 – 63,725 per annum
Scholarships / bursaries / financial aid: Financial aid available
Endowment:
Mascot: Hornet
School Colours: Blue and grey
Uniform: Smart casual
Alumni: Poly alumni
Accreditations: New York State Association of Independent Schools
Associations: National Association of Independent Schools; Round Square
Affiliations:
Athletics Conference: Ivy Preparatory School League
Feeder schools:
Rival schools:
___________
A: 293 Benedict Avenue, Tarrytown, New York 10591, United States
T: +19143662600
F:
E:
W: hackleyschool.org
___________
See also: Ivy Preparatory School League | Round Square
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https://www.realclearpolicy.com/articles/2014/01/17/universal_preschool_expensive_and_ineffective_804.html
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en
|
Universal Preschool: Expensive and Ineffective
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http://images.rcp.realclearpolitics.com/224288_5_.jpg
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http://images.rcp.realclearpolitics.com/224288_5_.jpg
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[
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] | null |
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2014-01-17T00:00:00
|
New York City mayor Bill de Blasio is promising bold change, but the centerpiece of his education-reform package -- universal, government-run preschool -- is a looming financial and bureaucratic...
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/favicon.ico
|
http://www.realclearpolicy.com/articles/2014/01/17/universal_preschool_expensive_and_ineffective_804.html
|
New York City mayor Bill de Blasio is promising bold change, but the centerpiece of his education-reform package -- universal, government-run preschool -- is a looming financial and bureaucratic nightmare. Adding universal preschool to government K-12 schooling may sound like a harmless proposal, but it would strain New York City's education budget while delivering few of the new mayor's promised results.
De Blasio plans to raise taxes by more than $500 million per year to pay for this and other programs. While de Blasio and other government-preschool proponents claim that this additional spending will open the doors to the future, the expanded government program is far more likely to hang like an albatross around the city's neck.
Many of the scholarly articles in support of universal government preschool ignore the costs of creating another municipal bureaucracy -- including teacher salaries and benefits, administrative and regulatory costs, and the negative economic effects of added taxes. Chris Cardiff and I studied a similar proposal in California analyzed by RAND and found that, using RAND's own data and alternative assumptions based on the studies they reference, it is easy to demonstrate that universal preschool generates losses of 25 to 30 cents for every dollar spent. And these losses are calculated before including any of the additional universal preschool program costs that RAND ignored in its analysis.
One unseen cost is the potential of putting private preschools out of business. New York City's private preschools are as diverse as its children, and parents are able to compare preschools and choose the one that best fits their child's needs, learning styles, and social interests. If a universal government-preschool plan were to pass, this cornucopia of options would be replaced by a one-size-fits-all bureaucracy, and private preschool would become a luxury available only to the most wealthy.
And the benefits of universal pre-K touted by proponents are not at all sure to materialize. Past studies of programs like Head Start have found that participation in preschool has no effect on high-school completion, college attendance, or young-adult earnings – all drivers of the financial benefits de Blasio and others promise – and a very limited effect on crime rates. An analysis by the left-leaning Brookings Institution found that universal-preschool programs in Georgia and Oklahoma had only small effects on participants' later academic achievement. Researchers at Vanderbilt University conducted an in-depth study of children who attended Tennessee's government-administered preschools, and found that by first grade, any benefits provided by the preschools had vanished entirely. In fact, the preschools had an insignificant to slightly negative effect on both academic and social/emotional skills.
New York City is hardly without budgetary woes -- a low-income housing crisis, burdensome pensions, and massive cuts to public library budgets are just a few. Mayor de Blasio has more than enough on his plate already, and he would only be adding to his city's problems by putting another costly and entirely unnecessary entitlement program on the city credit card.
Edward Stringham is the L.V. Hackley distinguished professor for the study of capitalism and free enterprise at the School of Business and Economics at Fayetteville State University and an adjunct scholar with Reason Foundation in Los Angeles.
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https://www.yumpu.com/en/document/view/55877203/hackley-review-summer-2015
|
en
|
Hackley Review Summer 2015
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Read the latest magazines about Hackley Review Summer 2015 and discover magazines on Yumpu.com
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en
|
yumpu.com
|
https://www.yumpu.com/en/document/view/55877203/hackley-review-summer-2015
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Attention! Your ePaper is waiting for publication!
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| 17
|
https://drpaulloweadmissionsexpert.blog/2021/03/02/dr-paul-lowes-private-school-review-hackley-school/
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en
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Dr. Paul Lowe’s Private School Review: Hackley School
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2021-03-02T00:00:00
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Dr. Paul Lowe’s Private School Review: Hackley School
|
en
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Dr. Paul Lowe - Admissions Expert
|
https://drpaulloweadmissionsexpert.blog/2021/03/02/dr-paul-lowes-private-school-review-hackley-school/
|
Dr. Lowe and his team of admissions advisors visits and reviews top private day and boarding schools. Hackley School is rated by Niche as: #2 Best Private High School in Westchester, County NY. It is a coeducational K-12 school day school with a five-day boarding program located in Tarrytown, NY. It’s motto: “Enter here to be and find a friend.”
Here are some interesting facts:
Student/Faculty Ratio – 7:1
Average Upper School Class Size – 16
Student-led Upper School Clubs: 42
27 different sports with over 64 teams across grades 7-12
Tuition (Lower School/K-Grade 4): $42,460
Tuition (Middle School/Grades 5-8): $46,980
Tuition (Upper School/Grades 9-12): $49,975 / Additional $15,000 for 5- day boarding fee
Hackley has a five-day boarding program for 30 residential students in grades 9-12.
Hackley’s COVID-19 Response
Hackley’s college matriculation rate to Ivy League and highly selective colleges and universities is high. College Matriculation for the Classes of 2017, 2018, 2019, and 2020. The following colleges and universities enrolled five or more Hackley graduates during this period:
Brown
Colgate
Cornell
Dartmouth
Duke
Georgetown
Harvard
Johns Hopkins
Northwestern
Princeton
Tufts
University of Chicago
University of Michigan
UPenn
Yale
Hackley is one of the top day schools in the Fairchester (Fairfield/Westchester) region. Admissions is hyper-competitive. It’s one of the many reasons why many parents who reside in Westchester and Fairfield Counties retain our firm!
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https://www.instagram.com/explore/locations/402435/hackley-school/
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en
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Instagram
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[
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0
| 95
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https://projects.propublica.org/nonprofits/organizations/131740452/202121109349300222/full
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en
|
Nonprofit Explorer
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[
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[
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"Ash Ngu",
"Brandon Roberts"
] |
2013-05-09T12:00:00+00:00
|
Since 2013, the IRS has released data culled from millions of nonprofit tax filings. Use this database to find organizations and see details like their executive compensation, revenue and expenses, as well as download tax filings going back as far as 2001.
|
en
|
ProPublica
|
https://projects.propublica.org/nonprofits/organizations/131740452/202121109349300222/full
|
Every organization that has been recognized as tax exempt by the IRS has to file Form 990 every year, unless they make less than $200,000 in revenue and have less than $500,000 in assets, in which case they have to file form 990-EZ. Organizations making less than $50,000 don’t have to file either form but do have to let the IRS they’re still in business via a Form 990N "e-Postcard."
Nonprofit Explorer has organizations claiming tax exemption in each of the 27 subsections of the 501(c) section of the tax code, and which have filed a Form 990, Form 990EZ or Form 990PF. Taxable trusts and private foundations that are required to file a form 990PF are also included. Small organizations filing a Form 990N "e-Postcard" are not included in this data.
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| 61
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https://www.uncfsu.edu/academics/colleges-schools-and-departments/broadwell-college-of-business-and-economics/endowed-programs/l-v-hackley-for-the-study-of-capitalism-and-free-enterprise
|
en
|
L. V. Hackley Endowment for the Study of Capitalism and Free Enterprise
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Nikolai G. Wenzel, PhD
Nikolai G. Wenzel is the chair of the Fayetteville State University (FSU) L. V. Hackley Endowment for the Study of Capitalism and Free Enterprise. He is a distinguished professor of economics in the MBA program at the same University. Previously, he was a visiting assistant professor of economics at the Lutgert College of Business at Florida Gulf Coast University. Dr. Wenzel received his PhD in economics in 20017 from George Mason University, where he wrote a dissertation on Argentina's constitution and the economic consequences of institutions and policies. He was a BSFS cum laude (2004) in International Affairs from Georgetown University's School of Foreign Service in Washington, DC. While at George Mason University, he was a Mercatus Center Dissertation Fellow.
Dr. Wenzel is a former foreign service officer with the U.S. State Department. He worked at the U.S. Embassy in Mexico City, where he was vice-consul and special assistant to the U. S. Ambassador. He later worked for various Washington, DC-area think tanks, including the Atlas Economic Research Foundation, the Mercatus Center, and the Institute for Humane Studies, while completing his doctoral coursework, and a dissertation on Argentina's failed constitution and economy. Since 2007, he has been teaching economics at Hillsdale College. Dr. Wenzel's research focuses on constitutional political economy and the institutions that promote human liberty and flourishing, with an emphasis on the role of ideology and culture, the history of ideas, and the work of Austrian economist F. A. Hayek. His work has been published in a dozen journals, including the Review of Austrian Economics, the Journal of Private Enterprise, Vienna Journal on International Constitutional Law, and the Oxford Handbook of the Sociology of Religion. Dr. Wenzel is a member of the Mont Pelerin Society, sits on the Executive Committee of the Association of Private Enterprise Education, and teaches for the Institute for Humane Studies, and the Foundation for Economic Education. He was recently inducted as a Friend of the Arts and Distinguished Member of the SAI Music Fraternity.
Dr. Wenzel's latest research, articles, and books:
Praxeology, Experimental Economics and the Process of Choice
June 2016
Review of Austrian Economics
Journal Article
Killing Federalism from Above
May 2015
Historia Constitucional
Journal Article
Lessons from Constitutional Culture and the History of Constitutional Transfer
May 2014
International Advances in Economic Research
Social Science Research Network
Working Paper
The Judge and His Hangman
March 2014
Social Science Research Network
Journal Article
Civic Virtue Without Politics
July 2013
Reason Papers
Journal Article
Judicial Review and Constitutional Maintenance
July 2013
PS: Political Science & Politics
Journal Article
A framework for the study of firms as constitutional orders
March 2013
Constitutional Political Economy
Journal Article
"People, Your Government Has Returned To You!"
January 2013
New Perspective on Political Economy
Journal Article
Towards a Research Agenda on the Emergence of (Informal) Constitutional Culture into (Formal) Constitutional Order
May 2012
Studies in Emergent Order
This past academic year, Nikolai represented Fayetteville State and the College of Business at several national and international programs and conferences, including:
· The 50th-anniversary gala C for the Fund for American Studies (for which he teaches international political economy at the Hong Kong summer program)
· A debate at Hampden-Sydney College against the co-author of his book on the libertarian-conservative debate (Selfish Libertarians and Socialist Conservatives? The Foundations of the Libertarian-Conservative Debate, Stanford University Press, 2016)
· The annual meeting of the Mont-Pelerin Society (a society of economists and other scholars concerned about the Western institutions of liberty and democracy) in Stockholm, Sweden
· Research consultations at the University of Paris Law School (Center for Law & Economics), where he is a research fellow
· The annual conferences of the Society for the Development of Austrian Economics and the Association of Private Enterprise, where he presented research papers and organized an undergraduate research competition
· A policy workshop on regulatory capture and a political economy seminar, organized by the Mercatus Center at George Mason University
· An annual retreat of European think-tank leaders
· As discussion leader for a seminar for high school economics teachers on international trade and globalization, organized by the Liberty Fund and the Foundation for Teaching Economics. This summer, he will lead the discussion for a conference in Guatemala on the British School of Banking, organized by Liberty Fund and Universidad Francisco Marroquin
· A policy seminar organized by Western Carolina University and its Center for the Study of Free Enterprise (where he is a project leader)
On campus, Dr. Wenzel was the founding member for the American Enterprise Institute's Executive Council of students; as part of that endeavor, he took students to a policy workshop in Washington, DC, and supported a career panel on campus, featuring Gerard Robinson (Thurgood Marshall College Fund, and former Secretary of Education of Virginia). He was part of a faculty team that coached students for the 2018 HBCU Battle of the Brains and accompanied the team to Austin, TX for the competition. And, with Dr. Chet Dilday (FSU Social Work) and Dr. Steven Phelan (CBE Distinguished Professor of Entrepreneurship), he participated in the FSU Leary Forum, a cross-campus conversation on the topic "can capitalism deliver social justice" (hint: it can! And only it can!).
Dr. Wenzel teaches Managerial Economics (ECON 610) in the MBA program. This class offers an exciting opportunity to apply both the basic lessons of microeconomics and more advanced insights in institutional economics, to the business firm.
Dr. Wenzel is eager to meet colleagues and discuss ideas. He is grateful to be teaching at Fayetteville State University Broadwell College of Business and Economics.
FALL 2019 Eastern Regional Policy Summit
On February 8-10, 2019, two BCBE students traveled to Philadelphia, PA to attend the Eastern Regional Policy Summit, organized by the American Enterprise Institute. BCBE junior Brandye Cropper, and BCBE sophomore Ahriana Edwards attended the training program, accompanied by the faculty adviser and Hackley Chair Dr. Nikolai G. Wenzel.
The conference took place at the Wharton School of Business at the University of Pennsylvania. The students heard lectures on topics ranging from criminal justice reform and the marriage divide, to U.S.-China Relations and opportunities for the American working class. The distinguished panel of speakers represented a broad array of political opinions and parties and featured Dr. Jared Bernstein, Adviser to Vice President Joe Biden in the Obama Administration.
In addition to policy lectures, networking, and leadership training, the students got to sample genuine Philadelphia cheesesteaks and visit Independence Hall. They saw the Liberty Bell, and learned how it was a powerful symbol for both the American Revolution and the Abolitionist Movement. And they ran up the famous "Rocky" steps at the Philadelphia Art Museum. Brandye and Ahriana are members of the AEI Executive Council at FSU. The Executive Council is a student club dedicated to discussing the policy space in which entrepreneurs operate, and providing leadership and training opportunities to students, on and off-campus. It is affiliated with the American Enterprise Institute (www.aei.org). As the website explains, "The American Enterprise Institute is a public policy think tank dedicated to defending human dignity, expanding human potential, and building a freer and safer world. The work of our scholars and staff advances ideas rooted in our belief in democracy, free enterprise, American strength and global leadership, solidarity with those at the periphery of our society, and pluralistic, entrepreneurial culture." Students interested in the AEI Executive Council at FSU may contact Dr. Wenzel at nwenzel@uncfsu.edu
Inaugural Hackley Research Series (HRS)
The L. V. Hackley Endowment for the Study of Capitalism and Free Enterprise, in the Broadwell College of Business and Economics, held the inaugural Hackley Research Series (HRS) on October 18. The purposes of the Series are (1) to support research by tenure-track faculty; and (2) as the program grows, to expand the visibility of the College and the University by including junior faculty from neighboring universities.
The inaugural HRS featured the following papers:
· Dr. Burcu Adivar and Caroline Glackin (Broadwell College of Business & Economics; Management, Marketing and Entrepreneurship) on "Expert Knowledge and Evidence-Based Location Methodology: The Case of Habitat for Humanity ReStore®." Discussant: Dr. Steven Phelan (virtual)
· Dr. Ashley Holder (College of Education; Early Education), on "Student Perceptions of Open Educational Resources (OER) in Higher Education." Discussant: Dr. Brian Phillips
· Dr. Gavin Wu (Broadwell College of Business & Economics; Management, Marketing and Entrepreneurship) on "Principles in Validating Latent Formative Constructs." Discussant: Dr. Mary Beth Hogan
Lectures and Conferences in Guatemala and Panama, August 2018
Dr. Wenzel traveled to Guatemala and Panama for a week of lectures and conferences in August 2018. He was the discussion leader for a three-day seminar of 15 professors examining banking, monetary theory, and free banking, organized by Liberty Fund. In addition, he gave a lecture on the economics of Pope Francis for the Instituto Fe y Libertad (Guatemala City) and for the Instituto Libertad (Panama) and Bastiat Society of Panama.
Dr. Wenzel gave a lecture on cronyism in the U. S. to faculty at the Universidad Francisco Marroquin (Guatemala City) and led a student seminar for the liberal arts honors Michael Polanyi College at Universidad Francisco Marroquin. He also recorded a podcast on the state of liberty and interventionism in the Americas for the Institute Libertad (Panama).
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https://www.aol.com/cumberland-students-soon-return-class-090532939.html
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en
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Cumberland students will soon return to class. Here's how parents can get them ready.
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[
"Fayetteville State University",
"Parents",
"Nelson Mandela",
"Fayetteville"
] | null |
[
"Troy Williams",
"AOL Staff"
] |
2024-08-02T09:05:32+00:00
|
Opinion: Parents of school students in K-12 or headed to college can do plenty to support their children's success in education.
|
en
|
https://www.fayobserver.com/story/opinion/2024/08/02/fayetteville-education-back-to-school-students/74592381007/
|
Nelson Mandela said: "Education is the most powerful weapon you can use to change the world."
The late Mandela was a South African lawyer, anti-apartheid activist, politician and statesman who spent 27 years in prison before becoming his country's first president from 1994 to 1999. He was an incredible world leader and credits education as the key to success.
Some data is troubling: Benavente is lone vote against Fayetteville plan to place SROs.
Most parents also aspire for their children to achieve great things in life, and for many, the success journey continues in a couple of weeks when the traditional school year begins. Some youngsters are still in K-12, and others will enter their first college years.
Parents: Go to parent-teacher conferences.
What can parents do to support their children's success in education? For the K-12 group, several steps are necessary, starting with attending back-to-school nights and parent-teacher conferences. Over 40% of children failing in school have parents who are disengaged from their child's education and the school system.
In case you missed it: An elementary school-sized hole in Fayetteville, Cumberland schools resource officer plan
Patricia Randall, a 30-year retired Cumberland County middle school teacher, encourages parents to help their children focus on returning to the learning environment. She also suggests that parents let their children know they will check on every aspect of their learning throughout the school year.
Cumberland students: Be determined
Who's most likely to make it? According to some experts, it is not necessarily the smart ones.
"Some people succeed because they are destined, but the great majority succeed because they are determined," Dr. Lloyd Hackley, former chancellor of Fayetteville State University and A&T State University, said. "When I meet people who have gained a high level of success. I give them the respect and admiration they deserve even though I have no idea how they got to the mountaintop.
"But when I learn something about their journey, what they had to overcome to become, the ones who fall into the determined category gain a bit more of my respect and admiration. I count myself among the determined."
When students go off to college, bonds and boundaries matter
When your child prepares for college, you will likely experience conflicting emotions. Hopefully, you have already forged a strong bond, because the boundaries are about to transform. Boundary issues may arise from social media connections, phone calls, texts or visitations.
If your child attends a school close to home, it could be a plus as you can see them more often. However, random unannounced visits might be too intrusive. If your child is attending college further away, try to visit them at least once a semester.
A former college counselor from Fayetteville advised first-year students to attend all their classes; understand their syllabus; identify critical academic and student support services and locations; visit their professors during their office hours at least once a semester; and maintain a healthy balance of diet, rest, fun and studying.
You know your child better than any educator
It's a beautiful experience to witness your child walking across the stage at high school graduation and beyond. Not only did the student have to pass tests, but the support of family and other systems is crucial for success.
You know your child better than any educator when it comes to understanding their needs. It's important to recognize that their success depends on the collective efforts of everyone involved.
Troy Williams is a member of The Fayetteville Observer Community Advisory Board. He is a legal analyst and criminal defense investigator. He can be reached at talk2troywilliams@yahoo.com.
|
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7777
|
dbpedia
|
1
| 77
|
https://www.sro.nysed.gov/decision/1996/96-040
|
en
|
Office of State Review
|
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https://www.sro.nysed.gov/favicon.ico
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https://www.sro.nysed.gov/decision/1996/96-040
|
Petitioner appeals from the decision of an impartial hearing officer which found that respondent had failed to demonstrate that it offered petitioner's son an appropriate educational program for the 1995-96 school year, but denied petitioner's request for an order requiring respondent to reimburse petitioner for the cost of the child's tuition in a private school for that school year. The appeal must be dismissed.
Petitioner's son, who is 15 years old, has been classified as learning disabled. His classification is not disputed. The child was reportedly described as very distractible while in kindergarten. He attended a transitional pre-first grade because it was felt that he would have difficulty concentrating on first grade work. While in the first grade, the child was evaluated by a school psychologist, who reported that the child's cognitive skills were in the average to high average range. However, the child evidenced deficits in social comprehension and impulse control, as well as visual-motor integration skills and gross motor coordination. The child received resource room services during at least a portion of elementary school. In the Spring of 1990, the child scored in the 85th and 99th percentiles for reading and mathematics, respectively, on the second grade Metropolitan Achievement Test. In November, 1990, the child's resource room teacher recommended that resource room services be discontinued because the child reportedly had become academically proficient.
At some point thereafter, the child was enrolled in a private school by his parents, who reportedly had marital difficulties, and separated. The child was subsequently enrolled in the Hackley School, in Tarrytown, New York. He attended that school during the 1993-94 and 1994-95 school years. Although the child reportedly achieved passing grades in the Hackley School, he had difficulty conforming with the rigid structure of the school. Petitioner indicated in the child's social history that his son was not invited to return to the private school (Exhibit 2). At the hearing, petitioner testified that he had received notices from the school indicating that "there were discipline problems and there were academic problems" with regard to the child (Transcript, page 74). On or about February 21, 1995, petitioner referred his son to the committee on special education (CSE) of Community School District No. 2.
This is one of two proceedings brought by petitioner on behalf of his twin sons. At the hearing in this proceeding, the parties stipulated that petitioner had referred both sons to the CSE at the same time, and that the history of contacts between petitioner and the CSE was identical for both boys. They further stipulated that the evidence adduced at the hearing of this child's brother could be used by the hearing officer in the hearing for this child, with regard to the parent's contacts with the CSE. The parties' stipulation is significant, because the record in this proceeding would not otherwise reveal what had happened between the child's referral to the CSE on February 21, 1995, and his evaluation by respondent's staff in September, 1995. In the proceeding for this child's brother, the CSE's representative testified that a school social worker had attempted to obtain additional information from petitioner, in order to determine which community school district was responsible for evaluating the child and providing services to him. The CSE's social worker allegedly had difficulty contacting petitioner by telephone, and wrote a letter to petitioner on March 5, 1995. The CSE representative testified that petitioner did not respond to the social worker's telephone calls and letter until June, 1994. In a letter to the social worker, dated March 21, 1995, petitioner indicated that his son resided with him at an address which is apparently within Community School District No. 2, and that the child was enrolled in the Hackley School. However, the CSE representative denied that the CSE had received petitioner's letter. Petitioner reportedly wrote to the CSE in June, 1995, to inquire about his son's case. In any event, the child was not evaluated by the CSE until September, 1995.
A school psychologist who evaluated the child on September 29, 1995, reported that the child had achieved a verbal IQ score of 105, a performance IQ score of 70, and a full scale IQ score of 79. She noted that the boy's perceptual motor skills were in the mentally deficient to borderline range, and that the intra-test scatter of his scores suggested that his ability to acquire information auditorily was impaired by an erratic memory, or an attention deficit. The school psychologist also reported that the child's visual attentiveness and his ability to use visual clues for meaning and logical assessment of social situations were significantly delayed. She noted that the child appeared to lose track of what he was doing during the evaluation. The school psychologist reported that the child felt lonely and vulnerable. He reportedly felt that he was "too nice for his own good", and that he could be in better control of his environment if he were "meaner". However, the school psychologist opined that the child did not appear to have any serious pathology which impeded his academic performance. She did recommend that the child receive multi-sensory instruction, with verbal directions repeated for his benefit.
In her report, respondent's school psychologist noted that the child had been privately evaluated by a psychologist in February, 1995. The private psychologist reported that the child had achieved a verbal IQ score of 98, performance IQ score of 73, and a full scale IQ score of 84. The private psychologist had also found that the intra-test scatter of the child's IQ subtest scores was suggestive of a nonverbal learning disability. She further reported that the boy evidenced signs of impulsivity and inattention which were characteristic of a child with an attention deficit disorder (ADD). In contrast to his generally appropriate verbal skills, the child had difficulty performing tasks requiring nonverbal skills. The private psychologist opined that the child's relatively poor nonverbal performance reflected a weakness in his visual perception, as well as deficits in his concentration. She reported that the child's academic achievement reflected the discrepancy between his language based and non-language based skills. On the Gray Oral Reading Test-3, the child achieved grade equivalent scores of 10.7 in reading rate, 9.7 in accuracy, 9.8 in passage score, and 9.6 in comprehension. On the Wide Range Achievement Test-3, the boy's mathematics skills were found to be at the eighth grade level. The private psychologist, who noted that the child had difficulty completing a diamond design, a task which is expected of a six-year old child, reported that the child had a difficult time expressing himself in writing. His handwriting was difficult to decipher. The private psychologist described the child as being emotionally intact. She recommended that the child receive specialized instruction geared towards children with learning disabilities and ADD, and that he be medicated for ADD. The record reveals that in December, 1994, the child had been diagnosed by a psychiatrist as having an attention deficit hyperactivity disorder (ADHD), and that he had been placed on medication to address his ADHD.
On September 29, 1995, one of respondent's educational evaluators assessed the boy's academic skills. She noted that the child was attending the Eagle Hill School in Greenwich, Connecticut. The evaluator reported that the child's expressive language skills appeared to be an area of strength for him. On the Kaufman Test of Educational Achievement, the child achieved standard scores of 94 in reading and 96 in mathematics. His grade equivalent scores were 9.1 and 9.4, respectively. The evaluator reported that the child's test scores were evidence of a mild delay in both reading and mathematics. She also informally assessed the boy's writing skills. The evaluator reported that the child's organization of ideas were excellent, but that it was difficult to decipher his writing because of his extremely poor spelling, letter formation, and punctuation. She indicated that his "mechanics of writing" skills were far below his age and grade expectancies.
Petitioner was notified that the CSE would meet with him on October 18, 1995, to review the results of his son's evaluation. He was unable to attend the CSE meeting, and asked that the CSE meeting be adjourned. Respondent acknowledges in his petition that petitioner's request for an adjournment was not granted (cf. 34 CFR 300.345 [a][2]). On October 18, 1995, a CSE which did not include the required teacher member (34 CFR 300.344 [a][2]; Section 4402 [1][b][1] of the Education Law) recommended that the child be classified as learning disabled. It further recommended that he receive resource room services (respondent's supplemental services program) for one period per day, and counseling in a group of no more than three children, once per week. The individualized education program (IEP) which the CSE prepared for the child provided that he should take tests in a special location, and that test time limits be extended for him. His IEP annual goals addressed his deficits in reading, writing, and mathematics.
Respondent acknowledges that there is no evidence that its CSE sent a final notice of its recommendation to petitioner (cf. 8 NYCRR 200.5 [a][4][1][c]). It apparently did send a final notice of recommendation with regard to this child's twin brother, whose case was also considered by the CSE on October 18, 1995. On November 29, 1995, petitioner requested that an impartial hearing be held with respect to his claim for tuition reimbursement for both of his sons, who were attending the Eagle Hill School as residential students.
Separate hearings were conducted for each of petitioner's sons. By agreement of the parties, written evidence was introduced but no testimony was taken on December 8, 1995. The hearing reconvened on February 13, 1996. At the hearing, the psychiatrist who had diagnosed the child as having ADHD agreed that the child was appropriately classified as learning disabled, and he opined that the trauma and stress caused by the divorce of the boy's parents and subsequent change of parental custody of the child had contributed to the child's "dysfunctional response" to educational settings, and social situations. The psychiatrist reported that the child's emotional condition appeared to have improved between August, 1995 and December, 1995, which he attributed at least in part to the child's placement in the Eagle Hill School. He opined that the child required a full-time special education environment in order to function.
Mr. Robert Breakell, the child's educational advisor in the Eagle Hill School, testified that the child was impulsive and distractible, and that he became anxious when time limits were imposed upon his completion of tasks. He opined that the child's distractibility and impulsivity would be exacerbated if he received instruction in a normal sized classroom, because the child could not receive his teacher's immediate attention and supervision. Mr. Breakell testified that the Eagle Hill School was a private school which provided instruction to learning disabled students. He further testified that there were 184 students enrolled in the school, approximately 30 of whom boarded there. Both of petitioner's sons board at the school, and are roommates there. They spend weekends at home with petitioner. There were eleven children enrolled in this child's studies skills, grammar and composition, biology, and literature classes, and there were seven children in his pre-algebra class and study hall. The child was also enrolled in a "transitional tutorial class", with two other students. The chronological age range of the students did not exceed two years, and their functional range did not exceed three years. Mr. Breakell opined that the child was receiving an appropriate educational program in the Eagle Hill School.
Petitioner testified that he waited until the end of August, before contracting with the Eagle Hill School. He also testified that he would not have accepted the CSE's recommendation in any event, because it was a "step backward" from the child's previous placement in the Hackley School. Petitioner indicated that he did not seek reimbursement for the cost of the child's room and board at the Eagle Hill School. He testified that the child's tuition charge was approximately $24,000.
In her decision which was rendered on May 6, 1995, the hearing officer noted that a board of education may be required to pay for educational services obtained for a child by the child's parents, if the services offered by the board of education were inadequate or inappropriate, the services selected by the parents were appropriate, and equitable considerations support the parents' claim (School Committee of the Town of Burlington v. Department of Education, Massachusetts, 471 U.S. 359 [1985]). The fact that the facility selected by the parents to provide special education services to the child is not approved as a school for children with disabilities by the State Education Department (as is the case here) is not dispositive of the parents' claim for tuition reimbursement (Florence County School District Four et al. v. Carter by Carter, 510 U.S. 7 [1993]). The board of education bears the burden of demonstrating the appropriateness of the program recommended by its CSE (Matter of Handicapped Child, 22 Ed. Dept. Rep. 487; Application of a Child with a Handicapping Condition, Appeal No. 92-7; Application of a Child with a Disability, Appeal No. 93-9). To meet its burden, the board of education must show that the recommended program is reasonably calculated to allow the child to receive educational benefits (Bd. of Ed. Hendrick Hudson CSE v. Rowley, 458 U.S. 176 [1982]), and that the recommended program is the least restrictive environment for the child (34 CFR 300.550 [b]; 8 NYCRR 200.6 [a][1]).
The hearing officer found that the IEP prepared by the CSE was a nullity because the CSE had failed to observe the child in his class, as part of its evaluation of him (cf. 8 NYCRR 200.4 [b][4][viii]), and because the recommendation was developed by an invalidly composed CSE, at a meeting which was not scheduled at a mutually agreed upon time. Therefore, she found that respondent failed to meet its burden of proof with respect to the appropriateness of the educational services which it had offered to the child.
With respect to the appropriateness of the educational services provided by the Eagle Hill School, the hearing officer found that petitioner had not established that the child's academic deficits and learning disabilities were so severe as to require that he be educated in a full-time special education program in the highly restrictive setting of a private, residential school. She noted that petitioner sought reimbursement solely for the child's tuition, and did not ask to be reimbursed for his expenditures for the child's room and board at the Eagle Hill School. However, the hearing officer found that the private school was too restrictive, even as a day school placement, because the boy did not require full-time educational services, and the school provided him with only a marginal opportunity to interact with non-disabled peers. She concluded that petitioner had failed to meet his burden of proof with regard to the appropriateness of the private school's services.
Finally, the hearing officer noted that petitioner could have been more diligent in following up his son's referral to the CSE, but she found that the CSE was nevertheless dilatory in evaluating the child. She further found that equitable consideration did " ... not stand in the way of ... " petitioner's request for tuition reimbursement. However, she denied his request because he had not prevailed with respect to the second of the three criteria for reimbursement.
I must note that respondent contends in its answer that notwithstanding the hearing officer's determination that it had failed to meet its burden of proof with regard to the appropriateness of the services which it offered the child, those services, i.e., resource room services and counseling, were in fact appropriate for the child. Respondent is certainly free to argue that the child's needs could have been addressed by those services, in the context of determining whether petitioner has proven that the services of the Eagle Hill School were appropriate. However, respondent has not cross-appealed from the hearing officer's determination that respondent had failed to meet its burden of proof on the issue of the appropriateness of the services which it offered, and that finding will not be reviewed in this proceeding (Application of a Child with a Disability, Appeal No. 95-8).
The child's parent bears the burden of proof with regard to the appropriateness of the services which the parent obtained for the child at the Eagle Hill School during the 1995-96 school year (Application of a Child with a Disability, Appeal No. 94-29; Application of the Bd. of Ed. of the Monroe-Woodbury CSD, Appeal No. 93-34; Application of a Child with a Disability, Appeal No. 95-57). In order to meet that burden, the parent must show that the services were "proper under the act" [Individuals with Disabilities Education Act] (School Committee of the Town of Burlington v. Department of Education, Massachusetts, supra 370), i.e., that the private school offered an educational program which met the child's special education needs (Application of a Child with a Disability, Appeal No. 94-29). The private school need not employ certified special education teachers, nor have its own IEP for the child (Application of a Child with a Disability, Appeal No. 94-20). Unilateral parental placements are subject to the Federal and State requirement that each child be placed in the least restrictive environment, when tuition reimbursement is sought (P.J. v. State of Connecticut, 788 F. Supp. 673 [D. Conn., 1972]; Application of a Child with a Handicapping Condition, Appeal No. 92-7, decision sustained sub nom., Lord v. Bd. of Ed. of the Fairport CSD et al., 92-CV-6286 [W.D. N.Y., 1994]). However, the requirement that children with disabilities be placed in the least restrictive environment must be balanced against the requirement that they receive an appropriate education (Briggs v. Bd. of Ed. of the State of Connecticut, 882 F. 2d 688 [2d Cir., 1989]).
Petitioner asserts that his child was required to attend the Eagle Hill School because of a disruptive situation at home as a result of the marital dispute between his parents. He does not seek reimbursement for his expenditures for the child's room and board at the private school. He contends that he had no other choice than to place the child in the Eagle Hill School because of respondent's delay in evaluating his son and making a recommendation for his educational program. He further contends that the hearing officer improperly considered the fact that the child was attending the Eagle Hill School as a residential student, in determining whether the school's services were appropriate for the child.
The untimeliness of the CSE's recommendation, while relevant in determining whether respondent had met its burden of proof with regard to that recommendation, is not relevant in determining whether the services which petitioner obtained for the child were appropriate. In order to make that determination, I must first ascertain what the child's special education needs were during the 1995-96 school year. I note that there is no dispute about the child's classification as a child with a learning disability. Although I may not review the appropriateness of the child's classification (Hiller v. Bd. of Ed. of the Brunswick CSD et al., 674 F. Supp. 73 [N.D. N.Y., 1987]), it is essential to determine how the child's learning disability has affected his ability to do academic work.
The record reveals that there is a disparity between the child's verbal cognitive skills and his performance cognitive skills, which is typically one indication of the existence of a learning disability. However, there is little information in the record about the effect of his specific learning disabilities upon his educational performance. There is no evidence in the record about the child's academic performance in the various schools which he has attended including the Eagle Hill School. The standardized achievement testing which was done during the child's educational evaluation in September, 1995, indicated that the child's reading and mathematics skills were mildly delayed, which suggest that he had developed compensatory skills to overcome the disparity between his verbal and performance IQ skills. Respondent's educational evaluator reported that the child had a significant deficit in his writing skills, which Mr. Breakell confirmed in his testimony at the hearing. However, there is no evidence in the record of how the private school was specifically addressing the child's special education needs in writing. I must also note that notwithstanding the testimony by the child's psychiatrist about the child's emotional needs, Mr. Breakell testified that the child was not receiving counseling in the Eagle Hill School. Mr. Breakell testified that the child was on a "watch" for such services.
Upon the record which is before me, I find that there is too little information about the child's past and present educational performance, and the nature of the services which were provided to him in the private school, to afford a basis for concluding that those services were appropriate within the meaning of the Individuals with Disabilities Education Act. Therefore, I find that petitioner has not met his burden of proof with regard to the appropriateness of the private school's services for his son.
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7777
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dbpedia
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https://www.ivyscholars.com/the-best-high-schools-in-the-u-s/
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en
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The Best High Schools in the U.S.
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In this article, we’ll look at some of the top independent high schools in the U.S. and how they prepare students for top colleges.
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Ivy Scholars
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https://www.ivyscholars.com/the-best-high-schools-in-the-u-s/
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The high school you go to has a major impact on shaping your future, starting with which college you will end up attending. While there are no longer true feeder high schools for elite colleges, some schools have more resources and opportunities which prepare students for top colleges.
While it’s true that you can get into a top college from anywhere, some students do have a significant advantage in the admissions process due to their high school. In this article, we’ll look at some of the top independent high schools in the country.
This is not a definitive ranking, and we are not saying that any of these schools is definitively better than another. There are thousands of schools across the country, all with their own merits. In this article, however, we’re looking at schools which through their past performance have shown a commendable ability to prepare students for the nation’s top colleges.
Just because a school is not on this list does not mean it is worthless, nor that it is not the best choice for you. Each student is different, and what may serve one well is not ideal for another. If you want more personalized advice on finding the best high school for your particular circumstances, schedule a free consultation to learn how we can help you.
A Note on Methodology
We are only including private schools on this list. We will note whether or not a school has any religious affiliation, and whether that affiliation impacts instruction. We will give detailed summaries of ten schools, and then include a further list of top schools without description. We do not rank the schools on either list, but have arranged them alphabetically. Let’s get started!
Applying to High Schools
All of the highschools listed here are selective to one degree or another, and all require an application. Private schools generally require the following as part of an application:
A non-refundable application fee
An application form
A questionnaire or essay from the student
Recommendation forms from an English and math teacher
Standardized test scores
Transcripts and academic records
An interview
We’ll cover each of these in more detail, so you know what to expect.
The core of the application is a form filled out by you, covering basic information about the student. This accompanies the application fee. Official transcripts and records from previous schools attended are also required.
The student is themself responsible for part of the application. What form this takes depends on the school in question. Generally, it is either a questionnaire or an essay response. The goal here is for the school to learn more about the student, and how they think and approach the world.
Recommendation letters from teachers provide additional context about how the student acts and thinks in the classroom. Students entering grades 6 and up require these from an English teacher and a math teacher. Some private schools also want reports from a school principal or other administrator. Some will also accept forms from other mentors in a student’s life. Check carefully what each school requires before beginning the application process.
Standardized tests are required by private schools as an objective measure of a student’s ability. The most commonly used test is the Independent School Entrance Exam (ISEE). Catholic schools sometimes use the High School Placement Test (HSPT) instead. Scores are relative; students are evaluated based on how their performance compares to their peers.
Finally, these schools will sometimes request an interview, to better understand the student, and how they would fit at the school. While the exact interview questions vary, practicing for the interview is a good way to ease nerves and ensure your student showcases their best qualities.
A Guide to Schools
Choate Rosemary Hall (Wallingford, Connecticut)
Choate Rosemary is a coeducational boarding college-preparatory school, founded in 1890. While Choate offers high level honors coursework, they no longer offer AP classes. They do have a program which offers mentored laboratory work in partnership with universities. The average ACT score is 31, and the average SAT score is 1397. Tuition for boarding students is $65,820, though financial aid is available.
Applications to Choate are quite competitive. Students must apply online, with a required application fee, essay questions, a parent or guardian statement, recommendations from your current math and English teachers, plus an administrator, and transcripts. Choate is test optional in light of the pandemic, but does accept SSAT or ISEE scores. A third teacher recommendation or personal recommendation may optionally be submitted. An interview is required as part of the admissions process. Applications are due in January.
The College-Preparatory School (Oakland, California)
By Cassiville – Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=89347524
Founded in 1960, College Prep is a coeducational private day school, with an intense focus on academics. All courses are offered at the honors level; while few formal AP courses are offered, students are permitted to take AP exams, and extracurricular preparation help is given to those who desire it. There are 370 students from grades 9-12 in the school. Tuition is $48,300, though financial aid is available.
Application to College Prep is competitive, and must be completed online. This requires an application fee, transcripts from 7th and 8th grade, essay responses from both the student and their parents, three letters of recommendation, an interview, and an assessment. Applications are due in January.
Harvard-Westlake School (Los Angeles, California)
By wiki user Keithready – Own work, Public Domain, https://commons.wikimedia.org/wiki/File:Saint_Saviours_Chapel_Harvard-Westlake_School_2011_02.JPG
Harvard-Westlake is a coeducational day school; while it is named after Harvard University, there is no association between the schools. The school has two campuses in LA, and serves 1,600 students in grades 7-12. The school is divided between the middle school of grades 7-9, and the upper school of grades 10-12. The average SAT score for the school is 1461. Yearly tuition is $41,300, with financial aid available.
Admissions to Harvard-Westlake are competitive. Students apply to join as either 7th or 9th graders. You must complete an online application, which includes an application fee, a timed writing exercise, recommendations from your math and English teachers, plus an administrator, and school transcripts. Harvard-Westlake is currently test optional, but accepts ISEE scores. An interview is a required part of the application process. Applications are due in January for admission the following fall.
The Hotchkiss School (Lakeville, Connecticut)
By Adrien Delessert – Originally uploaded to Wikipedia by Adelesse, here., CC BY-SA 2.5, https://commons.wikimedia.org/w/index.php?curid=2852860
Founded in 1891, Hotchkiss is a coeducational, boarding, college-preparatory school. Hotchkiss is known to be academically rigorous, with all courses offered at the honors level; 21 AP courses are offered. The average ACT score is 32, and the average SAT score is 1420. Annual tuition is $59,990 for boarding students, though financial aid is available.
Admissions to Hotchkiss are competitive. Students must apply online, with the application requiring essay responses, a profile, a parent statement, transcripts, and recommendations (one each from your math teacher, English teacher, principal, and another adult who knows you well). Hotchkiss is currently test optional for 9th and 10th grade applicants, though they will accept ISEE or SSAT scores. An interview is required as part of the admissions process. Art or athletic supplements may be included in an application, but are not required. Applications are due in January.
Phillips Academy Andover (Andover, Massachusetts)
By wiki user Daderot – Own work, Public Domain, https://commons.wikimedia.org/wiki/File:Phillips_Academy,_Andover,_MA_-_Samuel_Phillips_Hall.JPG
Founded in 1778, Andover is among the oldest secondary schools in the US. A coeducational boarding school, it is highly sought after, with an acceptance rate of around 13%. It offers advanced academic options, with many AP classes offered. The average ACT score at Andover is 31, while the average SAT score is 1446. Yearly tuition is $61,950 for boarding students, though financial aid is available.
Admissions to Andover is very competitive, though they have begun a need-blind admissions policy, which means they will offer acceptance to all highly qualified applicants, regardless of their ability to afford tuition. Around 200 students enroll in Andover each year as 9th graders. The application requires an online submission, an application fee, SSAT or ISEE scores, a graded writing sample, responses to essay questions, and a statement from parents or guardians. They require transcripts, recommendations from your current math and English teachers, and counselor and personal recommendations. A special interest recommendation (for an extracurricular activity) may be submitted, but isn’t required. An interview is likewise optional, but recommended. The application is due in February for the following fall.
Phillips Exeter Academy (Exeter, New Hampshire)
Unknown author, 1911 postcard, Public Domain, https://commons.wikimedia.org/wiki/File:Phillips_Church,_Exeter,_NH.jpg
Founded in New Hampshire in 1781, Exeter is one of the oldest secondary schools in the US. It is a coeducational boarding school. While it was originally founded with a religious charter, the school is no longer religiously affiliated. The average SAT score is 1440. Yearly tuition is $57,563 for boarding students, though financial aid is available.
Applications to Exeter are very competitive, with around a 15% acceptance rate. The application must be completed online. It requires a $50 application fee, SSAT or ISEE scores, responses to essay questions, a parent or guardian statement, and recommendation letters from your current math and English teachers, your principal, and a personal recommender. Transcripts are also required. A special interest recommendation is accepted, but not required. An interview is also required. Homeschooled students are eligible to apply. Applications are due in January for the following fall.
Riverdale Country School (Bronx, New York)
Riverdale Country School – Own work, CC BY-SA 4.0 https://upload.wikimedia.org/wikipedia/commons/a/a0/Hackett_Hall_2016.jpg
Founded in 1907, Riverdale is a college-preparatory day school in New York, serving 1,140 students from kindergarten through 12th grade. The school offers a number of advanced options academically. The average ACT score is 33, while the average SAT score is 1450. Annual tuition and fees is $61,305, though financial aid is available.
Admissions is very competitive at Riverdale. The standard points of entry are for Kindergarten, 6th grade, and 9th grade, with other spaces becoming available only due to attrition. Applications must be completed online. These require personal information, written responses, letters of recommendation, and transcripts. Riverdale requires test scores from either the ISEE or SSAT. An interview is a required component of admissions. Applications are due in November for the following fall.
St. John’s School (Houston, Texas)
By Chuy Benitez, St. John’s Review, https://www.sjsreview.com/7944/multimedia/students-gather-on-great-lawn-to-view-solar-eclipse/#
Founded as an Episcopalian school in 1946, St. John’s is now nonreligious. Widely recognized as the best school in Houston, St. John’s has a strong academic focus. The school offers 19 AP courses, and offers particularly advanced math options, including linear algebra and multivariable calculus. The average ACT score at St. John’s is 33, and the average SAT is 1455.
Admissions to St. John’s is very competitive, with around 20% of applicants gaining acceptance. Students with a connection to the school, i.e. children of alumni or faculty, are given significant admissions preference. Students must submit a questionnaire and essay, recommendations from math and English teachers, and an extracurricular recommendation. ISEE results and official transcripts are also needed. Application materials may be submitted online. An admissions interview is also required. Students are expected to be well prepared academically before admittance into the school. Applications are due in early January.
St. Mark’s School of Texas (Dallas, Texas)
St. Mark’s School of Texas – Own work, https://bbk12e1-cdn.myschoolcdn.com/73/photo/orig_photo1603505_9188479.jpg
St. Mark’s is a college preparatory day school for boys, founded in 1909. In spite of its name, the school is not affiliated with any religious organization. The school is known for its focus on science preparation. It offers 22 AP courses. The median ACT score is 35, and the median SAT score is 1530. St. Mark’s serves students from grades 1-12; tuition costs depend on grade of enrollment. For high school students, it is around $35,000 annually. Financial aid is available for students with financial need.
Admissions to St. Mark’s is very competitive, with an acceptance rate of 19%. You must apply to the school online. There is no application fee. The application requires a student questionnaire, remarks from parents, transcripts, letters of recommendation from your math and English teachers, and ISEE scores. An interview is required as well, but may be done in person or virtually. Applications are due in January.
Trinity School (New York City, New York)
By Jim.henderson – Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=22082573
The Trinity School is a coeducational college-preparatory day school located in Manhattan, on the upper west side. Founded in 1709, it is the 5th oldest in the US, and serves students from grades K-12. The school is notable for offering a full classic department, with many students taking Latin or Greek. The average ACT score is 34, and the average SAT score is 1500. Tuition for the high school is $58,495, not including fees. Financial aid is available.
Admissions to the school is competitive. Admissions must be completed online, and require transcripts, a graded essay example, an application essay, recommendation letters from your math and ENglish teachers, plus principal, and ISEE scores. An interview is required as part of the application. The application is due in December.
Expanded Schools List
We do not have time to go into all of the great private schools in the US in this detail, so here is a list of other high performing schools. As with the above list, these are not organized in any sort of ranking, but are instead listed alphabetically. Again, just because a school is not listed here does not mean it is without merits. We are including links to the school’s websites for your convenience. If you have more specific questions about which high schools will work best for you, schedule a free consultation so we can cover your specific needs. Every student is unique, and what works well for one will not necessarily serve another.
The List:
Avenues the World School (New York, New York)
Awty International School (Houston, Texas)
BASIS Independent McLean (McLean, Virginia)
Belmont Hill School (Belmont, Massachusetts)
The Bishop’s School (San Diego, California)
Boston University Academy (Boston, Massachusetts)
The Branson School (Ross, California)
The Brearley School (New York, New York)
The Browning School (New York, New York)
Buckingham Browne & Nichols School (Cambridge, Massachusetts)
Cary Academy (Cary, North Carolina)
Castilleja School (Palo Alto, California)
Cate School (Carpinteria, California)
Catlin Gabel School (Portland, Oregon)
The Chapin School (New York, New York)
Collegiate School (Manhattan, New York)
Commonwealth School (Boston, Massachusetts)
Concord Academy (Concord, Massachusetts)
Convent of the Sacred Heart (New York, New York)
Cranbrook Schools (Bloomfield Hills, Michigan)
Crystal Springs Uplands School (Hillsborough, California)
The Dalton School (New York, New York)
Deerfield Academy (Deerfield, Massachusetts)
Delbarton School (Morristown, New Jersey)
Dwight-Englewood School (Englewood, New Jersey)
Flintridge Preparatory School (La Canada Flintridge, California)
Friends Academy (Locust Valley, New York)
Fulton Science Academy Private School (Alpharetta, Georgia)
Georgetown Day School (Washington DC)
Germantown Friends School (Philadelphia, Pennsylvania)
Greenhill School (Addison, Texas)
Greenhills School (Ann Arbor, Michigan)
Groton School (Groton, Massachusetts)
Hackley School (Tarrytown, New York)
The Harker School (San Jose, California)
Head-Royce School (Oakland, California)
Holton-Arms School (Bethesda, Maryland)
Hopkins School (New Haven, Connecticut)
Horace Mann School (Bronx, New York)
John Burroughs School (St. Louis, Missouri)
Kent Place School (Summit, New Jersey)
Lake Forest Academy (Lake Forest, Illinois)
Lakeside School (Seattle, Washington)
The Lawrenceville School (Lawrenceville, New Jersey)
Lick-Wilmerding High School (San Francisco, California)
The Loomis Chaffee School (Windsor, Connecticut)
Lycee Francais de New York (New York, New York)
The Madeira School (Mclean, Virginia)
Marlborough School (Los Angeles, California)
Marymount School of New York (New York, New York)
Menlo School (Atherton, California)
Middlesex School (Concord, Massachusetts)
Milton Academy (Milton, Massachusetts)
National Cathedral School (Washington DC)
Newark Academy (Livingston, New Jersey)
The Nightingale-Bamford School (New York, New York)
The Noble and Greenough School (Dedham, Massachusetts)
The Nueva School (Hillsborough, California)
The Overlake School (Redmond, Washington)
The Peddie School (Hightstown, New Jersey)
The Pingry School (Basking Ridge, New Jersey)
Polytechnic School (Pasadena, California)
The Potomac School (Mclean, Virginia)
The Princeton International School of Math and Science (Princeton, New Jersey)
The Quarry Lane School (Dublin, California)
Ransom Everglades School (Coconut Grove, Florida)
Regis High School (New York, New York)
The Roxbury Latin School (West Roxbury, Massachusetts)
Rye Country Day School (Rye, New York)
Sage Hill School (Newport Coast, California)
San Francisco University High School (San Francisco, California)
Sidwell Friends School (Washington DC)
The Spence School (New York, New York)
St. Albans School (Washington DC)
St. Andrew’s School (Middletown, Delaware)
St. Mark’s School (Southborough, Massachusetts)
St. Paul’s School (Concord, New Hampshire)
St. Stephen’s Episcopal School (Austin, Texas)
The Thacher School (Ojai, California)
University of Chicago Laboratory School (Chicago, Illinois)
The Webb Schools (Claremont, California)
The Westminster Schools (Atlanta, Georgia)
Westridge School (Pasadena, California)
The Windward School (Los Angeles, California)
The Winsor School (Boston, Massachusetts)
Final Thoughts
High school is a pivotal time for development and growth, and the high school you attend has a major impact on the person you end up becoming, and on the college you end up attending. The right academic preparation can set you up well for accomplishing any of your goals in life. We hope that this article has given you a thorough overview of some of the nation’s top private schools, and what it takes to get into them.
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Hackley challenges students to grow in character, scholarship, and accomplishment, to offer unreserved effort, and to learn from the varying perspectives and b...
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Cause IQ is a website that helps companies grow, maintain, and serve their nonprofit clients, and helps nonprofits find additional foundation funding. Our data and tools help professionals prospect for nonprofits, research opportunities, benchmark their clients, and enrich existing information.
© 2024 Nonprofit Metrics LLC
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https://www.collegevine.com/faq/24412/best-private-high-schools-in-ny-state
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Best Private High Schools in NY State?
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Here is a list of some highly-regarded private high schools in New York State. Keep in mind that this list is not exhaustive, and there are plenty of other great schools in the state. I hope this information helps you in your research. If you have any specific criteria or preferences, feel free to let us know!
1. Horace Mann School (Bronx, NY) - Known for its strong academics and extensive extracurricular offerings, Horace Mann is a comprehensive prep school. It has a reputation for providing an excellent education and preparing students for college.
2. Dalton School (New York, NY) - Dalton is another prestigious prep school in Manhattan best known for its progressive education philosophy. It offers a unique balance of academics, arts, and athletics.
3. Collegiate School (New York, NY) - Located in Manhattan, Collegiate School is an all-boys school with an impressive history dating back to the 17th century. It is known for its academic rigor and preparing its students for top colleges.
4. Brearley School (New York, NY) - An all-girls school in Manhattan, Brearley is known for its top-notch academics and strong sense of community. It also has a robust offering of extracurricular opportunities, including a wide array of athletic teams.
5. Riverdale Country School (Bronx, NY) - Riverdale Country School is another highly-regarded prep school in the Bronx. It offers a challenging curriculum and fosters a strong sense of community among its students.
6. Chapin School (New York, NY) - Chapin is an all-girls school in Manhattan known for its excellent academics and commitment to nurturing well-rounded students. Chapin also offers a wide range of extracurricular activities, including various clubs and sports teams.
7. Trinity School (New York, NY) - A coeducational preparatory school located in Manhattan, Trinity is known for its strong academics and a variety of extracurricular programs. It has a rich history and a nurturing environment for its students.
8. Spence School (New York, NY) - Spence is an all-girls school in Manhattan with a strong focus on academics and community values. Along with its rigorous curriculum, it offers a plethora of clubs and activities to help students develop personal interests.
9. Rye Country Day School (Rye, NY) - Located just outside New York City in Westchester County, Rye Country Day School provides a strong college-preparatory education and emphasizes the importance of community service.
10. Hackley School (Tarrytown, NY) - Situated in Tarrytown, NY, this K-12 private school emphasizes a balance between rigorous academics, arts, and athletics. It has a beautiful 285-acre campus and offers both day and boarding options for students.
As you evaluate these schools, it might be helpful to consider factors such as location, size, school culture, and specific academic or extracurricular offerings that might particularly interest you. Visiting the schools, if possible, and speaking to current students or alumni could provide valuable insights into each school's unique experience. Good luck with your research!
|
en
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CollegeVine
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https://www.collegevine.com/faq/24412/best-private-high-schools-in-ny-state
|
Here is a list of some highly-regarded private high schools in New York State. Keep in mind that this list is not exhaustive, and there are plenty of other great schools in the state. I hope this information helps you in your research. If you have any specific criteria or preferences, feel free to let us know!
1. Horace Mann School (Bronx, NY) - Known for its strong academics and extensive extracurricular offerings, Horace Mann is a comprehensive prep school. It has a reputation for providing an excellent education and preparing students for college.
2. Dalton School (New York, NY) - Dalton is another prestigious prep school in Manhattan best known for its progressive education philosophy. It offers a unique balance of academics, arts, and athletics.
3. Collegiate School (New York, NY) - Located in Manhattan, Collegiate School is an all-boys school with an impressive history dating back to the 17th century. It is known for its academic rigor and preparing its students for top colleges.
4. Brearley School (New York, NY) - An all-girls school in Manhattan, Brearley is known for its top-notch academics and strong sense of community. It also has a robust offering of extracurricular opportunities, including a wide array of athletic teams.
5. Riverdale Country School (Bronx, NY) - Riverdale Country School is another highly-regarded prep school in the Bronx. It offers a challenging curriculum and fosters a strong sense of community among its students.
6. Chapin School (New York, NY) - Chapin is an all-girls school in Manhattan known for its excellent academics and commitment to nurturing well-rounded students. Chapin also offers a wide range of extracurricular activities, including various clubs and sports teams.
7. Trinity School (New York, NY) - A coeducational preparatory school located in Manhattan, Trinity is known for its strong academics and a variety of extracurricular programs. It has a rich history and a nurturing environment for its students.
8. Spence School (New York, NY) - Spence is an all-girls school in Manhattan with a strong focus on academics and community values. Along with its rigorous curriculum, it offers a plethora of clubs and activities to help students develop personal interests.
9. Rye Country Day School (Rye, NY) - Located just outside New York City in Westchester County, Rye Country Day School provides a strong college-preparatory education and emphasizes the importance of community service.
10. Hackley School (Tarrytown, NY) - Situated in Tarrytown, NY, this K-12 private school emphasizes a balance between rigorous academics, arts, and athletics. It has a beautiful 285-acre campus and offers both day and boarding options for students.
As you evaluate these schools, it might be helpful to consider factors such as location, size, school culture, and specific academic or extracurricular offerings that might particularly interest you. Visiting the schools, if possible, and speaking to current students or alumni could provide valuable insights into each school's unique experience. Good luck with your research!
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Print Feedback
Share & Bookmark Share & Bookmark, Press Enter to show all options, press Tab go to next option
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Last 60 days
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||||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 16
|
https://www.aol.com/entertainment/pamela-anderson-husband-dan-hayhurst-191920453.html
|
en
|
Pamela Anderson, Husband Dan Hayhurst Are 'Taking Time Apart'
|
https://media.zenfs.com/en/aol_us_weekly_474/f8a81fe739120c440073337b943ab339
|
https://media.zenfs.com/en/aol_us_weekly_474/f8a81fe739120c440073337b943ab339
|
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[] |
[] |
[
"Pamela Anderson",
"Dan Hayhurst",
"Hayhurst",
"Vancouver Island"
] | null |
[
"Meredith Nardino",
"AOL Staff"
] |
2022-01-20T19:19:20+00:00
|
Pamela Anderson and Dan Hayhurst. Richard Young/Shutterstock; Courtesy RASTA Sanctuary/Instagram Pressing pause. Pamela Anderson and bodyguard Dan Hayhurst are “taking time apart” after one year of marriage, multiple sources exclusively tell Us Weekly. Pamela Anderson’s Dating History: From Tommy Lee to Jon Peters Read article The twosome tied the knot in a low-key ceremony in the backyard of her home on Vancouver Island in Canada on Christmas Eve 2020. They met at the beginning of the coronavir
|
en
|
https://www.aol.com/entertainment/pamela-anderson-husband-dan-hayhurst-191920453.html
|
Pressing pause. Pamela Anderson and bodyguard Dan Hayhurst are “taking time apart” after one year of marriage, multiple sources exclusively tell Us Weekly.
Pamela Anderson’s Dating History: From Tommy Lee to Jon Peters
Read article
The twosome tied the knot in a low-key ceremony in the backyard of her home on Vancouver Island in Canada on Christmas Eve 2020. They met at the beginning of the coronavirus pandemic earlier that year and hadn’t “been getting along” recently, one source tells Us.
“Pamela rushed into [the] marriage,” the insider adds, noting that Anderson, 54, was “having regrets” about the whirlwind relationship. “She saw the marriage as a fresh start, but the spark has faded.”
Hayhurst, however, is holding out hope that he and the Baywatch actress might reconcile. “He really wants to make the marriage work,” the source tells Us.
A second insider tells Us, “Pam left Dan and his kids without a single goodbye” after the holidays, adding, “Now the kids are heartbroken.”
The former Playboy model, for her part, was recently spotted in Malibu with another man — and her wedding band was noticeably missing from her left hand.
While the duo laid relatively low following their surprise nuptials, the Scary Movie 3 actress previously gushed over her strong chemistry with Hayhurst. “I’m exactly where I need to be — in the arms of a man who truly loves me,” she told the Daily Mail in January 2021. “I feel like I’ve come full circle.”
Everything to Know About Hulu's 'Pam & Tommy'
Read article
Anderson was previously married to Tommy Lee, with whom she shares sons Brandon Thomas, 25, and Dylan, 24, from 1995 to 1998. Following her tumultuous relationship with the drummer, 59, the Canada native briefly moved on with Kid Rock before marrying Rick Salomon in October 2007.
Two months after exchanging vows in Las Vegas, Anderson and the producer, 53, separated. In February 2008, the Dancing With the Stars alum requested an annulment, claiming her marriage was fraudulent.
Pamela Anderson's Husband Dan Hayhurst: 5 Things to Know
Read article
Several years later, the twosome patched things up, with Anderson revealing during an October 2013 appearance on The Ellen DeGeneres Show that she and Salomon were “friends with benefits.” Anderson announced the following January that she and the New Jersey native had remarried, but the reconciliation didn’t last long. The Superhero Movie star filed for divorce in February 2015, finalizing the proceedings two months later.
Anderson’s love life continued to make headlines in January 2020 when she held a wedding ceremony with Jon Peters, only to call it quits less than two weeks later. At the time, Us confirmed that the nuptials were not legally binding since the duo never obtained a marriage license.
“There was no anything,” Anderson later confirmed to The New York Times in May 2020. “It’s like it never even happened.”
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 57
|
https://www.rollingstone.com/tv-movies/tv-movie-news/pamela-anderson-divorce-fifth-husband-1287881/
|
en
|
Pamela Anderson Is Splitting With Her Husband of One Year
|
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] |
[] |
[] |
[
""
] | null |
[
"Tatiana Siegel"
] |
2022-01-20T16:48:19+00:00
|
The 'Baywatch' icon filed for divorce from her fifth husband, bodyguard Dan Hayhurst, in her native Canada.
|
en
|
Rolling Stone
|
https://www.rollingstone.com/tv-movies/tv-movie-news/pamela-anderson-divorce-fifth-husband-1287881/
|
Pamela Anderson is a single woman, once again.
The Baywatch actress is splitting with Dan Hayhurst, her bodyguard husband of little more than a year, a source close to the couple says. Anderson is filing for divorce in her native Canada, where the couple had been living since they tied the knot on Christmas Eve 2020 in a ceremony on the grounds of Anderson’s Vancouver Island home.
“Pamela loves as authentically as she lives,” says the source, who dubbed the brief union a “pandemic whirlwind” that petered out.
Anderson’s five marriages — and subsequent divorces — have sparked endless fascination. She famously married Hollywood mogul Jon Peters in January 2020, only to call it quits 12 days later. And her marriage to Mötley Crüe drummer Tommy Lee — with whom she shares sons Brandon, 23, and Dylan, 22 — serves as the basis for Hulu’s upcoming series Pam & Tommy. (Anderson did not participate in the series, which stars Lily James and Sebastian Stan, and was opposed to its production. Lee is said to have consulted with Stan on his portrayal.) Anderson also was previously married to Kid Rock and Rick Salomon.
She began dating Hayhurst in September 2020, seven months after her split from Peters. Anderson, an animal rights activist, bonded with Hayhurst over that shared interest. The bodyguard was also a builder for RASTA Sanctuary, a farm animal sanctuary in Canada.
Anderson has left their shared home and is currently living in Malibu and spending time with her sons.
Neither Anderson nor Hayhurst could be reached for comment.
|
|||||
wrong_mix_range_spouse_00142
|
FactBench
|
0
| 5
|
https://www.facebook.com/AdrianneCurry/posts/just-sittin-over-herebeing-a-has-beenlet-me-tell-you-its-just-awful/941071854049865/
|
en
|
Adrianne Curry
|
[] |
[] |
[] |
[
""
] | null |
[] | null |
Just sittin over here....being a "has been".
Let me tell you, it's just AWFUL.
|
de
|
https://static.xx.fbcdn.net/rsrc.php/yT/r/aGT3gskzWBf.ico
|
https://www.facebook.com/AdrianneCurry/posts/just-sittin-over-herebeing-a-has-beenlet-me-tell-you-its-just-awful/941071854049865/
| ||||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 94
|
https://www.tmz.com/2015/02/19/pamela-anderson-annulment-divorce-fraud-rick-salomon-marriage/
|
en
|
Pam Anderson's Husband Rick Salomon Seeks Annulment ... She Defrauded Me!
|
[
"https://imagez.tmz.com/image/c3/16by9/2024/07/23/c3e0e4461a23403aa20e37d0a0dc2d33_xs.jpg",
"https://imagez.tmz.com/image/92/16by9/2024/07/23/92eca3d4e8144d6797836e4f89fd599d_xs.jpg",
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"https://imagez.tmz.com/image/5a/16by9/2014/07/17/5a89c912232d586dbc49320011f8f1f1_xs.jpg",
"https://imagez.tmz.com/image/f9/16by9/2014/07/08/f91a1da9edbf5dde89b82085141133f5_xs.jpg",
"https://static.tmz.com/tmz-web/img/thirtymilezone.svg"
] |
[] |
[] |
[
""
] | null |
[
"TMZ Staff"
] |
2015-02-19T00:00:00
|
Pamela Anderson defrauded Rick Salomon into marrying her ... so Rick claims, because we've learned he's just filed legal docs asking a judge to annul his marriage.
|
en
|
TMZ
|
https://www.tmz.com/2015/02/19/pamela-anderson-annulment-divorce-fraud-rick-salomon-marriage/
|
Pamela Anderson defrauded Rick Salomon into marrying her ... so Rick claims, because we've learned he's just filed legal docs asking a judge to annul his marriage.
TMZ broke the story ... Pam filed for divorce in L.A. last week, citing irreconcilable difference. But this week Rick filed his own legal docs -- obtained by TMZ -- in Las Vegas, claiming the marriage should be nullified because Pam deceived him.
Sources connected with Rick will not disclose the nature of the fraud, however they say Rick has solid proof she bamboozled him into marrying her.
The couple married in January 2014.
Rick is also asking the judge to rule there is no community property in the marriage. Rick is loaded ... winning huge sums in poker last year. We're told his fortune is vast ... hers is not.
The annulment was filed by Rick's lawyer, Richard Schonfeld, who also represented Britney Spears in her Las Vegas annulment.
|
|||||
wrong_mix_range_spouse_00142
|
FactBench
|
2
| 37
|
https://catalog.missouri.edu/faculty/
|
en
|
Faculty < University of Missouri
|
[] |
[] |
[] |
[
""
] | null |
[] | null |
en
|
/favicon.ico
| null |
Below is a listing of faculty who are currently scheduled to teach Spring 2023 through Spring 2024. Information includes the faculty's name, title, department, highest degree attained and institution of highest degree. The last two items of information are self-reported.
Additional faculty members may be listed on the Faculty tabs in the degree areas within the catalog, or on the College, School, or Department websites.
A
APLIN, SARAH; Part-Time Adjunct Faculty; Law
Abbott, Jeanne Martha; Journalism; Doctor of Philosophy; University of Missouri
Abbott, Kati Marie; Part-Time Adjunct Faculty; Economics; Master of Education; Truman State University
Abdelaziz, Amr Samy; Radiology; Doctor of Medicine
Aberbach, Ian M; Mathematics; Doctor of Philosophy; University of Michigan
Abousalem, Rasha; Prof, Adjunct; Multidisciplinary Programs; Master of LIberal Arts
Acton, James D; Pediatrics-Pulmonary; Doctor of Medicine; University of Illinois
Acuff, Ainsley Noelle; Part-Time Adjunct Faculty; Academic Dean; Bachelor's Degree 1
Adamovicz, Jeffrey Joseph; Veterinary Pathobiology; Doctor of Philosophy; Uniformed Services University of Heath Sciences
Adams, Avery; Part-Time Adjunct Faculty; Residential Life; HS Graduate or Equivalent
Adams, John E; Emeritus; Chemistry; Doctor of Philosophy; University of California, Berkeley
Adams, John Henry; Lib Spec Collectn & Archives; Doctor of Philosophy; Arizona State University
Adams, Kari; School of Music; Doctor of Philosophy; University of North Texas
Adams, Mikaela Jade; Animal Science; HS Graduate or Equivalent
Adams, Sara; Medicine-General Internal; Doctor of Medicine; LSU School of Medicine Shreveport
Adebiyi, Adebowale; Med Pharmacology/Physiology; Doctor of Philosophy
Aderton, Andrea Hope; Social Work; Master of Social Work
Adib Keleh, Shady; Anesthesiology; Doctor of Medicine; University of Cairo
Adkins, Denice C; Info Science & Learning Tech; Doctor of Philosophy; The University of Arizona
Adkins, Pamela Rae; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; The Ohio State University
Adkins, Tanner Luke; East Ctrl Region-Youth; Master of Science; University of Missouri
Adu-Gyamfi, Mary Pannill; Learning Teaching & Curriculum; Master of Education; Mary Baldwin University
Adu-Gyamfi, Yaw Okyere; Civil/Environmental Engr; Doctor of Philosophy; University of Delaware
Agapis, Loukia Ilias; Part-Time Adjunct Faculty; Dean of Veterinary Medicine; Doctor of Veterinary Medicine; University of Thessaly, Greece
Agca, Yuksel; Veterinary Pathobiology; Doctor of Philosophy; Purdue University - North Central
Aggarwal, Ajay; Orthopaedic Surgery; Doctor of Medicine; University of Missouri
Aggarwal, Arpit; Psychiatry
Aguayo, David; Educ, School, & Counsel Psych; Doctor of Philosophy
Ahmad, Salman; Surgery-Acute Care; Doctor of Medicine; university of wisconsin
Ahsan, Humera; Radiology; Doctor of Medicine; Royal College of Radiologist
Akhmadullin, Iskander V; School of Music; Doctor of Musical Arts; University of North Texas
Akkaziev, Dzhambul; Prof, Ast Visiting; Languages and Literatures; Master of Arts; University of Wisconsin
Akturk, Ismail; Part-Time Adjunct Faculty; Electrical Eng & Computer Sci; Doctor of Philosophy; University of Minnesota, Twin
Al Juboori, Jawad; Northeast Region-ANR; Doctor of Science; Texas A&M
Al-Ahmad, Majd Fayad; Medicine Hospitalist; Doctor of Medicine
Alafaireet, Patricia Elaine; Biomed Informatics Biostat EPI; Doctor of Professional Studies
Alahdab, Fares; Biomed Informatics Biostat EPI; Doctor of Medicine; Medical School
Alam, Khurshaid; Radiology; Doctor of Medicine; Indiana University
Alam, Perwez; Biomedical Sciences; Doctor of Philosophy; Savitribai Phule Pune University
Albright, Emily Laraine; Surgery-Surgical Oncology; Doctor of Medicine; St Louis University
Albright, Joyce Gay; Management; Doctor of Education; University of Missouri
Alcazar-Estela, Asier; Languages and Literatures; Doctor of Philosophy; University of Southern California
Aldrich, Eric Michael; School of Natural Resources; Master of Science; University of Missouri
Aldridge, Kristina J; Path & Anat Sci - Anatomy; Doctor of Philosophy; Johns Hopkins University
Ale, Manita; Urban East Region-ANR; Master of Science; University of Nebraska-Lincoln
Alexander, Amanda Caroline; Applied Soc Sci; Doctor of Philosophy; University of Missouri
Alexander, Anne Michele; Law
Alexander, Gregory Lynn; Emeritus; School of Nursing; Registered Nurse
Alexander, Keely Daniele; Part-Time Adjunct Faculty; Counseling Services; Master of Science; University of Kansas
Alexander, Rachel Lynn; Health & Specialized Libs; Master of Library Science; University of Missouri
Alfaki, Musaab Mohamed; Medicine Hospitalist; Doctor of Medicine
Alfarkh, Wedad; Path & Anat Sci-Anatomic Path; Doctor of Medicine
Ali, Ahmad H; Medicine-Gastroenterology; Bachelor's Degree; International University of Africa
Alkilany, Yousef; Fellow, Post Doctoral; Applied Soc Sci; Master of Science; Auburn University
Allen, Amber Marie; Southwest HES; Master's Degree; Drury University
Allen, Ann Hill; Molec Microbio & Immunology; Doctor of Philosophy; University of WI-Madison
Allen, Brian; Pediatrics-Infectious Disease; Doctor of Medicine; St. George's University, School of Medicine
Allen, Carla McCaghren; Clinical & Diagnostic Sci; Doctor of Philosophy; University of Missouri
Allen, Chenoa Dawn; Instructor, Adjunct; Health Sciences Department; Doctor of Philosophy; University of Tennessee, Knoxv
Allen, Matthew Thomas; Instructor, Adjunct; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine
Allen, Stephanie Marie; Occupational Therapy; Master's Degree; University of Missouri
Allen, William H; Emeritus; Applied Soc Sci; Master's Degree; University of Illinois at Urbana-Champgain
Allen-Brown, Ashley Elizabeth; West Ctrl Region-Comm Dev; Doctor of Education; Concordia University Chicago
Allendorf, Gregory R; English; Doctor of Philosophy; University of Missouri
Alleva, Nicole Elizabeth; Veterinarian, Residnt; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Cornell University
Alley, Zachary Robert; Part-Time Adjunct Faculty; Theatre; Master of Fine Arts; Southern Illinois University
Allmon, Amanda Lou; Family & Community Medicine; Doctor of Medicine; University of Missouri
Almasri, Mahmoud Faud; Electrical Eng & Computer Sci; Doctor of Philosophy; Southern Methodist University
Alnijoumi, Mohammed Mustafa; Medicine-Pulmonary & Environ; Doctor of Medicine; University of Khartoum
Alonzo, Donette Rose; Part-Time Adjunct Faculty; Academic Dean; Doctor of Education; University of Missouri - Kansas City
Aloysius, Noel R; Chemical & Biomedical Eng; Doctor of Philosophy; Yale University
Alston, Jason Kelly; Info Science & Learning Tech; Doctor of Philosophy; University of South Carolina
Altes, Talissa Ann; Radiology; Doctor of Medicine; University of Washington
Altman, Claire Estelle; Health Sciences Department; Doctor of Philosophy; The Pennsylvania State University
Alvear, Fernando Alfredo; Philosophy; Doctor of Philosophy; University of Missouri - Columbia
Alzahrani, Abdulrahman; Law Library; Master of Science
Aman, Jayedi; Architectural Studies; Master of Architecture; Bangladesh University of Engineering and Technology
Amass, Mariann Denise; Instructor, Adjunct; Info Science & Learning Tech; Specialist of Education; University of Missouri
Amelon, Sybill K; Part-Time Adjunct Faculty; School of Natural Resources; Doctor of Philosophy; University of MO Columbia
Amos Landgraf, James Michael; Veterinary Pathobiology; Doctor of Philosophy; Case Western Reserve University
Anbari, Allison Brandt; School of Nursing; Doctor of Philosophy; University of Missouri
Anders, Anjali Patel; Pediatrics-Neonatology; Doctor of Medicine; University of Missouri-Columbia
Anderson, Alex I; Part-Time Adjunct Faculty; Dean of Arts & Science; Master of Education; University of Missouri
Anderson, Ashley Lynn; English; Doctor of Philosophy; University of Missouri
Anderson, Ashley Pauline; Veterinarian, Residnt; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Kansas State University
Anderson, Brianna Lynne; East Central HES; Doctor of Philosophy; University of Illinois Urbana-Champaign
Anderson, Carolyn Joan; Chemistry; Doctor of Philosophy; Florida State University
Anderson, Christina Bure; School of Natural Resources; Master of Science; University of Missouri Columbia
Anderson, Deborah Mae; Veterinary Pathobiology; Doctor of Philosophy; University of California, Los Angeles
Anderson, Derek T; Electrical Eng & Computer Sci; Doctor of Philosophy; University of Missouri
Anderson, Elaine R; Extension Youth; Master of Business Admin; William Woods University
Anderson, Elizabeth Ann; School of Nursing; Doctor of Philosophy; University of Missouri
Anderson, Elizabeth S; Community Development Admin; Master of Science; University of Missouri
Anderson, Ethan Scott; Medicine Hospitalist; Doctor of Osteopathic Medicine; AT Still University Kirksville College of Osteopathy
Anderson, Jara Brooke; Lib Research & Info Svcs; Bachelor's Degree 1; Columbia College
Anderson, Laura L; Part-Time Adjunct Faculty; School of Nursing; Bachelor's Degree; University of Missouri
Anderson, Somer G; Accountancy; Doctor of Philosophy; Kansas State University
Anderson, Stephen H; School of Natural Resources; Doctor of Philosophy; North Carolina State University
Andes, Thomas D; Instructor, Adjunct; School of Music; Bachelor's Degree
Andrews, Thomas Wesley; Family & Community Medicine; Doctor of Medicine; University of Missouri-Columbi
Andrus, Joel Leavitt; Management; Doctor of Philosophy; Texas A&M University
Andrusisian, Nicholas James; Part-Time Adjunct Faculty; Executive Comm & Marketing; Master of Education; University of Akron
Ang, Jonathan Ross; Medicine-Pulmonary & Environ
Angelovici, Ruthie; Biological Science; Doctor of Philosophy; Weizmann Institute of Science
Angleton, Paul M; Emergency Medicine; Doctor of Medicine; Univ of IL COM Rockford
Anguah, Katherene Osei; ZZZ-Nutrition & Exercise Physi; Doctor of Philosophy; Purdue University
Anklam Jr, Frederick Martin; Journalism; Bachelor's Degree; University of Mississippi
Ansaf, Bahaa Ibraheem; Part-Time Adjunct Faculty; Mechanical & Aerospace Engr; Doctor of Philosophy; University of Baghdad
Appold, Martin Stephan; Geological Sciences; Doctor of Philosophy; Johns Hopkins University
Arancibia, Ramon Alejandro; West Central Region-ANR; Doctor of Philosophy; Louisiana State University
Argerich, Alba; School of Natural Resources; Doctor of Philosophy; University of Barcelona, Spain
Ariew, Andre I; Philosophy; Doctor of Philosophy; The University of Arizona
Armbrust, Catherine Paisley; Prof, Ast Adjunct; School of Visual Studies; University of Missouri
Armer, Jane M; Emeritus; School of Nursing; Registered Nurse
Armstrong, Elizabeth Gemma; Lecturer; International programs; Master of Science
Arndt, Jamie L; Psychological Sciences; Doctor of Philosophy; The University of Arizona
Arnet, Benjamin Paul; Part-Time Adjunct Faculty; TV Station; Bachelor's Degree 1; University of Missouri-Columbi
Arnold, Jeanne Marie; Instructor, Adjunct; Management; Doctor of Management; Webster University
Arnold, John Douglas; Management; Doctor of Philosophy; Florida State University
Arnold, William David; Physical Medicine & Rehab; Doctor of Medicine; University of Louisville School of Medicine
Arns, Megan Elizabeth; School of Music; Doctor of Musical Arts; Eastman School of Music
Aroor, Annayya R; Medicine-Endocrinology; Doctor of Medicine
Arora, Niraj Ashok; Neurology; Doctor of Medicine; Drexel University College of Medicine
Arouca, Raquel Alexandra; Ed Leadership & Pol Analysis; Doctor of Philosophy; University of Montana
Arteaga-Cox, Irma Angela; Truman School Gov & Pub Affrs; Doctor of Philosophy; University of Minnesota
Aruguete, Mara Suzanne; Instructor, Adjunct; Psychological Sciences; Doctor of Philosophy
Arunachalam, Vairam; Accountancy; Doctor of Philosophy; University of Illinois at Urbana-Champaign
Asgari, Mitra; Biological Science
Ashcraft, Nikki L; Learning Teaching & Curriculum; Doctor of Philosophy; The University of Georgia
Ashraf, Komal Hargovind; Neurology; Doctor of Osteopathic Medicine; Kirksville College of Osteopathic Medicine - A.T. Still University
Asuroglu, Utku; Fellow, Post Doctoral - Teach; School of Music; Doctor of Musical Arts; Stanford University
Ateya, Mostafa Farghal; Veterinary Pathobiology; Doctor of Philosophy; Assiut University, Egypt
Atkins, Fran Coppage; Instructor, Adjunct; Learning Teaching & Curriculum; Master of Arts; St. Mary's University
Atkins, James S; Part-Time Adjunct Faculty; Law
Atuhura, Dorothy; Black Studies; Doctor of Philosophy; University of Missouri - Columbia
Atwood, Jerry L; Emeritus; Chemistry; Doctor of Philosophy; University of Illinois
Au, Pak Ho; Medicine-Administration
AuBuchon, Rachel S; School of Music; Master of Music; University of Missouri at Columbia
Aufdenberg, Donna Irene; Southeast Region-ANR; Master's Degree; Southern Illinois University - Carbondale
Aura, Saku Petteri; Economics; Doctor of Philosophy; Massachusetts Institute of Technology
Avery, Eileen E; Sociology; Doctor of Philosophy; The Ohio State University
Aviles Quinones, Alicia; Languages and Literatures; Doctor of Philosophy; Tulane University
Azmy, Janelle; Urban East Region-Health; Master's Degree - 1st entry; Indiana University Bloomington
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Ba, Leigh Kathryn; Truman School Gov & Pub Affrs; Doctor of Philosophy; UNC Chapel Hill
Babkir, Akram Mohamed; Medicine Hospitalist; Bachelor's Degree; University of Khartoum
Bacewicz, Aleksandra; Psychiatry; Doctor of Medicine
Bachmann, Bethany Nicole; Southeast HES; Master's Degree; University Of Missouri
Bachrach, Bert E; Pediatrics-Endocrinology; Doctor of Medicine; Saint Louis University
Backer, Sally Ann; Honors College; Bachelor's Degree 1
Backes, Teresa Marie; Medicine Hospitalist; Doctor of Medicine; University of Missouri
Backus, Bob C; Veterinary Medicine & Surgery; Doctor of Philosophy; University of California - Davis
Backus, Kathleen Q; Instructor, Adjunct; Veterinary Medicine & Surgery
Bader, Valerie Gwen; School of Nursing; Doctor of Philosophy
Badiane, Mamadou; Languages and Literatures; Doctor of Philosophy; The University of Iowa
Badran, Mohammad; Pediatrics-Administration; Doctor of Philosophy; The University of British Columbia
Baer, Leah Mae; Accountancy; Doctor of Philosophy; University of Colorado Boulder
Baers, Gabriela Nicole; Prof, Ast Adjunct; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine
Baggett, Cody Joe; Part-Time Adjunct Faculty; College of Health Sciences; Master of Business Admin; William Woods University
Bailey, Eric Arthur; Animal Science; Doctor of Philosophy; Kansas State University
Bailey, Gina Marie; VP for International Programs; Bachelor's Degree; University of Missouri
Bailey, Rachel Michelle; Social Work; Master of Social Work; University of Missouri
Baines, Christopher Philip; Biomedical Sciences; Doctor of Philosophy; University of South Alabama
Baker, Christi Suzanne; Speech Lang & Hearing Sci; Master of Science; Southwest Missouri State University
Baker, Elizabeth A; Learning Teaching & Curriculum; Doctor of Philosophy; Vanderbilt University
Baker, Gary Allen; Chemistry; Doctor of Philosophy; University at Buffalo, The State University of New York
Baker, Molly Danielle; Instructor, Adjunct; Health Sciences Department
Baker, Olga Juliana; Otolaryngology; Doctor of Dental Surgery
Baker, Sheila N; Part-Time Adjunct Faculty; Missouri Innovation Center; Bachelor's Degree 1; Georgia Southern University
Balboula, Ahmed Zaky; Animal Science; Doctor of Philosophy; Mansoura University, Egypt
Baldrighi, Julia Maria; Veterinary Medicine & Surgery; Doctor of Philosophy
Baldwin, Michael Robert; Molec Microbio & Immunology; Doctor of Philosophy; King's College
Ball, Angela Dawn; Instructor, Adjunct; Human Devl & Family Science; University of Missouri
Ball, Stephen Daniel; CHS Physical Therapy; Doctor of Philosophy; Arizona State University
Ballengee, Megan; Libraries Administration; Master's Degree - 1st entry; University of Wisconsin Milwaukee
Ballou, Matthew Glenn; School of Visual Studies; Master of Fine Arts; Indiana University Bloomington
Banks, Barbara L; Part-Time Adjunct Faculty; Mizzou Academy; Master of Social Work; University of Missouri
Banks, William D; Mathematics; Doctor of Philosophy; Stanford University
Bansal, Sagar; Anesthesiology; Doctor of Medicine; University of Nebraska medical center
Barabote, Ravi Damodar; Veterinary Pathobiology; Doctor of Philosophy; Texas Tech University
Baral, Rudra; East Ctrl Region-ANR; Doctor of Philosophy; Kansas State University
Barata-Kirby, Stephanie; Ob, Gyn & Women's Health
Barbee, Emily Marie; Urban East HES; Master of Science; University of Missouri
Barbis, Anthony Mauricio; Part-Time Adjunct Faculty; School of Business; Doctor of Philosophy; University Of Missouri
Barchilon, Michael Aaron; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Midwestern University
Bardhan, Sougata; School of Natural Resources; Doctor of Philosophy; The Ohio State University
Barker, Alex W; Part-Time Adjunct Faculty; Anthropology; Doctor of Philosophy; University of Michigan
Barker, Anne K; MU Libraries; Master of Library Science; University of Illinois
Barks, Sarah; Southeast Region-Health; Master's Degree - 1st entry; University of Missouri St. Louis
Barnes, Christyl Leeann; School of Nursing; Bachelor's Degree
Barnes, Courtney Leigh; Ob, Gyn & Women's Health; Doctor of Medicine; University of Missouri
Barnes, Stephen L; Surgery-Acute Care; Doctor of Medicine; The University of Alabama at Birmingham
Barnstone, Aliki Dora; English; Doctor of Philosophy; University of California, Berkeley
Barohn, Richard J; Neurology; Doctor of Medicine; University of Missouri-Kansas City School of Medicine
Barondes, Royce De; Instructor, Adjunct; Accountancy; Juris Doctor; University of Virginia
Barrier, Breton Foster; Ob, Gyn & Women's Health; Doctor of Medicine; The University of Texas Health Science Center
Barros-Rios, Jaime Antonio; Plant Sciences; Doctor of Science; Universidad de Vigo
Bartholow, Bruce D; Part-Time Adjunct Faculty; Communication; Doctor of Philosophy; University of Missouri
Bartlett, Gillian; Biomed Informatics Biostat EPI; Doctor of Philosophy; McGill University
Bartlett, Lyria Dickason; Architectural Studies; Master's Degree; Washington University
Bartley, Kathryn Elise; Accountancy; Master of Accountancy; University of Missouri
Bartow, Kevin Nance; Surgery-General; Doctor of Medicine; University of MIssouri
Bartow, Nicole Lee; School of Nursing; Doctor of Nursing Practice; Nursing
Bassett, Cynthia Wyatt; Law Library; Master of Library Science; University of Missouri
Bastos Gurgel Silva, Felipe; Accountancy; Doctor of Philosophy; Cornell University
Bath, Jonathan Ming; Surgery - Vascular; Doctor of Medicine
Batzer, Benjamin David; Honors College; Doctor of Philosophy
Baucan, Nichole Renne; Instructor, Adjunct; School of Nursing; Doctor of Nursing Practice; University of Missouri
Bauche, Michelle Hoeing; Part-Time Adjunct Faculty; Weight Mgmt and Metabolic Ctr; Master's Degree; University of Alabama
Bauer, Lisa M; Psychological Sciences; Doctor of Philosophy; SUNY Albany
Baugh, Georgia Ann; Lib Research & Info Svcs
Baughman, Christopher; Animal Science; Doctor of Veterinary Medicine; College of Veterinary Medicine
Baumgardner, Rachel Marie; Veterinarian, Residnt; Veterinary Medicine & Surgery
Bautista, John Robert; School of Nursing; Doctor of Philosophy; Nanyang Technological University
Bavishi, Chirag Pankajkumar; Medicine-Cardiology; Doctor of Medicine; Brown University
Bax, Joshua Terrance; Instructor, Adjunct; Dean of College of Business; Master of Public Admin; University of Missouri
Bax, Landon; West Central Region-Youth; Master of Education; North West Missouri State
Baxter, Ivan Robin; Part-Time Adjunct Faculty; Plant Sciences
Beach, Elaine Kimberly; School of Nursing; Master's Degree
Beamer, Lesa J; Biochemistry; Doctor of Philosophy; Johns Hopkins University
Bean, Jennifer Dianna; ZZZ-Nutrition & Exercise Physi; Master of Science; University of Missouri
Beattie, Barbara Lee; Instructor, Adjunct; Learning Teaching & Curriculum; Master of Education; Emphasis Reading
Beatty, Tami L; Part-Time Adjunct Faculty; Dean of Engineering
Becchi, Michela; Part-Time Adjunct Faculty; Mechanical & Aerospace Engr
Becevic, Mirna; Dermatology; Doctor of Philosophy; University of Missouri
Becherer, Veronica Ann; Part-Time Adjunct Faculty; Honors College; Master of Science; Antioch University New England
Beck, Whitani Jordan; MO Prevention Science Inst; Master of Education; Stephens College
Beck-Vannatter, Chelse Morgan; Prof, Ast Adjunct; School of Nursing; Doctor of Nursing Practice; University of Missouri
Beerntsen, Brenda T; Veterinary Pathobiology; Doctor of Philosophy; University of Wisconsin - Madison
Beeson, Patricia Lew; International programs; Master of Arts; SIU Carbondale
Behura, Susanta Kumar; Animal Science; Doctor of Philosophy
Bei, Zhiling; Marketing; Doctor of Philosophy; University of North Carolina - Chapel Hill
Belcher, David C; Ed Leadership & Pol Analysis; Doctor of Education; University of Missouri
Bell, Debora Jeneen; Psychological Sciences; Doctor of Philosophy; West Virginia University
Bell, Jacquelyn Sue; Journalism; Master of Arts; Ohio University
Bell, Maya Elizabeth; Instructor, Adjunct; Journalism
Belobrovkina, Evgeniia; Part-Time Adjunct Faculty; Journalism; Master's Degree
Belt, Dustin David; Mathematics; Doctor of Philosophy; Purdue University
Belzarena Genovese, Ana Cecilia; Orthopaedic Surgery; Master of Public Health; Florida International University
Bender, Shawn B; Biomedical Sciences; Doctor of Philosophy; Ohio University
Benner, Nicholas S; Part-Time Adjunct Faculty; Executive Comm & Marketing
Bennett, Thomas Baldrige; Law; Juris Doctor; New York University School of Law
Benson, Craig A; Part-Time Adjunct Faculty; Career Center; Master of Business Administration; University of Missouri
Benson, Todd A; Part-Time Adjunct Faculty; Aerospace Studies
Bentley, Lydia Claire; Asoc Director; Teaching for Learning Center; Doctor of Philosophy; Vanderbilt University
Benton, Mark Joseph; Public Health; Master of Public Admin
Bereskin, Frederick Lorne; Finance; Doctor of Philosophy; University of Rochester
Bergman, Roger L; Mizzou Academy; Master of Education; University of Missouri
Bergsieker, Emily Christine; Northwest Region-Youth; Master of Arts; University of Central Missouri
Bergstralh, Daniel Thor; Biological Science; Doctor of Philosophy; University of North Carolina - Chapel Hill
Beringer, Jessica Petra; Instructor, Adjunct; Learning Teaching & Curriculum; Specialist of Education; William Woods University
Bernard, Donte Leshon; Psychological Sciences; Doctor of Philosophy
Bernard, Victoria Gabrielle; Urban East Region-Youth; Master of Science; University of Missouri
Bernardin, Mary Elizabeth; Emergency Medicine; Doctor of Medicine
Berndsen, Zachary; Biochemistry; Doctor of Philosophy; University of California San Diego
Bernskoetter, Wesley Hans; Chemistry; Doctor of Philosophy; Cornell University
Best, Brad A; Journalism; Bachelor's Degree; Southern Illinois University-Edwardsville
Bettencourt, B Ann; Psychological Sciences; Doctor of Psychology
Beucke, Nathan Lewis; Pediatrics; Doctor of Medicine; University of Missouri
Beversdorf, David Q; Radiology; Doctor of Medicine; Indiana University
Bexten, Shonna Danielle; MO Prevention Science Inst; Master of Education
Bhandari, Ramji Kumar; Biological Science; Doctor of Philosophy; Hokkaido University
Bhanderi, Vipul; Medicine-Hematology & Oncology; Doctor of Medicine
Bhat, Ambarish Pervaje; Radiology; Doctor of Medicine; Bangalore medical college
Bhat, Krishna Christopher; Anesthesiology; Doctor of Medicine
Bhat, Roopa; Radiology
Bian, Guang; Physics; Doctor of Philosophy; University of IL - Urbana
Bichianu, Daniela Cristina; Pediatrics-Neonatology; Doctor of Medicine
Bidgoli, Tandis Shaterian; Part-Time Adjunct Faculty; Geological Sciences; Doctor of Philosophy; University of Kansas
Biedermann, Gregory Bruce; Radiology; Doctor of Medicine; Saint Louis University
Biermann, Michelle Lynn; Part-Time Adjunct Faculty; Veterinary Medicine & Surgery; Associate Degree; Jefferson College
Biggers, Brian D; Surgery-General; Doctor of Medicine; University of Missouri
Bike, Denise Helen; Instructor, Adjunct; Educ, School, & Counsel Psych; Doctor of Philosophy; University of Missouri
Bilal, Askia Nasir; VP for International Programs; Master of Arts; St Cloud State University
Bilyeu, Kristin D; Part-Time Adjunct Faculty; Plant Sciences; Doctor of Philosophy; Baylor College of Medicine
Binfare, Matteo; Finance; Doctor of Business Admin; University of North Carolina at Chapel Hill
Binfield, Julian; Applied Soc Sci; Doctor of Philosophy; University of Missouri
Binfield, Yvonne; Part-Time Adjunct Faculty; International programs; Bachelor's Degree; University College Swansea
Birchler, James A; Biological Science; Doctor of Philosophy; Indiana University
Birk, Stefanie Brooke; School of Nursing; Doctor of Nursing Practice; University of Kansas
Birt, Julie Amanda; Part-Time Adjunct Faculty; Campus Writing Program; Doctor of Philosophy; University of Missouri
Birtley, Nancy Michele; School of Nursing; Doctor of Nursing Practice; University of Missouri
Bish, Mandy Danielle; Plant Sciences; Doctor of Philosophy; University of Maryland
Bitsicas, Katina Cecelia; School of Visual Studies; Master of Fine Arts; University of South Florida
Bixby, Alicia; Learning Teaching & Curriculum; Master's Degree; University of Missouri
Black, Benjamin T; Pediatrics-Devel/Behavioral; Doctor of Medicine; Jefferson Medical College
Blackburn, Botswana Toney; Health Sciences Department; Doctor of Philosophy; University of Missouri - Kansas City
Bland, Peter Matthew; Journalism; Bachelor's Degree; University of Missouri
Blandon, Erick Jose; Emeritus; Languages and Literatures; Doctor of Philosophy; University of Pitssburgh
Blay, Nicholas Wayne; Biological Science; Doctor of Philosophy
Bliven, Nicole Suzanne; Learning Teaching & Curriculum; Master of Education; University of Missouri
Blockus, Linda; Part-Time Adjunct Faculty; Office of Undergrad Research; Doctor of Philosophy; University of Missouri
Blodgett, Clayton F; Geography; Doctor of Philosophy; University of Kansas
Blomquist, Gregory E; Anthropology; Doctor of Philosophy; University of Illinois at Urbana-Champaign
Bloom, Tina Lee; Prof, Asoc Adjunct; School of Nursing; Registered Nurse
Bloss, Jennifer Rebecca; Part-Time Adjunct Faculty; Dean of Arts & Science; Bachelor's Degree; University of Missouri
Blow, Constance A; Instructor, Adjunct; CHS Physical Therapy; Master of Science; The University of North Carolina at Chapel Hill
Bluel, Reagan J; Plant Sciences; Master of Agriculture; University of Missouri
Bobitan, Luciana Maria; Mathematics; Master of Science; University of Michigan
Boerman, Erika Mary; Med Pharmacology/Physiology; Doctor of Philosophy; Michigan State University
Boeyer, Melanie Emily; Orthopaedic Surgery; Master of Science; Mercyhurst University
Bogue, Sidney Nicole; Veterinary Diagnostic Laborato; Doctor of Veterinary Medicine; University of Missouri
Bohanek, Jennifer Geraldine; Prof, Ast Adjunct; Psychological Sciences; Doctor of Philosophy; Emory University
Bohon, Tiffany M; Family & Community Medicine; Doctor of Medicine
Bolshakova, Natalia; School of Music; Doctor of Musical Arts; Texas College
Bolton, Tiffany Leeann; Occupational Therapy; Doctor in Occupational Therapy; University of Kansas
Bombard, Micaela Ann; English; Master of Fine Arts; Sarah Lawrence College
Bompadre, Silvia G; Physics; Doctor of Philosophy; University of Washington
Bonifay, Wesley Earl; Educ, School, & Counsel Psych; Doctor of Philosophy; University of California, Los Angeles
Bonnot, Thomas W; Part-Time Adjunct Faculty; School of Natural Resources; Doctor of Philosophy
Booker, Jordan Ashton; Psychological Sciences; Doctor of Philosophy; Virginia Tech
Boone, Kendall Mae; Part-Time Adjunct Faculty; Surgery-General
Boone, Robert Sills; Instructor, Adjunct; Truman School Gov & Pub Affrs; Master of Arts; American Military University
Boonseng, Thitinun; Learning Teaching & Curriculum; Doctor of Philosophy; University of MIssouri
Boosani, Chandra Shekhar; Animal Science; Doctor of Philosophy; University of Hyderabad
Booth, Frank W; Biomedical Sciences; Doctor of Philosophy; The University of Iowa
Booton, Brian H; Part-Time Adjunct Faculty; Biological Science; Master of Arts; University of Missouri
Bordia, Radhika; Part-Time Adjunct Faculty; Dean of Journalism
Bordoloi, Meelie; Psychiatry; Doctor of Medicine
Boren, Suzanne Austin; Health Sciences Department; Doctor of Philosophy; University of Missouri
Boren, Wendy Ellen; School of Nursing; Bachelor's Degree; Southern Illinois University-Carbondale
Borgelt, Steven C; Instructor, Adjunct; Dean of Engineering; Doctor of Philosophy; Texas A&M University
Borgerding, Jodie Lynn; Instructor, Adjunct; Info Science & Learning Tech; Master of Library Science; University of Missouri - Colum
Born, Megan E; Adjunct; Dean of Veterinary Medicine; Master of Science; University of Missouri
Bossaller, Jenny Simpson; Info Science & Learning Tech; Doctor of Philosophy; University of Missouri
Bostick, Brian P; Medicine-Cardiology; Doctor of Philosophy; University of Missouri
Botezatu, Mona Roxana; Speech Lang & Hearing Sci; Doctor of Philosophy; The Pennsylvania State University
Bowders JR, John J; Emeritus; Civil/Environmental Engr; Doctor of Philosophy; The University of Texas at Austin
Bowers, Kristy Sue; History; Doctor of Philosophy; Indiana University
Bowles, Douglas K; Biomedical Sciences; Doctor of Philosophy; The University of Texas at Austin
Bowman, Tiffany S; Social Work; Master of Social Work; University of Missouri
Boyack, Andrea; Law; Juris Doctor; University of Virginia School of Law
Boyce, Kenneth A; Philosophy; Doctor of Philosophy; University of Notre Dame
Boychuk, Carie; Biomedical Sciences; Doctor of Philosophy; University of Florida
Boychuk, Jeffery; Biomedical Sciences; Doctor of Philosophy; University of Florida
Boyd, Ashleigh Ohmes; Part-Time Adjunct Faculty; Childrens Therapy - Thompson; Master's Degree; University of Missouri
Boyd, Bailey Madison; Part-Time Adjunct Faculty; Learning Center; Doctor of Philosophy; University of Missouri
Boyd, Brandon Antoine; School of Music; Doctor of Philosophy; Florida State University
Bozynski, Chantelle Carole; Orthopaedic Surgery; Doctor of Veterinary Medicine; University of Montreal
Brabec, Benjamin; Part-Time Adjunct Faculty; Aerospace Studies
Braddock, Amy Sue; Family & Community Medicine; Doctor of Medicine; University of Missouri
Bradley, Kevin W; Plant Sciences; Doctor of Philosophy; Virginia Polytechnic Institute and State University
Bradley, Martha Marie; Part-Time Adjunct Faculty; Law; Juris Doctor; University of Missouri-Columbi
Bradley, Tara Kim; Part-Time Adjunct Faculty; Military Science
Brady, Patrick Joseph; Instructor, Adjunct; Educ, School, & Counsel Psych; Doctor of Psychology; Our Lady of the Lake University
Brake, Derek William; Animal Science; Doctor of Philosophy; Kansas State University
Bran Acevedo, Andres; Medicine-Infectious Diseases; Doctor of Medicine; Universidad Francisco Marroquin
Brand, George Robert; Management; Juris Doctor; University of Missouri School of Law
Brandeberry, Samantha Rose; Part-Time Adjunct Faculty; Student Success Center; Master of Education; University of South Alabama
Brandes, Allen; Southwest Region; Master of Science; University of Central Missouri
Brandt, Lea Cheyney; Medicine-Administration; Doctor of Philosophy; University of Missouri
Branham, Lynn Sanders; Prof, Visiting; Law; Juris Doctor; University of Chicago
Brasier, Jason Wayne; Part-Time Adjunct Faculty; TV Station; Bachelor's Degree 1; MISSOURI STATE UNIVERSITY
Braudis, Kara M; Dermatology; Doctor of Medicine; University of Missouri
Braun, David Meyer; Plant Sciences; Doctor of Philosophy; University of Missouri
Braun, Janet Marie; East Ctrl Region-Youth; Master of Arts; Southeast Missouri State University
Bravin, Daniel Allen; Orthopaedic Surgery; Doctor of Medicine; Texas Tech University Health Sciences Center
Breedlove, Linda Sue; Vice Provost for International Programs
Brekhus, Rachel L; MU Libraries; Master of Library Science; Rutgers University
Brekhus, Wayne H; Sociology; Doctor of Philosophy; Rutgers University
Brekke, Lindsay Marie; Part-Time Adjunct Faculty; Dean of College of Business; Master's Degree - 1st entry; University of Kansas
Bremer, Mark J; Instructor, Adjunct; Health Sciences Department; Master of Public Health
Brendler, Beth Monica; Info Science & Learning Tech; Doctor of Philosophy; University of Minnesota
Brengarth, Lauren Elizabeth; Management; Doctor of Philosophy; University of Missouri
Brennaman, Lisa M; Ob, Gyn & Women's Health; Doctor of Medicine; University of Missouri
Brent, Kelley Lamanda; Southeast HES; Master of Education; Drury University
Brent JR, Edward Everett; Emeritus; Sociology; Doctor of Philosophy; University of Minnesota
Breshears, Amie Lynn; West Central Region-ANR; Doctor of Education; University of Missouri
Breske, Shannon Marie; Management; Doctor of Philosophy; University of Missouri
Brewer, Brandon Paul; Psychiatry
Brickley, Ashley Mae; Part-Time Adjunct Faculty; MU Disability Center; Master of Arts; University of Northern Iowa
Bridges, Amy Leigh; Emergency Medicine; Doctor of Medicine
Bridges, Jeff A; Physical Therapy & Athl Traing; Doctor of Physical Therapy; A. T. Still University
Bridgewater, Sara Ann; West Central HES; Master of Public Health; Missouri State University
Briedwell, Teresa A; Physical Therapy & Athl Traing; AT Still University of Health Sciences
Briesacher, Sandra Lee; Instructor, Adjunct; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri
Brightwell, Jerry D; Part-Time Adjunct Faculty; Dean of Arts & Science
Brimecombe, Michelle Jennifer; School of Natural Resources; Doctor of Philosophy; Florida State University
Britenstine, Chloe Ann; Part-Time Adjunct Faculty; School of Nursing; Master of Education; Southern Illinois University E
Britt Rankin, Jo; Prof, Extns; Health Sciences Department; Doctor of Philosophy; University of Missouri
Brixey, Elizabeth K; Journalism; Master of Journalism; University of Missouri
Broadbent, Jeris Lane; MO Prevention Science Inst; Master of Social Work
Broaddus, Elisabeth Grace; English
Brock, Caroline C; Sociology
Brock, Charles Douglas; Part-Time Adjunct Faculty; Learning Center; Master of Mathematics; Ucm
Brock, Devara D; MO Prevention Science Inst; Master of Education; William Woods
Brockhaus, Susan Renee; Instructor, Adjunct; Truman School Gov & Pub Affrs
Brockman, John D; Chemistry; Doctor of Philosophy; University of Missouri
Broderick, Bernadette Michlewicz; Chemistry; Doctor of Philosophy
Brodie, Allison E; Instructor, Adjunct; Economics
Bromfield, Corinne Riedel; Prof, Ast Extns; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Florida
Brooks, Constance Moore; Health Psychology; Doctor of Philosophy; University of Missouri
Brooks, Michelle A; Part-Time Adjunct Faculty; Plant Sciences; University of Missouri
Brorsen, Kurt; Chemistry; Doctor of Philosophy; Iowa State University
Brown, Adelaide B; Lib Research & Info Svcs; Master of Library Science; University of MD- College Park
Brown, Charles R; Veterinary Pathobiology; Doctor of Philosophy; The University of Chicago
Brown, David A; West Central Region-ANR; Doctor of Philosophy; School of Agriculture and Environmental Sciences
Brown, Douglas Scott; Prof, Asoc Extns; Applied Soc Sci; Doctor of Philosophy; University of Missouri
Brown, Eric S; Sociology; Doctor of Philosophy; University of California, Berkeley
Brown, Henry Choate; Engineer, Resrch; Civil/Environmental Engr
Brown, Kevin P; Theatre; Doctor of Philosophy; University of Colorado Boulder
Brown, Kyleigh Donn; West Central HES; Master of Science; Missouri State University
Brown, Mary Elizabeth; Women's & Gender Studies; Doctor of Philosophy; University of Missouri
Brown, Michael Steven; Anesthesiology; Doctor of Medicine; University of Missouri
Brown, Pamela Jane; Biological Science; Doctor of Philosophy; The University of Georgia
Brown, Tracy; Journalism; Bachelor's Degree 1
Brownawell, Susan Elizabeth; Part-Time Adjunct Faculty; Inst for Data Sci & Informatic; Master of Science; University of Missouri
Brownfield, Mona; Family & Community Medicine; Doctor of Medicine; University of Missouri Columbia
Bruce, Tia Chantal; School of Nursing; Master of Nursing; University of Missouri-St. Louis
Bruer, Amy E; Part-Time Adjunct Faculty; Dean of Engineering; Master of Journalism; University of Missouri
Brune, David Edward; Plant Sciences; Doctor of Philosophy; University of Missouri
Brune, Olivia M; Extension Spclst; Northeast Region-Youth; Bachelor's Degree 1; University of Missouri
Bruzina, Pamela S; ZZZ-Nutrition & Exercise Physi; Doctor of Philosophy; University of Wisconsin - Madison
Bryan, Jeffrey N; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of California, Davis
Bryant, Aftan Shea; Instructor, Adjunct; Food, Nutrition & Exercise Phy; Master's Degree; Northern Illinois University
Bryda, Elizabeth A; Veterinary Pathobiology; Doctor of Philosophy; Rutgers University
Buchanan, Sarah Alix; Info Science & Learning Tech; Doctor of Philosophy; University of Texas at Austin
Buchert, Elise Kathleen; Part-Time Adjunct Faculty; Dean of Arts & Science; HS Graduate or Equivalent; Hazelwood West High School
Buchs Pemberton, Katie Lynne; Northwest HES; Master's Degree; University of Arizona
Buck, Andrew Robert; Electrical Eng & Computer Sci; Doctor of Philosophy; University of Missouri
Buckallew, Sarah Scroggs; ZZZ-Nutrition & Exercise Physi; Master of Science; University of Kansas
Buckingham, Emma; Classics Archaeology& Religion; Doctor of Philosophy; University of North Carolina at Chapel Hill
Buckner, Donal Thomas; Part-Time Adjunct Faculty; CHS Dean's Office; Specialist of Education; University of Missouri
Buckner, Eryn Paige; Part-Time Adjunct Faculty; School of Nursing; Master of Education; University of Missouri
Buckner, Velma Ann; Part-Time Adjunct Faculty; Access/Leadership Development; Master of Education; University of Missouri
Buecking, Heike; Plant Sciences; Doctor of Philosophy; University of Bremen
Buffaloe, Lucas Robert; Family & Community Medicine; Doctor of Medicine; University of Missouri
Bukoski, Alex D; Veterinary Medicine & Surgery; Doctor of Philosophy; University of Virginia
Bullett, Erin Shelton; Psychological Sciences; Doctor of Philosophy; Saint Louis University
Bullock, Linda Faye; Prof, Adjunct; School of Nursing; Doctor of Philosophy; University of Otago New Zealand
Bunton, Gatlin Edward; East Ctrl Region-ANR; Master of Science; University of Missouri
Bunyak, Filiz; Electrical Eng & Computer Sci; Doctor of Philosophy; Missouri University of Science and Technology
Burbridge, Jessica Lake; MO Prevention Science Inst; Master of Education; Stephens College
Burgett, Shianna Monique; Urban West Region-Youth; Master of Education; University of Central Missouri
Burke-Aguero, Donald Harrison; Molec Microbio & Immunology; Doctor of Philosophy; University of California - Berkeley
Burling, Amanda; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri
Burney, Jocelyn; Classics Archaeology& Religion; Doctor of Philosophy; University of North Carolina at Chapel Hill
Burnum-Looney, Anne Louise; Veterinary Pathobiology; Doctor of Veterinary Medicine
Burris, Joseph E; Physical Medicine & Rehab; Doctor of Medicine; The University of Kansas
Burton, David L; Southwest Region-Comm Dev; Master's Degree; Drury University
Burton, Marcia Alane; VP for International Programs; Master of Education; MU College of Education
Bush, Sarah L; Biological Science; Doctor of Philosophy; University of East Anglia
Bustros, Stephanie; Neurology; Doctor of Medicine
Butcher, Brandon M; Part-Time Adjunct Faculty; Dean of Journalism; Master of Arts; University of Missouri
Butcher, Clayton J; Medicine-General Internal
Butler, Justin Edward; Instructor, Adjunct; Languages and Literatures; Doctor of Philosophy; University of Minnesota
Butler, Miriam D; School of Nursing; Doctor of Nursing Practice; University of Missouri - St. Louis
Butterfield, Jeanise Marie; Emergency Medicine; Doctor of Medicine; Wayne State University School of Medicine
Buttlar, William Glen; Civil/Environmental Engr; Doctor of Philosophy; The Pennsylvania State University
Buyuk, Abdul Fettah; Orthopaedic Surgery; Doctor of Medicine
Byer, Brittney Jeanine; Veterinarian, Residnt; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine
Byers, Patrick L; Southwest Region-ANR; Master's Degree; University of Arkansas
Byrne, Michael E; School of Natural Resources; Doctor of Philosophy; Louisiana State University
Bysani, Chandrasekar; Medicine-Cardiology; Doctor of Philosophy; CDRI, Lucknow, India
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Cabrera-Garcia, Juan Carlos; MO Institute Defense & Energy; Doctor of Philosophy; University of Connecticut
Cafer, Jason Edward; Psychiatry; Doctor of Medicine
Cai, Dunpeng; Surgery-Research; Doctor of Philosophy; University of Missouri
Cai, Zhen; School of Natural Resources; Doctor of Philosophy
Cairatti, Anthony Benjamin; Mathematics; HS Graduate or Equivalent; O'Fallon Township High School
Calcutt, Michael J; Veterinary Pathobiology; Doctor of Philosophy; University of Leicester
Calhoun, Justin Scott; Prof, Ast Extns; Plant Sciences; Master of Science; Mississippi State University
Callahan, Gregory Kerry; Community Development Admin; Master of Fine Arts; California College of the Arts
Callahan, Kaitlyn Michelle; Part-Time Adjunct Faculty; Psychological Sciences; Master of Education; Ottawa University
Callahan, Zachary D; Part-Time Adjunct Faculty; Animal Science; Bachelor's Degree; University of Missouri
Calyam, Anjaneyaprasad Prabhakar; Electrical Eng & Computer Sci; Doctor of Philosophy; The Ohio State University
Cameron, Glen T; Emeritus; Journalism; Doctor of Philosophy; The University of Texas at Austin
Cameron, Velynda Jo; Southwest Region-Youth; Master of Education; Missouri State University
Campbell, Aaron; Special Education; Doctor of Philosophy; SPED
Campbell, Anita Sethi; CHS Physical Therapy; Master's Degree; Saint Louis University
Campbell, Darla Lea; Economic and Community
Campbell, Gregory Scott; Otolaryngology; Doctor of Medicine; University of South Florida College of Medicine
Campbell, Jack Griffin; Surgery-Urology; Doctor of Medicine; University of Missouri
Campbell-Motsinger, Karen LaRue; Part-Time Adjunct Faculty; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri
Campione-Barr, Nicole Marie; Psychological Sciences; Doctor of Philosophy; University of Rochester
Canada, Kelli Elizabeth; Social Work; Doctor of Philosophy; The University of Chicago
Canfield, Shannon Marie; Family & Community Medicine; Doctor of Philosophy; University of Missouri
Canine, Curt Ritchey; Emergency Medicine; Doctor of Osteopathic Medicine; Medical School
Cannaday II, Alan Bruice; Civil/Environmental Engr; Doctor of Philosophy; University of Missouri
Cannon, John F; Molec Microbio & Immunology; Doctor of Philosophy; University of Wisconsin - Madison
Capizzo, Luke William; Journalism; Doctor of Philosophy; University of Maryland
Cardonell, Bradford Lee; Anesthesiology; Doctor of Medicine; University of Kansas School of Medicine
Carlisle, Gretchen K; Resrch Scientist/Academic; Veterinary Medicine & Surgery; Doctor of Philosophy; University of Missouri
Carlson, Alyssa Helen; Economics; Doctor of Philosophy; Michigan State University
Carney, Christina Jessica; Women's & Gender Studies; Doctor of Philosophy
Carney, Paul Richard; Pediatrics-Neurology; Doctor of Medicine; University of Valparaiso
Carpenter, Rebekah Seay; CHS Physical Therapy; Doctor of Philosophy; University of Kentucky
Carr, Jeffery Alan; Instructor, Adjunct; Health Sciences Department; Master of Education; University of Missouri
Carr, Steven Benjamin; Surgery-Neurosurgery; Doctor of Medicine; RFUMS - Chicago Medical School
Carroz, Laura Lyng; Part-Time Adjunct Faculty; Biological Science; Master of Education; University of Missouri
Carson, Timothy Lynn; Honors College; Doctor of Ministry; Eden Theological Seminary
Carter, Patricia Inez; Prof, Ast Adjunct; Psychiatry; Doctor of Philosophy; University of MIssissippi
Carver, Mary Heather; Theatre; Doctor of Philosophy; The University of Texas at Austin
Casagrand, Kristina Ashley; Honors College; Bachelor's Degree; University of Missouri
Cash, Kelli Marie; School of Nursing
Cassidy, Christopher Keith; Physics; Doctor of Philosophy; School of Arts and Science
Castillo, Raul Antonio; Anesthesiology; Doctor of Medicine; Escuela Medico Militar - Mexico
Castoro, Ryan; Physical Medicine & Rehab; Doctor of Osteopathic Medicine; Oklahoma State
Castranova, Michael Chevy; Instructor, Adjunct; Journalism; Bachelor's Degree 1; Youngstown State University
Castro, Antonio Jamie; Learning Teaching & Curriculum; Doctor of Philosophy; The University of Texas Health Science Center at Houston
Center, Meghan Lee; Part-Time Adjunct Faculty; Special Education
Chabu, Chiswili Yves; Biological Science; Doctor of Philosophy
Chade, Alejandro; Med Pharmacology/Physiology; Doctor of Medicine; Universidad Nacional de Cuyo
Chadha, Rohit; Electrical Eng & Computer Sci; Doctor of Philosophy; University of Pennsylvania
Chairman, Dennis Baskaran; Medicine-Pulmonary & Environ; Doctor of Medicine; University of Illinois at Urbana-Champaign
Chakraborty, Sounak; Statistics; Doctor of Philosophy; University of Florida
Chan, Albert K; Medicine-Cardiology; Doctor of Medicine
Chanay, Sawiyyah Fernandez; Community Health; Master of Public Health; Jackson State University
Chandrasekhar, Anand; Biological Science; Doctor of Philosophy; The University of Iowa
Chang, Elizabeth Hope; Part-Time Adjunct Faculty; English; Doctor of Philosophy; University of California, Berkeley
Chang, Wai David; Otolaryngology; Doctor of Medicine; University of Kansas
Channaiah, Lakshmikantha Hallakere; ZZZ-Food Science; Doctor of Philosophy
Chapman, Michael Stewart; Biochemistry; Doctor of Philosophy; University of CA - Los Angeles
Chastain, Claud B; Prof, Adjunct; Dean of Veterinary Medicine; Doctor of Veterinary Medicine; University of Missouri
Chasteen, Cynthia C; Part-Time Adjunct Faculty; Regional Prof Development Ctr; Doctor of Philosophy; University of Missouri-STL
Chaudhary, Fizah Sajjad; Medicine Hospitalist; Doctor of Medicine
Chaudhary, Priyanka Vivek; Part-Time Adjunct Faculty; Dean of Engineering; Bachelor's Degree 1; University of Missouri
Chavez, Jordan Rae; MO Prevention Science Inst; Master of Social Work
Chen, Charles Bo; Pediatrics-Gastroenterology
Chen, Chung-Lung; Mechanical & Aerospace Engr; Doctor of Engineering; University of Colorado Boulder
Chen, Jinn Kuen; Emeritus; Mechanical & Aerospace Engr; Doctor of Philosophy; Purdue University
Chen, Naiwei; Biomed Informatics Biostat EPI; Doctor of Philosophy; Texas A&M University
Chen, Paula R; Part-Time Adjunct Faculty; Plant Sciences; Master of Science; The Ohio State University
Chen, Shi Jie; Physics; Doctor of Philosophy; University of California - San Diego
Chen, Shiyou; Surgery-Administration; Doctor of Philosophy; Nanjing Agricultural University
Chen, Zhen; Civil/Environmental Engr; Doctor of Philosophy; The University of New Mexico
Cheney, Clayton L; Anesthesiology; Doctor of Medicine; Saint Louis University Medical School
Cheng, Jianlin; Electrical Eng & Computer Sci; Doctor of Philosophy; University of California - Irvine
Chenicheri Chathoth, Navaneeth; Instructor, Adjunct; Mathematics; Master of Science; Chennai Mathematical Institute
Chester, Bryan G; Part-Time Adjunct Faculty; The Missourian; Master of Education; University of Missouri
Cheung, Steven Shing; Surgery - Vascular; Doctor of Medicine; St. George's University School of Medicine
Chhetri, Manoj; Northwest Region-ANR; Doctor of Philosophy; Kansas State University
Chicoine, Michael Robert; Surgery-Neurosurgery
Chikhladze, George; Economics; Doctor of Philosophy; University of Missouri
Chikhladze, Tabitha M; Economics; Master of Arts; Southern Illinois University
Childers, Amber Laronza; Community Development Admin; Master of Business Admin; William Woods University
Childs, Tasha Marie; Social Work; Doctor of Philosophy; University of South Carolina
Chindris, Calin Ioan; Mathematics; Doctor of Philosophy; University of Michigan
Chiocca, Ellen Marie; School of Nursing; Doctor of Philosophy; University of Missouri
Chirila, Ioan Cristian; English; Bachelor's Degree; University of Texas at Dallas
Chlapecka, Justin Lee; Plant Sciences; Doctor of Philosophy; University of Arkansas
Cho, Hyerim; Info Science & Learning Tech; Doctor of Philosophy; University of Washington
Cho, Seonghee; Applied Soc Sci; Doctor of Philosophy; University of Nevada - Las Vegas
Choi, Eun Young; Languages and Literatures; Doctor of Philosophy; University of Missouri
Choi, Hye Jeong; Health Sciences Department; Doctor of Philosophy; The Pennsylvania State University
Chole, Dana Marie; CHS Physical Therapy
Choma, Theodore John; Orthopaedic Surgery; Doctor of Medicine; Eastern Virginia Medical School
Chowdhury, Arijit; Medicine-Administration; Doctor of Medicine; Yale University School of Medicine-Danbury Hospital
Christ, Shawn Edward; Psychological Sciences; Doctor of Philosophy; Washington University
Christ, Stephen Russell; Sociology; Doctor of Philosophy; University of Missouri
Christensen, Scott Patrick; Chemical & Biomedical Eng; Doctor of Philosophy; University of Delaware
Christensen, Taylor Morales; Instructor, Adjunct; Learning Teaching & Curriculum; Specialist Degree 1; William Woods University
Christian, Mark Andrew; Campus Business & Communities; Master of Journalism; SIU - Carbondale
Christiansen, Tanya; Mathematics; Doctor of Philosophy; Massachusetts Institute of Technology
Christiansen, Teri Ellen; Statistics; Master of Science; Texas A&M University
Christianson, Scott; Management; Master's Degree; The George Washington University
Chu, Shirley; Veterinary Medicine & Surgery
Chun, Sanghun; Part-Time Adjunct Faculty; VP for International Programs
Chy, Mahafuzur Rahaman; Accountancy; Doctor of Philosophy; University of Toronto
Cirstea, Mihaela Carmen; Physical Medicine & Rehab; Doctor of Philosophy; University of Montreal
Clark, Chelsea Marie; MO Prevention Science Inst; Specialist of Education; University of Missouri
Clark, Clayton Charles; School of Nursing; Doctor of Philosophy; U of MO Kansas City
Clark, Kerry Maureen; Applied Soc Sci; Doctor of Philosophy; University of Missouri
Clarke, Andrew D; ZZZ-Food Science; Doctor of Philosophy; Colorado State University
Clarke, Emily Lydia; Veterinarian, Residnt; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Atlantic Veterinary College
Clarke, Lane L; Biomedical Sciences; Doctor of Philosophy; North Carolina State University
Clary, Kevin W; Medicine-General Internal; Doctor of Medicine; University of Missouri
Clary, Megan Leigh; Pediatrics-Gen & Ambulatory; Doctor of Medicine; University of Missouri
Claunch, Hillary Lauren; School of Nursing; Master of Nursing; Central Methodist University
Clay, Robin Blake; Part-Time Adjunct Faculty; Dean - Medical Education; Master of Education; Lincoln University
Clem, Douglas Wayne; Clinical & Diagnostic Sci; Master's Degree; University of Missouri
Clevenger, James Winston; Emergency Medicine; Doctor of Medicine
Clevenger, Thomas Eugene; Emeritus; Civil/Environmental Engr; Doctor of Philosophy; University of Missouri
Clifton, Adrian Chanel; Mizzou Academy; Doctor of Philosophy; University of Missouri-Columbia
Clingan, Jill Shannon; Learning Teaching & Curriculum; Master's Degree; Kansas State University
Clinton, Linda Marie; West Central Region-Youth; Master of Agriculture; California Polytechnic, San Luis Obispo
Coates, Joan Ripley; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri
Coburn, Meghan Rheanne; School of Nursing; Doctor of Nursing Practice; University of Missouri
Cochran, William Joseph; Geological Sciences; Doctor of Science; Virginia Tech
Cocroft, Reginald B; Biological Science; Doctor of Philosophy; Cornell University
Coffelt, Matthew Kenneth; Instructor, Adjunct; Health Sciences Department
Cofresi, Roberto Ulises; Psychological Sciences; Doctor of Philosophy; University of Texas at Austin
Coggeshall, Mark V; Part-Time Adjunct Faculty; School of Natural Resources; Doctor of Philosophy; University of Missouri
Coghill, Lyndon Michael; Veterinary Pathobiology
Cohen, Daniel Jay; Classics Archaeology& Religion; Doctor of Philosophy; University of Virginia
Cohen, Raneat; Ophthalmology; Doctor of Optometry; Indiana University
Cohen, Samuel Schlesinger; English; Doctor of Philosophy; City University of New York
Cohen, Signe M; Classics Archaeology& Religion; Doctor of Philosophy; University of Pennsylvania
Cohn, Leah Ann; Veterinary Medicine & Surgery; Doctor of Philosophy; North Carolina State University
Colaner, Colleen Michele; Communication; Doctor of Philosophy; University of Nebraska
Colbert, Stephen; Surgery-Plastic; Doctor of Medicine; University of Missouri
Cole-Neal, Cavelle Lechaim; School of Natural Resources; Master of Public Admin; Park University
Coleman, Louis Bradley; Southeast Region-Youth; Specialist of Education; University of Missouri - St. Louis
Coleman, Michael Anthony; Communication; Bachelor's Degree; University of Missouri
Coleman, William Henry; Honors College; Doctor of Philosophy; University College London
Collier, Tara Lynn; MO Prevention Science Inst; Master of Social Work; University of Missouri
Collins, Amanda Nicole; School of Music; Master of Music; Southern Methodist University
Collins, Chloe; Southwest Region-ANR; Master of Science; Missouri State University
Collins, Jonathan M; Medicine-Pulmonary & Environ
Collins, Melissa Jill; Chemical & Biomedical Eng; Doctor of Philosophy; Texas A&M University
Concannon, Marie C; MU Libraries; Master of Library Science; University of Missouri
Conklin, Carli N; Law; Juris Doctor
Conner, Christopher Thoms; Sociology; Doctor of Philosophy; University of Nevada - Las Vegas
Conrow, Heather Machelle; Northeast Region-ANR; Master of Agriculture; University of Missouri
Conway-Anderson, Ashley Christine; School of Natural Resources; Doctor of Philosophy; University of Nebraska - Lincoln
Cook, James L; Orthopaedic Surgery; Doctor of Philosophy; University of Missouri
Cook, Lauren P; Orthopaedic Surgery
Cooke, Mikayla Jane; MO Prevention Science Inst; Master of Social Work; University of Missouri
Copeland, Alison LaRue; Engagement
Copeland, Christa Beverly; Educ, School, & Counsel Psych; Master of Education; Columbia College
Corce, Gina; Campus Business & Communities; Master of Public Admin; University of Missouri
Cordones Cook, Juanamaria; Languages and Literatures; Doctor of Philosophy; The University of Kansas
Corkins, Chelsea Rose; Extension Youth; Master of Science; Virginia Tech
Corley, Frank Joseph; Honors College; Master of Science
Cormier, Bret D; Instructor, Adjunct; Ed Leadership & Pol Analysis; Doctor of Education; The University of Texas at Austin
Cornelison, Dawn D; Biological Science; Doctor of Philosophy; California Institute of Technology
Cornette, Carla; Languages and Literatures; Doctor of Philosophy; University of Wisconsin-Madison
Cornish, Peter Verle; Biochemistry; Doctor of Philosophy; Texas A&M University
Corridori, Frank Salvatore; Journalism; Bachelor's Degree; Pratt Institute
Cortese, Rene Gabriel; Pediatrics-Administration; Doctor of Philosophy; University of Bonn
Corum, Patricia Lynn; Instructor, Adjunct; Ed Leadership & Pol Analysis; Doctor of Education; University Of Missouri
Cothren, Courtney Ann; Marketing; Master of Business Admin; Stephens College
Cotner, Cynthia S; MU Libraries; University of Missouri
Cotton, Melissa Renee; Urban West HES; Master's Degree; Missouri State University
Coughenour, Jeffrey P; Surgery-Acute Care; Doctor of Medicine; University of Missouri - Kansas City
Coulombe, Jada Leigh; Part-Time Adjunct Faculty; School of Business; Bachelor's Degree 1
Courter, Jamie; Animal Science; Doctor of Philosophy; University of Nebraska Lincoln
Cowan, Nelson; Psychological Sciences; Doctor of Philosophy; University of Wisconsin
Cowgill, Libby Windred; Anthropology; Doctor of Philosophy; Washington University
Cox, Gary D; MU Libraries; Master's Degree; University Of Missouri
Cox, Gregory Charles; Health Sciences Department; Doctor of Science; Texas Tech University
Craig, Kevin; Family & Community Medicine; Doctor of Medicine; University of Texas at Houston
Craioveanu, Mihaela Oana; Instructor, Adjunct; Economics
Crane, Brynn Kayla; Part-Time Adjunct Faculty; Respiratory Therapy; Bachelor's Degree; University of Missouri
Cravens, Cynthia Elizabeth; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri Columbia
Cravens, Lesleighan Kraft; Plant Sciences; Master of Science; University of Missouri
Crawford, Emily R; Ed Leadership & Pol Analysis; Doctor of Philosophy; Penn State
Crawford, James J; ZZZ-Bioengineering; Master's Degree; University Of Florida
Crawford, Joy Katherine; Instructor, Adjunct; Educ, School, & Counsel Psych; Doctor of Philosophy; University of Washington - Seattle
Credeur, Daniel Paul; ZZZ-Nutrition & Exercise Physi; Doctor of Philosophy; Louisiana State University
Crenshaw, Benjamin Hardy; Family & Community Medicine; Doctor of Medicine; University of Tennessee
Crespy, David A; Theatre; Doctor of Philosophy; City University of New York
Criado, Adrian; Part-Time Adjunct Faculty; Aerospace Studies
Crim, Marcus Jeremy; Part-Time Adjunct Faculty; Veterinary Pathobiology; Doctor of Veterinary Medicine; Texas A&M Univ College Station
Crismon, Drew C; Instructor, Adjunct; Learning Teaching & Curriculum; Doctor of Education; Maryville University
Crist, Brett D; Orthopaedic Surgery; Doctor of Medicine; The University of Kansas
Cronk, Nikole J; Family & Community Medicine; Doctor of Philosophy; University of Missouri
Cropp, Frederick William; Journalism; Doctor of Management
Crosby, Francy Liliana; Veterinary Pathobiology; Doctor of Philosophy; University of Florida
Crosby, Marci Jennings; Animal Science; Master's Degree; University of California - Davis
Cross, David T; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri
Crouch, Dennis D; Law; Juris Doctor; The University of Chicago
Crowdis, Savannah; Veterinarian, Residnt; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Colorado State University
Crozier, Ruth E; Part-Time Adjunct Faculty; Dean of Arts & Science; Master of Public Admin; University of Missouri
Crozier II, James H; Classics Archaeology& Religion; Doctor of Philosophy; University of Missouri
Csoba DeHass, Medea Krisztina; Geography; Doctor of Philosophy; University of Alaska Fairbanks
Cui, Jiankun; Path & Anat Sci-Anatomic Path; Doctor of Medicine; Tianjin Medical University
Cui, Taixing; Med Pharmacology/Physiology; Doctor of Philosophy
Culmer, Kristofferson; Electrical Eng & Computer Sci; Master of Science; University of MO - Columbia
Cummings, Kevin James; Biomedical Sciences; Doctor of Philosophy; University of Victoria
Cummins, Jacqueline Yvette; Instructor, Adjunct; Journalism; Master of Education; University of Missouri
Cundiff, Anna Elizabeth; Family & Community Medicine
Cupp, Allison Nicole; Family & Community Medicine; Doctor of Medicine; University of Missouri
Curry, Randy D; Professor; Electrical Eng & Computer Sci; Doctor of Philosophy; University of Saint Andrews
Curs, Bradley R; Ed Leadership & Pol Analysis; Doctor of Philosophy; University of Oregon
Curtis, Ashley; Part-Time Adjunct Faculty; Psychological Sciences; Doctor of Philosophy; York University
Cutkosky, Steven Dale; Mathematics; Doctor of Philosophy; Brandeis University
Cutler, Keven Odell; Emergency Medicine; Doctor of Medicine; Ross University School of Medicine
Czerney, Keith Robert; Accountancy; Doctor of Business Admin; University of Illinois Urbana-Champaign
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D
Dade, Alice Katharine; School of Music; Master of Arts; The Juilliard School
Danborn, Caitlin Rose; Part-Time Adjunct Faculty; Learning Center; HS Graduate or Equivalent; Arvada West High School
Dandachi, Dima; Medicine-Infectious Diseases; Doctor of Medicine
Daniels, Mark Allen; Molec Microbio & Immunology; Doctor of Philosophy; University of Minnesota
Daniggelis, Christopher Stephen; School of Visual Studies; Master of Fine Arts; The Ohio State University
Danila, Cristina Ileana; Medicine-Cardiology; Doctor of Medicine
Dannecker, Erin A; Physical Therapy & Athl Traing; Doctor of Philosophy; University of Florida
Darby, Fleur Louise; Asoc Director; Teaching for Learning Center; Master of Arts
Dark, Katelin Virginia; Veterinarian, Residnt; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Purdue University
Darr, Andrew Michael; Instructor, Adjunct; School of Visual Studies; Doctor of Philosophy; University of Missouri Columbi
Darr, Charles Matthew; Chemical & Biomedical Eng; Doctor of Philosophy; University of Missouri
Darr, Kathryn Murphy; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine
Darrough, Alexis; Instructor, Adjunct; Learning Teaching & Curriculum; Master of Education; University of Missouri
Dashek, Maria Kay; Veterinary Pathobiology; Doctor of Veterinary Medicine; University of Wisconsin-Madison
Dashek, Ryan; Nutrition & Exercise Phys-MED; Doctor of Veterinary Medicine; University of Wisconsin - Madison
Datta, Rankeya; Mathematics; Doctor of Philosophy; University of Michigan
Datta, Sudip; Finance; Doctor of Philosophy; SUNY Binghamton
Daubert, Christopher Ralph; ZZZ-Food Science; Doctor of Philosophy; Michigan State University
Davenport, Heather Jocelyn; Instructor, Adjunct; Public Health
David, John Dewood; Biological Science; Doctor of Philosophy; Vanderbilt University
Davidson, Ashleigh; Southwest Region-Youth; Master of Education; University
Davis, Curt H; Electrical Eng & Computer Sci; Doctor of Philosophy; The University of Kansas
Davis, Daniel John; Veterinary Pathobiology; Doctor of Philosophy; University of Missouri
Davis, Geetha Kancherla; Ophthalmology; Doctor of Medicine
Davis, Michael John; Med Pharmacology/Physiology; Doctor of Philosophy; University of Nebraska Medical Center
Davis, Michael Patrick; ZZZ-Bioengineering; Doctor of Philosophy; Univeristy of MO-Columbia
Davis, Morgan Patrick; School of Natural Resources; Doctor of Philosophy; Iowa State University
Davis, Rae Diana; Prof, Ast Teach; College of Nursing; Doctor of Nursing Practice; Univeristy of Missouri
Davis, Ryan M; Radiology; Doctor of Medicine; Northeastern Ohio Medical University
Day, Jamie; Special Education; Doctor of Philosophy
Day, Kelsey Nichole; School of Nursing; Bachelor's Degree
Day, Margaret Ann; Family & Community Medicine; Doctor of Medicine; University of Missouri
DeCastro, Felise Renee; Learning Teaching & Curriculum; Bachelor's Degree
DeCourcey, Michelle Athena; Veterinary Pathobiology; Doctor of Veterinary Medicine; Washington State University
DeFigueiredo, Paul; Molec Microbio & Immunology; Doctor of Philosophy; Cornell
DeFroda, Eliza Lamin; Surgery-Urology
DeFroda, Steven Frank; Orthopaedic Surgery
DeLano IV, Richard Marshall; Ophthalmology; Doctor of Optometry
DeSouza, Guilherme Nelson; Electrical Eng & Computer Sci; Doctor of Philosophy; Purdue University
DeSouza, Luiza Queiroz; Mathematics; Master's Degree; Purdue University
Deakyne, Carol A; Emeritus; Chemistry; Doctor of Philosophy; Princeton University
Dean II, Richard A; Part-Time Adjunct Faculty; Naval Science
Deaver, Karla J; Animal Science; Master of Science; University of Missouri-Columbi
Decker, Jared Egan; Animal Science; Doctor of Philosophy; University of Missouri
Deeken, Katherine; East Central HES; Master of Arts; St. Louis University
Deering, Annette E; Northwest Region-Youth; Master of Science; University of Arkansas
Deering, Shawn W; Animal Science
Deevers, Avery; Specialist; Applied Soc Sci; Master's Degree - 1st entry; University
Degler, Shawn; Anesthesiology; Doctor of Medicine; University of Missouri Columbia School of Medicine
Delaney, Lauren Elizabeth; Part-Time Adjunct Faculty; Veterinary Diagnostic Laborato; Doctor of Veterinary Medicine; University of Missouri
Delano, Taia Diane; Ophthalmology; Doctor of Optometry; Illinois College of Optometry
Della Rocca, Gregory; Orthopaedic Surgery; Doctor of Medicine; Duke University School of Medicine
Deming, Philip Estill; Statistics; Doctor of Philosophy; University of Missouri
Deng, Baolin; Civil/Environmental Engr; Doctor of Philosophy; Johns Hopkins University
Denkler, Sarah R; Southeast Region; Master's Degree; University of Missouri
Denney, Sherry Louann; Learning Teaching & Curriculum; Doctor of Education; Saint Louis University
Depietro, Regina Heyl; Family & Community Medicine; Doctor of Medicine; SUNY Stony Brook
Desouza, Thiago Queiroz; Emergency Medicine; Bachelor's Degree
Dessain, Alicia Gabrielle; Path & Anat Sci-Anatomic Path; Doctor of Medicine; Universite Catholique de Louvain
Dessem, Ralph L; Emeritus; Law; Juris Doctor; Harvard University
Detmer, Melissa Catherine; MO Prevention Science Inst; Master of Science; Capella University
Deutscher, Susan L; Part-Time Adjunct Faculty; Biochemistry; Doctor of Philosophy; Saint Louis University
Dev, Rushabh Prakash; Surgery-Acute Care; Doctor of Medicine; Texas Tech University Health Sciences Center School of Medicine
Devaney, Mike; Emeritus; Electrical Eng & Computer Sci; Doctor of Philosophy; University of Missouri
Dewein, Kendall; MO Prevention Science Inst; Master of Social Work
Dey, Daniel C; Part-Time Adjunct Faculty; School of Natural Resources; Doctor of Philosophy; University of Missouri
Dhakal, Dhruba; Extension and Engagement; Doctor of Philosophy; University of Wyoming
Dhillon, Jaapna; Nutrition & Exercise Phys-MED; Doctor of Philosophy; Purdue University
DiVico, Janna; Intern Veterinarian; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Cornell University CVM
Diamond, Rand J; Prof, Adjunct; Law; Juris Doctor; Fordham University
Dickerson, Shanon Marie; Prgm Director; CAFNR Academic Programs; Master of Arts; Northern Illinois University
Dickey, Frances; English; Doctor of Philosophy; Johns Hopkins University
Dickson, Christine N; Part-Time Adjunct Faculty; Career Center
Dickson, Gordon Sentell; Journalism; Bachelor's Degree; New Mexico State University
Diedrich, Sara Jane; Part-Time Adjunct Faculty; Dean of College of Business; Bachelor's Degree 1; Iowa State University
Diem, Sarah L; Ed Leadership & Pol Analysis; Doctor of Philosophy; The University of Texas at Austin
Dills, Jennifer A; Instructor, Adjunct; Public Health; Master of Public Health; University of Missouri
Ding, Shinghua; Chemical & Biomedical Eng; Doctor of Philosophy; Binghampton University, The State University of New York
Dirkes, Rebecca Kay; Instructor, Adjunct; Food, Nutrition & Exercise Phy; Doctor of Philosophy; University of Missouri
Dixit, Vaidehi; Fellow, Post Doctoral; Statistics; Doctor of Philosophy; North Carolina State Universit
Dobbs, Christopher Steven; Part-Time Adjunct Faculty; Learning Center; Doctor of Philosophy; University of Missouri
Dodam, John R; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; The Ohio State University
Dodd, Danielle Beatrice; Law; Juris Doctor
Dohrmann, Mary L; Medicine; Doctor of Medicine; University of Missouri
Domeier, Timothy L; Med Pharmacology/Physiology; Doctor of Philosophy; Yale University
Doner, Alyssa S; Part-Time Adjunct Faculty; Veterinary Medicine & Surgery; Bachelor's Degree; University of Missouri
Donnelly, Lindsay Lee; Part-Time Adjunct Faculty; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri
Dooley, Laura Marie; Otolaryngology; Doctor of Medicine; University of Missouri
Doosing, Emily Jewel; Southeast Region-Youth; Master of Arts; University of Missouri
Dorigan, Michael Paul; Finance; Doctor of Philosophy; Univ. of Missouri
Dornbusch, Josephine Ann; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Florida
Dorner, Lisa Marie; Ed Leadership & Pol Analysis; Doctor of Philosophy; Northwestern University
Dorsey, Michaelle E; Lib Spec Collectn & Archives
Doster, Lisa Gayle; Community Development Admin; Master of Business Admin; William Woods University
Dostoglou, Stamatis; Mathematics; Doctor of Philosophy; University of Warwick
Dothage, Deana Ann; Community Development Admin; Master of Public Admin; University of Missouri - Colum
Dotson, Wesley Howard; Part-Time Adjunct Faculty; Thompson Center; Doctor of Philosophy; University of Kansas
Doty, Randa Elise; Community Development Admin; Master of Science; Northwest Missouri State Univ.
Doubledee, Micah; Southwest Region-ANR; Master of Science; University of Arkansas
Dougherty, Debbie S; Communication; Doctor of Philosophy; University of Nebraska - Lincoln
Douglas, Kelly Marie; Emergency Medicine; Doctor of Medicine
Dow, Jay K; Truman School Gov & Pub Affrs; Doctor of Philosophy; The University of Texas at Austin
Downer, Natalie Lorraine; Biological Science; Doctor of Philosophy; University of Missouri
Downey, Ross Adam; Part-Time Adjunct Faculty; Military Science
Downing, Stephen; Management; Doctor of Philosophy; National Chiao Tung University
Draper, Jack A; Languages and Literatures; Doctor of Philosophy; Duke University
Drayton, Ava Lydia; Part-Time Adjunct Faculty; Honors College; Master of Science; DePaul University
Driver, John Patrick; Animal Science
Drury, A Cooper; Truman School Gov & Pub Affrs; Doctor of Philosophy; Arizona State University
Drury, Julie Lynne; Part-Time Adjunct Faculty; Dean of Students Admin; Master of Arts; University of Mississippi
Drymalski, Mark W; Physical Medicine & Rehab; Doctor of Medicine; University of South Dakota - Sanford School of Medicine
Du, Xiangwei; Veterinary Pathobiology; Doctor of Philosophy; Chinese Academy of Science
DuPont, Allison; Veterinarian, Residnt; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine
Duan, Dongsheng; Molec Microbio & Immunology; Doctor of Philosophy; University of Pennsylvania
Duan, Ye; Part-Time Adjunct Faculty; Electrical Eng & Computer Sci; Doctor of Philosophy; Stony Brook University, The State University of New York
Ducharme, Alison Jo; Part-Time Adjunct Faculty; Thompson Center; Master of Education; University of Missouri
Duckworth, Rylee Shawn; Emergency Medicine; Doctor of Medicine; University of Missouri
Dudenhoffer, Cynthia Marie; Info Science & Learning Tech
Duffy, Margaret E; Journalism; Doctor of Philosophy; The University of Iowa
Duggan, Arren Inge; Instructor, Adjunct; Learning Teaching & Curriculum
Dumas, Andrew Glynn; Part-Time Adjunct Faculty; Dean of Journalism; Bachelor's Degree; University of Missouri
Duncan, Kathleen Anne; Journalism; Master's Degree; Boston University
Dunkley, Daive Anthony; Black Studies; Doctor of Philosophy; University of Warwick
Dunn, Michael Wayne; Part-Time Adjunct Faculty; FM Station; Doctor of Philosophy; The University of Mississippi
Dunn, Winifred; Prof, Adjunct; Occupational Therapy; Doctor of Philosophy; University of Kansas
Duran, Carrie Lynne; Part-Time Adjunct Faculty; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Colorado State University
Durante, William; Med Pharmacology/Physiology; Doctor of Philosophy; University of Toronto
Durbak, Amanda Rita; Biological Science; Doctor of Philosophy; The University of Arizona
Duren, Dana Leigh; Orthopaedic Surgery; Doctor of Philosophy; Kent State University
Durie, Clarissa; Biochemistry; Doctor of Philosophy; University of Alabama at Birmingham
Durkin, Ila Danielle; Psychiatry; Doctor of Medicine
Dwarica, Denicia Shane; Ob, Gyn & Women's Health; Doctor of Medicine; Mayo Medical School
Dyer, Carla Alexander; Medicine Hospitalist; Doctor of Medicine; University of Missouri
Dyer, Jonathan Alden; Dermatology; Doctor of Medicine
Dysart, Janice Louise; MU Libraries; Master of Library Science; University of Missouri
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E
Early, Elizabeth Kay; Otolaryngology; Doctor of Medicine; Univesisty of MO Columbia
Early, Kellie Rose; Law; Juris Doctor; Law
Earney, Timothy Patrick; Instructor, Adjunct; Civil/Environmental Engr; Master of Science; Univ. of Missouri - Columbia
Easley Marshall, Elizabeth Price; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri
Easter, Matthew Adam; Educ, School, & Counsel Psych; Doctor of Philosophy; University of Missouri
Easter, Ollie Danielle; Social Work; Master of Social Work; University of Missouri
Eaton, Lynn Margaret; Instructor, Adjunct; Food, Nutrition & Exercise Phy; Bachelor's Degree; University of Missouri
Ebada, Mohamed Ahmed; Radiology; Doctor of Medicine
Eberhardt, Jason Michael; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Colorado State University
Echelmeyer, David W; Part-Time Adjunct Faculty; MO Orthopaedic Institute Therapies; Master's Degree; Rockhurst University
Eck, Daniel Wilbur; American Archaeology; Juris Doctor; Indiana University School of Law
Edara, Praveen Kumar; Civil/Environmental Engr; Doctor of Philosophy; Virginia Polytechnic Institute and State University
Edge, Jon Mitchell; Part-Time Adjunct Faculty; CHS Student Services; Doctor of Philosophy; Auburn University
Edgerson, Kara Nicole; Journalism
Edholm, Christina Lee; Plant Sciences; Specialist of Education; UNIVERSITY OF MISSOURI
Edidin, Dan S; Mathematics; Doctor of Philosophy; Massachusetts Institute of Technology
Edmiston, Kelly D; Instructor, Adjunct; Economics; Doctor of Philosophy; University of Tennessee
Edwards, Allen Curtis; Instructor, Adjunct; Multidisciplinary Programs; Master of Arts; University of Missouri
Edwards, Anika Rahshay; Health Sciences Department; Master of Nursing; Saint Louis University
Edwards, Charles F; Anesthesiology; Doctor of Medicine; American University
Edwards, Jason Legronde; Part-Time Adjunct Faculty; Counseling Services; Master of Business Admin; University of Michigan
Edwards, Michael Graham; Instructor, Adjunct; Supply Chain Mgmt & Analytics; Master of Business Admin; UNIVERSITY OF MISSOURI-COLUMBI
Edwards, Steven Michael; Psychiatry; Doctor of Philosophy; university of nebraska
Edwards, Wilson Barry; Biochemistry; Doctor of Philosophy; Washignton University
Edwardson, Kasey Renee; Instructor, Adjunct; Clinical & Diagnostic Sci
Eggerman, Jamie; Southwest HES; Master's Degree - 1st entry
Ehmke, Jeffrey Scott; Emergency Medicine
Ehret, Adielle Nichole; Prgm Director; MO Prevention Science Inst; Master of Arts; University of Missouri - Kansa
Eiffert, Kristin Carlson; Instructor, Adjunct; Food, Nutrition & Exercise Phy; Doctor of Philosophy; University of California Davis
Eisenstein, Kimberly Anne; Dermatology-Derm; Doctor of Medicine; Saint Louis University
El Kady, Rasha Mahmoud; Part-Time Adjunct Faculty; Psychiatry; Doctor of Medicine
El-Halabi, Issam Mohamad; Pediatrics-Gastroenterology; Doctor of Medicine; University of Jordan
Elbanan, Mohamed; Radiology; Doctor of Medicine
Elder, Rusty Dale; Part-Time Adjunct Faculty; Dean of Engineering; Master of Arts; University of Missouri - Colum
Eldridge Houser, Jennifer Lynn; Northeast Region-Health; Doctor of Philosophy; University of Iowa
Elemam, Hesham Mohamed; Civil/Environmental Engr; Doctor of Philosophy; University of Missouri
Elkeeb, Ahmed Mohamed; Ophthalmology; Doctor of Medicine
Elliott, Grant P; Geography; Doctor of Philosophy; University of Minnesota
Ellis, Charles E; ZZZ-Bioengineering
Ellis-Kalton, Carrie; Psychological Sciences; Doctor of Philosophy; College of Education
Elman, Julie Passanante; Women's & Gender Studies; Doctor of Philosophy; The George Washington University
Elom, Hilary; Medicine Hospitalist; Doctor of Medicine; Ebonyi State University College of Health Sciences, Nigeria
Elrod, Noel; Psychological Sciences; Doctor of Philosophy; Saint Louis University
Elsen, Carrie Beth; Northeast HES; Master's Degree; University of Missouri
Elsik, Christine G; Animal Science
Elwood, Vera Haynes; Health & Specialized Libs; Master of Library Science; Emporia State University
Embree, Alexandra Withrow; Part-Time Adjunct Faculty; Student Financial Aid; Master of Education; University of Missouri
Emerson, Abigail Kilpatric; Medicine-General Internal; Doctor of Medicine; University of Missouri
Emerson, Jane Anne; Physical Medicine & Rehab
Emmett, Shelby Terrill; Pediatrics-Hospitalist; Doctor of Medicine; University of Missouri
Endersby, James W; Truman School Gov & Pub Affrs; Doctor of Philosophy; The University of Texas at Austin
Engel, Thomas G; Electrical Eng & Computer Sci; Doctor of Philosophy; Texas Tech University
England-Biggs, Laura Elizabeth; Part-Time Adjunct Faculty; Info Science & Learning Tech; Master of Arts; University of Missouri
English, David M; Law; Juris Doctor; Northwestern University
Enriquez, Maithe; Prof, Adjunct; School of Nursing; Doctor of Philosophy; University of Missouri - Kansas City
Ensrud, Erik Richard; Neurology
Ericsson, Aaron C; Veterinary Pathobiology; Doctor of Philosophy; University of Missouri
Ersoy, Ilker; Inst for Data Sci & Informatic; Doctor of Philosophy; University of Missouri
Erwin, Zachary L; Northeast Region-ANR; Master's Degree; Northwest Missouri State Unive
Escudero, Carolina; Part-Time Adjunct Faculty; Dean of Journalism; Master's Degree; University Schuman
Esebua, Magda; Path & Anat Sci-Anatomic Path; Doctor of Medicine; Tbilisi State Medical University
Eskridge, Bernard R; Pediatrics; Doctor of Medicine; University of Louisville
Essing, Anne Kathleen; Marketing; Master's Degree; Stephens College
Estes, Brandi Dawn; Part-Time Adjunct Faculty; Learning Center; Master of Education; University of Missouri - St. L
Estes, Max; Instructor, Adjunct; School of Visual Studies; Master of Fine Arts; University of Wisconsin
Estrada Orue, David Antonio; Journalism; Master of Arts; University of Missouri
Estrapala, Sara Lee; Special Education; Doctor of Philosophy; University of Iowa
Etter, Ian Saul; School of Visual Studies; Master of Fine Arts; University of Iowa
Eubanks, Gail Lynn; Instructor, Adjunct; Info Science & Learning Tech; Specialist of Education; University of Missouri
Evans, Laura Ann; Northwest Region-Youth; Master of Education; Northwest Missouri State Unive
Evans, Timothy; Veterinary Pathobiology; Doctor of Philosophy; University of Missouri
Evelev, John O; English; Doctor of Philosophy; Duke University
Evenski, Andrea J; Orthopaedic Surgery; Doctor of Medicine; East Carolina University
Everett, Kevin Dale; Family & Community Medicine; Doctor of Philosophy; Louisiana State University
Ewing, Mackenzie Christine; Part-Time Adjunct Faculty; Plant Sciences; Master of Business Admin; William Woods University
Eziolisa, Obianuju; Emergency Medicine; Doctor of Osteopathic Medicine
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F
FORAKER, RANDI; Part-Time Adjunct Faculty; Biomed Informatics Biostat EPI
Fackler, Ayca; Learning Teaching & Curriculum; Doctor of Philosophy; University of Georgia
Faheem, Mehwish; Fellow, Post Doctoral; Biological Science; Doctor of Philosophy
Faizan, Rabia; Architectural Studies; Doctor of Philosophy; Michigan State University
Fales, Roger C; Mechanical & Aerospace Engr; Doctor of Philosophy; Iowa State University
Fallon, Rebecca M; Part-Time Adjunct Faculty; Truman School Gov & Pub Affrs; Bachelor's Degree 1
Fandrey, Katherine Rose; CHS Physical Therapy; Doctor of Physical Therapy; University of Minnesota
Fang, Yujiang; Part-Time Adjunct Faculty; Surgery-Surgical Oncology; Doctor of Medicine; Pekin Union Medical College
Fanning, Kim Colleen; School of Nursing; Master's Degree; University of Missouri
Farid, Reza S; Physical Medicine & Rehab; Doctor of Medicine; Indiana University
Farmer, Hannah Nicole; Physical Medicine & Rehab
Farmer, Ryan Neal; Anesthesiology; Doctor of Medicine; University of Kanas School of Medicine
Farnen, Eleanor Vaughan; Instructor, Adjunct; Journalism; Master's Degree - 1st entry; University of Missouri
Farrell, Erin Elizabeth; Veterinarian, Residnt; Veterinary Diagnostic Laborato; Doctor of Veterinary Medicine
Fay, William Philip; Medicine-Cardiology; Doctor of Medicine; University of Illinois
Feiner, Adam John; Prof, Ast Visiting; Journalism; Bachelor's Degree; Western Illinois University
Feistman, Richard E; Instructor, Adjunct; Human Devl & Family Science; Doctor of Philosophy; University of Missouri
Fejzula, Merve; History; Doctor of Philosophy; University of Cambridge
Feldhaus, Jacob Michael; Radiology; Doctor of Medicine; University of Missouri School of Medicine
Felice, Hilary Anna; Orthopaedic Surgery; Doctor of Medicine; University of Toronto
Fellabaum-Toston, Jennifer Melissa; Ed Leadership & Pol Analysis; Doctor of Philosophy; University of Missouri
Felling, Kyle B; Part-Time Adjunct Faculty; FM Station
Felten, Melinda Kathleen; Instructor, Adjunct; Special Education; Specialist of Education
Feng, Zaichun Frank; Mechanical & Aerospace Engr; Doctor of Philosophy; University of Minnesota
Fenton, Rebbecca Irene; Health Sciences Department; Doctor of Philosophy; Logan University
Fergus, Devin; History; Doctor of Philosophy; Columbia
Ferguson, Bradley J; Neurology; Doctor of Philosophy; University of Missouri
Ferguson, Denice Renee; Northwest Region-ANR; Master of Mngmt Infor Systems; Missouri Western State University
Ferguson, Jeffrey John; School of Natural Resources; Doctor of Philosophy; University of Illinois at Urbana-Champaign
Ferguson, Jeffrey R; Anthropology; Doctor of Philosophy; University of Colorado Boulder
Ferguson, Jonathan Keith; Instructor, Adjunct; Educ, School, & Counsel Psych; Doctor of Philosophy; University of Missouri
Ferguson, Nkanyezi Ngwenyama; Dermatology-Derm; Doctor of Medicine; University of Missouri
Ferguson, Shannon A; Part-Time Adjunct Faculty; Accountancy; Master's Degree; University of Missouri
Fernandez, Kristen Lynn; Dermatology; Doctor of Medicine; The University of Tennessee
Fernandez, Tricia Ann; Ophthalmology; Doctor of Medicine; Wayne State University School of Medicine
Ferrieri, Richard; Chemistry; Doctor of Philosophy; Texas A&M University
Feygelman, Anna Boone; Occupational Therapy; Doctor of Philosophy; Washington University in St. Louis
Fiala, Kyle C; Orthopaedic Surgery; Doctor of Medicine; Kent State University College of Podiatric Medicine
Ficker, Whitney Diane; Emergency Medicine; Doctor of Medicine
Fidalgo, Maria Marta; Civil/Environmental Engr; Doctor of Philosophy; Rice University
Figueroa, Alejandro Jose; Anthropology; Doctor of Philosophy; Southern Methodist University
Filbert, Brent Gorscuch; Law; Juris Doctor; UMKC
Finke, Deborah L; Plant Sciences; Doctor of Philosophy; University of Maryland
Finkel, Claire Elizabeth; Physical Medicine & Rehab
Finley, Stephen; Northwest Region-Youth; Master of Science; Northwest Missouri State University
Fischer, David Christopher; Finance; Master of Business Admin; Indiana University
Fischer, James D; Electrical Eng & Computer Sci; Master's Degree; California Polytechnic State University
Fischer, Joseph Patrick; Dean of Agriculture; Juris Doctor; University of Missouri
Fischer, Leslie Elisabeth; East Ctrl Region-B&I; Master's Degree
Fischer, Monika; Languages and Literatures; Doctor of Philosophy; University of Oregon
Fisher, Jennifer Christine; Prof, Asoc Teach; Dept of Art & Design; Doctor of Philosophy; University of Missouri St. Louis
Fisher, Mary; Medicine-Cardiology; Doctor of Osteopathic Medicine; Kansas City University
Fisher, Robert B; Anesthesiology
Fisher-McLean, Kandace Lenae; Prof, Asoc Extns; Architectural Studies; Doctor of Philosophy; University of Missouri
Fishman Weaver, Kathryn Eva; Learning Teaching & Curriculum; Doctor of Education; University of Missouri
Fitch, Dale Kent; Social Work; Doctor of Philosophy; The University of Texas at Arlington
Fitzgerald, Austin Colter; Part-Time Adjunct Faculty; Reynolds Journalism Institute; Bachelor's Degree; University of Missouri
Fitzgerald, Constance Marie; Architectural Studies; Bachelor's Degree; University of Missouri
Flaherty, Kevin Vincent; Path & Anat Sci - Anatomy
Flanary, Wayne Edwin; Northwest Region-ANR; Master's Degree; University of Missouri
Fleming, Zachary Paul; Emergency Medicine; DXPF1.Bachelor of Science; University of Missouri-Columbia
Fleshman, Brady Asa; Family & Community Medicine; Doctor of Medicine; University of Missouri
Fletcher, Robert Stephen; History; Doctor of Philosophy; University of Oxford
Flink, James Duncan; Journalism; Master of Arts; University of Missouri
Flink, Jamie Bono; Journalism
Flint-Garcia, Sherry; Part-Time Adjunct Faculty; Plant Sciences; Doctor of Philosophy; University of Missouri
Flores, Lisa Y; Psychological Sciences; Doctor of Philosophy; University of Missouri
Florio, Karen Lynn; Ob, Gyn & Women's Health; Doctor of Osteopathic Medicine; NYCOM
Floyd, Chase Alan; Plant Sciences; Doctor of Philosophy; University of Arkansas
Flynn, Tara E; Emergency Medicine; Doctor of Medicine; University of Missouri
Flynn Peters, Kristin Joan; Health Sciences Department; Doctor of Philosophy; Northwestern University
Folescu, Marina Radiana; Philosophy; Doctor of Philosophy; University of Southern California
Foley, Jennifer Elizabeth; Instructor, Adjunct; Clinical & Diagnostic Sci
Foley, Tranna Elizabeth; Instructor, Adjunct; Learning Teaching & Curriculum; Master of Education; University of Missouri - Colum
Folk, William; Agriculture Biochemistry; Doctor of Philosophy; Stanford University
Fomera, Samantha; Urban East Region-Youth; Master of Arts; Graduate Work - GPIDEA, University of Missouri - Columbia
Fondahn, Emily; Medicine Hospitalist; Doctor of Medicine
Foote, Christopher Andrew; Med Pharmacology/Physiology; Doctor of Philosophy; University of Missouri
Ford, Tonya T; Management; Master of Business Administration; University of Missouri
Forgacs, Gabor; Emeritus; Physics; Doctor of Philosophy; Roland Eotvos University
Foster, Krystal Rose; Family & Community Medicine; Doctor of Medicine
Foster, Priscilla D; Part-Time Adjunct Faculty; Veterinary Medicine & Surgery; Associate Degree 1; Maple Woods Community College
Foster, Raymond T; Ob, Gyn & Women's Health; Doctor of Medicine; University of Missouri
Foulkes, Matthew Walton; Geography; Doctor of Philosophy; University of Illinois
Fowler, Lindsay; English; Doctor of Philosophy
Fox, Derek Bradford; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Michigan State University
Fox, Mikayla Hope; Extension Youth; Master of Agriculture; University of Missouri
Fox, Neil Ian; School of Natural Resources; Doctor of Philosophy; University of Salford
Fram, Kelli Jean; Instructor, Adjunct; Marketing; Master of Business Admin; Northeastern State University
Francis, Audrey Barbara; Part-Time Adjunct Faculty; Honors College; Master of Education; University of Missouri St. Lou
Francis, Mark David; School of Nursing; Master of Science; Pittsburg State University
Francisco, Benjamin David; Pediatrics-Pulmonary; Doctor of Philosophy; University of Missouri
Franco, Mary Jean; Instructor, Adjunct; Learning Teaching & Curriculum; Doctor of Philosophy; University of Missouri
Frank, Jerritt J; History; Doctor of Social Science; The University of Kansas
Frank, Logan Anthony; Radiology; Doctor of Medicine; University of Missouri
Franklin, Craig Lawrence; Veterinary Pathobiology; Doctor of Philosophy; University of Missouri
Franklin, Tama Lynn; Ob, Gyn & Women's Health; Doctor of Medicine; University of Missouri
Franz, Alexander W; Veterinary Pathobiology; Doctor of Philosophy; Kiel University, Germany
Franzel, Sean B; Languages and Literatures; Doctor of Philosophy; Cornell University
Franzese, Christine Blanche; Otolaryngology; Doctor of Medicine; The State University of New York Upstate Medical Center
Frappier, Brian Lee; Part-Time Adjunct Faculty; Biomedical Sciences; Doctor of Veterinary Medicine; Michigan State University
Frasher, Laurie Elaine; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Missouri
Fraunfelder, Frederick Web; Ophthalmology; Doctor of Medicine; Oregon Health and Science University
Frazer, Kevin G; Family & Community Medicine; Doctor of Medicine; University of Missouri
Frazier, Shellaine R; Pathology and Anatomical Sci; Doctor of Osteopathic Medicine; AT Still University of Health Sciences
Freeburger, Alexander; West Central HES; Master of Science; Missouri State University
Freelin, Tammy Lee; Social Work; Master's Degree; University of Missouri
Freeman, Seth C; Family & Community Medicine
French, Brandi Rose; Neurology; Doctor of Medicine; The University of Kansas
Freund, Stefan R; School of Music; Doctor of Musical Arts; Eastman School of Music
Frey, Andrew J; Social Work; Doctor of Philosophy; University of Denver
Frey, Scott Harold; Psychological Sciences; Doctor of Philosophy; Cornell University
Freyermuth, Robert W; Law; Juris Doctor; Duke University
Freyermuth, Sharyn K; Agriculture Biochemistry; Doctor of Philosophy; Duke University
Frick, Lisa Sue; Instructor, Adjunct; Journalism
Fried, Gabriel W; English; Master of Fine Arts; Columbia University
Friedrich, Laura Anne; Part-Time Adjunct Faculty; CAFNR Academic Programs; Master's Degree; University of Missouri
Frierdich, Matthew; Truman School Gov & Pub Affrs; Master of Arts; Arts and Sciences
Fritsche, Kevin L; Emeritus; Food, Nutrition & Exercise Phy; Doctor of Philosophy; University Of Illinois Urbana
Fritschi, Felix Beat; Plant Sciences; Doctor of Philosophy; University of California - Davis
Fritz, Dana R; Speech Lang & Hearing Sci; Doctor of Philosophy; University of Missouri
Froeliger PhD, Brett; Psychiatry; Doctor of Philosophy; Southern Illinois University Carbondale
Froes de Borja Reis, Andre; Plant Sciences; Doctor of Philosophy; University of SÃO Paulo
Froese, Michelle M; Part-Time Adjunct Faculty; Dean of Students Admin; Doctor of Philosophy; University of Missouri
Frogge, Elizabeth Marie; Journalism; Bachelor's Degree; University of Missouri
Frohne, Jennifer Elizabeth; Health Psychology; Doctor of Philosophy
Fruend, Jennifer Ruth; School of Natural Resources; Doctor of Philosophy; UM-St. Louis
Frymire, John M; History; Doctor of Philosophy; The University of Arizona
Fuenfhausen, John Scott; Instructor, Adjunct; Journalism; Master of Business Administration; Fontbonne University
Fuentes, Diana Rebecca; Journalism; Master of Arts; Texas State University
Fulcher, Christopher; Emeritus; Ext Cares; Doctor of Philosophy; University of Missouri
Fuller, John Charles; Southeast HES; Master's Degree; University of Missouri
Fuller, Kelsey Leanna; Part-Time Adjunct Faculty; Animal Science; Master of Science; University of Missouri
Funk, Gwenlyn; Northwest Region-ANR; Specialist of Education; NWMSU
Furrer, Jason Lawrence; Molec Microbio & Immunology; Doctor of Philosophy; University of Missouri
Furrer, Jennifer Lee; School of Nursing; Master of Science
Fusinatto, Jenna Rae; Part-Time Adjunct Faculty; School of Natural Resources; Master of Education; University of Missouri
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G
Gable, Sara E; ZZZ-Nutrition & Exercise Physi; Doctor of Philosophy; The Pennsylvania State University
Gahl, John Michel; Electrical Eng & Computer Sci; Doctor of Philosophy; Texas Tech University
Gaines, Julia R; School of Music; Doctor of Musical Arts; The University of Oklahoma
Gajera, Milan Amrutlal; Medicine Hospitalist
Galen, Jeff A; Clinical & Diagnostic Sci; Master of Education; University of Missouri
Galicia, Ana Karen; Part-Time Adjunct Faculty; Academic Dean; Master of Education; University of Nevada - Las Vegas
Gallazzi, Fabio; Chemistry; Doctor of Philosophy; University of Milan
Galloway, Myra Elizabeth; School of Nursing; Bachelor's Degree; University of Missouri
Galloway, Tabitha Lynn; Otolaryngology; Doctor of Medicine
Gamage, David; Law; Juris Doctor; Yale Law School
Gangopadhyay, Shubhra; Emeritus; Electrical Eng & Computer Sci; Doctor of Philosophy; Indian Institute of Technology Madras
Gangula, Abilash; Radiology; Doctor of Philosophy; Sri Sathya Sai Institute of Higher Learning
Gangwani, Laxman Dass; Veterinary Pathobiology; Doctor of Philosophy
Ganley, Brian C; Chemistry; Doctor of Philosophy; University of Missouri
Gann, Shannon Marie; Instructor, Adjunct; Dean of College of Business; Specialist of Education; University of Missouri
Ganta, Roman Reddy; Veterinary Pathobiology; Doctor of Philosophy; All India Institute of Medical Sciences
Garcia, Aileen; Human Devl & Family Science; Doctor of Philosophy; University of Nebraska-Lincoln
Garcia, Michael Leonard; Biological Science; Doctor of Philosophy; Mayo Clinic College of Medicine
Gardner, Michael Jay; Medicine; Doctor of Medicine; University of Missouri
Garrett, Filip; Path & Anat Sci-Anatomic Path; Doctor of Osteopathic Medicine; Kansas City University of Medicine and Biosciences
Garrison, Lee Ann; School of Visual Studies; Master of Fine Arts; University of Wisconsin-Milwau
Garson, Scott Arnold; English; Master's Degree; George Mason University
Garton, Bryan L; Applied Soc Sci; Doctor of Philosophy; The Ohio State University
Gaskey, Gregory Douglas; Medicine Hospitalist
Gaspelin, Nicholas; Psychological Sciences; Doctor of Science; University of New Mexico
Gasser, Carolyn; School of Nursing; Master of Public Health; University of Kansas
Gassmann, Walter; Plant Sciences; Doctor of Philosophy; University of California, San Diego
Gateley, Crystal Aileen; Occupational Therapy; Doctor of Philosophy; University of Missouri
Gates, Kent S; Chemistry; Doctor of Philosophy; Northwestern University
Gates, Stephanie Nicole; Agriculture Biochemistry
Gautam, Sandeep; Medicine-Cardiology; Doctor of Medicine
Gauthier, Megan Elizabeth; Anesthesiology; Doctor of Osteopathic Medicine; Kansas City University of Medicine and Biosciences
Geary, David C; Psychological Sciences; Doctor of Philosophy; University of California, Riverside
Gehan, Malia; Part-Time Adjunct Faculty; Plant Sciences
Geisert, Rodney Dean; Prof, Adjunct; Animal Science; Doctor of Philosophy; University of Florida
Geiss, Steven Lewis; Anesthesiology; Doctor of Medicine; Indiana University School of Medicine
Gely, Rafael; Law; Doctor of Philosophy; University of Illinois at Urbana-Champaign
Gentry, Bettina Anne; Part-Time Adjunct Faculty; Veterinary Pathobiology; Doctor of Philosophy; University of Missouri
George, Santosh; Orthopaedic Surgery; Doctor of Medicine; Chicago Medical School
Gerardy, Nancy Lynn; Instructor, Adjunct; Special Education; Specialist of Education; University of Missouri
Gerb, Samantha Anne; Part-Time Adjunct Faculty; Office of Animal Resources; Doctor of Veterinary Medicine; Ross University School of Vete
Gerhard, Charlotte; Veterinarian, Residnt; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; Midwestern University
Germinder, Lea-Ann; Part-Time Adjunct Faculty; Journalism
Ghanem, Elie; Orthopaedic Surgery; Doctor of Medicine; American University of Beirut
Ghouri, Maaz; Radiology; Doctor of Medicine
Gibler, Kelsie Marie; Part-Time Adjunct Faculty; Health Promotion & Outreach; Bachelor's Degree 1; University of Missouri Columbi
Gibson, Alan Ray; Truman School Gov & Pub Affrs; Doctor of Philosophy; University of Notre Dame
Gibson, Kyle; Physical Therapy & Athl Traing; Doctor of Philosophy; University of Missouri
Gibson, Maya Camille; Women's & Gender Studies; Doctor of Philosophy; University of Wisconsin - Madison
Giddens, Karl Klaus; Part-Time Adjunct Faculty; The Missourian; HS Graduate or Equivalent; Hickman
Gil Pages, Diana; Surgery-Administration; Doctor of Philosophy; Universidad Autonoma de Madrid
Gilbert, Mark Raymond; Otolaryngology; Doctor of Medicine
Gilliam, Stephanie Nicole; Adjunct; Dean of Veterinary Medicine; Master of Science; Mizzou
Gilligan, Megan; Human Devl & Family Science; Doctor of Philosophy; Purdue
Gillis, Kevin D; Chemical & Biomedical Eng; Doctor of Philosophy; Washington University
Gillman, Jason D; Part-Time Adjunct Faculty; Plant Sciences
Gingrich, Kari Michelle; Accountancy; Master of Accountancy; University of Iowa
Giraldo-Londono, Oliver; Civil/Environmental Engr; Doctor of Philosophy; Georgia Institute of Technology
Giuliano, Elizabeth A; Veterinary Medicine & Surgery; Doctor of Veterinary Medicine; University of Wisconsin - Madison
Givens, Ashley Dawn; Social Work; Doctor of Philosophy; University of North Carolina
Gizer, Ian R; Psychological Sciences; Doctor of Philosophy; Emory University
Glaser, Noah Jeffrey; Info Science & Learning Tech; Doctor of Philosophy
Glaser, Rainer Ernst; Professor; Chemistry; Doctor of Philosophy; University of California - Berkeley
Glass, Timothy E; Chemistry; Doctor of Philosophy; Stanford University
Glendening, Matthew Ryan; Accountancy; Doctor of Philosophy; The University of Iowa
Glenn, Alina Zare; Part-Time Adjunct Faculty; Electrical Eng & Computer Sci; Doctor of Philosophy; University of Florida
Glick, Elisa Fern; Emeritus; English; Doctor of Philosophy; Brown University
Glinskii, Olga V; Med Pharmacology/Physiology; Doctor of Medicine; Medical Institute-Ukraine
Glinskii, Vladislav; Path & Anat Sci-Anatomic Path; Doctor of Medicine; Chernovtsy Medical University Ukraine
Gobble, Jordyn Delaney; Part-Time Adjunct Faculty; History
Godara, Hemant; Medicine-Cardiology; Doctor of Medicine; University of North Carolina at Chapel Hill
Goelkel GarcÃa, Viviana Vanessa; School of Visual Studies; Master of Fine Arts; Ohio University
Goggins, Sean Patrick; Electrical Eng & Computer Sci; Master's Degree; University of Minnesota
Gold, Michael Alan; Prof, Adjunct; School of Natural Resources; Doctor of Philosophy; Michigan State University
Goldman, Lawrence Neil; Part-Time Adjunct Faculty; Provost
Goldman, Mitchell; Medicine-Infectious Diseases; Doctor of Medicine; Rush Medical College
Goldschmidt, Michael; Architectural Studies; Master's Degree; San Francisco Institute of Architecture
Goldsmith, Christy Dianne; Part-Time Adjunct Faculty; Campus Writing Program; Doctor of Philosophy; University of Missouri
Goldstein Hode, Marlo Billie; Part-Time Adjunct Faculty; Special Units Office of Equal; Doctor of Philosophy; University of Missouri
Golla, Abhinav; Ophthalmology; Doctor of Medicine; Stanford University School of Medicine
Golomb, Miriam W; Emeritus; Biological Science; Doctor of Philosophy; University of California - Berkeley
Golzy, Mojgan; Biomed Informatics Biostat EPI; Doctor of Philosophy; University at Buffalo
Gomes L
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Tommy Lee's Wife Takes Dig At Pamela Anderson After 'Annoying Marriage' Remark
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"Outlook Magazine",
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"Today News Headlines",
"Latest News",
"Breaking News",
"Best magazine in India"
] | null |
[] |
2023-02-04T11:31:48+05:30
|
Tommy Lee's wife Brittany Furlan appeared to take some serious digs at Pamela Anderson in a now-deleted video.
|
en
|
/favicon.ico
|
Outlook India
|
https://www.outlookindia.com/art-entertainment/tommy-lee-s-wife-takes-dig-at-pamela-anderson-after-annoying-marriage-remark-news-259473
|
Tommy Lee's wife Brittany Furlan appeared to take some serious digs at Pamela Anderson in a now-deleted video.
Brittany, 36, who married the rockstar in 2019, appeared to hit out at Pamela, 55, in a TikTok video, which has since been removed, reports Mirror.co.uk.
Model Brittany's video referenced 'Pam', following the 'Baywatch' star's recent admissions about her marriage to Brittany's husband Tommy Lee, which Pamela confessed would "annoy" his now wife.
As per Mirror.co.uk, Pamela claimed she never got over the breakdown of her divorce with Tommy. The pair got married after just four days of knowing one another and share two sons.
Brittany's removed the clip that reportedly showed the model with a Pamela-style filter on her face and had the words "Pam if I died" written underneath.
Mirror.co.uk further stated that earlier, she took to her TikTok to thank fans for their support after Pamela said her new documentary would "annoy" the 'Motley Crue' drummer's wife.
She said in a video: "Hi guys, I just wanted to come on here to let you know that I'm okay. Because I know people have been checking on me which is really nice, and I'm good, don't worry - and don't worry about all the people that are saying all the mean things that they're saying."
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
2
| 21
|
https://www.treatmyocd.com/therapists/76486/allen.liao
|
en
|
Find a Specialized OCD Therapist for Adults and Children
|
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[] |
[] |
[
""
] | null |
[] | null |
Our team of expert therapists have proven to help people recover from OCD by using Exposure and Response Prevention therapy.
|
en
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/apple-touch-icon.png
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NOCD
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https://www.treatmyocd.com/therapists
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Find the right OCD therapist for you
All our therapists are licensed and trained in exposure and response prevention therapy (ERP), the gold standard treatment for OCD.
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||||
wrong_mix_range_spouse_00142
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FactBench
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2
| 56
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https://smittenkitchen.com/2006/10/easiest-baked-mac-and-cheese/
|
en
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easiest baked mac-and-cheese
|
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] |
[] |
[] |
[
""
] | null |
[] |
2006-10-26T16:17:46+00:00
|
Uncooked (!) pasta, milk, and cheddar bake into the easiest one-bowl, bronzed and luxurious mac-and-cheese.
|
en
|
smitten kitchen
|
https://smittenkitchen.com/2006/10/easiest-baked-mac-and-cheese/
| ||||||
wrong_mix_range_spouse_00142
|
FactBench
|
1
| 0
|
https://antm.fandom.com/wiki/Adrianne_Curry
|
en
|
Adrianne Curry
|
https://static.wikia.nocookie.net/antm/images/c/ca/Adrianne_Curry_Casting_Photo.jpg/revision/latest/scale-to-width-down/1200?cb=20180102195953&path-prefix=en
|
https://static.wikia.nocookie.net/antm/images/c/ca/Adrianne_Curry_Casting_Photo.jpg/revision/latest/scale-to-width-down/1200?cb=20180102195953&path-prefix=en
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[] |
[] |
[
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] | null |
[
"Contributors to America's Next Top Model"
] |
2024-07-12T14:06:28+00:00
|
Adrianne Marie Curry-Rhode was a contestant on cycle 1 of ANTM in 2003. She was crowned the first ever winner of the series. Adrianne was known for being a big tomboy, and not having the most knowledge with fashion. She was good friends with Elyse and had a constant rivalry with Robin and...
|
en
|
https://static.wikia.nocookie.net/antm/images/4/4a/Site-favicon.ico/revision/latest?cb=20210714142339&path-prefix=en
|
America's Next Top Model
|
https://antm.fandom.com/wiki/Adrianne_Curry
|
About • Cycles • Judges • Contestants • Galleries • Aid Wiki
Adrianne Marie Curry-Rhode was a contestant on cycle 1 of ANTM in 2003. She was crowned the first ever winner of the series.
ANTM[]
Adrianne was known for being a big tomboy, and not having the most knowledge with fashion. She was good friends with Elyse and had a constant rivalry with Robin and Shannon. Tyra dubbed the feud once as "The Christians vs. the Pagans".
Adrianne developed food poisoning in episode three, and was almost automatically eliminated due to not showing up at the judging panel. Despite still being very sick, she went to judging and performed the panel challenge, which Tyra commended.
During the go-sees challenge in Paris, Adrianne was sexually harassed by a man on the street, brushing up on her thigh. Adrianne eventually broke down over this and couldn't enter the go-see. She was put in the bottom two that episode, but was saved over Kesse.
In the first half of the finale, she was in the bottom two with Elyse, and saved. She was later crowned the winner over Shannon, due to having more passion and being more versatile.
Adrianne made an appearance in cycle 2 as part of a challenge win. She was also referenced in a trivia question for a challenge in cycle 20.
Call-Out Order[]
Adrianne Episodes 1 2 3 4 5 6 7 9 4th 5th 5th 3rd 1st 4th 2nd 2nd Winner
Post-Show[]
After winning the show, Adrianne was very vocal that she was never given her Revlon modeling contract that was one of her prizes. In 2017, fourteen years after winning, she published a blog article titled "The truth about Top Model" and has stated that when she met with Revlon, they informed her that they never planned on using the winner for any ads, regardless of who she was.[1]
She has modeled for several magazines and brands, including Life & Style, Us Weekly, Star, OK!, Stuff, People, Maxim (where she made the Maxim Hot 100 list in 2005), Spanish Marie Claire, Von Dutch, Von Dutch Watches, Salon City, Macy's, Famous Stars and Straps, Lucky, Ed Hardy, Kinis Bikinis, Beverly Hills Choppers, and Merit Diamonds.[2][3]
Her runway shows include Anne Bowen Spring 2005, Jaime Pressly, Pamela Anderson's line, Ed Hardy, Von Dutch, and Christopher Deane. She has appeared in a commercial for the Merit Diamonds Sirena Collection that ran from November 2004 to January 2006. She appeared on the cover and in a nude pictorial for Playboy in February 2006. She returned for a second cover and nude pictorial in the January 2008 issue. She made Playboy's 2008 top 25 sexiest women, along with the top 100 Playboy spreads 2008 edition. In late 2006, she modeled for a technological demo created by Nvidia to showcase their video cards. She was a spokesmodel for "The Flex Belt" alongside Lisa Rinna and Denise Richards. In 2016, Adrianne was signed by LA Models, however, she announced that they had dropped her shortly after signing her.[4]
Television[]
Adrianne has served as a co-host on the GSN billiards game show "Ballbreakers" in 2005. She starred in the UPN shows "Rock Me Baby" in 2004, and "Half & Half" in 2003. She also starred in "Dirt", which featured Courtney Cox. In 2005, she was featured in the fourth season of VH1's "The Surreal Life". From 2005 to 2008, she starred in VH1's "My Fair Brady" alongside her then husband Christopher Knight.
Curry also took part in cosplay and video gaming. Between November and December 2010, she worked as the Resident Celebrity Gamer panelist judge on the second series of "The Tester", a reality program on the PlayStation Network. She returned to the panel in the third series which began on the February 7, 2012. Curry hosted live coverage of Blizzcon for Direct TV in 2011, as well as hosting live from E3 for Namco Bandai in both 2011 and 2012. She had a Game of Thrones themed wedding with Matt Rhode in 2018.
Personal life[]
She married Christopher Knight in May 2006, after meeting on The Surreal Life and having their relationship documented on My Fair Brady. In 2011 the couple announced their separation and filed for divorce.
Curry announced her engagement to movie trailer-voice actor Matthew Rhode on August 5, 2017. Curry left Hollywood for good to pursue a "normal rural" life. Curry now runs her own lifestyle blog from her remote location. She and Rhode moved to Whitefish, Montana. They eloped in Glacier National Park in Montana on September 15, 2018.
She is of Italian descent through her maternal grandmother.
Curry was raised as a Roman Catholic, but later identified as an atheist during her marriage to Christopher Knight after they had debates over religion. As of October 2020, Curry has professed her belief in God and, although remaining irreligious, stated, "I will always have a place in my heart for the Catholic Faith and their lovely Cathedrals."
In 2020, Adrianne revealed that she had her breast implants removed.
Trivia[]
Adrianne is the first girl in ANTM history to perform a photoshoot.
She is the first ever winner of ANTM, as well as the first winner of the entire Top Model franchise.
She is the only Top Model winner from 2003.
She has been infamously removed from the ANTM opening credits in cycles 7, 8 and 9, during the collage of all the past winners. This is most likely due to Adrianne's bad relationship with the show at the time.
Her and Ann Ward are the only winners to never pose in a photoshoot with Tyra along with the prizes.
Adrianne, Katie and Nicole are the first girls to be picked to go on a reward without winning the challenge.
Gallery[]
Quotes[]
"Robin was very scared to take her old weave out, because she wanted everybody to think it was natural, but it wasn't."
"I do believe in God...I'm just not psychotic about it."
References[]
Navigation[]
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wrong_mix_range_spouse_00142
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FactBench
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1
| 15
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https://coursebook.utdallas.edu/
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en
|
UT Dallas CourseBook Guided Search :: UT Dallas Class, Syllabus, Course Evaluation, and Textbook Database
|
[
"https://dygz37jdyaml.cloudfront.net/images/amtor3/utd-mono-wordmark-inline-white.svg"
] |
[] |
[] |
[
"UTD",
"University of Texas",
"University of Texas at Dallas",
"Dallas",
"Texas",
"CourseBook",
"Syllabi",
"Syllabus",
"Evaluations",
"Submit Syllabus",
"OpenSearch",
"Course Lookup"
] | null |
[] | null |
UT Dallas CourseBook is an advanced tool for obtaining information about classes at The University of Texas at Dallas (UTD). Lookup course and catalog information, Class Syllabi (Syllabus), Course Evaluations, Instructor Evaluations, and submit syllabus files from a single central location.
|
en
| null |
No course sections matched your search criteria.
Please try again using fewer or different search terms.
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wrong_mix_range_spouse_00142
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FactBench
|
2
| 17
|
https://www.chop.edu/doctors/hakonarson-hakon
|
en
|
Hakon Hakonarson, MD, PhD
|
[
"https://www.chop.edu/sites/default/files/grey-portait-box-240x320.png",
"https://www.chop.edu/sites/all/themes/chop/images/chop-logo-white.svg",
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"https://media.chop.edu/data/files/jpgs/magnet-badge-80x89.png"
] |
[] |
[] |
[
""
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[] |
2017-10-08T09:23:00-04:00
|
Hakon Hakonarson, MD, PhD, is the Director of the Center for Applied Genomics at the The Joseph Stokes Jr. Research Institute of Children's Hospital of Philadelphia.
|
en
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https://www.chop.edu/sites/all/themes/chop/favicon.ico
|
https://www.chop.edu/doctors/hakonarson-hakon
|
Papers
2019
Russell MW, Moldenhauer JS, Rychik J, Burnham NB, Zullo E, Parry S, Simmons RA, Elovitz MA, Nicolson SC, Linn RL, Johnson MP, Yu S, Sampson M, Hakonarson H, Gaynor JW. Damaging variants in proangiogenic genes impair growth in fetuses with cardiac defects. [Published online ahead of print June 18, 2019] J Pediatr.
2018
Barca E, Ganetzky RD, Potluri P, Juanola-Falgarona M, Gai X, Li D, Jalas C, Hirsch Y, Emmanuele V, Tadesse S, Ziosi M, Akman HO, Chung WK, Tanji K, McCormick E, Place E, Consugar M, Pierce EA, Hakonarson H, Wallace DC, Hirano M, Falk MJ. USMG5 Ashkenazi Jewish founder mutation impairs mitochondrial complex V dimerization and ATP synthesis. Hum Mol Genet. 2018 Jun 18. doi: 10.1093/hmg/ddy231. [Epub ahead of print]
2017
Yilmaz Z, Kaplan AS, Tiwari AK, Levitan RD, Piran S, Bergen AW, Kaye WH, Hakonarson H, Wang K, Berrettini WH, Brandt HA, Bulik CM, Crawford S, Crow S, Fichter MM, Halmi KA, Johnson CL, Keel PK, Klump KL, Magistretti P, Mitchell JE, Strober M, Thornton LM, Treasure J, Woodside DB, Knight J, Kennedy JL.: The role of leptin, melanocortin, and neurotrophin system genes on body weight in anorexia nervosa and bulimia nervosa. J Psychiatr Res. Page: 77-86, Aug 2017.
2016
Kim D, Lucas A, Glessner J, Verma SS, Bradford Y, Li R, Frase AT, Hakonarson H, Peissig P, Brilliant M, Ritchie MD.: BIOFILTER AS A FUNCTIONAL ANNOTATION PIPELINE FOR COMMON AND RARE COPY NUMBER BURDEN. Pac Symp Biocomput. Page: 357-68, 2016.
Santoro ML, Moretti PN, Pellegrino R, Gadelha A, Abílio VC, Hayashi MA, Belangero SI, Hakonarson H.: A current snapshot of common genomic variants contribution in psychiatric disorders. Am J Med Genet B Neuropsychiatr Genet. 2016 Dec;171(8):997-1005. doi: 10.1002/ajmg.b.32475. Epub 2016 Aug 3.
Pourcain BS, Haworth CM, Davis OS, Wang K, Timpson NJ, Evans DM, Kemp JP, Ronald A, Price T, Meaburn E, Ring SM, Golding J, Hakonarson H, Plomin R, Smith GD.: Erratum to: Heritability and genome-wide analyses of problematic peer relationships during childhood and adolescence. Hum Genet. 2016 Aug;135(8):965. doi: 10.1007/s00439-016-1695-1.
Li D, Achkar JP, Haritunians T, Jacobs JP, Hui KY, D'Amato M, Brand S, Radford-Smith G, Halfvarson J, Niess JH, Kugathasan S, Büning C, Schumm LP, Klei L, Ananthakrishnan A, Aumais G, Baidoo L, Dubinsky M, Fiocchi C, Glas J, Milgrom R, Proctor DD, Regueiro M, Simms LA, Stempak JM, Targan SR, Törkvist L, Sharma Y, Devlin B, Borneman J, Hakonarson H, Xavier RJ, Daly M, Brant SR, Rioux JD, Silverberg MS, Cho JH, Braun J, McGovern DP, Duerr RH. : A pleiotropic missense variant in SLC39A8 is associated with Crohn's disease and human gut microbiome composition. Gastroenterology. 2016 Oct;151(4):724-32. doi: 10.1053/j.gastro.2016.06.051. Epub 2016 Aug 1.
Lingren T, Chen P, Bochenek J, Doshi-Velez F, Manning-Courtney P, Bickel J, Wildenger Welchons L, Reinhold J, Bing N, Ni Y, Barbaresi W, Mentch F, Basford M, Denny J, Vazquez L, Perry C, Namjou B, Qiu H, Connolly J, Abrams D, Holm IA, Cobb BA, Lingren N, Solti I, Hakonarson H, Kohane IS, Harley J, Savova G. : Electronic Health Record Based Algorithm to Identify Patients with Autism Spectrum Disorder. PLoS One. 2016 Jul 29;11(7):e0159621. doi: 10.1371/journal.pone.0159621. eCollection 2016.
Li J, Wei Z, Chang X, Cardinale CJ, Kim CE, Baldassano RN, Hakonarson H; International IBD Genetics Consortium.: Pathway-based Genome-wide Association Studies Reveal the Association Between Growth Factor Activity and Inflammatory Bowel Disease. Inflamm Bowel Dis. 2016 Jul;22(7):1540-51. doi: 10.1097/MIB.0000000000000785.
Chuang LS, Villaverde N, Hui KY, Mortha A, Rahman A, Levine AP, Haritunians T, Ng SM, Zhang W, Hsu NY, Facey JA, Luong T, Fernandez-Hernandez H, Li D, Rivas M, Schiff ER, Gusev A, Schumm LP, Bowen BM, Sharma Y, Ning K, Remark R, Gnjatic S, Legnani P, George J, Sands BE, Stempak JM, Datta LW, Lipka S, Katz S, Cheifetz AS, Barzilai N, Pontikos N, Abraham C, Dubinsky MJ, Targan S, Taylor K, Rotter JI, Scherl EJ, Desnick RJ, Abreu MT, Zhao H, Atzmon G, Pe'er I, Kugathasan S, Hakonarson H, McCauley JL, Lencz T, Darvasi A, Plagnol V, Silverberg MS, Muise AM, Brant SR, Daly MJ, Segal AW, Duerr RH, Merad M, McGovern DP, Peter I, Cho JH. : A Frameshift in CSF2RB Predominant Among Ashkenazi Jews Increases Risk for Crohn's Disease and Reduces Monocyte Signaling via GMCSF. Gastroenterology. 2016 Oct;151(4):710-723.e2. doi: 10.1053/j.gastro.2016.06.045. Epub 2016 Jul 1.
Zarate YA, Bhoj E, Kaylor J, Li D, Tsurusaki Y, Miyake N, Matsumoto N, Phadke S, Escobar L, Irani A, Hakonarson H, Schrier Vergano SA.: SMARCE1, a rare cause of Coffin-Siris Syndrome: Clinical description of three additional cases. Am J Med Genet A. 2016 Aug;170(8):1967-73. doi: 10.1002/ajmg.a.37722. Epub 2016 Jun 5.
Prins BP, Abbasi A, Wong A, Vaez A, Nolte I, Franceschini N, Stuart PE, Guterriez Achury J, Mistry V, Bradfield JP, Valdes AM, Bras J, Shatunov A; PAGE Consortium; International Stroke Genetics Consortium; Systemic Sclerosis consortium; Treat OA consortium; DIAGRAM Consortium; CARDIoGRAMplusC4D Consortium; ALS consortium; International Parkinson's Disease Genomics Consortium; Autism Spectrum Disorder Working Group of the Psychiatric Genomics Consortium; CKDGen consortium; GERAD1 Consortium; International Consortium for Blood Pressure; Schizophrenia Working Group of the Psychiatric Genomics Consortium; Inflammation Working Group of the CHARGE Consortium, Lu C, Han B, Raychaudhuri S, Bevan S, Mayes MD, Tsoi LC, Evangelou E, Nair RP, Grant SF, Polychronakos C, Radstake TR, van Heel DA, Dunstan ML, Wood NW, Al-Chalabi A, Dehghan A, Hakonarson H, Markus HS, Elder JT, Knight J, Arking DE, Spector TD, Koeleman BP, van Duijn CM, Martin J, Morris AP, Weersma RK, Wijmenga C, Munroe PB, Perry JR, Pouget JG, Jamshidi Y, Snieder H, Alizadeh BZ.: Investigating the Causal Relationship of C-Reactive Protein with 32 Complex Somatic and Psychiatric Outcomes: A Large-Scale Cross-Consortium Mendelian Randomization Study. PLoS Med. 2016 Jun 21;13(6):e1001976. doi: 10.1371/journal.pmed.1001976. eCollection 2016 Jun.
Pourcain BS, Haworth CM, Davis OS, Wang K, Timpson NJ, Evans DM, Kemp JP, Ronald A, Price T, Meaburn E, Ring SM, Golding J, Hakonarson H, Plomin R, Smith GD.: Erratum to: Heritability and genome-wide analyses of problematic peer relationships during childhood and adolescence. Hum Genet. 2016 Aug;135(8):965. doi: 10.1007/s00439-016-1695-1.
Nafisinia M, Guo Y, Dang X, Li J, Chen Y, Zhang J, Lake NJ, Gold WA, Riley LG, Thorburn DR, Keating B, Xu X, Hakonarson H, Christodoulou J.: Whole Exome Sequencing Identifies the Genetic Basis of Late-Onset Leigh Syndrome in a Patient with MRI but Little Biochemical Evidence of a Mitochondrial Disorder. JIMD Rep. 2017;32:117-124. doi: 10.1007/8904_2016_541. Epub 2016 Jun 26.
Li J, Wei Z, Li YR, Maggadottir SM, Chang X, Desai A, Hakonarson H.: Understanding the genetic and epigenetic basis of common variable immunodeficiency disorder through omics approaches. Biochim Biophys Acta. 2016 Nov;1860(11 Pt B):2656-63. doi: 10.1016/j.bbagen.2016.06.014. Epub 2016 Jun 15.
Eichler FS, Li J, Guo Y, Caruso PA, Bjonnes AC, Pan J, Booker JK, Lane JM, Tare A, Vlasac I,Hakonarson H, Gusella JF, Zhang J, Keating BJ, Saxena R.: CSF1R mosaicism in a family with hereditary diffuse leukoencephalopathy with spheroids. Brain. 2016 Jun;139(Pt 6):1666-72. doi: 10.1093/brain/aww066. Epub 2016 May 5.
Lima Lde A, Feio-Dos-Santos AC, Belangero SI, Gadelha A, Bressan RA, Salum GA, Pan PM, Moriyama TS, Graeff-Martins AS, Tamanaha AC, Alvarenga P, Krieger FV, Fleitlich-Bilyk B, Jackowski AP, Brietzke E, Sato JR, Polanczyk GV, Mari Jde J, Manfro GG, do Rosário MC, Miguel EC, Puga RD, Tahira AC, Souza VN, Chile T, Gouveia GR, Simões SN, Chang X, Pellegrino R, Tian L, Glessner JT, Hashimoto RF, Rohde LA, Sleiman PM, Hakonarson H, Brentani H. : Corrigendum: An integrative approach to investigate the respective roles of single-nucleotide variants and copy-number variants in Attention-Deficit/Hyperactivity Disorder. Sci Rep. 2016 May 24;6:25861. doi: 10.1038/srep25861.
Hinney A, Kesselmeier M, Jall S, Volckmar AL, Föcker M, Antel J; GCAN; WTCCC3, Heid IM, Winkler TW; GIANT, Grant SF; EGG, Guo Y, Bergen AW, Kaye W, Berrettini W, Hakonarson H; Price Foundation Collaborative Group; Children's Hospital of Philadelphia/Price Foundation, Herpertz-Dahlmann B, de Zwaan M, Herzog W, Ehrlich S, Zipfel S, Egberts KM, Adan R, Brandys M, van Elburg A, Boraska Perica V, Franklin CS, Tschöp MH, Zeggini E, Bulik CM, Collier D, Scherag A, Müller TD, Hebebrand J.: Evidence for three genetic loci involved in both anorexia nervosa risk and variation of body mass index. Mol Psychiatry. 2017 Feb;22(2):192-201. doi: 10.1038/mp.2016.71. Epub 2016 May 17.
Kim DS, Kim JH, Burt AA, Crosslin DR, Burnham N, Kim CE, McDonald-McGinn DM, Zackai EH, Nicolson SC, Spray TL, Stanaway IB, Nickerson DA, Heagerty PJ, Hakonarson H, Gaynor JW, Jarvik GP.: Burden of potentially pathologic copy number variants is higher in children with isolated congenital heart disease and significantly impairs covariate-adjusted transplant-free survival. J Thorac Cardiovasc Surg. Page: 1147-1151, Apr 2016.
Gadelha A, Coleman J, Breen G, Mazzoti DR, Yonamine CM, Pellegrino R, Ota VK, Belangero SI, Glessner J, Sleiman P, Hakonarson H, Hayashi MA, Bressan RA.: Genome-wide investigation of schizophrenia associated plasma Ndel1 enzyme activity. Schizophr Res. Page: 60-7, Apr 2016.
Chen R, Shi L, Hakenberg J, Naughton B, Sklar P, Zhang J, Zhou H, Tian L, Prakash O, Lemire M, Sleiman P, Cheng WY, Chen W, Shah H, Shen Y, Fromer M, Omberg L, Deardorff MA, Zackai E, Bobe JR, Levin E, Hudson TJ, Groop L, Wang J, Hakonarson H, Wojcicki A, Diaz GA, Edelmann L, Schadt EE, Friend SH. : Analysis of 589,306 genomes identifies individuals resilient to severe Mendelian childhood diseases. . Nat Biotechnol Apr 2016.
Bhoj EJ, Li D, Harr M, Edvardson S, Elpeleg O, Chisholm E, Juusola J, Douglas G, Guillen Sacoto MJ, Siquier-Pernet K, Saadi A, Bole-Feysot C, Nitschke P, Narravula A, Walke M, Horner MB, Day-Salvatore DL, Jayakar P, Vergano SA, Tarnopolsky MA, Hegde M, Colleaux L, Crino P, Hakonarson H.: Mutations in TBCK, Encoding TBC1-Domain-Containing Kinase, Lead to a Recognizable Syndrome of Intellectual Disability and Hypotonia. Am J Hum Genet. Page: 782-8, Apr 2016.
de Araújo Lima L, Feio-Dos-Santos AC, Belangero SI, Gadelha A, Bressan RA, Salum GA, Pan PM, Moriyama TS, Graeff-Martins AS, Tamanaha AC, Alvarenga P, Krieger FV, Fleitlich-Bilyk B, Jackowski AP, Brietzke E, Sato JR, Polanczyk GV, Mari Jde J, Manfro GG, do Rosário MC, Miguel EC, Puga RD, Tahira AC, Souza VN, Chile T, Gouveia GR, Simões SN, Chang X, Pellegrino R, Tian L, Glessner JT, Hashimoto RF, Rohde LA, Sleiman PM, Hakonarson H, Brentani H.: An integrative approach to investigate the respective roles of single-nucleotide variants and copy-number variants in Attention-Deficit/Hyperactivity Disorder. Sci Rep. Mar 2016.
Tyrrell J, Richmond RC, Palmer TM, Feenstra B, Rangarajan J, Metrustry S, Cavadino A, Paternoster L, Armstrong LL, De Silva NM, Wood AR, Horikoshi M, Geller F, Myhre R, Bradfield JP, Kreiner-Møller E, Huikari V, Painter JN, Hottenga JJ, Allard C, Berry DJ, Bouchard L, Das S, Evans DM, Hakonarson H, Hayes MG, Heikkinen J, Hofman A, Knight B, Lind PA, McCarthy MI, McMahon G, Medland SE, Melbye M, Morris AP, Nodzenski M, Reichetzeder C, Ring SM, Sebert S, Sengpiel V, Sørensen TI, Willemsen G, de Geus EJ, Martin NG, Spector TD, Power C, Järvelin MR, Bisgaard H, Grant SF, Nohr EA, Jaddoe VW, Jacobsson B, Murray JC, Hocher B, Hattersley AT, Scholtens DM, Davey Smith G, Hivert MF, Felix JF, Hyppönen E, Lowe WL Jr, Frayling TM, Lawlor DA, Freathy RM; Early Growth Genetics (EGG) Consortium.: Genetic Evidence for Causal Relationships Between Maternal Obesity-Related Traits and Birth Weight. JAMA. Page: 1129-40, Mar 2016.
Satterthwaite TD, Wolf DH, Calkins ME, Vandekar SN, Erus G, Ruparel K, Roalf DR, Linn KA, Elliott MA, Moore TM, Hakonarson H, Shinohara RT, Davatzikos C, Gur RC, Gur RE.: Structural Brain Abnormalities in Youth With Psychosis Spectrum Symptoms. JAMA Psychiatry. Mar 2016.
Ridge PG, Hoyt KB, Boehme K, Mukherjee S, Crane PK, Haines JL, Mayeux R, Farrer LA, Pericak-Vance MA, Schellenberg GD, Kauwe JS; Alzheimer's Disease Genetics Consortium (ADGC). : Assessment of the genetic variance of late-onset Alzheimer's disease. Neurobiol Aging. Mar 2016.
Netter P, Chan SK, Banerjee PP, Monaco-Shawver L, Noroski LM, Hanson IC, Forbes LR, Mace EM, Chinen J, Gaspar HB, Sleiman P, Hakonarson H, Klein C, Ehlayel MS, Orange JS.: A novel Rab27a mutation binds melanophilin, but not Munc13-4, causing immunodeficiency without albinism. J Allergy Clin Immunol. Mar 2016.
Li D, Tian L, Hou C, Kim CE, Hakonarson H, Levine MA.: Association of Mutations in SLC12A1 Encoding the NKCC2 Cotransporter with Neonatal Primary Hyperparathyroidism. J Clin Endocrinol Metab. Mar 2016.
Li D, Bhoj E, McCormick E, Wang F, Snyder J, Wang T, Zhao Y, Kim C, Chiavacci R, Tian L, Falk MJ, Hakonarson H.: Early Infantile Epileptic Encephalopathy in an STXBP1 Patient with Lactic Acidemia and Normal Mitochondrial Respiratory Chain Function. Case Rep Genet. Mar 2016.
Keller MD, Pandey R, Li D, Glessner J, Tian L, Henrickson SE, Chinn IK, Monaco-Shawver L, Heimall J, Hou C, Otieno FG, Jyonouchi S, Calabrese L, van Montfrans J, Orange JS, Hakonarson H.: Mutation in IRF2BP2 is responsible for a familial form of common variable immunodeficiency disorder. J Allergy Clin Immunol. Mar 2016.
Finkel TH, Li J, Wei Z, Wang W, Zhang H, Behrens EM, Reuschel EL, Limou S, Wise C, Punaro M, Becker ML, Munro JE, Flatø B, Førre Ø, Thompson SD, Langefeld CD, Glass DN, Glessner JT, Kim CE, Frackelton E, Shivers DK, Thomas KA, Chiavacci RM, Hou C, Xu K, Snyder J, Qiu H, Mentch F, Wang K, Winkler CA, Lie BA, Ellis JA, Hakonarson H.: Variants in CXCR4 associate with juvenile idiopathic arthritis susceptibility. BMC Med Genet. Mar 2016.
Cofer ZC, Cui S, EauClaire SF, Kim C, Tobias JW, Hakonarson H, Loomes KM, Matthews RP.: Methylation Microarray Studies Highlight PDGFA Expression as a Factor in Biliary Atresia. PLoS One. Mar 2016.
Prieto-Pérez R, Almoguera B, Cabaleiro T, Hakonarson H, Abad-Santos F. : Association between Genetic Polymorphisms and Response to Anti-TNFs in Patients with Inflammatory Bowel Disease. Int J Mol Sci. Feb 2016.
Ningappa M, Ashokkumar C, Higgs BW, Sun Q, Jaffe R, Mazariegos G, Li D, Weeks DE, Subramaniam S, Ferrell R, Hakonarson H, Sindhi R.: Enhanced B Cell Alloantigen Presentation and Its Epigenetic Dysregulation in Liver Transplant Rejection. Am J Transplant. Feb 2016.
Keenan T, Zhao W, Rasheed A, Ho WK, Malik R, Felix JF, Young R, Shah N, Samuel M, Sheikh N, Mucksavage ML, Shah O, Li J, Morley M, Laser A, Mallick NH, Zaman KS, Ishaq M, Rasheed SZ, Memon FU, Ahmed F, Hanif B, Lakhani MS, Fahim M, Ishaq M, Shardha NK, Ahmed N, Mahmood K, Iqbal W, Akhtar S, Raheel R, O'Donnell CJ, Hengstenberg C, März W, Kathiresan S, Samani N, Goel A, Hopewell JC, Chambers J, Cheng YC, Sharma P, Yang Q, Rosand J, Boncoraglio GB, Kazmi SU, Hakonarson H, Köttgen A, Kalogeropoulos A, Frossard P, Kamal A, Dichgans M, Cappola T, Reilly MP, Danesh J, Rader DJ, Voight BF, Saleheen D. : Causal Assessment of Serum Urate Levels in Cardiometabolic Diseases Through a Mendelian Randomization Study. J Am Coll Cardiol. Page: 407-16, Feb 2016.
Karch CM, Ezerskiy LA, Bertelsen S; Alzheimer's Disease Genetics Consortium (ADGC), Goate AM. : Alzheimer's Disease Risk Polymorphisms Regulate Gene Expression in the ZCWPW1 and the CELF1 Loci. PLoS One. Feb 2016.
Desai A, Connolly JJ, March M, Hou C, Chiavacci R, Kim C, Lyon G, Hadley D, Hakonarson H.: Systematic data-querying of large pediatric biorepository identifies novel Ehlers-Danlos Syndrome variant. BMC Musculoskelet Disord. Feb 2016.
Bush WS, Crosslin DR, Obeng AO, Wallace J, Almoguera B, Basford MA, Bielinski SJ, Carrell DS, Connolly JJ, Crawford D, Doheny KF, Gallego CJ, Gordon AS, Keating B, Kirby J, Kitchner T, Manzi S, Mejia AR, Pan V, Perry CL, Peterson JF, Prows CA, Ralston J, Scott SA, Scrol A, Smith M, Stallings SC, Veldhuizen T, Wolf W, Volpi S, Wiley K, Li R, Manolio T, Bottinger E, Brilliant MH, Carey D, Chisholm RL, Chute CG, Haines JL, Hakonarson H, Harley JB, Holm IA, Kullo IJ, Jarvik GP, Larson EB, McCarty CA, Williams MS, Denny JC, Rasmussen-Torvik LJ, Roden DM, Ritchie MD. : Genetic Variation among 82 Pharmacogenes: the PGRN-Seq data from the eMERGE Network. Clin Pharmacol Ther. Feb 2016.
Wenger TL, Kao C, McDonald-McGinn DM, Zackai EH, Bailey A, Schultz RT, Morrow BE, Emanuel BS, Hakonarson H.: The Role of mGluR Copy Number Variation in Genetic and Environmental Forms of Syndromic Autism Spectrum Disorder. Sci Rep. Jan 2016.
Van Driest SL, Wells QS, Stallings S, Bush WS, Gordon A, Nickerson DA, Kim JH, Crosslin DR, Jarvik GP, Carrell DS, Ralston JD, Larson EB, Bielinski SJ, Olson JE, Ye Z, Kullo IJ, Abul-Husn NS, Scott SA, Bottinger E, Almoguera B, Connolly J, Chiavacci R, Hakonarson H, Rasmussen-Torvik LJ, Pan V, Persell SD, Smith M, Chisholm RL, Kitchner TE, He MM, Brilliant MH, Wallace JR, Doheny KF, Shoemaker MB, Li R, Manolio TA, Callis TE, Macaya D, Williams MS, Carey D, Kapplinger JD, Ackerman MJ, Ritchie MD, Denny JC, Roden DM.: Association of Arrhythmia-Related Genetic Variants With Phenotypes Documented in Electronic Medical Records. JAMA. Page: 47-57, Jan 2016.
Shanmugan S, Wolf DH, Calkins ME, Moore TM, Ruparel K, Hopson RD, Vandekar SN, Roalf DR, Elliott MA, Jackson C, Gennatas ED, Leibenluft E, Pine DS, Shinohara RT, Hakonarson H, Gur RC, Gur RE, Satterthwaite TD. : Common and Dissociable Mechanisms of Executive System Dysfunction Across Psychiatric Disorders in Youth. Am J Psychiatry. Jan 2016.
Roalf DR, Quarmley M, Elliott MA, Satterthwaite TD, Vandekar SN, Ruparel K, Gennatas ED, Calkins ME, Moore TM, Hopson R, Prabhakaran K, Jackson CT, Verma R, Hakonarson H, Gur RC, Gur RE.: The impact of quality assurance assessment on diffusion tensor imaging outcomes in a large-scale population-based cohort. Neuroimage. Jan 2016.
Pattaro C, Teumer A, Gorski M, Chu AY, Li M, Mijatovic V, Garnaas M, Tin A, Sorice R, Li Y, Taliun D, Olden M, Foster M, Yang Q, Chen MH, Pers TH, Johnson AD, Ko YA, Fuchsberger C, Tayo B, Nalls M, Feitosa MF, Isaacs A, Dehghan A, d'Adamo P, Adeyemo A, Dieffenbach AK, Zonderman AB, Nolte IM, van der Most PJ, Wright AF, Shuldiner AR, Morrison AC, Hofman A, Smith AV, Dreisbach AW, Franke A, Uitterlinden AG, Metspalu A, Tonjes A, Lupo A, Robino A, Johansson Å, Demirkan A, Kollerits B, Freedman BI, Ponte B, Oostra BA, Paulweber B, Krämer BK, Mitchell BD, Buckley BM, Peralta CA, Hayward C, Helmer C, Rotimi CN, Shaffer CM, Müller C, Sala C, van Duijn CM, Saint-Pierre A, Ackermann D, Shriner D, Ruggiero D, Toniolo D, Lu Y, Cusi D, Czamara D, Ellinghaus D, Siscovick DS, Ruderfer D, Gieger C, Grallert H, Rochtchina E, Atkinson EJ, Holliday EG, Boerwinkle E, Salvi E, Bottinger EP, Murgia F, Rivadeneira F, Ernst F, Kronenberg F, Hu FB, Navis GJ, Curhan GC, Ehret GB, Homuth G, Coassin S, Thun GA, Pistis G, Gambaro G, Malerba G, Montgomery GW, Eiriksdottir G, Jacobs G, Li G, Wichmann HE, Campbell H, Schmidt H, Wallaschofski H, Völzke H, Brenner H, Kroemer HK, Kramer H, Lin H, Mateo Leach I, Ford I, Guessous I, Rudan I, Prokopenko I, Borecki I, Heid IM, Kolcic I, Persico I, Jukema JW, Wilson JF, Felix JF, Divers J, Lambert JC, Stafford JM, Gaspoz JM, Smith JA, Faul JD, Wang JJ, Ding J, Hirschhorn JN, Attia J, Whitfield JB, Chalmers J, Viikari J, Coresh J, Denny JC, Karjalainen J, Fernandes JK, Endlich K, Butterbach K, Keene KL, Lohman K, Portas L, Launer LJ, Lyytikäinen LP, Yengo L, Franke L, Ferrucci L, Rose LM, Kedenko L, Rao M, Struchalin M, Kleber ME, Cavalieri M, Haun M, Cornelis MC, Ciullo M, Pirastu M, de Andrade M, McEvoy MA, Woodward M, Adam M, Cocca M, Nauck M, Imboden M, Waldenberger M, Pruijm M, Metzger M, Stumvoll M, Evans MK, Sale MM, Kähönen M, Boban M, Bochud M, Rheinberger M, Verweij N, Bouatia-Naji N, Martin NG, Hastie N, Probst-Hensch N, Soranzo N, Devuyst O, Raitakari O, Gottesman O, Franco OH, Polasek O, Gasparini P, Munroe PB, Ridker PM, Mitchell P, Muntner P, Meisinger C, Smit JH; ICBP Consortium; AGEN Consortium; CARDIOGRAM; CHARGe-Heart Failure Group; ECHOGen Consortium, Kovacs P, Wild PS, Froguel P, Rettig R, Mägi R, Biffar R, Schmidt R, Middelberg RP, Carroll RJ, Penninx BW, Scott RJ, Katz R, Sedaghat S, Wild SH, Kardia SL, Ulivi S, Hwang SJ, Enroth S, Kloiber S, Trompet S, Stengel B, Hancock SJ, Turner ST, Rosas SE, Stracke S, Harris TB, Zeller T, Zemunik T, Lehtimäki T, Illig T, Aspelund T, Nikopensius T, Esko T, Tanaka T, Gyllensten U, Völker U, Emilsson V, Vitart V, Aalto V, Gudnason V, Chouraki V, Chen WM, Igl W, März W, Koenig W, Lieb W, Loos RJ, Liu Y, Snieder H, Pramstaller PP, Parsa A, O'Connell JR, Susztak K, Hamet P, Tremblay J, de Boer IH, Böger CA, Goessling W, Chasman DI, Köttgen A, Kao WH, Fox CS.: Genetic associations at 53 loci highlight cell types and biological pathways relevant for kidney function. Nat Commun. Jan 2016.
Matera I, Rusmini M, Guo Y, Lerone M, Li J, Zhang J, Di Duca M, Nozza P, Mosconi M, Prato AP, Martucciello G, Barabino A, Morandi F, De Giorgio R, Stanghellini V, Ravazzolo R, Devoto M, Hakonarson H, Ceccherini I. : Variants of the ACTG2 gene correlate with degree of severity and presence of megacystis in chronic intestinal pseudo-obstruction. Eur J Hum Genet. Jan 2016.
Liu Y, Li Y, March ME, Nguyen K, Xu K, Wang F, Guo Y, Keating B, Glessner J, Li J, Ganley TJ, Zhang J, Deardorff MA, Xu X, Hakonarson H.: Erratum to: Copy number variation in CEP57L1 predisposes to congenital absence of bilateral ACL and PCL ligaments. Hum Genomics. Jan 2016.
Guo Y, Wei Z, Keating BJ; Genetic Consortium for Anorexia Nervosa; Wellcome Trust Case Control Consortium 3; Price Foundation Collaborative Group, Hakonarson H.: Machine learning derived risk prediction of anorexia nervosa. BMC Med Genomics. BMC Med Genomics. Jan 2016.
Felix JF, Bradfield JP, Monnereau C, van der Valk RJ, Stergiakouli E, Chesi A, Gaillard R, Feenstra B, Thiering E, Kreiner-Møller E, Mahajan A, Pitkänen N, Joro R, Cavadino A, Huikari V, Franks S, Groen-Blokhuis MM, Cousminer DL, Marsh JA, Lehtimäki T, Curtin JA, Vioque J, Ahluwalia TS, Myhre R, Price TS, Vilor-Tejedor N, Yengo L, Grarup N, Ntalla I, Ang W, Atalay M, Bisgaard H, Blakemore AI, Bonnefond A, Carstensen LBone Mineral Density in Childhood Study (BMDCS); Early Genetics and Lifecourse Epidemiology (EAGLE) consortium, Eriksson J, Flexeder C, Franke L, Geller F, Geserick M, Hartikainen AL, Haworth CM, Hirschhorn JN, Hofman A, Holm JC, Horikoshi M, Hottenga JJ, Huang J, Kadarmideen HN, Kähönen M, Kiess W, Lakka HM, Lakka TA, Lewin AM, Liang L, Lyytikäinen LP, Ma B, Magnus P, McCormack SE, McMahon G, Mentch FD, Middeldorp CM, Murray CS, Pahkala K, Pers TH, Pfäffle R, Postma DS, Power C, Simpson A, Sengpiel V, Tiesler CM, Torrent M, Uitterlinden AG, van Meurs JB, Vinding R, Waage J, Wardle J, Zeggini E, Zemel BS, Dedoussis GV, Pedersen O, Froguel P, Sunyer J, Plomin R, Jacobsson B, Hansen T, Gonzalez JR, Custovic A, Raitakari OT, Pennell CE, Widén E, Boomsma DI, Koppelman GH, Sebert S, Järvelin MR, Hyppönen E, McCarthy MI, Lindi V, Harri N, Körner A, Bønnelykke K, Heinrich J, Melbye M, Rivadeneira F, Hakonarson H, Ring SM, Smith GD, Sørensen TI, Timpson NJ, Grant SF, Jaddoe VW; Early Growth Genetics (EGG) Consortium; Bone Mineral Density in Childhood Study BMDCS. : Genome-wide association analysis identifies three new susceptibility loci for childhood body mass index. Hum Mol Genet. Page: 389-403, Jan 2016.
2015
Ombrello MJ, Remmers EF, Tachmazidou I, Grom A, Foell D, Haas JP, Martini A, Gattorno M, Özen S, Prahalad S, Zeft AS, Bohnsack JF, Mellins ED, Ilowite NT, Russo R, Len C, Hilario MO, Oliveira S, Yeung RS, Rosenberg A, Wedderburn LR, Anton J, Schwarz T, Hinks A, Bilginer Y, Park J, Cobb J, Satorius CL, Han B, Baskin E, Signa S, Duerr RH, Achkar JP, Kamboh MI, Kaufman KM, Kottyan LC, Pinto D, Scherer SW, Alarcón-Riquelme ME, Docampo E, Estivill X, Gül A; British Society of Pediatric and Adolescent Rheumatology (BSPAR) Study Group; Childhood Arthritis Prospective Study (CAPS) Group; Randomized Placebo Phase Study of Rilonacept in sJIA (RAPPORT) Investigators; Sparks-Childhood Arthritis Response to Medication Study (CHARMS) Group; Biologically Based Outcome Predictors in JIA (BBOP) Group, de Bakker PI, Raychaudhuri S, Langefeld CD, Thompson S, Zeggini E, Thomson W, Kastner DL, Woo P; International Childhood Arthritis Genetics (INCHARGE) Consortium.: HLA-DRB1*11 and variants of the MHC class II locus are strong risk factors for systemic juvenile idiopathic arthritis. Proc Natl Acad Sci Page: 15970-5, Dec 2015.
Oldridge DA, Wood AC, Weichert-Leahey N, Crimmins I, Sussman R, Winter C, McDaniel LD, Diamond M, Hart LS, Zhu S, Durbin AD, Abraham BJ, Anders L, Tian L, Zhang S, Wei JS, Khan J, Bramlett K, Rahman N, Capasso M, Iolascon A, Gerhard DS, Guidry Auvil JM, Young RA, Hakonarson H, Diskin SJ, Look AT, Maris JM. : Genetic predisposition to neuroblastoma mediated by a LMO1 super-enhancer polymorphism. Nature. Page: 418-21, Dec 2015.
De R, Verma SS, Drenos F, Holzinger ER, Holmes MV, Hall MA, Crosslin DR, Carrell DS, Hakonarson H, Jarvik G, Larson E, Pacheco JA, Rasmussen-Torvik LJ, Moore CB, Asselbergs FW, Moore JH, Ritchie MD, Keating BJ, Gilbert-Diamond D. : Identifying gene-gene interactions that are highly associated with Body Mass Index using Quantitative Multifactor Dimensionality Reduction (QMDR). BioData Min. Dec 2015.
Chang X, Glessner J, Tin A, Li J, Guo Y, Wei Z, Liu Y, Mentch FD, Hou C, Zhao Y, Wang T, Qiu H, Kim C, Sleiman PM, Hakonarson H.: Genome-wide association study reveals two loci for serum magnesium concentrations in European-American children. Sci Rep. Dec 2015.
Thapar A, Martin J, Mick E, Arias Vásquez A, Langley K, Scherer SW, Schachar R, Crosbie J, Williams N, Franke B, Elia J, Glessner J, Hakonarson H; IMAGE 2 Consortium, Owen MJ, Faraone SV, O'Donovan MC, Holmans P.: Psychiatric gene discoveries shape evidence on ADHD's biology. Mol Psychiatry. Nov 2015.
Marenholz I, Esparza-Gordillo J, Rüschendorf F, Bauerfeind A, Strachan DP, Spycher BD, Baurecht H, Margaritte-Jeannin P, Sääf A, Kerkhof M, Ege M, Baltic S, Matheson MC, Li J, Michel S, Ang WQ, McArdle W, Arnold A, Homuth G, Demenais F, Bouzigon E, Söderhäll C, Pershagen G, de Jongste JC, Postma DS, Braun-Fahrländer C, Horak E, Ogorodova LM, Puzyrev VP, Bragina EY, Hudson TJ, Morin C, Duffy DL, Marks GB, Robertson CF, Montgomery GW, Musk B, Thompson PJ, Martin NG, James A, Sleiman P, Toskala E, Rodriguez E, Fölster-Holst R, Franke A, Lieb W, Gieger C, Heinzmann A, Rietschel E, Keil T, Cichon S, Nöthen MM, Pennell CE, Sly PD, Schmidt CO, Matanovic A, Schneider V, Heinig M, Hübner N, Holt PG, Lau S, Kabesch M, Weidinger S, Hakonarson H, Ferreira MA, Laprise C, Freidin MB, Genuneit J, Koppelman GH, Melén E, Dizier MH, Henderson AJ, Lee YA.: Meta-analysis identifies seven susceptibility loci involved in the atopic march. Nat Commun. Nat Commun. Nov 2015.
Liu Y, Li Y, March ME, Kenny N, Xu K, Wang F, Guo Y, Keating B, Glessner J, Li J, Ganley TJ, Zhang J, Deardorff MA, Xu X, Hakonarson H.: Copy number variation in CEP57L1 predisposes to congenital absence of bilateral ACL and PCL ligaments. Hum Genomics. Nov 2015.
Ghani M, Reitz C, Cheng R, Vardarajan BN, Jun G, Sato C, Naj A, Rajbhandary R, Wang LS, Valladares O, Lin CF, Larson EB, Graff-Radford NR, Evans D, De Jager PL, Crane PK, Buxbaum JD, Murrell JR, Raj T, Ertekin-Taner N, Logue M, Baldwin CT, Green RC, Barnes LL, Cantwell LB, Fallin MD, Go RC, Griffith PA, Obisesan TO, Manly JJ, Lunetta KL, Kamboh MI, Lopez OL, Bennett DA, Hendrie H, Hall KS, Goate AM, Byrd GS, Kukull WA, Foroud TM, Haines JL, Farrer LA, Pericak-Vance MA, Lee JH, Schellenberg GD, St George-Hyslop P, Mayeux R, Rogaeva E; Alzheimer's Disease Genetics Consortium. : Association of Long Runs of Homozygosity With Alzheimer Disease Among African American Individuals. JAMA Neurol. Page: 1313-23, Nov 2015.
Wain LV, Shrine N, Miller S, Jackson VE, Ntalla I, Soler Artigas M, Billington CK, Kheirallah AK, Allen R, Cook JP, Probert K, Obeidat M, Bossé Y, Hao K, Postma DS, Paré PD, Ramasamy A; UK Brain Expression Consortium (UKBEC), Mägi R, Mihailov E, Reinmaa E, Melén E, O'Connell J, Frangou E, Delaneau O; OxGSK Consortium, Freeman C, Petkova D, McCarthy M, Sayers I, Deloukas P, Hubbard R, Pavord I, Hansell AL, Thomson NC, Zeggini E, Morris AP, Marchini J, Strachan DP, Tobin MD, Hall IP. : Novel insights into the genetics of smoking behaviour, lung function, and chronic obstructive pulmonary disease (UK BiLEVE): a genetic association study in UK Biobank. Lancet Respir Med. Page: 769-81, Oct 2015.
Sleiman PM, March M, Hakonarson H.: The genetic basis of eosinophilic esophagitis. Best Pract Res Clin Gastroenterol. Oct 2015.
Ryan KM, Ellis AR, Raafat R, Bhoj EJ, Hakonarson H, Li D, Schrier Vergano S.: Aortic coarctation and carotid artery aneurysm in a patient with Hardikar syndrome: Cardiovascular implications for affected individuals. Am J Med Genet A. Page: 482-6, Oct 2015.
Li YR, van Setten J, Verma SS, Lu Y, Holmes MV, Gao H, Lek M, Nair N, Chandrupatla H, Chang B, Karczewski KJ, Wong C, Mohebnasab M, Mukhtar E, Phillips R, Tragante V, Hou C, Steel L, Lee T, Garifallou J, Guettouche T, Cao H, Guan W, Himes A, van Houten J, Pasquier A, Yu R, Carrigan E, Miller MB, Schladt D, Akdere A, Gonzalez A, Llyod KM, McGinn D, Gangasani A, Michaud Z, Colasacco A, Snyder J, Thomas K, Wang T, Wu B, Alzahrani AJ, Al-Ali AK, Al-Muhanna FA, Al-Rubaish AM, Al-Mueilo S, Monos DS, Murphy B, Olthoff KM, Wijmenga C, Webster T, Kamoun M, Balasubramanian S, Lanktree MB, Oetting WS, Garcia-Pavia P, MacArthur DG, de Bakker PI, Hakonarson H, Birdwell KA, Jacobson PA, Ritchie MD, Asselbergs FW, Israni AK, Shaked A, Keating BJ. : Concept and design of a genome-wide association genotyping array tailored for transplantation-specific studies. Genome Med. Oct 2015.
Li YR, Zhao SD, Li J, Bradfield JP, Mohebnasab M, Steel L, Kobie J, Abrams DJ, Mentch FD, Glessner JT, Guo Y, Wei Z, Connolly JJ, Cardinale CJ, Bakay M, Li D, Maggadottir SM, Thomas KA, Qui H, Chiavacci RM, Kim CE, Wang F, Snyder J, Flatø B, Førre Ø, Denson LA, Thompson SD, Becker ML, Guthery SL, Latiano A, Perez E, Resnick E, Strisciuglio C, Staiano A, Miele E, Silverberg MS, Lie BA, Punaro M, Russell RK, Wilson DC, Dubinsky MC, Monos DS, Annese V, Munro JE, Wise C, Chapel H, Cunningham-Rundles C, Orange JS, Behrens EM, Sullivan KE, Kugathasan S, Griffiths AM, Satsangi J, Grant SF, Sleiman PM, Finkel TH, Polychronakos C, Baldassano RN, Luning Prak ET, Ellis JA, Li H, Keating BJ, Hakonarson H. : Genetic sharing and heritability of paediatric age of onset autoimmune diseases. Nat Commun. Oct 2015.
Das A, Morley M, Moravec CS, Tang WH, Hakonarson H; MAGNet Consortium, Margulies KB, Cappola TP, Jensen S, Hannenhalli S. : Bayesian integration of genetics and epigenetics detects causal regulatory SNPs underlying expression variability. Nat Commun. Oct 2015.
Yellin JL, Trocle A, Grant SF, Hakonarson H, Shea KG, Ganley TJ.: Candidate Loci are Revealed by an Initial Genome-wide Association Study of Juvenile Osteochondritis Dissecans. J Pediatr Orthop. Sep 2015.
Ningappa M, So J, Glessner J, Ashokkumar C, Ranganathan S, Min J, Higgs BW, Sun Q, Haberman K, Schmitt L, Vilarinho S, Mistry PK, Vockley G, Dhawan A, Gittes GK, Hakonarson H, Jaffe R, Subramaniam S, Shin D, Sindhi R.: The Role of ARF6 in Biliary Atresia. PLoS One. Sep 2015.
Liu JZ, van Sommeren S, Huang H, Ng SC, Alberts R, Takahashi A, Ripke S, Lee JC, Jostins L, Shah T, Abedian S, Cheon JH, Cho J, Daryani NE, Franke L, Fuyuno Y, Hart A, Juyal RC, Juyal G, Kim WH, Morris AP, Poustchi H, Newman WG, Midha V, Orchard TR, Vahedi H, Sood A, Sung JJ, Malekzadeh R, Westra HJ, Yamazaki K, Yang SK; International Multiple Sclerosis Genetics Consortium; International IBD Genetics Consortium, Barrett JC, Franke A, Alizadeh BZ, Parkes M, B K T, Daly MJ, Kubo M, Anderson CA, Weersma RK.: Association analyses identify 38 susceptibility loci for inflammatory bowel disease and highlight shared genetic risk across populations. Nat Genet. Page: 979-86, Sep 2015.
Herr TM, Bielinski SJ, Bottinger E, Brautbar A, Brilliant M, Chute CG, Cobb BL, Denny JC, Hakonarson H, Hartzler AL, Hripcsak G, Kannry J, Kohane IS, Kullo IJ, Lin S, Manzi S, Marsolo K, Overby CL, Pathak J, Peissig P, Pulley J, Ralston J, Rasmussen L, Roden DM, Tromp G, Uphoff T, Weng C, Wolf W, Williams MS, Starren J.: Practical considerations in genomic decision support: The eMERGE experience. J Pathol Inform. Sep 2015.
Chesi A, Mitchell JA, Kalkwarf HJ, Bradfield JP, Lappe JM, McCormack SE, Gilsanz V, Oberfield SE, Hakonarson H, Shepherd JA, Kelly A, Zemel BS, Grant SF. : A trans-ethnic genome-wide association study identifies gender-specific loci influencing pediatric aBMD and BMC at the distal radius. Hum Mol Genet. Page: 5053-9, Sep 2015.
Li YR, Li J, Zhao SD, Bradfield JP, Mentch FD, Maggadottir SM, Hou C, Abrams DJ, Chang D, Gao F, Guo Y, Wei Z, Connolly JJ, Cardinale CJ, Bakay M, Glessner JT, Li D, Kao C, Thomas KA, Qiu H, Chiavacci RM, Kim CE, Wang F, Snyder J, Richie MD, Flatø B, Førre Ø, Denson LA, Thompson SD, Becker ML, Guthery SL, Latiano A, Perez E, Resnick E, Russell RK, Wilson DC, Silverberg MS, Annese V, Lie BA, Punaro M, Dubinsky MC, Monos DS, Strisciuglio C, Staiano A, Miele E, Kugathasan S, Ellis JA, Munro JE, Sullivan KE, Wise CA, Chapel H, Cunningham-Rundles C, Grant SF, Orange JS, Sleiman PM, Behrens EM, Griffiths AM, Satsangi J, Finkel TH, Keinan A, Prak ET, Polychronakos C, Baldassano RN, Li H, Keating BJ, Hakonarson H.: Meta-analysis of shared genetic architecture across ten pediatric autoimmune diseases. Nat Med. Aug 2015.
Li WD, Jiao H, Wang K, Yang F, Grant SF, Hakonarson H, Ahima R, Arlen Price R. : Pathway-Based Genome-wide Association Studies Reveal That the Rac1 Pathway Is Associated with Plasma Adiponectin Levels. Sci Rep. Aug 2015.
Li J, Fung I, Glessner JT, Pandey R, Wei Z, Bakay M, Mentch FD, Pellegrino R, Wang T, Kim C, Hou C, Wang F, Chiavacci RM, Thomas KA, Spergel JM, Hakonarson H, Sleiman PM. : Copy Number Variations in CTNNA3 and RBFOX1 Associate with Pediatric Food Allergy. J Immunol. Page: 1599-607, Aug 2015.
Jiao H, Wang K, Yang F, Grant SF, Hakonarson H, Price RA, Li WD. : Pathway-Based Genome-Wide Association Studies for Plasma Triglycerides in Obese Females and Normal-Weight Controls. PLoS One. Aug 2015.
Dajani R, Li J, Wei Z, Glessner JT, Chang X, Cardinale CJ, Pellegrino R, Wang T, Hakooz N, Khader Y, Sheshani A, Zandaki D, Hakonarson H.: CNV Analysis Associates AKNAD1 with Type-2 Diabetes in Jordan Subpopulations. Sci Rep. Aug 2015.
Chiaroni-Clarke RC, Li YR, Munro JE, Chavez RA, Scurrah KJ, Pezic A, Akikusa JD, Allen RC, Piper SE, Becker ML, Thompson SD, Lie BA, Flato B, Forre O, Punaro M, Wise C, Saffery R, Finkel TH, Hakonarson H, Ponsonby AL, Ellis JA.: The association of PTPN22 rs2476601 with juvenile idiopathic arthritis is specific to females. Genes Immun. Aug 2015.
Joshi PK, Esko T, Mattsson H, Eklund N, Gandin I, Nutile T, Jackson AU, Schurmann C, Smith AV, Zhang W, Okada Y, StanÄáková A, Faul JD, Zhao W, Bartz TM, Concas MP, Franceschini N, Enroth S, Vitart V, Trompet S, Guo X, Chasman DI, O'Connel JR, Corre T, Nongmaithem SS, Chen Y, Mangino M, Ruggiero D, Traglia M, Farmaki AE, Kacprowski T, Bjonnes A, van der Spek A, Wu Y, Giri AK, Yanek LR, Wang L, Hofer E, Rietveld CA, McLeod O, Cornelis MC, Pattaro C, Verweij N, Baumbach C, Abdellaoui A, Warren HR, Vuckovic D, Mei H, Bouchard C, Perry JR, Cappellani S, Mirza SS, Benton MC, Broeckel U, Medland SE, Lind PA, Malerba G, Drong A, Yengo L, Bielak LF, Zhi D, van der Most PJ, Shriner D, Mägi R, Hemani G, Karaderi T, Wang Z, Liu T, Demuth I, Zhao JH, Meng W, Lataniotis L, van der Laan SW, Bradfield JP, Wood AR, Bonnefond A, Ahluwalia TS, Hall LM, Salvi E, Yazar S, Carstensen L, de Haan HG, Abney M, Afzal U, Allison MA, Amin N, Asselbergs FW, Bakker SJ, Barr RG, Baumeister SE, Benjamin DJ, Bergmann S, Boerwinkle E, Bottinger EP, Campbell A, Chakravarti A, Chan Y, Chanock SJ, Chen C, Chen YD, Collins FS, Connell J, Correa A, Cupples LA, Smith GD, Davies G, Dörr M, Ehret G, Ellis SB, Feenstra B, Feitosa MF, Ford I, Fox CS, Frayling TM, Friedrich N, Geller F, Scotland G, Gillham-Nasenya I, Gottesman O, Graff M, Grodstein F, Gu C, Haley C, Hammond CJ, Harris SE, Harris TB, Hastie ND, Heard-Costa NL, Heikkilä K, Hocking LJ, Homuth G, Hottenga JJ, Huang J, Huffman JE, Hysi PG, Ikram MA, Ingelsson E, Joensuu A, Johansson Å, Jousilahti P, Jukema JW, Kähönen M, Kamatani Y, Kanoni S, Kerr SM, Khan NM, Koellinger P, Koistinen HA, Kooner MK, Kubo M, Kuusisto J, Lahti J, Launer LJ, Lea RA, Lehne B, Lehtimäki T, Liewald DC, Lind L, Loh M, Lokki ML, London SJ, Loomis SJ, Loukola A, Lu Y, Lumley T, Lundqvist A, Männistö S, Marques-Vidal P, Masciullo C, Matchan A, Mathias RA, Matsuda K, Meigs JB, Meisinger C, Meitinger T, Menni C, Mentch FD, Mihailov E, Milani L, Montasser ME, Montgomery GW, Morrison A, Myers RH, Nadukuru R, Navarro P, Nelis M, Nieminen MS, Nolte IM, O'Connor GT, Ogunniyi A, Padmanabhan S, Palmas WR, Pankow JS, Patarcic I, Pavani F, Peyser PA, Pietilainen K, Poulter N, Prokopenko I, Ralhan S, Redmond P, Rich SS, Rissanen H, Robino A, Rose LM, Rose R, Sala C, Salako B, Salomaa V, Sarin AP, Saxena R, Schmidt H, Scott LJ, Scott WR, Sennblad B, Seshadri S, Sever P, Shrestha S, Smith BH, Smith JA, Soranzo N, Sotoodehnia N, Southam L, Stanton AV, Stathopoulou MG, Strauch K, Strawbridge RJ, Suderman MJ, Tandon N, Tang ST, Taylor KD, Tayo BO, Töglhofer AM, Tomaszewski M, TÅ¡ernikova N, Tuomilehto J, Uitterlinden AG, Vaidya D, van Hylckama Vlieg A, van Setten J, Vasankari T, Vedantam S, Vlachopoulou E, Vozzi D, Vuoksimaa E, Waldenberger M, Ware EB, Wentworth-Shields W, Whitfield JB, Wild S, Willemsen G, Yajnik CS, Yao J, Zaza G, Zhu X; BioBank Japan Project, Salem RM, Melbye M, Bisgaard H, Samani NJ, Cusi D, Mackey DA, Cooper RS, Froguel P, Pasterkamp G, Grant SF, Hakonarson H, Ferrucci L, Scott RA, Morris AD, Palmer CN, Dedoussis G, Deloukas P, Bertram L, Lindenberger U, Berndt SI, Lindgren CM, Timpson NJ, Tönjes A, Munroe PB, Sørensen TI, Rotimi CN, Arnett DK, Oldehinkel AJ, Kardia SL, Balkau B, Gambaro G, Morris AP, Eriksson JG, Wright MJ, Martin NG, Hunt SC, Starr JM, Deary IJ, Griffiths LR, Tiemeier H, Pirastu N, Kaprio J, Wareham NJ, Pérusse L, Wilson JG, Girotto G, Caulfield MJ, Raitakari O, Boomsma DI, Gieger C, van der Harst P, Hicks AA, Kraft P, Sinisalo J, Knekt P, Johannesson M, Magnusson PK, Hamsten A, Schmidt R, Borecki IB, Vartiainen E, Becker DM, Bharadwaj D, Mohlke KL, Boehnke M, van Duijn CM, Sanghera DK, Teumer A, Zeggini E, Metspalu A, Gasparini P, Ulivi S, Ober C, Toniolo D, Rudan I, Porteous DJ, Ciullo M, Spector TD, Hayward C, Dupuis J, Loos RJ, Wright AF, Chandak GR, Vollenweider P, Shuldiner AR, Ridker PM, Rotter JI, Sattar N, Gyllensten U, North KE, Pirastu M, Psaty BM, Weir DR, Laakso M, Gudnason V, Takahashi A, Chambers JC, Kooner JS, Strachan DP, Campbell H, Hirschhorn JN, Perola M, PolaÅ¡ek O, Wilson JF. : Directional dominance on stature and cognition in diverse human populations. Nature Page: 459-62, Jul 2015.
Brehm JM, Ramratnam SK, Tse SM, Croteau-Chonka DC, Pino-Yanes M, Rosas-Salazar C, Litonjua AA, Raby BA, Boutaoui N, Han YY, Chen W, Forno E, Marsland AL, Nugent NR, Eng C, Colón-Semidey A, Alvarez M, Acosta-Pérez E, Spear ML, Martinez FD, Avila L, Weiss ST, Soto-Quiros M, Ober C, Nicolae DL, Barnes KC, Lemanske RF Jr, Strunk RC, Liu A, London SJ, Gilliland F, Sleiman P, March M, Hakonarson H, Duan QL, Kolls JK, Fritz GK, Hu D, Fani N, Stevens JS, Almli LM, Burchard EG, Shin J, McQuaid EL, Ressler K, Canino G, Celedón JC. : Stress and Bronchodilator Response in Children with Asthma. Am J Respir Crit Care Med. Page: 47-56, Jul 2015.
Barthold JS, Wang Y, Kolon TF, Kollin C, Nordenskjöld A, Olivant Fisher A, Figueroa TE, BaniHani AH, Hagerty JA, Gonzaléz R, Noh PH, Chiavacci RM, Harden KR, Abrams DJ, Kim CE, Li J,Hakonarson H, Devoto M.: Pathway analysis supports association of nonsyndromic cryptorchidism with genetic loci linked to cytoskeleton-dependent functions. Hum Reprod. Jul 2015.
Almoguera B, Li J, Fernandez-San Jose P, Liu Y, March M, Pellegrino R, Golhar R, Corton M, Blanco-Kelly F, López-Molina MI, García-Sandoval B, Guo Y, Tian L, Liu X, Guan L, Zhang J, Keating B, Xu X, Hakonarson H, Ayuso C.: Application of Whole Exome Sequencing in Six Families with an Initial Diagnosis of Autosomal Dominant Retinitis Pigmentosa: Lessons Learned. PLoS One. Jul 2015.
Østergaard SD, Mukherjee S, Sharp SJ, Proitsi P, Lotta LA, Day F, Perry JR, Boehme KL, Walter S, Kauwe JS, Gibbons LE; Alzheimer's Disease Genetics Consortium; GERAD1 Consortium; EPIC-InterAct Consortium, Larson EB, Powell JF, Langenberg C, Crane PK, Wareham NJ, Scott RA.: Associations between Potentially Modifiable Risk Factors and Alzheimer Disease: A Mendelian Randomization Study. PLoS Med. Jun 2015.
Satterthwaite TD, Vandekar SN, Wolf DH, Bassett DS, Ruparel K, Shehzad Z, Craddock RC, Shinohara RT, Moore TM, Gennatas ED, Jackson C, Roalf DR, Milham MP, Calkins ME, Hakonarson H, Gur RC, Gur RE.: Connectome-wide network analysis of youth with Psychosis-Spectrum symptoms. Mol Psychiatry. Jun 2015.
Bhoj EJ, Li D, Harr MH, Tian L, Wang T, Zhao Y, Qiu H, Kim C, Hoffman JD, Hakonarson H, Zackai EH.: Expanding the SPECC1L mutation phenotypic spectrum to include Teebi hypertelorism syndrome. Am J Med Genet A Jun 2015.
Rodriguez S, Gaunt TR, Guo Y, Zheng J, Barnes MR, Tang W, Danish F, Johnson A, Castillo BA, Li YR, Hakonarson H, Buxbaum SG, Palmer T, Tsai MY, Lange LA, Ebrahim S, Davey Smith G, Lawlor DA, Folsom AR, Hoogeveen R, Reiner A, Keating B, Day IN.: Lipids, obesity and gallbladder disease in women: insights from genetic studies using the cardiovascular gene-centric 50K SNP array. Eur J Hum Genet. Apr 2015.
Menezes MJ, Guo Y, Zhang J, Riley LG, Cooper ST, Thorburn DR, Li J, Dong D, Li Z, Glessner J, Davis RL, Sue CM, Alexander SI, Arbuckle S, Kirwan P, Keating BJ, Xu X, Hakonarson H*, Christodoulou J*. : Mutation in mitochondrial ribosomal protein S7 (MRPS7) causes congenital sensorineural deafness, progressive hepatic and renal failure and lactic acidemia. Hum Mol Genet. 8: 2297-307, Apr 2015.
Lill CM, Rengmark A, Pihlstrøm L, Fogh I, Shatunov A, Sleiman PM, Wang LS, Liu T, Lassen CF, Meissner E, Alexopoulos P, Calvo A, Chio A, Dizdar N, Faltraco F, Forsgren L, Kirchheiner J, Kurz A, Larsen JP, Liebsch M, Linder J, Morrison KE, Nissbrandt H, Otto M, Pahnke J, Partch A, Restagno G, Rujescu D, Schnack C, Shaw CE, Shaw PJ, Tumani H, Tysnes OB, Valladares O, Silani V, van den Berg LH, van Rheenen W, Veldink JH, Lindenberger U, Steinhagen-Thiessen E; SLAGEN Consortium, Teipel S, Perneczky R, Hakonarson H, Hampel H, von Arnim CA, Olsen JH, Van Deerlin VM, Al-Chalabi A, Toft M, Ritz B, Bertram L.: The role of TREM2 R47H as a risk factor for Alzheimer's disease, frontotemporal lobar degeneration, amyotrophic lateral sclerosis, and Parkinson's disease. Alzheimers Dement. Apr 2015.
Li J, Jørgensen SF, Maggadottir SM, Bakay M, Warnatz K, Glessner J, Pandey R, Salzer U, Schmidt RE, Perez E, Resnick E, Goldacker S, Buchta M, Witte T, Padyukov L, Videm V, Folseraas T, Atschekzei F, Elder JT, Nair RP, Winkelmann J, Gieger C, Nöthen MM, Büning C, Brand S, Sullivan KE, Orange JS, Fevang B, Schreiber S, Lieb W, Aukrust P, Chapel H, Cunningham-Rundles C, Franke A, Karlsen TH, Grimbacher B, Hakonarson H*, Hammarström L, Ellinghaus E. : Association of CLEC16A with human common variable immunodeficiency disorder and role in murine B cells. Nat Commun. Apr 2015.
Interleukin 1 Genetics Consortium.: Cardiometabolic effects of genetic upregulation of the interleukin 1 receptor antagonist: a Mendelian randomisation analysis. Lancet Diabetes Endocrinol. Lancet Diabetes Endocrinol. Page: 243-53, Apr 2015.
Chang X, Li J, Guo Y, Wei Z, Mentch FD, Hou C, Zhao Y, Qiu H, Kim C, Sleiman PM, Hakonarson H.: Genome-wide association study of serum minerals levels in children of different ethnic background. PLoS One. Apr 2015.
Calkins ME, Merikangas KR, Moore TM, Burstein M, Behr MA, Satterthwaite TD, Ruparel K, Wolf DH, Roalf DR, Mentch FD, Qiu H, Chiavacci R, Connolly JJ, Sleiman PM, Gur RC, Hakonarson H, Gur RE. : The Philadelphia Neurodevelopmental Cohort: constructing a deep phenotyping collaborative. J Child Psychol Psychiatry. Apr 2015.
Wolf DH, Satterthwaite TD, Calkins ME, Ruparel K, Elliott MA, Hopson RD, Jackson CT, Prabhakaran K, Bilker WB, Hakonarson H, Gur RC, Gur RE. : Functional Neuroimaging Abnormalities in Youth With Psychosis Spectrum Symptoms. JAMA Psychiatry. Mar 2015.
Sgariglia F, Pedrini E, Bradfield JP, Bhatti TR, D'Adamo P, Dormans JP, Gunawardena AT, Hakonarson H, Hecht JT, Sangiorgi L, Pacifici M, Enomoto-Iwamoto M, Grant SF. : The type 2 diabetes associated rs7903146 T allele within TCF7L2 is significantly under-represented in Hereditary Multiple Exostoses: insights into pathogenesis. Bone. 72: 123-7, Mar 2015.
Satterthwaite TD, Connolly JJ, Ruparel K, Calkins ME, Jackson C, Elliott MA, Roalf DR, Ryan Hopsona KP, Behr M, Qiu H, Mentch FD, Chiavacci R, Sleiman PM, Gur RC, Hakonarson H, Gur RE. : The Philadelphia Neurodevelopmental Cohort: A publicly available resource for the study of normal and abnormal brain development in youth. Neuroimage Mar 2015.
Onengut-Gumuscu S, Chen WM, Burren O, Cooper NJ, Quinlan AR, Mychaleckyj JC, Farber E, Bonnie JK, Szpak M, Schofield E, Achuthan P, Guo H, Fortune MD, Stevens H, Walker NM, Ward LD, Kundaje A, Kellis M, Daly MJ, Barrett JC, Cooper JD, Deloukas P; Type 1 Diabetes Genetics Consortium, Todd JA, Wallace C, Concannon P, Rich SS. : Fine mapping of type 1 diabetes susceptibility loci and evidence for colocalization of causal variants with lymphoid gene enhancers. Nat Genet. Page: 381-6, Mar 2015.
Nead KT, Li A, Wehner MR, Neupane B, Gustafsson S, Butterworth A, Engert JC, Davis AD, Hegele RA, Miller R, den Hoed M, Khaw KT, Kilpeläinen TO, Wareham N, Edwards TL, Hallmans G, Varga TV, Kardia SL, Smith JA, Zhao W, Faul JD, Weir D, Mi J, Xi B, Canizales Quinteros S, Cooper C, Sayer AA, Jameson K, Grøntved A, Fornage M, Sidney S, Hanis CL, Highland HM, Häring HU, Heni M, Lasky-Su J, Weiss ST, Gerhard GS, Still C, Melka MM, Pausova Z, Paus T, Grant SF, Hakonarson H, Price RA, Wang K, Scherag A, Hebebrand J, Hinney A; BioBank Japan; AGEN-BMI; GIANT Consortium, Franks PW, Frayling TM, McCarthy MI, Hirschhorn JN, Loos R, Ingelsson E, Gerstein HC, Yusuf S, Beyene J, Anand SS, Meyre D. : Contribution of common non-synonymous variants in PCSK1 to body-mass index variation and risk of obesity: a systematic review and meta-analysis with evidence from up to 331,175 individuals. Hum Mol Genet. Mar 2015.
Moore TM, Reise SP, Gur RE, Hakonarson H, Gur RC. : Psychometric properties of the Penn Computerized Neurocognitive Battery. Neuropsychology. 2: 235-46, Mar 2015.
Merikangas KR, Calkins ME, Burstein M, He JP, Chiavacci R, Lateef T, Ruparel K, Gur RC, Lehner T, Hakonarson H, Gur RE. : Comorbidity of Physical and Mental Disorders in the Neurodevelopmental Genomics Cohort Study. Pediatrics. Mar 2015.
Mancini C, Orsi L, Guo Y, Li J, Chen Y, Wang F, Tian L, Liu X, Zhang J, Jiang H, Nmezi BS, Tatsuta T, Giorgio E, Di Gregorio E, Cavalieri S, Pozzi E, Mortara P, Caglio MM, Balducci A, Pinessi L, Langer T, Padiath QS, Hakonarson H, Zhang X, Brusco A.: An atypical form of AOA2 with myoclonus associated with mutations in SETX and AFG3L2. BMC Med Genet. Mar 2015.
Kaess BM, Preis SR, Lieb W, Beiser AS, Yang Q, Chen TC, Hengstenberg C, Erdmann J, Schunkert H, Seshadri S, Vasan RS; CARDIoGRAM, Assimes TL, Deloukas P, Holm H, Kathiresan S, König IR, McPherson R, Reilly MP, Roberts R, Samani NJ, Stewart AF. : Circulating brain-derived neurotrophic factor concentrations and the risk of cardiovascular disease in the community. J Am Heart Assoc Mar 2015.
Jun G, Ibrahim-Verbaas CA, Vronskaya M, Lambert JC, Chung J, Naj AC, Kunkle BW, Wang LS, Bis JC, Bellenguez C, Harold D, Lunetta KL, Destefano AL, Grenier-Boley B, Sims R, Beecham GW, Smith AV, Chouraki V, Hamilton-Nelson KL, Ikram MA, Fievet N, Denning N, Martin ER, Schmidt H, Kamatani Y, Dunstan ML, Valladares O, Laza AR, Zelenika D, Ramirez A, Foroud TM, Choi SH, Boland A, Becker T, Kukull WA, van der Lee SJ, Pasquier F, Cruchaga C, Beekly D, Fitzpatrick AL, Hanon O, Gill M, Barber R, Gudnason V, Campion D, Love S, Bennett DA, Amin N, Berr C, Tsolaki M, Buxbaum JD, Lopez OL, Deramecourt V, Fox NC, Cantwell LB, Tárraga L, Dufouil C, Hardy J, Crane PK, Eiriksdottir G, Hannequin D, Clarke R, Evans D, Mosley TH Jr, Letenneur L, Brayne C, Maier W, De Jager P, Emilsson V, Dartigues JF, Hampel H, Kamboh MI, de Bruijn RF, Tzourio C, Pastor P, Larson EB, Rotter JI, O'Donovan MC, Montine TJ, Nalls MA, Mead S, Reiman EM, Jonsson PV, Holmes C, St George-Hyslop PH, Boada M, Passmore P, Wendland JR, Schmidt R, Morgan K, Winslow AR, Powell JF, Carasquillo M, Younkin SG, Jakobsdóttir J, Kauwe JS, Wilhelmsen KC, Rujescu D, Nöthen MM, Hofman A, Jones L; IGAP Consortium, Haines JL, Psaty BM, Van Broeckhoven C, Holmans P, Launer LJ, Mayeux R, Lathrop M, Goate AM, Escott-Price V, Seshadri S, Pericak-Vance MA, Amouyel P, Williams J, van Duijn CM, Schellenberg GD, Farrer LA. : A novel Alzheimer disease locus located near the gene encoding tau protein. Mol Psychiatry. Mar 2015.
Guo Y, Menezes MJ, Menezes MP, Liang J, Li D, Riley LG, Clarke NF, Andrews PI, Tian L, Webster R, Wang F, Liu X, Shen Y, Thorburn DR, Keating BJ, Engel A, Hakonarson H*, Christodoulou J*, Xu X*. : Delayed diagnosis of congenital myasthenia due to associated mitochondrial enzyme defect. Neuromuscul Disord. 3: 257-61, Mar 2015.
Falk MJ, Shen L, Gonzalez M, Leipzig J, Lott MT, Stassen AP, Diroma MA, Navarro-Gomez D, Yeske P, Bai R, Boles RG, Brilhante V, Ralph D, DaRe JT, Shelton R, Terry SF, Zhang Z, Copeland WC, van Oven M, Prokisch H, Wallace DC, Attimonelli M, Krotoski D, Zuchner S, Gai X; MSeqDR Consortium participants: Sherri Bale, Jirair Bedoyan, Doron Behar, Penelope Bonnen, Lisa Brooks, Claudia Calabrese, Sarah Calvo, Patrick Chinnery, John Christodoulou, Deanna Church,; Rosanna Clima, Bruce H. Cohen, Richard G. Cotton, IFM de Coo, Olga Derbenevoa, Johan T. den Dunnen, David Dimmock, Gregory Enns, Giuseppe Gasparre,; Amy Goldstein, Iris Gonzalez, Katrina Gwinn, Sihoun Hahn, Richard H. Haas, Hakon Hakonarson, Michio Hirano, Douglas Kerr, Dong Li, Maria Lvova, Finley Macrae, Donna Maglott, Elizabeth McCormick, Grant Mitchell, Vamsi K. Mootha, Yasushi Okazaki,; Aurora Pujol, Melissa Parisi, Juan Carlos Perin, Eric A. Pierce, Vincent Procaccio, Shamima Rahman, Honey Reddi, Heidi Rehm, Erin Riggs, Richard Rodenburg, Yaffa Rubinstein, Russell Saneto, Mariangela Santorsola, Curt Scharfe,; Claire Sheldon, Eric A. Shoubridge, Domenico Simone, Bert Smeets, Jan A. Smeitink, Christine Stanley, Anu Suomalainen, Mark Tarnopolsky, Isabelle Thiffault, David R. Thorburn, Johan Van Hove, Lynne Wolfe, and Lee-Jun Wong. : Mitochondrial Disease Sequence Data Resource (MSeqDR): A global grass-roots consortium to facilitate deposition, curation, annotation, and integrated analysis of genomic data for the mitochondrial disease clinical and research communities. Mol Genet Metab. 3: 388-396, Mar 2015.
van der Valk RJ, Kreiner-Møller E, Kooijman MN, Guxens M, Stergiakouli E, Sääf A, Bradfield JP, Geller F, Hayes MG, Cousminer DL, Körner A, Thiering E, Curtin JA, Myhre R, Huikari V, Joro R, Kerkhof M, Warrington NM, Pitkänen N, Ntalla I, Horikoshi M, Veijola R, Freathy RM, Teo YY, Barton SJ, Evans DM, Kemp JP, St Pourcain B, Ring SM, Davey Smith G, Bergström A, Kull I, Hakonarson H, Mentch FD, Bisgaard H, Chawes B, Stokholm J, Waage J, Eriksen P, Sevelsted A, Melbye M; Early Genetics and Lifecourse Epidemiology (EAGLE) Consortium, van Duijn CM, Medina-Gomez C, Hofman A, de Jongste JC, Taal HR, Uitterlinden AG; Genetic Investigation of ANthropometric Traits (GIANT) Consortium, Armstrong LL, Eriksson J, Palotie A, Bustamante M, Estivill X, Gonzalez JR, Llop S, Kiess W, Mahajan A, Flexeder C, Tiesler CM, Murray CS, Simpson A, Magnus P, Sengpiel V, Hartikainen AL, Keinanen-Kiukaanniemi S, Lewin A, Da Silva Couto Alves A, Blakemore AI, Buxton JL, Kaakinen M, Rodriguez A, Sebert S, Vaarasmaki M, Lakka T, Lindi V, Gehring U, Postma DS, Ang W, Newnham JP, Lyytikäinen LP, Pahkala K, Raitakari OT, Panoutsopoulou K, Zeggini E, Boomsma DI, Groen-Blokhuis M, Ilonen J, Franke L, Hirschhorn JN, Pers TH, Liang L, Huang J, Hocher B, Knip M, Saw SM, Holloway JW, Melén E, Grant SF, Feenstra B, Lowe WL, Widén E, Sergeyev E, Grallert H, Custovic A, Jacobsson B, Jarvelin MR, Atalay M, Koppelman GH, Pennell CE, Niinikoski H, Dedoussis GV, Mccarthy MI, Frayling TM, Sunyer J, Timpson NJ, Rivadeneira F, Bønnelykke K, Jaddoe VW; Early Growth Genetics (EGG) Consortium. : A novel common variant in DCST2 is associated with length in early life and height in adulthood. Hum Mol Genet. 4: 1155-68, Feb 2015.
Zhang J, Barbaro P, Guo Y, Alodaib A, Li J, Gold W, Adès L, Keating BJ, Xu X, Teo J, Hakonarson H*, Christodoulou J*. : Utility of next-generation sequencing technologies for the efficient genetic resolution of haematological disorders. Clin Genet. Feb 2015.
Wang LS, Naj AC, Graham RR, Crane PK, Kunkle BW, Cruchaga C, Murcia JD, Cannon-Albright L, Baldwin CT, Zetterberg H, Blennow K, Kukull WA, Faber KM, Schupf N, Norton MC, Tschanz JT, Munger RG, Corcoran CD, Rogaeva E; Alzheimer's Disease Genetics Consortium, Lin CF, Dombroski BA, Cantwell LB, Partch A, Valladares O, Hakonarson H, St George-Hyslop P, Green RC, Goate AM, Foroud TM, Carney RM, Larson EB, Behrens TW, Kauwe JS, Haines JL, Farrer LA, Pericak-Vance MA, Mayeux R, Schellenberg GD; National Institute on Aging-Late-Onset Alzheimer's Disease (NIA-LOAD) Family Study. : Rarity of the Alzheimer disease-protective APP A673T variant in the United States. JAMA Neurol. 2: 209-16, Feb 2015.
Network and Pathway Analysis Subgroup of Psychiatric Genomics Consortium. : Psychiatric genome-wide association study analyses implicate neuronal, immune and histone pathways. Nat Neurosci. 2: 199-209, Feb 2015.
Maier R, Moser G, Chen GB, Ripke S; Cross-Disorder Working Group of the Psychiatric Genomics Consortium, Coryell W, Potash JB, Scheftner WA, Shi J, Weissman MM, Hultman CM, Landén M, Levinson DF, Kendler KS, Smoller JW, Wray NR, Lee SH. : Joint analysis of psychiatric disorders increases accuracy of risk prediction for schizophrenia, bipolar disorder, and major depressive disorder. Am J Hum Genet. 2: 283-94, Feb 2015.
Maggadottir SM, Li J, Glessner JT, Li YR, Wei Z, Chang X, Mentch FD, Thomas KA, Kim CE, Zhao Y, Hou C, Wang F, Jørgensen SF, Perez EE, Sullivan KE, Orange JS, Karlsen TH, Chapel H, Cunningham-Rundles C, Hakonarson H. : Rare variants at 16p11.2 are associated with common variable immunodeficiency. J Allergy Clin Immunol. 15: 00021-4, Feb 2015.
Locke AE, Kahali B, Berndt SI, Justice AE, Pers TH, Day FR, Powell C, Vedantam S, Buchkovich ML, Yang J, Croteau-Chonka DC, Esko T, Fall T, Ferreira T, Gustafsson S, Kutalik Z, Luan J, Mägi R, Randall JC, Winkler TW, Wood AR, Workalemahu T, Faul JD, Smith JA, Hua Zhao J, Zhao W, Chen J, Fehrmann R, Hedman ÅK, Karjalainen J, Schmidt EM, Absher D, Amin N, Anderson D, Beekman M, Bolton JL, Bragg-Gresham JL, Buyske S, Demirkan A, Deng G, Ehret GB, Feenstra B, Feitosa MF, Fischer K, Goel A, Gong J, Jackson AU, Kanoni S, Kleber ME, Kristiansson K, Lim U, Lotay V, Mangino M, Mateo Leach I, Medina-Gomez C, Medland SE, Nalls MA, Palmer CD, Pasko D, Pechlivanis S, Peters MJ, Prokopenko I, Shungin D, StanÄáková A, Strawbridge RJ, Ju Sung Y, Tanaka T, Teumer A, Trompet S, van der Laan SW, van Setten J, Van Vliet-Ostaptchouk JV, Wang Z, Yengo L, Zhang W, Isaacs A, Albrecht E, Ärnlöv J, Arscott GM, Attwood AP, Bandinelli S, Barrett A, Bas IN, Bellis C, Bennett AJ, Berne C, Blagieva R, Blüher M, Böhringer S, Bonnycastle LL, Böttcher Y, Boyd HA, Bruinenberg M, Caspersen IH, Ida Chen YD, Clarke R, Daw EW, de Craen AJ, Delgado G, Dimitriou M, Doney AS, Eklund N, Estrada K, Eury E, Folkersen L, Fraser RM, Garcia ME, Geller F, Giedraitis V, Gigante B, Go AS, Golay A, Goodall AH, Gordon SD, Gorski M, Grabe HJ, Grallert H, Grammer TB, Gräßler J, Grönberg H, Groves CJ, Gusto G, Haessler J, Hall P, Haller T, Hallmans G, Hartman CA, Hassinen M, Hayward C, Heard-Costa NL, Helmer Q, Hengstenberg C, Holmen O, Hottenga JJ, James AL, Jeff JM, Johansson Å, Jolley J, Juliusdottir T, Kinnunen L, Koenig W, Koskenvuo M, Kratzer W, Laitinen J, Lamina C, Leander K, Lee NR, Lichtner P, Lind L, Lindström J, Sin Lo K, Lobbens S, Lorbeer R, Lu Y, Mach F, Magnusson PK, Mahajan A, McArdle WL, McLachlan S, Menni C, Merger S, Mihailov E, Milani L, Moayyeri A, Monda KL, Morken MA, Mulas A, Müller G, Müller-Nurasyid M, Musk AW, Nagaraja R, Nöthen MM, Nolte IM, Pilz S, Rayner NW, Renstrom F, Rettig R, Ried JS, Ripke S, Robertson NR, Rose LM, Sanna S, Scharnagl H, Scholtens S, Schumacher FR, Scott WR, Seufferlein T, Shi J, Vernon Smith A, Smolonska J, Stanton AV, Steinthorsdottir V, Stirrups K, Stringham HM, Sundström J, Swertz MA, Swift AJ, Syvänen AC, Tan ST, Tayo BO, Thorand B, Thorleifsson G, Tyrer JP, Uh HW, Vandenput L, Verhulst FC, Vermeulen SH, Verweij N, Vonk JM, Waite LL, Warren HR, Waterworth D, Weedon MN, Wilkens LR, Willenborg C, Wilsgaard T, Wojczynski MK, Wong A, Wright AF, Zhang Q; LifeLines Cohort Study, Brennan EP, Choi M, Dastani Z, Drong AW, Eriksson P, Franco-Cereceda A, Gådin JR, Gharavi AG, Goddard ME, Handsaker RE, Huang J, Karpe F, Kathiresan S, Keildson S, Kiryluk K, Kubo M, Lee JY, Liang L, Lifton RP, Ma B, McCarroll SA, McKnight AJ, Min JL, Moffatt MF, Montgomery GW, Murabito JM, Nicholson G, Nyholt DR, Okada Y, Perry JR, Dorajoo R, Reinmaa E, Salem RM, Sandholm N, Scott RA, Stolk L, Takahashi A, Tanaka T, Van't Hooft FM, Vinkhuyzen AA, Westra HJ, Zheng W, Zondervan KT; ADIPOGen Consortium; AGEN-BMI Working Group; CARDIOGRAMplusC4D Consortium; CKDGen Consortium; GLGC; ICBP; MAGIC Investigators; MuTHER Consortium; MIGen Consortium; PAGE Consortium; ReproGen Consortium; GENIE Consortium; International Endogene Consortium, Heath AC, Arveiler D, Bakker SJ, Beilby J, Bergman RN, Blangero J, Bovet P, Campbell H, Caulfield MJ, Cesana G, Chakravarti A, Chasman DI, Chines PS, Collins FS, Crawford DC, Cupples LA, Cusi D, Danesh J, de Faire U, den Ruijter HM, Dominiczak AF, Erbel R, Erdmann J, Eriksson JG, Farrall M, Felix SB, Ferrannini E, Ferrières J, Ford I, Forouhi NG, Forrester T, Franco OH, Gansevoort RT, Gejman PV, Gieger C, Gottesman O, Gudnason V, Gyllensten U, Hall AS, Harris TB, Hattersley AT, Hicks AA, Hindorff LA, Hingorani AD, Hofman A, Homuth G, Hovingh GK, Humphries SE, Hunt SC, Hyppönen E, Illig T, Jacobs KB, Jarvelin MR, Jöckel KH, Johansen B, Jousilahti P, Jukema JW, Jula AM, Kaprio J, Kastelein JJ, Keinanen-Kiukaanniemi SM, Kiemeney LA, Knekt P, Kooner JS, Kooperberg C, Kovacs P, Kraja AT, Kumari M, Kuusisto J, Lakka TA, Langenberg C, Le Marchand L, Lehtimäki T, Lyssenko V, Männistö S, Marette A, Matise TC, McKenzie CA, McKnight B, Moll FL, Morris AD, Morris AP, Murray JC, Nelis M, Ohlsson C, Oldehinkel AJ, Ong KK, Madden PA, Pasterkamp G, Peden JF, Peters A, Postma DS, Pramstaller PP, Price JF, Qi L, Raitakari OT, Rankinen T, Rao DC, Rice TK, Ridker PM, Rioux JD, Ritchie MD, Rudan I, Salomaa V, Samani NJ, Saramies J, Sarzynski MA, Schunkert H, Schwarz PE, Sever P, Shuldiner AR, Sinisalo J, Stolk RP, Strauch K, Tönjes A, Trégouët DA, Tremblay A, Tremoli E, Virtamo J, Vohl MC, Völker U, Waeber G, Willemsen G, Witteman JC, Zillikens MC, Adair LS, Amouyel P, Asselbergs FW, Assimes TL, Bochud M, Boehm BO, Boerwinkle E, Bornstein SR, Bottinger EP, Bouchard C, Cauchi S, Chambers JC, Chanock SJ, Cooper RS, de Bakker PI, Dedoussis G, Ferrucci L, Franks PW, Froguel P, Groop LC, Haiman CA, Hamsten A, Hui J, Hunter DJ, Hveem K, Kaplan RC, Kivimaki M, Kuh D, Laakso M, Liu Y, Martin NG, März W, Melbye M, Metspalu A, Moebus S, Munroe PB, Njølstad I, Oostra BA, Palmer CN, Pedersen NL, Perola M, Pérusse L, Peters U, Power C, Quertermous T, Rauramaa R, Rivadeneira F, Saaristo TE, Saleheen D, Sattar N, Schadt EE, Schlessinger D, Slagboom PE, Snieder H, Spector TD, Thorsteinsdottir U, Stumvoll M, Tuomilehto J, Uitterlinden AG, Uusitupa M, van der Harst P, Walker M, Wallaschofski H, Wareham NJ, Watkins H, Weir DR, Wichmann HE, Wilson JF, Zanen P, Borecki IB, Deloukas P, Fox CS, Heid IM, O'Connell JR, Strachan DP, Stefansson K, van Duijn CM, Abecasis GR, Franke L, Frayling TM, McCarthy MI, Visscher PM, Scherag A, Willer CJ, Boehnke M, Mohlke KL, Lindgren CM, Beckmann JS, Barroso I, North KE, Ingelsson E, Hirschhorn JN, Loos RJ, Speliotes EK. : Genetic studies of body mass index yield new insights for obesity biology. Nature. 7538: 197-206, Feb 2015.
Kruszka P, Li D, Harr MH, Wilson NR, Swarr D, McCormick EM, Chiavacci RM, Li M, Martinez AF, Hart RA, McDonald-McGinn DM, Deardorff MA, Falk MJ, Allanson JE, Hudson C, Johnson JP, Saadi I, Hakonarson H, Muenke M, Zackai EH. : Mutations in SPECC1L, encoding sperm antigen with calponin homology and coiled-coil domains 1-like, are found in some cases of autosomal dominant Opitz G/BBB syndrome. J Med Genet. 2: 104-10, Feb 2015.
Goyette P, Boucher G, Mallon D, Ellinghaus E, Jostins L, Huang H, Ripke S, Gusareva ES, Annese V, Hauser SL, Oksenberg JR, Thomsen I, Leslie S; International Inflammatory Bowel Disease Genetics Consortium; Australia and New Zealand IBDGC; Belgium IBD Genetics Consortium; Italian Group for IBD Genetic Consortium; NIDDK Inflammatory Bowel Disease Genetics Consortium; United Kingdom IBDGC; Wellcome Trust Case Control Consortium; Quebec IBD Genetics Consortium, Daly MJ, Van Steen K, Duerr RH, Barrett JC, McGovern DP, Schumm LP, Traherne JA, Carrington MN, Kosmoliaptsis V, Karlsen TH, Franke A, Rioux JD. : High-density mapping of the MHC identifies a shared role for HLA-DRB1*01:03 in inflammatory bowel diseases and heterozygous advantage in ulcerative colitis. Nat Genet. 2: 172-9, Feb 2015.
Gil-Rodríguez MC, Deardorff MA, Ansari M, Tan CA, Parenti I, Baquero-Montoya C, Ousager LB, Puisac B, Hernández-Marcos M, Teresa-Rodrigo ME, Marcos-Alcalde I, Wesselink JJ, Lusa-Bernal S, Bijlsma EK, Braunholz D, Bueno-Martinez I, Clark D, Cooper NS, Curry CJ, Fisher R, Fryer A, Ganesh J, Gervasini C, Gillessen-Kaesbach G, Guo Y, Hakonarson H, Hopkin RJ, Kaur M, Keating BJ, Kibaek M, Kinning E, Kleefstra T, Kline AD, Kuchinskaya E, Larizza L, Li YR, Liu X, Mariani M, Picker JD, Pié Á, Pozojevic J, Queralt E, Richer J, Roeder E, Sinha A, Scott RH, So J, Wusik KA, Wilson L, Zhang J, Gómez-Puertas P, Casale CH, Ström L, Selicorni A, Ramos FJ, Jackson LG, Krantz ID, Das S, Hennekam RC, Kaiser FJ, FitzPatrick DR, Pié J. : De Novo Heterozygous Mutations in SMC3 Cause a Range of Cornelia de Lange Syndrome-Overlapping Phenotypes. Hum Mutat. Feb 2015.
Swerdlow DI, Preiss D, Kuchenbaecker KB, Holmes MV, Engmann JE, Shah T, Sofat R, Stender S, Johnson PC, Scott RA, Leusink M, Verweij N, Sharp SJ, Guo Y, Giambartolomei C, Chung C, Peasey A, Amuzu A, Li K, Palmen J, Howard P, Cooper JA, Drenos F, Li YR, Lowe G, Gallacher J, Stewart MC, Tzoulaki I, Buxbaum SG, van der A DL, Forouhi NG, Onland-Moret NC, van der Schouw YT, Schnabel RB, Hubacek JA, Kubinova R, Baceviciene M, Tamosiunas A, Pajak A, Topor-Madry R, Stepaniak U, Malyutina S, Baldassarre D, Sennblad B, Tremoli E, de Faire U, Veglia F, Ford I, Jukema JW, Westendorp RG, de Borst GJ, de Jong PA, Algra A, Spiering W, Maitland-van der Zee AH, Klungel OH, de Boer A, Doevendans PA, Eaton CB, Robinson JG, Duggan D; DIAGRAM Consortium; MAGIC Consortium; InterAct Consortium, Kjekshus J, Downs JR, Gotto AM, Keech AC, Marchioli R, Tognoni G, Sever PS, Poulter NR, Waters DD, Pedersen TR, Amarenco P, Nakamura H, McMurray JJ, Lewsey JD, Chasman DI, Ridker PM, Maggioni AP, Tavazzi L, Ray KK, Seshasai SR, Manson JE, Price JF, Whincup PH, Morris RW, Lawlor DA, Smith GD, Ben-Shlomo Y, Schreiner PJ, Fornage M, Siscovick DS, Cushman M, Kumari M, Wareham NJ, Verschuren WM, Redline S, Patel SR, Whittaker JC, Hamsten A, Delaney JA, Dale C, Gaunt TR, Wong A, Kuh D, Hardy R, Kathiresan S, Castillo BA, van der Harst P, Brunner EJ, Tybjaerg-Hansen A, Marmot MG, Krauss RM, Tsai M, Coresh J, Hoogeveen RC, Psaty BM, Lange LA, Hakonarson H, Dudbridge F, Humphries SE, Talmud PJ, Kivimäki M, Timpson NJ, Langenberg C, Asselbergs FW, Voevoda M, Bobak M, Pikhart H, Wilson JG, Reiner AP, Keating BJ, Hingorani AD, Sattar N. : HMG-coenzyme A reductase inhibition, type 2 diabetes, and bodyweight: evidence from genetic analysis and randomised trials. Lancet. 9965: 351-61, Jan 2015.
Roy SM, Chesi A, Mentch F, Xiao R, Chiavacci R, Mitchell JA, Kelly A, Hakonarson H, Grant SF, Zemel BS, McCormack SE. : Body Mass Index (BMI) Trajectories in Infancy Differ by Population Ancestry and May Presage Disparities in Early Childhood Obesity. J Clin Endocrinol Metab. Jan 2015.
Mitchell LE, Agopian AJ, Bhalla A, Glessner JT, Kim CE, Swartz MD, Hakonarson H, Goldmuntz E. : Genome-wide association study of maternal and inherited effects on left-sided cardiac malformations. Hum Mol Genet. 1: 265-73, Jan 2015.
Mancini C, Nassani S, Guo Y, Chen Y, Giorgio E, Brussino A, Di Gregorio E, Cavalieri S, Lo Buono N, Funaro A, Pizio NR, Nmezi B, Kyttala A, Santorelli FM, Padiath QS, Hakonarson H, Zhang H, Brusco A. : Adult-onset autosomal recessive ataxia associated with neuronal ceroid lipofuscinosis type 5 gene (CLN5) mutations. J Neurol. 1: 173-8, Jan 2015.
Ellis JA, Scurrah KJ, Li YR, Ponsonby AL, Chavez RA, Pezic A, Dwyer T, Akikusa JD, Allen RC, Becker ML, Thompson SD, Lie BA, Flatø B, Førre O, Punaro M, Wise C, Finkel TH, Hakonarson H, Munro JE. : Epistasis amongst PTPN2 and genes of the vitamin D pathway contributes to risk of juvenile idiopathic arthritis. J Steroid Biochem Mol Biol. 145: 113-20, Jan 2015.
2014
St Pourcain B, Haworth CM, Davis OS, Wang K, Timpson NJ, Evans DM, Kemp JP, Ronald A, Price T, Meaburn E, Ring SM, Golding J, Hakonarson H, Plomin R, Davey Smith G. : Heritability and genome-wide analyses of problematic peer relationships during childhood and adolescence. Hum Genet. Dec 2014.
Scott A. Soleimanpour1; Aditi Gupta1; Marina A. Bakay2; David N. Groff1; João Fadista3; Lynn A. Spruce4; Jake A. Kushner5; Leif Groop3; Steven H. Seeholzer4; Brett A. Kaufman6; Hakon Hakonarson*; and Doris A. Stoffers* : The diabetes susceptibility gene Clec16a regulates mitophagy. Cell. 2014 Jun 19;157(7):1577-90. doi: 10.1016/j.cell.2014.05.016.
International Genomics of Alzheimer's Disease Consortium (IGAP). : Convergent genetic and expression data implicate immunity in Alzheimer's disease. Alzheimers Dement. 14: 02492-3, Dec 2014.
Capasso M, Diskin S, Cimmino F, Acierno G, Totaro F, Petrosino G, Pezone L, Diamond M, McDaniel L, Hakonarson H, Iolascon A, Devoto M, Maris JM. : Common genetic variants in NEFL influence gene expression and neuroblastoma risk. Cancer Res. 23: 6913-24, Dec 2014.
Almoguera B, He S, Corton M, Fernandez-San Jose P, Blanco-Kelly F, López-Molina M, García-Sandoval B, Del Val J, Guo Y, Tian L, Liu X, Guan L, Torres RJ, Puig JG, Hakonarson H, Xu X, Keating B, Ayuso C. : Expanding the phenotype of PRPS1 syndromes in females: neuropathy, hearing loss and retinopathy. Orphanet J Rare Dis. 1: 190, Dec 2014.
Zhang Y, Ghosh S, Hakonarson H. : Dynamic Bayesian testing of sets of variants in complex diseases. Genetics. 3: 867-78, Nov 2014.
Wood AR, Esko T, Yang J, Vedantam S, Pers TH, Gustafsson S, Chu AY, Estrada K, Luan J, Kutalik Z, Amin N, Buchkovich ML, Croteau-Chonka DC, Day FR, Duan Y, Fall T, Fehrmann R, Ferreira T, Jackson AU, Karjalainen J, Lo KS, Locke AE, Mägi R, Mihailov E, Porcu E, Randall JC, Scherag A, Vinkhuyzen AA, Westra HJ, Winkler TW, Workalemahu T, Zhao JH, Absher D, Albrecht E, Anderson D, Baron J, Beekman M, Demirkan A, Ehret GB, Feenstra B, Feitosa MF, Fischer K, Fraser RM, Goel A, Gong J, Justice AE, Kanoni S, Kleber ME, Kristiansson K, Lim U, Lotay V, Lui JC, Mangino M, Mateo Leach I, Medina-Gomez C, Nalls MA, Nyholt DR, Palmer CD, Pasko D, Pechlivanis S, Prokopenko I, Ried JS, Ripke S, Shungin D, Stancáková A, Strawbridge RJ, Sung YJ, Tanaka T, Teumer A, Trompet S, van der Laan SW, van Setten J, Van Vliet-Ostaptchouk JV, Wang Z, Yengo L, Zhang W, Afzal U, Arnlöv J, Arscott GM, Bandinelli S, Barrett A, Bellis C, Bennett AJ, Berne C, Blüher M, Bolton JL, Böttcher Y, Boyd HA, Bruinenberg M, Buckley BM, Buyske S, Caspersen IH, Chines PS, Clarke R, Claudi-Boehm S, Cooper M, Daw EW, De Jong PA, Deelen J, Delgado G, Denny JC, Dhonukshe-Rutten R, Dimitriou M, Doney AS, Dörr M, Eklund N, Eury E, Folkersen L, Garcia ME, Geller F, Giedraitis V, Go AS, Grallert H, Grammer TB, Gräßler J, Grönberg H, de Groot LC, Groves CJ, Haessler J, Hall P, Haller T, Hallmans G, Hannemann A, Hartman CA, Hassinen M, Hayward C, Heard-Costa NL, Helmer Q, Hemani G, Henders AK, Hillege HL, Hlatky MA, Hoffmann W, Hoffmann P, Holmen O, Houwing-Duistermaat JJ, Illig T, Isaacs A, James AL, Jeff J, Johansen B, Johansson Å, Jolley J, Juliusdottir T, Junttila J, Kho AN, Kinnunen L, Klopp N, Kocher T, Kratzer W, Lichtner P, Lind L, Lindström J, Lobbens S, Lorentzon M, Lu Y, Lyssenko V, Magnusson PK, Mahajan A, Maillard M, McArdle WL, McKenzie CA, McLachlan S, McLaren PJ, Menni C, Merger S, Milani L, Moayyeri A, Monda KL, Morken MA, Müller G, Müller-Nurasyid M, Musk AW, Narisu N, Nauck M, Nolte IM, Nöthen MM, Oozageer L, Pilz S, Rayner NW, Renstrom F, Robertson NR, Rose LM, Roussel R, Sanna S, Scharnagl H, Scholtens S, Schumacher FR, Schunkert H, Scott RA, Sehmi J, Seufferlein T, Shi J, Silventoinen K, Smit JH, Smith AV, Smolonska J, Stanton AV, Stirrups K, Stott DJ, Stringham HM, Sundström J, Swertz MA, Syvänen AC, Tayo BO, Thorleifsson G, Tyrer JP, van Dijk S, van Schoor NM, van der Velde N, van Heemst D, van Oort FV, Vermeulen SH, Verweij N, Vonk JM, Waite LL, Waldenberger M, Wennauer R, Wilkens LR, Willenborg C, Wilsgaard T, Wojczynski MK, Wong A, Wright AF, Zhang Q, Arveiler D, Bakker SJ, Beilby J, Bergman RN, Bergmann S, Biffar R, Blangero J, Boomsma DI, Bornstein SR, Bovet P, Brambilla P, Brown MJ, Campbell H, Caulfield MJ, Chakravarti A, Collins R, Collins FS, Crawford DC, Cupples LA, Danesh J, de Faire U, den Ruijter HM, Erbel R, Erdmann J, Eriksson JG, Farrall M, Ferrannini E, Ferrières J, Ford I, Forouhi NG, Forrester T, Gansevoort RT, Gejman PV, Gieger C, Golay A, Gottesman O, Gudnason V, Gyllensten U, Haas DW, Hall AS, Harris TB, Hattersley AT, Heath AC, Hengstenberg C, Hicks AA, Hindorff LA, Hingorani AD, Hofman A, Hovingh GK, Humphries SE, Hunt SC, Hypponen E, Jacobs KB, Jarvelin MR, Jousilahti P, Jula AM, Kaprio J, Kastelein JJ, Kayser M, Kee F, Keinanen-Kiukaanniemi SM, Kiemeney LA, Kooner JS, Kooperberg C, Koskinen S, Kovacs P, Kraja AT, Kumari M, Kuusisto J, Lakka TA, Langenberg C, Le Marchand L, Lehtimäki T, Lupoli S, Madden PA, Männistö S, Manunta P, Marette A, Matise TC, McKnight B, Meitinger T, Moll FL, Montgomery GW, Morris AD, Morris AP, Murray JC, Nelis M, Ohlsson C, Oldehinkel AJ, Ong KK, Ouwehand WH, Pasterkamp G, Peters A, Pramstaller PP, Price JF, Qi L, Raitakari OT, Rankinen T, Rao DC, Rice TK, Ritchie M, Rudan I, Salomaa V, Samani NJ, Saramies J, Sarzynski MA, Schwarz PE, Sebert S, Sever P, Shuldiner AR, Sinisalo J, Steinthorsdottir V, Stolk RP, Tardif JC, Tönjes A, Tremblay A, Tremoli E, Virtamo J, Vohl MC; Electronic Medical Records and Genomics (eMEMERGEGE) Consortium; MIGen Consortium; PAGEGE Consortium; LifeLines Cohort Study, Amouyel P, Asselbergs FW, Assimes TL, Bochud M, Boehm BO, Boerwinkle E, Bottinger EP, Bouchard C, Cauchi S, Chambers JC, Chanock SJ, Cooper RS, de Bakker PI, Dedoussis G, Ferrucci L, Franks PW, Froguel P, Groop LC, Haiman CA, Hamsten A, Hayes MG, Hui J, Hunter DJ, Hveem K, Jukema JW, Kaplan RC, Kivimaki M, Kuh D, Laakso M, Liu Y, Martin NG, März W, Melbye M, Moebus S, Munroe PB, Njølstad I, Oostra BA, Palmer CN, Pedersen NL, Perola M, Pérusse L, Peters U, Powell JE, Power C, Quertermous T, Rauramaa R, Reinmaa E, Ridker PM, Rivadeneira F, Rotter JI, Saaristo TE, Saleheen D, Schlessinger D, Slagboom PE, Snieder H, Spector TD, Strauch K, Stumvoll M, Tuomilehto J, Uusitupa M, van der Harst P, Völzke H, Walker M, Wareham NJ, Watkins H, Wichmann HE, Wilson JF, Zanen P, Deloukas P, Heid IM, Lindgren CM, Mohlke KL, Speliotes EK, Thorsteinsdottir U, Barroso I, Fox CS, North KE, Strachan DP, Beckmann JS, Berndt SI, Boehnke M, Borecki IB, McCarthy MI, Metspalu A, Stefansson K, Uitterlinden AG, van Duijn CM, Franke L, Willer CJ, Price AL, Lettre G, Loos RJ, Weedon MN, Ingelsson E, O'Connell JR, Abecasis GR, Chasman DI, Goddard ME, Visscher PM, Hirschhorn JN, Frayling TM. : Defining the role of common variation in the genomic and biological architecture of adult human height. 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Wolf NI, Vanderver A, van Spaendonk RM, Schiffmann R, Brais B, Bugiani M, Sistermans E, Catsman-Berrevoets C, Kros JM, Pinto PS, Pohl D, Tirupathi S, Strømme P, de Grauw T, Fribourg S, Demos M, Pizzino A, Naidu S, Guerrero K, van der Knaap MS, Bernard G; 4H Research Group. : Clinical spectrum of 4H leukodystrophy caused by POLR3A and POLR3B mutations. Neurology. 21: 1898-905, Nov 2014.
Sleiman PM, Wang ML, Cianferoni A, Aceves S, Gonsalves N, Nadeau K, Bredenoord AJ, Furuta GT, Spergel JM, Hakonarson H. : GWAS identifies four novel eosinophilic esophagitis loci. Nat Commun. Nov 2014.
Naj AC, Jun G, Reitz C, Kunkle BW, Perry W, Park YS, Beecham GW, Rajbhandary RA, Hamilton-Nelson KL, Wang LS, Kauwe JS, Huentelman MJ, Myers AJ, Bird TD, Boeve BF, Baldwin CT, Jarvik GP, Crane PK, Rogaeva E, Barmada MM, Demirci FY, Cruchaga C, Kramer PL, Ertekin-Taner N, Hardy J, Graff-Radford NR, Green RC, Larson EB, St George-Hyslop PH, Buxbaum JD, Evans DA, Schneider JA, Lunetta KL, Kamboh MI, Saykin AJ, Reiman EM, De Jager PL, Bennett DA, Morris JC, Montine TJ, Goate AM, Blacker D, Tsuang DW, Hakonarson H, Kukull WA, Foroud TM, Martin ER, Haines JL, Mayeux RP, Farrer LA, Schellenberg GD, Pericak-Vance MA; Alzheimer Disease Genetics Consortium, Albert MS, Albin RL, Apostolova LG, Arnold SE, Barber R, Barnes LL, Beach TG, Becker JT, Beekly D, Bigio EH, Bowen JD, Boxer A, Burke JR, Cairns NJ, Cantwell LB, Cao C, Carlson CS, Carney RM, Carrasquillo MM, Carroll SL, Chui HC, Clark DG, Corneveaux J, Cribbs DH, Crocco EA, DeCarli C, DeKosky ST, Dick M, Dickson DW, Duara R, Faber KM, Fallon KB, Farlow MR, Ferris S, Frosch MP, Galasko DR, Ganguli M, Gearing M, Geschwind DH, Ghetti B, Gilbert JR, Glass JD, Growdon JH, Hamilton RL, Harrell LE, Head E, Honig LS, Hulette CM, Hyman BT, Jicha GA, Jin LW, Karydas A, Kaye JA, Kim R, Koo EH, Kowall NW, Kramer JH, LaFerla FM, Lah JJ, Leverenz JB, Levey AI, Li G, Lieberman AP, Lin CF, Lopez OL, Lyketsos CG, Mack WJ, Martiniuk F, Mash DC, Masliah E, McCormick WC, McCurry SM, McDavid AN, McKee AC, Mesulam M, Miller BL, Miller CA, Miller JW, Murrell JR, Olichney JM, Pankratz VS, Parisi JE, Paulson HL, Peskind E, Petersen RC, Pierce A, Poon WW, Potter H, Quinn JF, Raj A, Raskind M, Reisberg B, Ringman JM, Roberson ED, Rosen HJ, Rosenberg RN, Sano M, Schneider LS, Seeley WW, Smith AG, Sonnen JA, Spina S, Stern RA, Tanzi RE, Thornton-Wells TA, Trojanowski JQ, Troncoso JC, Valladares O, Van Deerlin VM, Van Eldik LJ, Vardarajan BN, Vinters HV, Vonsattel JP, Weintraub S, Welsh-Bohmer KA, Williamson J, Wishnek S, Woltjer RL, Wright CB, Younkin SG, Yu CE, Yu L. : Effects of multiple genetic loci on age at onset in late-onset Alzheimer disease: a genome-wide association study. JAMA Neurol. 11: 1394-404, Nov 2014.
Cook-Sather SD, Li J, Hakonarson H. : Modulatory effects of TAOK3 variants on morphine requirement in acute postoperative pain: an early genome wide association study contribution to the field of pediatric pain. Pain. 11: 2435-7, Nov 2014.
Guo Y, Kartawinata M, Li J, Pickett HA, Teo J, Kilo T, Barbaro PM, Keating B, Chen Y, Tian L, Al-Odaib A, Reddel RR, Christodoulou J, Xu X, Hakonarson H*, Bryan TM*. : Inherited bone marrow failure associated with germline mutation of ACD, the gene encoding telomere protein TPP1. Blood. 18: 2767-74, Oct 2014.
Glessner JT, Bick AG, Ito K, Homsy JG, Rodriguez-Murillo L, Fromer M, Mazaika E, Vardarajan B, Italia M, Leipzig J, DePalma SR, Golhar R, Sanders SJ, Yamrom B, Ronemus M, Iossifov I, Willsey AJ, State MW, Kaltman JR, White PS, Shen Y, Warburton D, Brueckner M, Seidman C, Goldmuntz E, Gelb BD, Lifton R, Seidman J, Hakonarson H*, Chung WK*. : Increased frequency of de novo copy number variants in congenital heart disease by integrative analysis of single nucleotide polymorphism array and exome sequence data. Circ Res. 10: 884-96, Oct 2014.
Calkins ME, Moore TM, Merikangas KR, Burstein M, Satterthwaite TD, Bilker WB, Ruparel K, Chiavacci R, Wolf DH, Mentch F, Qiu H, Connolly JJ, Sleiman PA, Hakonarson H, Gur RC, Gur RE. : The psychosis spectrum in a young U.S. community sample: findings from the Philadelphia Neurodevelopmental Cohort. World Psychiatry. 3: 296-305, Oct 2014.
Barthold JS, Wang Y, Kolon TF, Kollin C, Nordenskjöld A, Fisher AO, Figueroa TE, BaniHani AH, Hagerty JA, Gonzalez R, Noh PH, Chiavacci RM, Harden KR, Abrams DJ, Kim CE, Mateson AB, Robbins AK, Li J, Akins RE Jr, Hakonarson H, Devoto M. : Phenotype Specific Association of the TGFBR3 Locus with Nonsyndromic Cryptorchidism. J Urol. 14, Oct 2014.
Banerjee A, Wang HY, Borgmann-Winter KE, MacDonald ML, Kaprielian H, Stucky A, Kvasic J, Egbujo C, Ray R, Talbot K, Hemby SE, Siegel SJ, Arnold SE, Sleiman P, Chang X, Hakonarson H, Gur RE, Hahn CG. : Src kinase as a mediator of convergent molecular abnormalities leading to NMDAR hypoactivity in schizophrenia. Mol Psychiatry. Oct 2014.
Zamzow J, Culnan E, Spiers M, Calkins M, Satterthwaite T, Ruparel K, Abrams D, Chiavacci R, Hakonarson H, Gur R.: B-37The Relationship between Body Mass Index and Executive Function from Late Childhood through Adolescence. Arch Clin Neuropsychol. 6: 550, Sep 2014.
Picard M, Zhang J, Hancock S, Derbeneva O, Golhar R, Golik P, O'Hearn S, Levy S, Potluri P, Lvova M, Davila A, Lin CS, Perin JC, Rappaport EF, Hakonarson H, Trounce IA, Procaccio V, Wallace DC. : Progressive increase in mtDNA 3243A>G heteroplasmy causes abrupt transcriptional reprogramming. Proc Natl Acad Sci U S A. 38: E4033-42, Sep 2014.
International League Against Epilepsy Consortium on Complex Epilepsies. Electronic address: epilepsy-austin@unimelb.edu.au. : Genetic determinants of common epilepsies: a meta-analysis of genome-wide association studies. Lancet Neurol. 9: 893-903, Sep 2014.
Culnan E, Zamzow J, Spiers M, Calkins M, Satterthwaite T, Ruparel K, Abrams D, Chiavacci R, Hakonarson H, Gur R. : B-36Relationships between Body Mass Index and Social Cognition among 8-19 Year-Olds. Arch Clin Neuropsychol. 6: 550, Sep 2014.
Pizzino A, Pierson TM, Guo Y, Helman G, Fortini S, Guerrero K, Saitta S, Patrick Murphy JL, Padiath Q, Xie Y, Hakonarson H, Xu X, Funari T, Fox M, Taft RJ, van der Knaap MS, Bernard G, Schiffmann R, Simons C, Vanderver A. : TUBB4A de novo mutations cause isolated hypomyelination. Neurology August 2014.
Pellegrino R, Kavakli IH, Goel N, Cardinale CJ, Dinges DF, Kuna ST, Maislin G, Van Dongen HP, Tufik S, Hogenesch JB, Hakonarson H, Pack AI.: A Novel BHLHE41 Variant is Associated with Short Sleep and Resistance to Sleep Deprivation in Humans. Sleep 37(8): 1327-36, August 2014.
Agopian AJ, Mitchell LE, Glessner J, Bhalla AD, Sewda A, Hakonarson H, Goldmuntz E.: Genome-wide association study of maternal and inherited Loci for conotruncal heart defects. PLoS One. August 2014.
White PS, Xie HM, Werner P, Glessner J, Latney B, Hakonarson H, Goldmuntz E.: Analysis of chromosomal structural variation in patients with congenital left-sided cardiac lesions. Birth Defects Res A Clin Mol Teratol July 2014.
Robinson EB, Kirby A, Ruparel K, Yang J, McGrath L, Anttila V, Neale BM, Merikangas K, Lehner T, Sleiman PM, Daly MJ, Gur R, Gur R, Hakonarson H. : The genetic architecture of pediatric cognitive abilities in the Philadelphia Neurodevelopmental Cohort. Mol Psychiatry July 2014.
Prokudin I, Li D, He S, Guo Y, Goodwin L, Wilson M, Rose L, Tian L, Chen Y, Liang J, Keating B, Xu X, Jamieson RV, Hakonarson H.: Value of whole exome sequencing for syndromic retinal dystrophy diagnosis in young patients. Clin Experiment Ophthalmol July 2014.
Holmes MV, Dale CE, Zuccolo L, Silverwood RJ, Guo Y, Ye Z, Prieto-Merino D, Dehghan A, Trompet S, Wong A, Cavadino A, Drogan D, Padmanabhan S, Li S, Yesupriya A, Leusink M, Sundstrom J, Hubacek JA, Pikhart H, Swerdlow DI, Panayiotou AG, Borinskaya SA, Finan C, Shah S, Kuchenbaecker KB, Shah T, Engmann J, Folkersen L, Eriksson P, Ricceri F, Melander O, Sacerdote C, Gamble DM, Rayaprolu S, Ross OA, McLachlan S, Vikhireva O, Sluijs I, Scott RA, Adamkova V, Flicker L, Bockxmeer FM, Power C, Marques-Vidal P, Meade T, Marmot MG, Ferro JM, Paulos-Pinheiro S, Humphries SE, Talmud PJ, Mateo Leach I, Verweij N, Linneberg A, Skaaby T, Doevendans PA, Cramer MJ, van der Harst P, Klungel OH, Dowling NF, Dominiczak AF, Kumari M, Nicolaides AN, Weikert C, Boeing H, Ebrahim S, Gaunt TR, Price JF, Lannfelt L, Peasey A, Kubinova R, Pajak A, Malyutina S, Voevoda MI, Tamosiunas A, Maitland-van der Zee AH, Norman PE, Hankey GJ, Bergmann MM, Hofman A, Franco OH, Cooper J, Palmen J, Spiering W, de Jong PA, Kuh D, Hardy R, Uitterlinden AG, Ikram MA, Ford I, Hyppönen E, Almeida OP, Wareham NJ, Khaw KT, Hamsten A, Husemoen LL, Tjønneland A, Tolstrup JS, Rimm E, Beulens JW, Verschuren WM, Onland-Moret NC, Hofker MH, Wannamethee SG, Whincup PH, Morris R, Vicente AM, Watkins H, Farrall M, Jukema JW, Meschia J, Cupples LA, Sharp SJ, Fornage M, Kooperberg C, LaCroix AZ, Dai JY, Lanktree MB, Siscovick DS, Jorgenson E, Spring B, Coresh J, Li YR, Buxbaum SG, Schreiner PJ, Ellison RC, Tsai MY, Patel SR, Redline S, Johnson AD, Hoogeveen RC, Hakonarson H, Rotter JI, Boerwinkle E, de Bakker PI, Kivimaki M, Asselbergs FW, Sattar N, Lawlor DA, Whittaker J, Davey Smith G, Mukamal K, Psaty BM, Wilson JG, Lange LA, Hamidovic A, Hingorani AD, Nordestgaard BG, Bobak M, Leon DA, Langenberg C, Palmer TM, Reiner AP, Keating BJ, Dudbridge F, Casas JP; InterAct Consortium.: Association between alcohol and cardiovascular disease: Mendelian randomisation analysis based on individual participant data. BMJ July 2014.
Soleimanpour SA, Gupta A, Bakay M, Ferrari AM, Groff DN, Fadista J, Spruce LA, Kushner JA, Groop L, Seeholzer SH, Kaufman BA, Hakonarson H*, Stoffers DA*.: The diabetes susceptibility gene clec16a regulates mitophagy. Cell 157(7): 1577-90, Jun 2014.
Satterthwaite TD, Shinohara RT, Wolf DH, Hopson RD, Elliott MA, Vandekar SN, Ruparel K, Calkins ME, Roalf DR, Gennatas ED, Jackson C, Erus G, Prabhakaran K, Davatzikos C, Detre JA, Hakonarson H, Gur RC, Gur RE. : Impact of puberty on the evolution of cerebral perfusion during adolescence. Proc Natl Acad Sci U S A. 111(23): 8643-8, Jun 2014.
Hadley D, Wu ZL, Kao C, Kini A, Mohamed-Hadley A, Thomas K, Vazquez L, Qiu H, Mentch F, Pellegrino R, Kim C, Connolly J; AGP Consortium, Glessner J, Hakonarson H.: The impact of the metabotropic glutamate receptor and other gene family interaction networks on autism. Nat Commun Jun 2014.
Falk MJ, Li D, Gai X, McCormick E, Place E, Lasorsa FM, Otieno FG, Hou C, Kim CE, Abdel-Magid N, Vazquez L, Mentch FD, Chiavacci R, Liang J, Liu X, Jiang H, Giannuzzi G, Marsh ED, Guo Y, Tian L, Palmieri F, Hakonarson H. : Erratum: AGC1 Deficiency Causes Infantile Epilepsy, Abnormal Myelination, and Reduced N-Acetylaspartate. JIMD Rep June 2014.
Escott-Price V, Bellenguez C, Wang LS, Choi SH, Harold D, Jones L, Holmans P, Gerrish A, Vedernikov A, Richards A, DeStefano AL, Lambert JC, Ibrahim-Verbaas CA, Naj AC, Sims R, Jun G, Bis JC, Beecham GW, Grenier-Boley B, Russo G, Thornton-Wells TA, Denning N, Smith AV, Chouraki V, Thomas C, Ikram MA, Zelenika D, Vardarajan BN, Kamatani Y, Lin CF, Schmidt H, Kunkle B, Dunstan ML, Vronskaya M; United Kingdom Brain Expression Consortium, Johnson AD, Ruiz A, Bihoreau MT, Reitz C, Pasquier F, Hollingworth P, Hanon O, Fitzpatrick AL, Buxbaum JD, Campion D, Crane PK, Baldwin C, Becker T, Gudnason V, Cruchaga C, Craig D, Amin N, Berr C, Lopez OL, De Jager PL, Deramecourt V, Johnston JA, Evans D, Lovestone S, Letenneur L, Hernández I, Rubinsztein DC, Eiriksdottir G, Sleegers K, Goate AM, Fiévet N, Huentelman MJ, Gill M, Brown K, Kamboh MI, Keller L, Barberger-Gateau P, McGuinness B, Larson EB, Myers AJ, Dufouil C, Todd S, Wallon D, Love S, Rogaeva E, Gallacher J, George-Hyslop PS, Clarimon J, Lleo A, Bayer A, Tsuang DW, Yu L, Tsolaki M, Bossù P, Spalletta G, Proitsi P, Collinge J, Sorbi S, Garcia FS, Fox NC, Hardy J, Naranjo MC, Bosco P, Clarke R, Brayne C, Galimberti D, Scarpini E, Bonuccelli U, Mancuso M, Siciliano G, Moebus S, Mecocci P, Zompo MD, Maier W, Hampel H, Pilotto A, Frank-García A, Panza F, Solfrizzi V, Caffarra P, Nacmias B, Perry W, Mayhaus M, Lannfelt L, Hakonarson H, Pichler S, Carrasquillo MM, Ingelsson M, Beekly D, Alvarez V, Zou F, Valladares O, Younkin SG, Coto E, Hamilton-Nelson KL, Gu W, Razquin C, Pastor P, Mateo I, Owen MJ, Faber KM, Jonsson PV, Combarros O, O'Donovan MC, Cantwell LB, Soininen H, Blacker D, Mead S, Mosley TH Jr, Bennett DA, Harris TB, Fratiglioni L, Holmes C, de Bruijn RF, Passmore P, Montine TJ, Bettens K, Rotter JI, Brice A, Morgan K, Foroud TM, Kukull WA, Hannequin D, Powell JF, Nalls MA, Ritchie K, Lunetta KL, Kauwe JS, Boerwinkle E, Riemenschneider M, Boada M, Hiltunen M, Martin ER, Schmidt R, Rujescu D, Dartigues JF, Mayeux R, Tzourio C, Hofman A, Nöthen MM, Graff C, Psaty BM, Haines JL, Lathrop M, Pericak-Vance MA, Launer LJ, Van Broeckhoven C, Farrer LA, van Duijn CM, Ramirez A, Seshadri S, Schellenberg GD, Amouyel P, Williams J.: Gene-wide analysis detects two new susceptibility genes for Alzheimer's disease. PLoS One June 2014.
Cook-Sather SD, Li J, Goebel TK, Sussman EM, Rehman MA, Hakonarson H. : TAOK3, a novel genome-wide association study locus associated with morphine requirement and postoperative pain in a retrospective pediatric day surgery population. Pain. Jun 2014.
Vacic V, Ozelius LJ, Clark LN, Bar-Shira A, Gana-Weisz M, Gurevich T, Gusev A, Kedmi M, Kenny EE, Liu X, Mejia-Santana H, Mirelman A, Raymond D, Saunders-Pullman R, Desnick RJ, Atzmon G, Burns ER, Ostrer H, Hakonarson H, Bergman A, Barzilai N, Darvasi A, Peter I, Guha S, Lencz T, Giladi N, Marder K, Pe'er I, Bressman SB, Orr-Urtreger A: Genome-wide mapping of IBD segments in an Ashkenazi PD cohort identifies associated haplotypes. Hum Mol Genet. May 2014.
Pinto D, Delaby E, Merico D, Barbosa M, Merikangas A, Klei L, Thiruvahindrapuram B, Xu X, Ziman R, Wang Z, Vorstman JA, Thompson A, Regan R, Pilorge M, Pellecchia G, Pagnamenta AT, Oliveira B, Marshall CR, Magalhaes TR, Lowe JK, Howe JL, Griswold AJ, Gilbert J, Duketis E, Dombroski BA, De Jonge MV, Cuccaro M, Crawford EL, Correia CT, Conroy J, Conceição IC, Chiocchetti AG, Casey JP, Cai G, Cabrol C, Bolshakova N, Bacchelli E, Anney R, Gallinger S, Cotterchio M, Casey G, Zwaigenbaum L, Wittemeyer K, Wing K, Wallace S, van Engeland H, Tryfon A, Thomson S, Soorya L, Rogé B, Roberts W, Poustka F, Mouga S, Minshew N, McInnes LA, McGrew SG, Lord C, Leboyer M, Le Couteur AS, Kolevzon A, Jiménez González P, Jacob S, Holt R, Guter S, Green J, Green A, Gillberg C, Fernandez BA, Duque F, Delorme R, Dawson G, Chaste P, Café C, Brennan S, Bourgeron T, Bolton PF, Bölte S, Bernier R, Baird G, Bailey AJ, Anagnostou E, Almeida J, Wijsman EM, Vieland VJ, Vicente AM, Schellenberg GD, Pericak-Vance M, Paterson AD, Parr JR, Oliveira G, Nurnberger JI, Monaco AP, Maestrini E, Klauck SM, Hakonarson H, Haines JL, Geschwind DH, Freitag CM, Folstein SE, Ennis S, Coon H, Battaglia A, Szatmari P, Sutcliffe JS, Hallmayer J, Gill M, Cook EH, Buxbaum JD, Devlin B, Gallagher L, Betancur C, Scherer SW.: Convergence of genes and cellular pathways dysregulated in autism spectrum disorders. Am J Hum Genet. 94(5): 677-94, May 2014.
Li D, Opas EE, Tuluc F, Metzger DL, Hou C, Hakonarson H, Levine MA. : Autosomal Dominant Hypoparathyroidism Caused by Germline Mutation in GNA11: Phenotypic and Molecular Characterization. J Clin Endocrinol Metab. May 2014.
Kim DS, Kim JH, Burt AA, Crosslin DR, Burnham N, McDonald-McGinn DM, Zackai EH, Nicolson SC, Spray TL, Stanaway IB, Nickerson DA, Russell MW, Hakonarson H, Gaynor JW, Jarvik GP.: Patient Genotypes Impact Survival After Surgery for Isolated Congenital Heart Disease. Ann Thorac Surg. May 2014.
Karayannis T, Au E, Patel JC, Kruglikov I, Markx S, Delorme R, Héron D, Salomon D, Glessner J, Restituito S, Gordon A, Rodriguez-Murillo L, Roy NC, Gogos JA, Rudy B, Rice ME, Karayiorgou M, Hakonarson H, Keren B, Huguet G, Bourgeron T, Hoeffer C, Tsien RW, Peles E, Fishell G.: Cntnap4 differentially contributes to GABAergic and dopaminergic synaptic transmission. Nature May 2014.
Cardinale CJ, Wei Z, Li J, Zhu J, Gu M, Baldassano RN, Grant SF, Hakonarson H.: Transcriptome profiling of human ulcerative colitis mucosa reveals altered expression of pathways enriched in genetic susceptibility Loci. PLoS One. May 2014.
Almoguera B, Vazquez L, Connolly JJ, Bradfield J, Sleiman P, Keating B, Hakonarson H.: Imputation of TPMT defective alleles for the identification of patients with high-risk phenotypes. Front Genet. May 2014.
Sleiman P, Bradfield J, Mentch F, Almoguera B, Connolly J, Hakonarson H. : Assessing the functional consequence of loss of function variants using electronic medical record and large-scale genomics consortium efforts. Front Genet. Apr 2014.
Roalf DR, Gur RE, Ruparel K, Calkins ME, Satterthwaite TD, Bilker WB, Hakonarson H, Harris LJ, Gur RC.: Within-individual variability in neurocognitive performance: Age- and sex-related differences in children and youths from ages 8 to 21. Neuropsychology Apr 2014.
Li D, Weber DR, Deardorff MA, Hakonarson H, Levine MA. : Exome sequencing reveals a nonsense mutation in MMP13 as a new cause of autosomal recessive metaphyseal anadysplasia. Eur J Hum Genet. Apr 2014.
Wang X, Liu W, Sun CL, Armenian SH, Hakonarson H, Hageman L, Ding Y, Landier W, Blanco JG, Chen L, Quiñones A, Ferguson D, Winick N, Ginsberg JP, Keller F, Neglia JP, Desai S, Sklar CA, Castellino SM, Cherrick I, Dreyer ZE, Hudson MM, Robison LL, Yasui Y, Relling MV, Bhatia S. : Hyaluronan Synthase 3 Variant and Anthracycline-Related Cardiomyopathy: A Report From the Children's Oncology Group. J Clin Oncol Mar 2014.
Tragante V, Barnes MR, Ganesh SK, Lanktree MB, Guo W, Franceschini N, Smith EN, Johnson T, Holmes MV, Padmanabhan S, Karczewski KJ, Almoguera B, Barnard J, Baumert J, Chang YP, Elbers CC, Farrall M, Fischer ME, Gaunt TR, Gho JM, Gieger C, Goel A, Gong Y, Isaacs A, Kleber ME, Mateo Leach I, McDonough CW, Meijs MF, Melander O, Nelson CP, Nolte IM, Pankratz N, Price TS, Shaffer J, Shah S, Tomaszewski M, van der Most PJ, Van Iperen EP, Vonk JM, Witkowska K, Wong CO, Zhang L, Beitelshees AL, Berenson GS, Bhatt DL, Brown M, Burt A, Cooper-DeHoff RM, Connell JM, Cruickshanks KJ, Curtis SP, Davey-Smith G, Delles C, Gansevoort RT, Guo X, Haiqing S, Hastie CE, Hofker MH, Hovingh GK, Kim DS, Kirkland SA, Klein BE, Klein R, Li YR, Maiwald S, Newton-Cheh C, O'Brien ET, Onland-Moret NC, Palmas W, Parsa A, Penninx BW, Pettinger M, Vasan RS, Ranchalis JE, M Ridker P, Rose LM, Sever P, Shimbo D, Steele L, Stolk RP, Thorand B, Trip MD, van Duijn CM, Verschuren WM, Wijmenga C, Wyatt S, Young JH, Zwinderman AH, Bezzina CR, Boerwinkle E, Casas JP, Caulfield MJ, Chakravarti A, Chasman DI, Davidson KW, Doevendans PA, Dominiczak AF, Fitzgerald GA, Gums JG, Fornage M, Hakonarson H, Halder I, Hillege HL, Illig T, Jarvik GP, Johnson JA, Kastelein JJ, Koenig W, Kumari M, März W, Murray SS, O'Connell JR, Oldehinkel AJ, Pankow JS, Rader DJ, Redline S, Reilly MP, Schadt EE, Kottke-Marchant K, Snieder H, Snyder M, Stanton AV, Tobin MD, Uitterlinden AG, van der Harst P, van der Schouw YT, Samani NJ, Watkins H, Johnson AD, Reiner AP, Zhu X, de Bakker PI, Levy D, Asselbergs FW, Munroe PB, Keating BJ. : Gene-centric Meta-analysis in 87,736 Individuals of European Ancestry Identifies Multiple Blood-Pressure-Related Loci. Am J Hum Genet Mar 2014.
Satterthwaite TD, Wolf DH, Roalf DR, Ruparel K, Erus G, Vandekar S, Gennatas ED, Elliott MA, Smith A, Hakonarson H, Verma R, Davatzikos C, Gur RE, Gur RC. : Linked Sex Differences in Cognition and Functional Connectivity in Youth. Cereb Cortex Mar 2014.
Satterthwaite TD, Vandekar S, Wolf DH, Ruparel K, Roalf DR, Jackson C, Elliott MA, Bilker WB, Calkins ME, Prabhakaran K, Davatzikos C, Hakonarson H, Gur RE, Gur RC. : Sex differences in the effect of puberty on hippocampal morphology. J Am Acad Child Adolesc Psychiatry. Mar 2014.
Purkey MT, Li J, Mentch F, Grant SF, Desrosiers M, Hakonarson H*, Toskala E*. : Genetic variation in genes encoding airway epithelial potassium channels is associated with chronic rhinosinusitis in a pediatric population. PLoS One Mar 2014.
Li M, Jia C, Kazmierkiewicz KL, Bowman AS, Tian L, Liu Y, Gupta NA, Gudsieva HV, Yee SS, Kim M, Dentchev T, Kimble JA, Parker JS, Messinger JD, Hakonarson H, Curcio CA, Stambolian D. : Comprehensive Analysis of Gene Expression in Human Retina and Supporting Tissues. Hum Mol Genet. Mar 2014.
Diskin SJ, Capasso M, Diamond M, Oldridge DA, Conkrite K, Bosse KR, Russell MR, Iolascon A, Hakonarson H, Devoto M, Maris JM.: Rare Variants in TP53 and Susceptibility to Neuroblastoma. J Natl Cancer Inst. Mar 2014.
Araujo AN, Moraes L, França MI, Hakonarson H, Li J, Pellegrino R, Maciel RM, Cerutti JM. : Genome-Wide Copy Number Analysis in a Family with p.G533C RET Mutation and Medullary Thyroid Carcinoma Identified Regions Potentially Associated with a Higher Predisposition to Lymph Node Metastasis. J Clin Endocrinol Metab Mar 2014.
The Wellcome Trust Case Control Consortium 3. : A genome-wide association study of anorexia nervosa. Mol Psychiatry Feb 2014.
St Pourcain B, Skuse DH, Mandy WP, Wang K, Hakonarson H, Timpson NJ, Evans DM, Kemp JP, Ring SM, McArdle WL, Golding J, Smith GD. : Variability in the common genetic architecture of social-communication spectrum phenotypes during childhood and adolescence. Mol Autism Feb 2014.
Ingalhalikar M, Smith A, Parker D, Satterthwaite TD, Elliott MA, Ruparel K, Hakonarson H, Gur RE, Gur RC, Verma R. : Reply to Joel and Tarrasch: On misreading and shooting the messenger. Proc Natl Acad Sci Feb 2014.
Holmes MV, Lange LA, Palmer T, Lanktree MB, North KE, Almoguera B, Buxbaum S, Chandrupatla HR, Elbers CC, Guo Y, Hoogeveen RC, Li J, Li YR, Swerdlow DI, Cushman M, Price TS, Curtis SP, Fornage M, Hakonarson H, Patel SR, Redline S, Siscovick DS, Tsai MY, Wilson JG, van der Schouw YT, Fitzgerald GA, Hingorani AD, Casas JP, de Bakker PI, Rich SS, Schadt EE, Asselbergs FW, Reiner AP, Keating BJ. : Causal effects of body mass index on cardiometabolic traits and events: a mendelian randomization analysis. Am J Hum Genet Feb 2014.
Gur RC, Calkins ME, Satterthwaite TD, Ruparel K, Bilker WB, Moore TM, Savitt AP, Hakonarson H, Gur RE. : Neurocognitive Growth Charting in Psychosis Spectrum Youths. JAMA Psychiatry Feb 2014.
Guo Y, Prokudin I, Yu C, Liang J, Xie Y, Flaherty M, Tan L, Crofts S, Wang F, Snyder J, Donaldson C, Abdel-Magid N, Vazquez L, Keating B, Hakonarson H*, Wang J*, Jamieson RV*. : Advantage of Whole Exome Sequencing over Allele-specific and Targeted Segment Sequencing, in Detection of Novel TULP1 Mutation in Leber Congenital Amaurosis. Ophthalmic Genet Feb 2014.
GCAN. : Using ancestry-informative markers to identify fine structure across 15 populations of European origin. Eur J Hum Genet Feb 2014.
Falk MJ, Li D, Gai X, McCormick E, Place E, Lasorsa FM, Otieno FG, Hou C, Kim CE, Abdel-Magid N, Vazquez L, Mentch FD, Chiavacci R, Liang J, Liu X, Jiang H, Giannuzzi G, Marsh ED, Guo Y, Tian L, Palmieri F, Hakonarson H. : AGC1 deficiency causes infantile epilepsy, abnormal myelination, and reduced N-acetylaspartate. JIMD Rep Feb 2014.
Yoneyama S, Guo Y, Lanktree MB, Barnes MR, Elbers CC, Karczewski KJ, Padmanabhan S, Bauer F, Baumert J, Beitelshees A, Berenson GS, Boer JM, Burke G, Cade B, Chen W, Cooper-DeHoff RM, Gaunt TR, Gieger C, Gong Y, Gorski M, Heard-Costa N, Johnson T, Lamonte MJ, McDonough C, Monda KL, Onland-Moret NC, Nelson CP, O'Connell JR, Ordovas J, Peter I, Peters A, Shaffer J, Shen H, Smith E, Speilotes L, Thomas F, Thorand B, Monique Verschuren WM, Anand SS, Dominiczak A, Davidson KW, Hegele RA, Heid I, Hofker MH, Huggins GS, Illig T, Johnson JA, Kirkland S; the Look AHEAD Research Group, König W, Langaee TY, McCaffery J, Melander O, Mitchell BD, Munroe P, Murray SS, Papanicolaou G, Redline S, Reilly M, Samani NJ, Schork NJ, Van Der Schouw YT, Shimbo D, Shuldiner AR, Tobin MD, Wijmenga C, Yusuf S; the GIANT Consortium; the CARe IBC Consortium, Hakonarson H, Lange LA, Demerath EW, Fox CS, North KE, Reiner AP, Keating B, Taylor KC. : Gene-centric meta-analyses for central adiposity traits in up to 57 412 individuals of European descent confirm known loci and reveal several novel associations. Hum Mol Genet Jan 2014.
Wang X, Liu W, Sun CL, Armenian SH, Hakonarson H, Hageman L, Ding Y, Landier W, Blanco JG, Chen L, Quiñones A, Ferguson D, Winick N, Ginsberg JP, Keller F, Neglia JP, Desai S, Sklar CA, Castellino SM, Cherrick I, Dreyer ZE, Hudson MM, Robison LL, Yasui Y, Relling MV, Bhatia S. : Hyaluronan Synthase 3 Variant and Anthracycline-Related Cardiomyopathy: A Report From the Children's Oncology Group. J Clin Oncol. Jan 2014.
Sartori DJ, Wilbur CJ, Long SY, Rankin MM, Li C, Bradfield JP, Hakonarson H, Grant SF, Pu WT, Kushner JA. : GATA Factors Promote ER Integrity and β-Cell Survival and Contribute to Type 1 Diabetes Risk. Mol Endocrinol Jan 2014.
Matsunami N, Hensel CH, Baird L, Stevens J, Otterud B, Leppert T, Varvil T, Hadley D, Glessner JT, Pellegrino R, Kim C, Thomas K, Wang F, Otieno FG, Ho K, Christensen GB, Li D, Prekeris R, Lambert CG, Hakonarson H, Leppert MF. : Identification of rare DNA sequence variants in high-risk autism families and their prevalence in a large case/control population. Mol Autism Jan 2014.
Kaiser FJ, Ansari M, Braunholz D, Gil-Rodríguez MC, Decroos C, Wilde JJ, Fincher CT, Kaur M, Bando M, Amor DJ, Atwal PS, Bahlo M, Bowman CM, Bradley JJ, Brunner HG, Clark D, Del Campo M, Di Donato N, Diakumis P, Dubbs H, Dyment DA, Eckhold J, Ernst S, Ferreira JC, Francey LJ, Gehlken U, Guillén-Navarro E, Gyftodimou Y, Hall BD, Hennekam R, Hudgins L, Hullings M, Hunter JM, Yntema H, Innes AM, Kline AD, Krumina Z, Lee H, Leppig K, Lynch SA, Mallozzi MB, Mannini L, McKee S, Mehta SG, Micule I; Care4Rare Canada Consortium, Mohammed S, Moran E, Mortier GR, Moser JA, Noon SE, Nozaki N, Nunes L, Pappas JG, Penney LS, Pérez-Aytés A, Petersen MB, Puisac B, Revencu N, Roeder E, Saitta S, Scheuerle AE, Schindeler KL, Siu VM, Stark Z, Strom SP, Thiese H, Vater I, Willems P, Williamson K, Wilson LC; University of Washington Center for Mendelian Genomics, Hakonarson H, Quintero-Rivera F, Wierzba J, Musio A, Gillessen-Kaesbach G, Ramos FJ, Jackson LG, Shirahige K, Pié J, Christianson DW, Krantz ID, Fitzpatrick DR, Deardorff MA. : Loss of Function HDAC8 Mutations Cause a Phenotypic Spectrum of Cornelia de Lange Syndrome-like Features, Ocular Hypertelorism, Large Fontanelle and X-
|
|||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 77
|
https://www.forbes.com/sites/robertwood/2015/04/30/pamela-anderson-divorces-rick-saloman-again-gets-1m-settlement/
|
en
|
Pamela Anderson Divorces Rick Saloman Again, Gets $1M Settlement
|
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[
"Business",
"Entrepreneurs",
"Investing",
"Lifestyle",
"Lists",
"Media Entertainment",
"taxes",
"Taxes and Law",
"Washington",
"Arts and Entertainment",
"Celebrities",
"Media & Entertainment",
"Taxes & Law"
] | null |
[
"Robert W. Wood"
] |
2015-04-30T00:00:00
|
Pamela Anderson divorced Rick Saloman--twice. And the million she collected may escape taxes even though Saloman may have paid in part due to tax shenanigans Ms. Anderson uncovered.
|
en
|
Forbes
|
https://www.forbes.com/sites/robertwood/2015/04/30/pamela-anderson-divorces-rick-saloman-again-gets-1m-settlement/
|
Former Baywatch actress Pamela Anderson just got divorced from husband Rick Saloman--for the second time. Their 2007 marriage was annulled just two months later. But they married again in 2013. That lasted longer, but Ms. Anderson filed for divorce in 2014. She had previous marriages to Tommy Lee and Kid Rock.
Now the couple’s divorce has been finalized and Salomon has handed over $1 million. Taxes were an issue, and observers say she had been making noises about alleged tax evasion. TMZ says the nasty battle came to an end with Anderson up by $1 million. Saloman apparently was under pressure over tax claims, with Anderson questioning his taxes.
Marriages end, and even our Byzantine tax code recognizes that it is often unfair to tax either party. After all, when you're married or unwinding a marriage, dividing the assets is not a sale for tax purposes. That means no income tax to either party. What’s more, there’s no gift tax either, unless the spouse receiving assets isn’t a U.S. citizen.
Divorce often brings out the worst, and tax claims are not infrequent. It is one reason the IRS may be able to sniff out wrongdoing from divorcing couples. The Anderson-Saloman split made multiple headlines. At one point, Saloman accused his ex of stealing his dog.
The tax man gets a piece of most transactions, often on both sides of the deal. Yet in divorce, the IRS may not get much at first. It is possible to divorce and not face major tax bills immediately. When a married couple splits, there’s no limit on the money or property the two can transfer tax-free between them, according toIRS Publication 504.
The tax problems often occur down the road, sometimes in unanticipated ways. If you divide property between spouses during marriage (or within limits, even post-divorce), Section 1041 of the tax code says there’s no tax to either party. Enacted in 1984, it reversed a Supreme Court case that ruled property divisions were taxable. Now, you can divvy up property between spouses however you want (as long as both spouses are U.S. citizens).
Still, don’t assume “tax-free” means there are not big tax consequences. When you divide property, you’d better consider the tax basis of the property you divide since that controls future taxes. Getting high basis property in divorce is better than getting low basis property, since basis will control future taxes. If Ms. Anderson ended up with appreciated property and sells it, she alone would be taxable on all of the gain. If the couple divides cash, securities, and houses, with a mixture of high and low bases, each spouse could take some of each to equalize the tax burden.
In contrast, when unmarried couples divide property it usually triggers taxes just like a sale. But since the parties are just dividing assets, there’s no cash to pay the taxes. As a result, taxes on resolving palimony and cohabitation cases can be high.
A property settlement isn’t tax deductible. Alimony is tax deductible to the payer, and income to the recipient. As a result, whoever is paying the money might be inclined to call a payment alimony to write it off. Recipients, on the other hand, often say money is property settlement, since they aren’t taxable. The IRS often cleans up when it finds inconsistent treatment after divorce.
That’s one reason if you want to minimize the likelihood of audits and tax disputes, it is wise to agree with your ex how much money is property settlement, alimony or child support. The IRS often audits couples post-divorce.
|
|||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 2
|
https://www.popsugar.com/celebrity/pamela-anderson-marriages-48699750
|
en
|
Everyone Pamela Anderson Has Married, From Tommy Lee to Dan Hayhurst
|
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[
"popsugar",
"naledi ushe",
"celebrity",
"pamela anderson",
"tommy lee",
"celebrity couples",
"celebrity facts"
] | null |
[
"Naledi Ushe"
] |
2022-01-31T21:15:07+00:00
|
Pamela Anderson has been in several high-profile relationships, from Tommy Lee in 1995 to Dan Hayhurst in 2020. See her full marriage history here.
|
en
|
/static/ps-favicon.ico
|
Popsugar
|
https://www.popsugar.com/celebrity/pamela-anderson-marriages-48699750
|
Pamela Anderson loves love. Throughout the years, the "Baywatch" star and former Playboy model has romanced her fair share of suitors and tied the knot with five men — including repeat marriages with Rick Salomon. "I'm a hopeless romantic and I do believe in [love] . . . I love traditional marriage," Anderson once said on "The Wendy Williams Show" in 2016.
Anderson's most notable relationship was with Tommy Lee, her first husband, with whom she shares her two sons Brandon, 27, and Dylan, 25. Anderson and Lee's relationship came back into the spotlight in 2022 as the subject of Hulu's "Pam & Tommy" series, which focused on their infamous leaked sex tape. Anderson denounced the show for not consulting her prior, however, she did tell her side of the story in her candid 2023 Netflix documentary, "Pamela, a Love Story" — part of which revisits her and Lee's relationship and their tumultuous split.
In the documentary, Anderson gets emotional when discussing her marriage with Lee, revealing that she never truly got over their breakup and that she has some regret about not being with the father of her children. "Even though I thought I could re-create a family, or fall in love with someone else, it's just not me," she says. "So I think that's probably why I keep failing in all my relationships . . . I think I'd rather be alone than not be with the father of my kids."
In 2023, Anderson regularly attended events with her and Lee's sons. The trio hit the "Pamela, A Love Story" premiere together back in January, and they were last photographed at New York Fashion Week in September.
Keep reading ahead for Anderson's entire marriage history.
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 61
|
https://www.allure.com/story/pamela-anderson-no-makeup-interview
|
en
|
Pamela Anderson on Ditching Makeup — and Entering the Skin-Care Business - Interview
|
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[
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2024-02-08T08:00:00-05:00
|
After going makeup-free at Paris Fashion Week last year, Pamela Anderson has acquired Sonsie, a skin-care company. Allure asked her about her motivations, her beauty evolution, and the power of marketing.
|
en
|
https://www.allure.com/verso/static/allure/assets/favicon.ico
|
Allure
|
https://www.allure.com/story/pamela-anderson-no-makeup-interview
|
Unbeknownst to her, Pamela Anderson and I had a relationship even before we met on a Zoom call last week. It was a relationship that, for me, had been a disappointing one: I’d been shafted. Not by Anderson, but by her wildly devoted fans, who seemed convinced that I’d treated her in a less than loving and respectful way.
Last fall, I was asked to write a story about Anderson’s decision to attend Paris Fashion Week without makeup. The resulting brouhaha about her choice — you remember? — had settled over reporting of the season’s shows like a cloud of beige tulle; you could hardly find a video without first seeing an image of Anderson’s pale, wide-eyed, Euro-centrically beautiful, makeup-free face.
Her decision was unusual. (Though not original: In 2002, Jamie Lee Curtis posed for More magazine in her underwear with no makeup and no retouching; in 2016, Alicia Keys ditched her concealer and mascara — on red carpets, for an Allure cover, even when surrounded by HD cameras on the set of The Voice.) What seemed to have generated the huge response was that Anderson, in a video for Vogue France, spoke convincingly about the importance of being able to make a choice about her presentation, about unrealistic beauty standards, about being rebellious in the face of certain aesthetic expectations, and about the freedom she enjoyed being able to experience Paris without the burden of an entourage of stylists.
I suggested in the story I wrote a few days later that she seemed to have discovered the joys of choosing to be the “looker” rather than the “looked at.” In other words, she had recognized and implemented her own agency: No longer tethered to the imprisoning template of Pamela Anderson: Object of Desire, she was Pamela Anderson: Person. Hooray for her!
I also suggested that maybe — just maybe — the move was a stunt. Though I found Anderson’s message laudable, I was skeptical of her intention. When asked by a reporter why she had eschewed makeup, she said, among the other reasons mentioned above, that she wanted the focus to be on the clothes she wore, not on her. Which was, obviously, the exact opposite of what happened. And so I suggested that what Anderson had done was not only a message about the deleterious effects of beauty culture (good job!), but also something of a well-calculated publicity move. Which seemed a not unreasonable conclusion, considering that Anderson is a performer and that she had just introduced a swimwear line. No big deal, right? Performers, they perform.
They also, evidently, sometimes harbor hundreds of thousands of fans who don’t like it when it might be suggested that their intentions are not pure (or even just complex). After my byline appeared under the headline, “Was Pamela Anderson’s Makeup-Free Fashion Week Just a Stunt?,” I noticed a faint, unpleasant rumbling of discontent on Instagram which very soon exploded into an overwhelming stink of rage aimed at me for doubting the nobility of Anderson’s intentions. The gist was: You are a hater, leave her alone, she’s doing something great for womanhood, how dare you suggest she’s playing on our devotion. Also, I couldn’t help but notice a kind of name-calling to which I’d never been subjected. (Think of the worst thing you could call someone. Then think of things you’d never call someone. All those things.)
That might’ve been (for me, at least) the sad end of this tale until news broke a couple of weeks ago that Anderson had “officially entered the beauty space,” by buying, with her sons, the skin-care line Sonsie. I wondered, then, if some of the fans who defended her felt a little like when you suspect your partner might be having an affair, which they deny, and then you discover on their credit card bill they’ve bought an engagement ring for another person. In other words, betrayed?
If you trust the responses on Instagram to that news, some of her fans did feel betrayed — So it was just all about money, Still using beauty standards for her own wallet and benefit — but many found no issue with it. The woman deserves to make a living! What’s the big deal? So: Was Anderson’s no-makeup look a big con? I just realized I’ve spent a long time to get to my point, which is, Does anyone really give a sh*t?
I think what the response to all of it demonstrates is that marketing, and maybe especially beauty marketing, is so baked into our culture that we don’t even know or care whether we’re being conned or sold out. When nearly everyone with a social media account is selling something — at the very least a curated version of their life — why would we object to being manipulated by a performer?
And in the case of Pamela Anderson, a performer who’s in the very public process of trying to redefine herself? Her most recent incarnation portrays her as a back-to-basics kind of gal, aiming for simplicity and clean-living. “My name gives [even] me a false impression of myself,” she said, on our recent call. She was, of course, bare-faced as far as I could tell, in a comfy-looking white robe, with her hair pulled back messily. “Without context my name [suggests] a wrong image. I’ve been on this journey, from Playboy to Baywatch — all these Halloween costumes, I like to say — and now come back home to self-love and self-acceptance, I just feel like it’s OK. [What I’m into now] is a conscious choice. I’ve always felt like there’s a little monster inside of me that I need to get out, I need to share. I’ve been trying and I’ve begun to feel closest to it… and it’s peeling back everything and trying to remember what my original thoughts are… It’s not just about makeup, taking off the mask, but it’s about why am I here, what’s my purpose, why do I resonate with people, can I help in any way?”
Please excuse the ellipses. “I tend to ramble,” Anderson says.
That monster, I ask, what is its name?
“It’s just like, little me,” says Anderson. “Little Pamela Anderson that’s always been very mischievous and creative and lived in her imagination. [That feeling] it’s just volcanic. I was painfully shy…I wouldn’t [even] wear a bathing suit… I knew I had to jump off a bridge to get to… [release it]. It’s like, when waiting in the wings on Broadway and you don’t remember anything and you have a tickle in your throat… and you have to sing, and you walk out onto that stage and everyone’s looking at you, you’re like, now I have to… you know, it’s my move.” (In 2022, Anderson appeared for two months as Roxie Hart in the Broadway musical, Chicago.)
“At fashion week, I did that for myself,” she continues, referring to her bare face. “It wasn’t to make a political statement, I just wanted to have my little weird face sticking out of the top of those great clothes…why am I playing the game? And the funny thing was I would come back from the shows wearing all these clothes and a big funny hat and everything and there were all these paparazzi and then I went in one door and changed into my jeans and T-shirt and no makeup and walked out the door right through the same crowd that had been chasing me and no one noticed.”
“So in Paris, when you went without makeup, did you think no one was going to notice?” I asked.
“I didn’t think anyone was going to notice… I just thought I’m not competing with all these beautiful people…I felt like the monster, like a little kid in all these beautiful clothes and how lucky am I and I wanted to appreciate it from that point of view.”
But everybody took what you did as a statement about beauty culture, I pointed out.
“I like that it resonated but it wasn’t my intention to… thinking everyone’s going to get into this thing. But as I noticed it was resonating, I thought, this is really great.”
At this point in our conversation, I introduced the idea that Anderson’s intention might’ve been more complex; that her choice was also a… stunt. Whoops!
“I don’t like that look on your face,” I said. That look: Concern, maybe offense.
Then, a graceful response.
“That’s funny, because you know I’ve been offered beauty campaigns my whole career and nothing really resonated. This happened very organically and it was divine timing. I had a huge company coming to me that had gazillions of dollars and then my son’s friend had this company called Sonsie and they gave me some products and I was loving them and I thought, you know, I’d rather take this on as a family project. [The beauty market] is full of false promises and false hope and I thought [Sonsie] is just about caring for our skin, accepting ourselves for who we are… it just feels necessary…I thought this is just something I want to invest in and get these basics out to people…so it all happened very symbiotically. I don’t think you should give me the credit of it being a stunt because that’s not how I think. But the timing and the stars aligned.”
Okay, I thought. Whatever, that’s a lovely idea.
“And I love working with my kids,” she said. Even lovelier.
“My intention is to accept where you are in your beauty journey. I love makeup, too, by the way and I just finished a project where I wore a lot of makeup and I loved that.” (The project: The Last Showgirl, a Gia Coppola-directed film set in Las Vegas in which Anderson plays a dancer struggling with midlife issues.)
Because you mentioned it earlier, I asked, can you define your purpose?
There is a long silence. “My purpose is about love and if it’s animals, people, ourselves, that is my purpose. It’s about loving others and myself the best I can.”
Do you have any mentors in that regard?
“I read Anais Nin, and I’m always reading a stack of books on meditation and that kind of stuff. I live in my kind of little fairy world, maybe…”
Anais Nin? Interesting idea of a purpose-defining mentor, I thought, but didn’t say.
“And my grandfather… was a huge influence on me… he was my mentor,” Anderson says. “I lost him when I was 11 years old.”
As she talked about her grandfather, Anderson seemed a little tired and even fragile. Her quest to find herself at 56 is not unlike what many of us experience at middle-age (and older, I’m 73). But I wonder if her “journey” might not be particularly fraught. Because how can you know who you are when you’ve spent most of your life as an object, specifically a sex object? “We really do take on other people’s thoughts, other people’s dreams and desires,” Anderson said at one point in our conversation. This is the comment of a woman who knows what it feels like to be seen not as a person but as a vessel of other people’s expectations.
But speaking of being a vessel of other people’s dreams and desires — what about Anderson’s skin? Who wouldn’t want her flawless complexion at 56? Which prompted me to ask her if she’s availed herself of any dermatologic or surgical treatments. “I’ve tried Botox, I’ve tried filler, but I haven’t had anything like that for over three or four years. My skin is very sensitive and I did Fraxel a little bit on my decolletage and it went black so I’ve always been scared of stuff like that. I’ve done Botox where my eyebrows just fall immediately and I look like a different person… and I thought why am I doing this shit? So I’m free and clear of that stuff and I look like myself again.” She tells me that her blonde, while certainly not natural, isn’t high-end balayage: “I color my hair from a box, always have.”
Has she been through menopause? Is she on hormone replacement therapy (which can help keep a woman’s skin youthful-looking as she ages)?
“Yes, I have, and no, I’m not a candidate for HRT,” Anderson says. “So I take a lot of vitamins…I take a lot of turmeric because I have arthritis in my hands…and it really helps…I’m healthy…never got Covid, never sick…”
One last question: “You’ve gone from being a sex object, a vamp, to this gorgeous, virginal creature, with bare skin and freckles and long flowing hair, in nap dresses on the farm — obviously two very different kinds of people. Did you feel sexier as a vamp? Do you feel sexy now?”
“Actually, it was kind of overwhelming, as a Playboy centerfold or Bunny, people had expectations…I didn’t want to know [what they were]. I feel much more sensual in my own skin…it’s much more intimate and vulnerable…kind of like this is how your boyfriend sees you, without makeup. It’s almost sexier, I think.”
So you feel sexier now, unadorned, than you did as a sex object?
“Yes,” says Anderson. “I’ll say yes. If you can accept this [gesturing to herself] then all the rest is just playtime. If you’re living authentically, you don’t have to explain yourself. That’s the key.”
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 60
|
https://www.popsugar.com/celebrity/how-many-times-has-tommy-lee-been-married-45959960
|
en
|
A Rundown of Tommy Lee's Marriages, From Pamela Anderson to Brittany Furlan
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"popsugar",
"amanda prahl",
"celebrity",
"pamela anderson",
"heather locklear",
"tommy lee",
"hulu",
"true stories",
"pam & tommy tv show"
] | null |
[
"Amanda Prahl"
] |
2019-03-26T21:37:04+00:00
|
The Mötley Crüe drummer has been married four times since the mid '80s, many being highly publicized. Read more on Tommy Lee's marriages here.
|
en
|
/static/ps-favicon.ico
|
Popsugar
|
https://www.popsugar.com/celebrity/how-many-times-has-tommy-lee-been-married-45959960
|
Lee's second marriage and whirlwind romance with Locklear was a dream for magazine publishers worldwide. The couple married in 1986 after a few months of dating; both were still in their early 20s. Locklear was a squeaky-clean TV ingenue at the time, while Lee's career with Mötley Crüe was taking off.
After nearly eight years of marriage, the couple split in 1993; by 1994, their divorce was finalized. Both moved on to other relationships, but they don't seem to have any hard feelings. Back in 2016, on what would have been their 30th wedding anniversary, Locklear jokingly told Lee "Happy 30 years baby" in an Instagram post.
Actor Anderson, best known for her role on "Baywatch," has had a complicated relationship with Lee. They married in 1995 after only knowing each other for four days, and they had two sons together, Brandon (born in 1996) and Dylan (born in 1997). In 1998, however, the couple divorced.
Over the course of the next decade, Anderson and Lee had an on-and-off relationship. In 2008, "People" reported that they had reunited and were living together with their sons, but they ended their relationship for good in 2010.
In her memoir, Anderson reveals that as tumultuous as her relationship with Lee was, it may have been the only time she was ever truly in love. "My relationship with Tommy may have been the only time I was ever truly in love," she writes, per People. "We had fun, and our rule was no rules."
Before meeting Lee, Furlan was a popular internet star — the most-followed female video star on Vine until November 2015 and one of "Time"'s 2015 most influential internet stars. When Vine ended, she turned to YouTube and even appeared in Netflix's 2018 documentary "The American Meme."
She and Lee began their relationship in 2017 and became engaged in 2018. Their wedding took place in February 2019, and they've been married ever since.
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 3
|
https://www.facebook.com/thehowardsternshow/videos/pamela-anderson-knew-her-marriage-to-kid-rock-wasnt-going-to-last/1304217600504678/
|
en
|
When did Pamela Anderson know her marriage to Kid Rock wasn’t going to last? She tells Howard while speaking candidly about her past relationships.
|
[] |
[] |
[] |
[
""
] | null |
[] | null |
When did Pamela Anderson know her marriage to Kid Rock wasn’t going to last? She tells Howard while speaking candidly about her past relationships.
|
de
|
https://static.xx.fbcdn.net/rsrc.php/yT/r/aGT3gskzWBf.ico
|
https://www.facebook.com/thehowardsternshow/videos/pamela-anderson-knew-her-marriage-to-kid-rock-wasnt-going-to-last/1304217600504678/
| ||||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 76
|
https://www.clickondetroit.com/entertainment/2020/01/21/pamela-anderson-marries-film-producer-jon-peters/
|
en
|
Pamela Anderson marries film producer Jon Peters
|
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[
"Barbra Streisand",
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"Jon Peters",
"Kid Rock",
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[] |
2020-01-21T00:00:00
|
Pamela Anderson has married movie producer Jon Peters.
|
en
|
/pf/resources/images/wdiv/favicon.ico?d=735
|
WDIV
|
https://www.clickondetroit.com/entertainment/2020/01/21/pamela-anderson-marries-film-producer-jon-peters/
|
MALIBU, Calif. – Pamela Anderson has married movie producer Jon Peters.
Anderson and Peters married Monday in a private ceremony in Malibu, California, a representative for Anderson said Tuesday.
It's the fifth marriage for both the 52-year-old model-actress and the 74-year-old film producer, who recently reunited after first dating more than 30 years ago.
Anderson's husbands have included rocker Tommy Lee and rapper Kid Rock. Peters' former wives include actress Lesley Ann Warren, and he was once in a long and high-profile relationship with Barbra Streisand.
Peters was a producer on Streisand's 1976 version of “A Star Is Born” and the 2018 remake, along with dozens of other films including 1989's “Batman” and 1999's “Wild Wild West.”
Anderson starred on television's “Baywatch” and in several films, and has made frequent appearances in Playboy.
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
1
| 80
|
https://www.library.wisc.edu/gwslibrarian/bibliographies/women-science/a-j/
|
en
|
Selective Reading List, authors A-J
|
[] |
[] |
[] |
[
""
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[This is PART ONE of the bibliography “Women and Science: Issues and Resources” that is number 34 in the series “WISCONSIN BIBLIOGRAPHIES […]
|
en
| null |
[This is PART ONE of the bibliography “Women and Science: Issues and Resources” that is number 34 in the series “WISCONSIN BIBLIOGRAPHIES IN WOMEN’S STUDIES,” published by the University of Wisconsin System Women’s Studies Librarian, 430 Memorial Library, 728 State Street, Madison, WI 53706; email: the Women’s Studies Librarian. It includes “A Selective Reading List” for authors whose last names begin with A-J. The bibliography was originally compiled and updated by Susan E. Searing. Since 1992 it has been updated periodically by Phyllis Holman Weisbard. This version is dated June 1997.]
WOMEN AND SCIENCE: ISSUES AND RESOURCES Part I: A Selective Reading List
This bibliography emphasizes books and special journal issues that present a feminist critique of scientific theory and practice in the past and present. Wherever possible, the contents of special issues and anthologies are listed. The bibliography also cites many journal articles, several representative biographies, reports of model courses or curricula, and works about the lives and status of women scientists. Occupational guidance materials and curricula for the K-12 classroom are generally not cited. For further research guidance, consult the reference sources highlighted in Part II.
Abir-Am, Penina G., and Dorinda Outram, eds. UNEASY CAREERS AND INTIMATE LIVES: WOMEN IN SCIENCE, 1787-1979. New Brunswick: Rutgers University Press, 1987.
Contents: Before Objectivity: Wives, Patronage, and Cultural Reproduction in Early Nineteenth-Century French Science (Dorinda Outram); Botany in the Breakfast Room: Women and Early Nineteenth-Century British Plant Study (Ann B. Shteir); The Many Faces of Intimacy: Professional Options and Personal Choices Among Nineteenth- and Twentieth-Century Women Physicians (Regina M. Morantz- Sanchez); Field Work and Family: North American Women Ornithologists, 1900-1950 (Marianne Gosztonyi Ainley); Nineteenth-Century American Women Botanists: Wives, Widows, and Work (Nancy G. Slack); Marital Collaboration: An Approach to Science (Marilyn Bailey Ogilvie); Maria Mitchell and the Advancement of Women in Science (Sally Gregory Kohlstedt); “Strangers to Each Other”: Male and Female Relationships in the Life and Work of Clemence Royer (Joy Harvey); Career and Home Life in the 1880s: The Choices of Mathematician Sofia Kovalevskaia (Ann Hibner Koblitz); Marie Curie’s “Anti-natural Path”: Time Only for Science and Family (Helena M. Pycior); Cecilia Payne- Gaposchkin: Astronomy in the Family (Peggy A. Kidwell); Synergy or Clash: Disciplinary and Marital Strategies in the Career of Mathematical Biologist Dorothy Wrinch (Penina G. Abir-Am).
Adam, Alison. “Constructions of Gender in the History of Artificial Intelligence.” IEEE ANNALS OF THE HISTORY OF COMPUTING 18, no. 3 (Fall 1996): 47-53.
Adams, Carol J. and Josephine Donovan. ANIMALS AND WOMEN: FEMINIST THEORETICAL EXPLORATIONS. Durham, NC: Duke University Press, 1995 (ecofeminism).
Ainley, Marianne Gosztonyi, ed. DESPITE THE ODDS: ESSAYS ON CANADIAN WOMEN AND SCIENCE. Montreal: Vehicule Press, 1990.
Contents: Last in the Field? Canadian Women Natural Scientists, 1815-1965 (Marianne Gosztonyi Ainley); The Public Record: An Analysis of Women’s Contributions to Canadian Science and Technology Before the First World War (Clara M. Chu & Bertrum H. MacDonald); Carrie Derick (1862-1941) and the Chair of Botany at McGill (Margaret Gillett); Women and Photography in Ontario, 1839-1929: A Case Study of the Interaction of Gender and Technology (Diana Pedersen & Martha Phemister); The Ontario Medical College for Women, 1883-1906: Lessons from Gender- Separatism in Medical Education (Lykke de la Cour & Rose Sheinin); Women in Ontario Pharmacy, 1867-1927 (E.W. Stieb, Gail C. Coulas & Joyce A. Ferguson); Women in Advertising: The Role of Canadian Women in the Promotion of Domestic Electrical Technology in the Interwar Period (Dianne Dodd); Women Sociologists in Canada: The Careers of Helen MacGill Hughes, Aileen Dansken Ross, and Jean Robertson Burnet (Susan Hoecker-Drysdale); The Heart of the Matter: Maude E. Abbott, M.D., 1869-1940 (Margaret Gillett); Harriet Brooks, 1876-1933: Canada’s First Woman Nuclear Physicist (M.F. Rayner-Canham & G.W. Rayner- Canham); Alice Wilson, 1881-1964: Explorer of the Earth Beneath Her Feet (Barbara Meadowcroft); Isabella Preston, 1881-1964: An Explorer of the Horticultural Frontier (Edwinna von Baeyer); Margaret Newton: Distinguished Canadian Scientist (Ralph H. Estey); Cypra Cecilia Krieger and the Human Side of Mathematics (Kailash K. Anand); Getting a Job Done and Doing It Well: Dr. Blossom Wigdor, Psychologist and Gerontologist (Janice Beaveridge); On Being a Woman and Studying Math (Louise LaFortune); Adolescent Females and Computers: Real and Perceived Barriers (Betty Collis); The Career Goals of Female Science Students in Canada (N. Nevitte, R. Gibbins & P.W. Codding); Women Inventors in Canada: Research and Intervention (Rachelle Sender Beauchamp & Susan A. McDaniel); Disadvantagement of Women by the Ordinary Processes of Science: The Case of Informal Collaborations (Joan Pinner Scott); Canadian Women and Careers in Chemistry (Margaret-Ann Armour); Women in Science–Are Conditions Improving? (Anne Innis Dagg); Feminist Research into Genetic Hazards in the Workplace (Karen Messing); Women and the Changing Faces of Science (Gillian Kranias); Selected Bibliography.
Alic, Margaret. HYPATIA’S HERITAGE: A HISTORY OF WOMEN IN SCIENCE FROM ANTIQUITY TO THE LATE NINETEENTH CENTURY. Boston: Beacon Press, 1986.
Allen, Nessy. “A Proposed Course on Women in Science in an Australian University.” FEMINIST TEACHER 6, no.3 (Spring 1992): 40-44.
Ar mbula-Greenfield, Teresa. “Teaching Science Within a Feminist Pedagogical Framework.” FEMINIST TEACHER 9, no. 3 (Fall/Winter 1995): 110-115.
Arditti, Rita, Pat Brennan, and Steve Cavrak, eds. SCIENCE AND LIBERATION. Boston: South End Press, 1980.
Arditti, Rita, Renate Duelli-Klein, and Shelly Minden, eds. TEST-TUBE WOMEN: WHAT FUTURE FOR WOMANHOOD? London: Pandora Press, 1984.
Arianrhod, Robyn. “Physics and Mathematics, Reality and Language: Dilemmas for Feminists.” In THE KNOWLEDGE EXPLOSION: GENERATIONS OF FEMINIST SCHOLARSHIP, pp. 41-53. Ed. by Cheris Kramarae and Dale Spender. New York: Teachers College Press Athene Series, 1992.
Arnold, Lois Barber. FOUR LIVES IN SCIENCE: WOMEN’S EDUCATION IN THE NINETEENTH CENTURY. New York: Schocken Books, 1984. (Biographies of Maria Martin Bachman, Almira Hart Lincoln Phelps, Louisa C. Allen Gregory, and Florence Bascom.)
Ayers-Nachamkin, Beverly. “A Feminist Approach to the Introductory Statistics Course.” WOMEN’S STUDIES QUARTERLY 20 (Spring/Summer 1992): 86-94.
Baker, Dale R., and Rosemary Leary. “Letting Girls Speak Out About Science.” JOURNAL OF RESEARCH IN SCIENCE TEACHING 32 (January 1995): 3-27.
Baldwin, Richard S. THE FUNGUS FIGHTERS: TWO WOMEN SCIENTISTS AND THEIR DISCOVERY. Ithaca: Cornell University Press, 1981. (Biographies of Elizabeth Hazen and Rachel Brown.)
Balsamo, Anne. TECHNOLOGIES OF THE GENDERED BODY: READING CYBORG WOMEN. Durham, NC: Duke University Press, 1996.
Barber, Leslie A. “U.S. Women in Science and Engineering, 1960-1990: Progress Toward Equity?” JOURNAL OF HIGHER EDUCATION 66, no.2 (March/April 1995): 213-235.
Barnes, Mary. “Mathematics: A Barrier for Women?” In CROSSING BOUNDARIES: FEMINISMS AND THE CRITIQUE OF KNOWLEDGES, pp. 28- 42. Ed. by Barbara Caine, E.A. Grosz, and Marie de Lepervanche. Sydney: Allen & Unwin, 1988.
Barr, Jean and Lynda Birke. “Women, Science, and Adult Education: Toward a Feminist Curriculum?” WOMEN’S STUDIES INTERNATIONAL FORUM 17, no.5 (1994): 473-483.
Baum, Joan. THE CALCULATING PASSION OF ADA BYRON. Hamden, CT: Archon Books/Shoe String Press, 1986.
Bazler, Judith A. “Gender Equity in Science Textbooks.” PROTEUS 10, no.2 (Fall 1993): 39-42.
Bell, Susan E. “Translating Science to the People: Updating THE NEW OUR BODIES, OURSELVES.” WOMEN’S STUDIES INTERNATIONAL FORUM 17, no.1 (1994): 9-18.
Benderly, Beryl Lieff. THE MYTH OF TWO MINDS: WHAT GENDER MEANS AND DOESN’T MEAN. New York: Doubleday, 1987.
Benjamin, Marina, ed. SCIENCE AND SENSIBILITY: GENDER AND SCIENTIFIC INQUIRY. Cambridge, MA: Basil Blackwell, 1991.
Benjamin, Marina, ed. A QUESTION OF IDENTITY: WOMEN, SCIENCE, AND LITERATURE. New Brunswick: Rutgers University Press, 1993.
Bentson, Margaret. “Feminism and the Critique of Scientific Method.” In FEMINISM: FROM PRESSURE TO POLITICS. Ed. by Angela Miles and Geraldine Finn. Montreal: Black Rose Books, 1989. (First published under the title FEMINISM IN CANADA, 1982).
Berryman, Sue. “Integrating the Sciences.” NEW PERSPECTIVES 17 (Winter 1985): 16-22.
Berryman, Sue E. WHO WILL DO SCIENCE? New York: Rockefeller Foundation, 1983.
Biermann, Carol A., and Leslie S. Grinstein. “Despite the Odds: Women Biologists Who Succeed.” THE AMERICAN BIOLOGY TEACHER 56, no.8 (November/December 1994): 468-476. (Links attracting girls toscience.html to study of women scientists and attention to teaching styles.)
BIOLOGY AS DESTINY: SCIENTIFIC FACT OR SOCIAL BIAS? Cambridge, MA: Science for the People, 1984. Birke, Lynda. WOMEN, FEMINISM, AND BIOLOGY: THE FEMINIST CHALLENGE. New York: Methuen, 1986.
Birke, Lynda, and Gail Vines. “Beyond Nature versus Nurture: Process and Biology in the Development of Gender.” WOMEN’S STUDIES INTERNATIONAL FORUM 10 (1987): 555-570.
Birke, Lynda. “Science, Feminism and Animal Natures I: Extending the Boundaries.” WOMEN’S STUDIES INTERNATIONAL FORUM 14, no.5 (1991): 443-449.
Birke, Lynda. “Science, Feminism and Animal Natures II: Feminist Critiques and the Place of Animals in Science.” WOMEN’S STUDIES INTERNATIONAL FORUM 14, no.5 (1991): 451-458.
Birke, Lynda and Ruth Hubbard, eds. REINVENTING BIOLOGY: RESPECT FOR LIFE AND THE CREATION OF KNOWLEDGE. Bloomington: Indiana University Press, 1995. (Essays that share the question “how do biologists conceptualize the nature of the organisms they work with, and what alternative outcomes would we expect to see if the conceptural framework or the rules of practice were different?”)
Bleier, Ruth. “The Cultural Price of Social Exclusion: Gender and Science.” NWSA JOURNAL 1 (Autumn 1988): 7-19.
Bleier, Ruth. “A Decade of Feminist Critiques in the Natural Sciences.” Ed. by Judith Walzer Leavitt and Linda Gordon. SIGNS 14 (Autumn 1988): 182-195.
Bleier, Ruth, ed. FEMINIST APPROACHES TO SCIENCE. Elmsford, NY: Pergamon, 1986.
Contents: Science Seen Through a Feminist Prism (Marion Namenwirth); Critiques of Modern Science: The Relationship of Feminism to Other Radical Epistemologies (Elizabeth Fee); Beyond Masculinist Realities: A Feminist Epistemology for the Sciences (Hilary Rose); Primatology is Politics by Other Means (Donna Haraway); Empathy, Polyandry, and the Myth of the Coy Female (Sarah Blaffer Hrdy); Sex Differences Research: Science or Belief? (Ruth Bleier); The Relationship Between Women’s Studies and Women in Science (Sue V. Rosser); Taking Feminist Science to the Classroom: Where Do We Go From Here? (Mariamne H. Whatley); Further Readings on Feminism and Science [bibliography] (Susan E. Searing).
Bleier, Ruth. “Science and Belief: A Polemic on Sex Differences Research.” In THE IMPACT OF FEMINIST RESEARCH IN THE ACADEMY, pp. 111-130. Ed. by Christine Farnham. Bloomington: Indiana University Press, 1987.
Bleier, Ruth. SCIENCE AND GENDER: A CRITIQUE OF BIOLOGY AND ITS THEORIES ON WOMEN. New York: Pergamon, 1984.
Bleier, Ruth. “Social and Political Bias in Science: An Examination of Animal Studies and Their Generalizations to Human Behavior and Evolution.” In GENES AND GENDER II, pp. 49-69. Ed. by Ruth Hubbard and Marian Lowe. New York: Gordian Press, 1979.
Braidotti, Rosi, et al., eds. WOMEN, THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT: TOWARDS A THEORETICAL SYNTHESIS. London: Zed Books, in association with the United Nations International Research and Training Institute for the Advancement of Women, 1994. Especially chapter three “Feminist Critiques of Science”: 29-58 and chapter four “The Relationship Between Women and Nature: Debates Within Feminism”: 59-76.
Brighton Women and Science Group. ALICE THROUGH THE MICROSCOPE: THE POWER OF SCIENCE OVER WOMEN’S LIVES. London: Virago, 1980.
Briscoe, Anne M., and Sheila M. Pfafflin. “Expanding the Role of Women in the Sciences.” ANNALS OF THE NEW YORK ACADEMY OF SCIENCES 323 (1979).
Brush, Stephen G. “Women in Science and Engineering.” AMERICAN SCIENTIST 79 (September/October 1991): 404-419.
Brush, Stephen G. “Women, Science, and Universities,” BULLETIN OF SCIENCE, TECHNOLOGY, AND SOCIETY 15, no.4 (1995):205-214. Also in WOMEN’S CONTRIBUTIONS TO CHEMISTRY AND CHEMICAL ENGINEERING: A HISTORICAL AND CURRENT PERSPECTIVE OF WOMEN AT THE FOREFRONT (Women’s Symposium at the 176th ACS National Meeting, Anaheim, CA, 1995), pp. 2-26. Sarnia, Ontario: Polysar, 1995.
Burfoot, Annette. “Impediments to Feminist Acts in Science.” RESOURCES FOR FEMINIST RESEARCH 16 (December 1987): 25-26.
Burton, Leone. “Moving Towards a Feminist Epistemology of Mathematics.” EDUCATIONAL STUDIES IN MATHEMATICS 28, no.3 (1995): 275-291.
Byrne, Eileen M. WOMEN AND SCIENCE: THE SNARK SYNDROME. Washington, DC: The Falmer Press, 1993. Byrne, Eileen M., ed. WOMEN IN SCIENCE AND TECHNOLOGY IN AUSTRALIA. Philadelphia: Taylor & Francis, 1990.
Cancian, Francesca M. “Feminist Science: Methodologies That Challenge Inequality.” GENDER & SOCIETY 6, no.4 (December 1992): 623-642.
Carter, Ruth, and Gill Kirkup. WOMEN IN ENGINEERING: A GOOD PLACE TO BE? London: Macmillan (distr. by New York University Press), 1990.
“A Celebration of Women in Science” (cover story). DISCOVER 12 (December 1991): 8, 10-33+.
Contents: From the Editor: Women in Science (Paul Hoffman); The Shape of Life [on Mimi Koehl] (Deborah Franklin); Intimate Enemies [on Flossie Wong-Staal] (Yvonne Baskin); Art for Science’s Sake [on Donna Cox] (Tim Folger); The Forgotten Female [on Barbara Smuts] (Elisabeth Rosenthal); Star Spots [on Sallie Baliunas] (Sam Flamsteed); Flesh and Bone [on Adrienne Zihlman] (Ellen Ruppel Shell); Liberation Ecology [on Deborah Letourneau] (JoAnn C. Gutin); Striking a Nerve [on Avis Cohen] (Lori Oliwenstein); Wanted: Wayward Particles [on Helen Quinn] (Charles C. Mann); The Immune Challenge [on Philippa Marrack] (Mark Caldwell); Land of Bronze [on Aslihan Yener] (Thomas Bass).
CHANGING AMERICA: THE NEW FACE OF SCIENCE AND ENGINEERING. Washington: Task Force on Women, Minorities, and the Handicapped in Science and Technology, 1989.
Chapman, Olive. “Women’s Voice and the Learning of Mathematics.” JOURNAL OF GENDER STUDIES 2, no.2 (Nov. 1993): 206-222.
Chipman, Susan F., Lorelei R. Brush, and Donna M. Wilson. WOMEN AND MATHEMATICS: BALANCING THE EQUATION. Hillsdale, NJ: Lawrence Erlbaum Associates, 1985. Clifford, Anne M. “Feminist Perspectives on Science: Implications for an Ecological Theology of Creation.” JOURNAL OF FEMINIST STUDIES IN RELIGION 8, no.2 (Fall 1992): 65-90.
CLIMBING THE LADDER: AN UPDATE ON THE STATUS OF DOCTORAL WOMEN SCIENTISTS AND ENGINEERS. By the Committee on the Education and Employment of Women in Science and Engineering, Office of Scientific and Engineering Personnel, National Research Council. Washington: National Academy Press, 1983.
Cockburn, Cynthia and Ruza Furst Dilic, eds. BRINGING TECHNOLOGY HOME: GENDER AND TECHNOLOGY IN A CHANGING EUROPE. Buckingham: Open University Press, 1994.
Cockburn, Cynthia. MACHINERY OF DOMINANCE: WOMEN, MEN, AND TECHNICAL KNOW-HOW. London: Pluto Press, 1985. Repr. Boston: Northeastern University Press, 1988.
Cockburn, Cynthia and Susan Ormrod. GENDER AND TECHNOLOGY IN THE MAKING. Thousand Oaks, CA: Sage, 1993.
Cole, Jonathan R. FAIR SCIENCE: WOMEN IN THE SCIENTIFIC COMMUNITY. New York: Free Press, 1979.
Cole, Jonathan R., and H. Zuckerman. “Marriage, Motherhood, and Research Performance in Science.” SCIENTIFIC AMERICAN 256 (February 1987): 119-125.
Conley, Frances K. “Gender Stereotyping and the Medical Profession.” JOURNAL OF COLLEGE SCIENCE TEACHING 24, no.1 (Sept./Oct. 1994):17-21.
Condron, Linda. “Women and Technology: Feminist Perspectives.” BULLETIN OF SCIENCE, TECHNOLOGY, & SOCIETY 13, no.3 (1993): 139-141.
Contrucci, Joyce and Britta Fischer. “Women in a Technological World: An Interdisciplinary Course at Emmanuel College in Boston.” BULLETIN OF SCIENCE, TECHNOLOGY & SOCIETY 10, no.4 (1990): 191-195.
Cowan, Ruth Schwartz. “From Virginia Dare to Virginia Slims: Women and Technology in American Life.” TECHNOLOGY AND CULTURE 20 (1985): 51-63.
Dagg, Anne Innis. HAREM AND OTHER HORRORS: SEXUAL BIAS IN BEHAVIOURAL BIOLOGY. Waterloo, Ontario: Otter Press, 1983.
Dagg, Anne Innis and Rachelle Sender Beauchamp. “Is There a Feminist Science? Perceived Impact of Gender on Research by Women Scientists.” ATLANTIS 16 (Spring 1991): 77-84.
Davis, Barbara Gross. EVALUATING INTERVENTION PROGRAMS: APPLICATIONS FROM WOMEN’S PROGRAMS IN MATH AND SCIENCE. New York: Teachers College, Columbia University, 1985.
Davis, Cinda Sue, et al. THE EQUITY EQUATION: FOSTERING THE ADVANCEMENT OF WOMEN IN THE SCIENCES, MATHEMATICS, AND ENGINEERING. San Francisco: Jossey-Bass, 1996.
Davis, Fran, and Arlene Steiger. FEMINIST PEDAGOGY IN THE PHYSICAL SCIENCES. Montreal: Vanier College, 1993 (available from Vanier College, 821 Ave. Ste. Croix, Saint-Laurent, Quebec H4L 3X9, Canada).
Davis, Kathy. POWER UNDER THE MICROSCOPE. Dordrecht: Foris, 1988.
De Marco, Rosanna, et al. “Feminist Critique: Searching for Meaning in Research.” ANS, ADVANCES IN NURSING SCIENCE 16, no.2 (1993): 26-38.
Denton, Denice D. “Systemic Reform in Undergraduate Science Education.” AWIS MAGAZINE 25, no.1 (Jan./Feb. 1996): 31-32.
Didion, Catherine Jay. “The Current Climate For Women in Science.” JOURNAL OF COLLEGE SCIENCE TEACHING 23 (March/April 1994): 272-273. See also additional short articles by Didion in other issues of the journal, beginning in 1993.
DiGuiseppe, Sarah R. and Sara F.A. Pedersen. “Challenges to Equity in Science Education.” AWIS MAGAZINE 25, no. 5 (Nov./Dec. 1996): 19, 28.
Dix, Linda S., ed. WOMEN: THEIR UNDERREPRESENTATION AND CAREER DIFFERENTIALS IN SCIENCE AND ENGINEERING; PROCEEDINGS OF A WORKSHOP. Washington: National Research Council, Office of Scientific and Engineering Personnel, 1987.
Donawerth, Jane. “Utopian Science: Contemporary Feminist Science Theory and Science Fiction by Women.” NWSA JOURNAL 2 (Autumn 1990): 535-557.
Donini, Elisabetta. “Feminisms, Contextualization, and Diversity: A Critical Perspective on Science and Development.” WOMEN’S STUDIES INTERNATIONAL FORUM 17, no.2/3 (Mar.-Jun. 1995): 249-56.
Dumais, Lucie. “Impact of the Participation of Women in Science: On Rethinking the Place of Women, Especially in Occupational Health.” WOMEN & HEALTH 18, no.3 (1992): 11-25.
Easlea, Brian. FATHERING THE UNTHINKABLE: MASCULINITY, SCIENTISTS, AND THE NUCLEAR ARMS RACE. London: Pluto Press, 1983.
Easlea, Brian. SCIENCE AND SEXUAL OPPRESSION: PATRIARCHY’S CONFRONTATION WITH WOMAN AND NATURE. London: Weidenfeld & Nicolson, 1981.
Eisenberg, Anne. “Women and the Discourse of Science.” SCIENTIFIC AMERICAN 267 (July 1992): 122.
Elia, Irene. THE FEMALE ANIMAL. New York: Holt, 1988.
Estrin, Thelma. “Women’s Studies and Computer Science: Their Intersection.” IEEE ANNALS OF THE HISTORY OF COMPUTING. 18, no. 3 (Fall 1996): 43-46.
Etzkowitz, Henry, Carol Kemelgor, and Michael Neuschatz. “The Paradox of Critical Mass for Women in Science.” SCIENCE 266 (October 7, 1994): 51-54.
Evetts, Julia. GENDER AND CAREER IN SCIENCE AND ENGINEERING. Bristol, PA: Taylor & Francis, 1996 (in-depth comparison and contrast of the career experiences of 21 scientists and 20 engineers in the U.K.; 31 females, 10 males).
Faruqui, A.M., M.H.A. Hassan, and G. Sandri, eds. THE ROLE OF WOMEN IN THE DEVELOPMENT OF SCIENCE AND TECHNOLOGY IN THE THIRD WORLD: Proceedings of the Conference Organized by the Canadian International Development Agency and the Third World Academy of Sciences, ICTP, held in Trieste, Italy, 3-7 October, 1988. Teaneck, NJ: World Scientific, 1991.
Faulkner, Wendy. “Feminism, Science and Technology: Irreconcilable Streams?” JOURNAL OF GENDER STUDIES 4, no.3 (1995): 341-347. (Review essay on LOVE, POWER AND KNOWLEDGE: TOWARDS A FEMINIST TRANSFORMATION OF THE SCIENCES, by Hilary Rose (1994) and BRINGING TECHNOLOGY HOME: GENDER AND TECHNOLOGY IN A CHANGING EUROPE, ed. by Cynthia Cockburn and Ruza Furst Dilic (1994.)
Faulkner, Wendy, and Erik Arnold, eds. SMOTHERED BY INVENTION: TECHNOLOGY IN WOMEN’S LIVES. London: Pluto Press, 1985.
Contents: Smothered by Invention: The Masculinity of Technology (Erik Arnold and Wendy Faulkner); The Exclusion of Women from Technology (Nuala Swords-Isherwood); Medical Technology and the Right to Heal (Wendy Faulkner); Managers and Labourers: Women’s Attitudes to Reproductive Technology (Frances Evans); Who Controls Birth Control? (Elkie Newman); Housework and the Appliance of Science (Erik Arnold and Lesley Burr); Kitchen Technology and the Liberation of Women from Housework (Philip Bereano, Christine Bose, and Erik Arnold); The Green Revolution and Women’s Work in the Third World (Ann Whitehead); Microelectronics and the Jobs Women Do (SPRU Women and Technology Studies); Word Processing: New Opportunities for Women Office Workers? (Elena Softley); Women and Computers (Anne Lloyd and Liz Newell).
Fausto-Sterling, Anne. “Building Two-Way Streets: The Case of Feminism and Science.” NWSA JOURNAL 4, no.3 (Fall 1992): 336- 349. Responses: “Comments…” I. Ruth Hubbard. II. Sandra Harding. III. Nancy Tuana. IV. Sue V. Rosser and Response by A. F-S. NWSAJ 5, no.1 (Spring 1993): 45-81. “Fallible or Lovable: Response to…” by Lee Swedberg. NWSAJ 5, no.3 (Fall 1993): 389-391.
Fausto-Sterling, Anne. “The Myth of Neutrality: Race, Sex, and Class in Science.” RADICAL TEACHER 19 (1981): 21-25.
Fausto-Sterling, Anne. MYTHS OF GENDER: BIOLOGICAL THEORIES ABOUT WOMEN AND MEN. New York: Basic Books, 1986.
Fausto-Sterling, Anne. “The New Research on Women: How Does It Affect the Natural Sciences?” WOMEN’S STUDIES QUARTERLY 13 (Summer 1985): 30-32.
Fausto-Sterling, Anne. “Society Writes Biology / Biology Constructs Gender.” DAEDALUS 116 (Fall 1987): 61-76. Reprinted in LEARNING ABOUT WOMEN: GENDER, POLITICS, AND POWER. Ed. by Jill K. Conway, Susan C. Bourque, and Joan W. Scott. Ann Arbor, University of Michigan Press, 1989.
Fausto-Sterling, Anne. “Women and Minorities in Science: An Interdisciplinary Course.” (Working paper no.154). Wellesley, MA: Wellesley Collge, Center for Research on Women, 1985; updated 1990.
Fausto-Sterling, Anne. “Women and Science.” WOMEN’S STUDIES INTERNATIONAL QUARTERLY 4 (1981): 41-50. Reprinted in WOMEN IN FUTURES RESEARCH. Ed. by Margit Eichler and Hilda Scott. New York: Pergamon, 1982.
Fedigan, Linda Marie. “Science and the Successful Female: Why There are So Many Women Primatologists.” AMERICAN ANTHROPOLOGIST 96, no.3 (September 1994): 529-541.
Fee, Elizabeth. “A Feminist Critique of Scientific Objectivity.” SCIENCE FOR THE PEOPLE 14 (July/August 1982): 5-8, 30-33.
Fee, Elizabeth. “Science and the Woman Problem: Historical Perspectives.” In SEX DIFFERENCES: SOCIAL AND BIOLOGICAL PERSPECTIVES, pp. 175-223. Ed. by Michael S. Teitelbaum. New York: Doubleday, 1976.
Fee, Elizabeth. “Women’s Nature and Scientific Objectivity.” In WOMAN’S NATURE: RATIONALIZATIONS OF INEQUALITY, pp. 9-28. Ed. by Marian Lowe and Ruth Hubbard. New York: Pergamon, 1983.
Feldman, Jacqueline. “Feminist Critiques of Science.” PHILOSOPHY AND SOCIAL ACTION 14 (April-June 1988): 37-52.
“Feminism and Science” (thematic issue). SYNTHESE 104, no. 3 (Sept. 1995). Ed. by Lynn Hankinson Nelson.
Contents: Preface (Nelson); Strong Objectivity – A Response to the New Objectivity Question (Sandra Harding); Objectivity and the Double Standard for Feminist Epistemologies (Elizabeth A. Lloyd); Gender, Politics, and the Theoretical Virtues (Helen E. Longino); A Feminist Naturalized Philosophy of Science (Nelson); Good Science and Good Philosophy of Science (E. Potter); The Values of Science: Empiricism From a Feminist Perspective (Nancy Tuana).
“Feminism and Science I” (thematic issue). HYPATIA 2 (Fall 1987). Ed. by Nancy Tuana.
Contents: Feminist Scholarship in the Sciences: Where Are We Now and When Can We Expect a Theoretical Breakthrough? (Sue V. Rosser); The Method Question (Sandra Harding); The Gender/Science System: or Is Sex to Gender as Nature Is to Science? (Evelyn Fox Keller); Can There Be a Feminist Science? (Helen E. Longino); Le sujet de lascience.html est-il sexue?/Is the Subject of Science Sexed? (Luce Irigaray; trans. by Carol Mastrangelo Bove); Uncovering Gynocentric Science (Ruth Ginzberg); Justifying Feminist Social Science (Linda Alcoff); John Dewey and Evelyn Fox Keller: A Shared Epistemological Tradition (Lisa Heldke).
“Feminism and Science II” (thematic issue). HYPATIA 3 (Spring 1988). Ed. by Nancy Tuana.
Contents: Science, Facts, and Feminism (Ruth Hubbard); Modeling the Gender Politics in Science (Elizabeth Potter); The Weaker Seed: The Sexist Bias of Reproductive Theory (Nancy Tuana); The Importance of Feminist Critique for Contemporary Cell Biology (Biology and Gender Study Group); The Premenstrual Syndrome: Dis-easing the Female Cycle (Jacquelyn N. Zita); Women and the Mismeasure of Thought (Judith Genova); Dreaming the Future (Hilary Rose); Feminist Perspectives on Science (Barbara Imber and Nancy Tuana); Review Essay/A Critical Analysis of Sandra Harding’s THE SCIENCE QUESTION IN FEMINISM (Jacquelyn N. Zita).
“Feminism and Science: In Memory of Ruth Bleier” (thematic issue). WOMEN’S STUDIES INTERNATIONAL FORUM 12, no.3 (1989).
Contents: Ruth Bleier: A Passionate Vision for Feminism and Science (Sue V. Rosser); The October 29th Group: Defining a Feminist Science (October 29th Group); Feminist Critiques of Rationality: Critiques of Science or Philosophy of Science? (Helen E. Longino); How the Women’s Movement Benefits Science: Two Views (Sandra Harding); Scientific Objectivity and the Concept of “the Other” (Zuleyma Tang Halpin); Monkeys, Aliens, and Women: Love, Science, and Politics at the Intersection of Feminist Theory and Colonial Discourse (Donna Haraway); Holding the Center of Feminist Theory (Evelyn Fox Keller); Life in the XY Corral (Anne Fausto-Sterling); Hormonal Cocktails: Women as Test-Sites for Fertility Drugs (Renate Klein and Robyn Rowland); Women Biologists and the “Old Boy” Network (Suzanna Rose); A Feeling for Science: Female Students and Biology Texts (Mariamne H. Whatley); Teaching Techniques to Attract Women to Science: Applications of Feminist Theories and Methodologies (Sue V. Rosser); Feminist Critiques of Science: The Epistemological and Methodological Literature [bibliography] (Alison Wylie et al.); book reviews.
“Feminism, Epistemology and Science” (special section). COMMUNICATION & COGNITION 21 (1988).
Contents: Feminism, Epistemology and Science (Sandra Harding); Nature in Terms of Femininity: the Case of 19th Century Plant Geography (Chr. Brouwer); Reflections on the Debate within Feminist Epistemology (Hilary Rose); Some Remarks on the Need for Communication between Men’s and Women’s Ways of Cognition (K. Gorniak); Feminism, Sciences, Epistemology: Three Issues (Elzbieta Pakszys); Women Studies: Questions about This New Scientific Field (J. Klein); Feminism, Science, and Social Change (Elizabeth Gulbrandsen); Practical Consequences of Epistemological Choices (Sandra Harding); Do We Need Feminist Epistemologies? (K. Vintges).
“Feminism, Science, and the Philosophy of Science” (thematic issue). SYNTHESE LIBRARY 256 (1996).
Contents: The Feminism Question in the Philosophy of Science (R.N. Giere); Revaluing Science: Starting From the Practices of Women (N. Tuana); Cognitive and Non-Cognitive Values in Science: Rethinking the Dichotomy (H.E. Longino); The Last Dogma of Empiricism? (J. Nelson); Science as Social? – Yes and No (S. Haack); Empiricism Without Dogmas (L.H. Nelson); Underdetermination Undeterred (E. Potter); The Relativism Question in Feminist Epistemology (I. Niiniluoto); Meeting the Universe Halfway; Realism and Social Constructivism Without Contradiction (K. Barad); Feminism and the Social Construction of Scientific Knowledge (J. Rouse); Science and Anti-Science: Objectivity and its Real Enemies (E. A. Lloyd); Multicultural and Global Feminist Philosophies of Science: Resources and Challenges (S. Harding); Woman – Nature, Product, Style: Rethinking the Foundations of Feminist Philosophy of Science (S. Heinaemaa).
“Feminist and Constructivist Perspectives on New Technology” (thematic issue), Steve Woolgar, guest ed. SCIENCE, TECHNOLOGY & HUMAN VALUES 20, no.3 (Summer 1995).
Contents: Introduction (Woolgar); On Some Failures of Nerve in Constructivist and Feminist Analyses of Technology (Keith Grint and Woolgar); Feminism and Ecology: Realism and Rhetoric in the Discourses of Nature (Kate Soper); Feminism and Constructivism: Do Artifacts Have Gender? (Ann-Jorunn Berg and Merete Lie); The Ethics of Hybrid Subjects: Feminist Constructivism According to Donna Haraway (Baukje Prins); Shifting Sexes, Moving Stories: Feminist/Constructivist Dialogues (Stefan Hirschauer and Annemarie Mol).
“Femmes et/Women and Sciences” (thematic issue). RESOURCES FOR FEMINIST RESEARCH 15 (November 1986).
Thirty-one short articles in five sections: Women and Science: An Inside View; The Official View of Women: Its Impact; Women and Scientific Knowledge; Women’s Practices: Another Science?; Feminism and Science: A New Approach; plus book reviews and abstracts.
Fennema, Elizabeth, and Gilah C. Leder, eds. MATHEMATICS AND GENDER. New York: Teachers College Press, 1990.
Fort, Deborah C., ed., Stephanie J. Bird, project coord., and Catherine Jay Didion, exec. dir. A HAND UP: WOMEN MENTORING WOMEN IN SCIENCE. Washington, DC: Association for Women in Science, 1993.
Fox, Lynn H., et al. WOMEN AND THE MATHEMATICAL MYSTIQUE. Baltimore: Johns Hopkins University Press, 1980.
Friedrich-Cofer, Lynette, ed. HUMAN NATURE AND PUBLIC POLICY: SCIENTIFIC VIEWS OF WOMEN, CHILDREN, AND FAMILIES. New York; Praeger, 1987.
Garry, Ann, and Marilyn Pearsall. WOMEN, KNOWLEDGE, AND REALITY: EXPLORATIONS IN FEMINIST PHILOSOPHY. Boston: Unwin Hyman, 1989.
Contains a section headed “Philosophy of Science” with three essays: Feminism and Science (Evelyn Fox Keller); Feminist Justificatory Strategies (Sandra Harding); Can There Be a Feminist Science? (Helen E. Longino).
Gates, Barbara T. and Ann B. Shtier, eds. NATURAL ELOQUENCE: WOMEN REINSCRIBE SCIENCE. Madison, University of Wisconsin Press, 1997.
Contents: Introduction: Charting the Tradition (Gates and Shteir); The Invisible Woman (Stephen Jay Gould); Fictionality, Demonstration, and a Forum for Popular Science: Jane Marcet’s “Converstions on Chemistry” (Greg Myers); Constructing Victorian Heavens; Agnes Clerke and the ‘New Astronomy’ (Bernard Lightman); Science in Canada’s Backwoods: Catharine Parr Traill (Marianne Gosztonyi Ainley); The ‘Very Poetry of Frogs’: Louisa Anne Meredith in Australia (Judith Johnson); ‘Through Books to Nature’: Anna Botsford Comstock and the Nature Study Movement (Pamela M. Henson): Revising the Descent of Woman: Eliza Burt Gamble (Rosemary Jann); Revisioning Darwin with Sympathy: Arabella Buckley (Barbara T. Gates); Conflicting Scientific Feminisms: Charlotte Haldane and Naomi Mitchison (Susan Squier); Rachel Carson and Her Legacy (Rebecca Raglon); The Spectacle of Science and Self: Mary Kingsley (Julie English Early); ‘Ape Ladies’ and Cultural Politics: Dian Fossey and Birut‚ Galdikas (James Krasner); Interview with Diane Ackerman, 18 July 1994 (Gates and Shteir); Selected Bibliography.
Gattiker, Urs E., ed. WOMEN AND TECHNOLOGY. Berlin: de Gruyter, 1994.
“Gender and Mathematics: Multiple Voices” (thematic issue). FOCUS ON LEARNING PROBLEMS IN MATHEMATICS 18, no 1 (Winter/Summer 1996).
Contents: Moving to Second and Third Generation Feminist Research (Lyn Taylor); Women and Mathematics: Avenue of Connection (Charlene Morrow); Research on Gender and Mathematics: One Feminist Perspective (Joanne R. Becker); Our Open Ears Can Open Minds: Listening to Women’s Metaphors for Mathematics (Dorothy Buerk); Emerging From the Past: Reclaiming the Mathematician Within (Nancy Austin); Mathematics and Gender: A Case for Relational Understanding (Jean Schmittau); An Elementary Teacher’s Mathematical Life History (Lyn Taylor and Marese Shea); Gender and Mathematics: Shifting the Focus (Mary Barnes); Thoughts on Gender, Fractions and Toys (Suzanne K. Damarin); Women’s Voices and the Experience of Mathematics (Diana Erchick); Meta Analysis and Quantitative Gender Differences: Reconciliation (Lynn Friedman); Mathematics and English; Sterotyped Domains? (Helen Forgasz and Gilah Leder); Sharing Voices of Experience in Mathematics and Science: Beginning a Mentorship Program for Middle School Girls (Stacey E. Marlow and Michael P. Marlow); Reflections on an Awareness Program to Encourage Seventh and Eighth Grade Girls in Mathematics (Regina Brunner); The Development of Voices in the Mathematics Classroom (Laura Coffin Koch); Transformations: Women and Mathematics (Vera John-Steiner).
“Gender and Science” (thematic section). WOMEN & THERAPY 12, no.4 (1992): 47-125.
Contents: How Different? New Essays on Gender and Science (Georgina Feldberg); Does Gender Have an Impact on Excellence in Academic Medicine? (Rose Sheinin); Gender Bias in Medical Research (Margrit Eichler, Anna Lisa Reisman, Elaine Manace Borins); Gender Issues in the Diagnosis of Mental Disorder (Paula J. Caplan); Genes, Embryos and Public Policy: The Marketing of the New Reproductive Technologies (Patricia Kaufert); Biases in Women’s Health Research (Jean A. Hamilton); Sexism in Research the Limits of Academic Freedom (Connie Stark- Adamec); From Anti-Feminine to Anti-Feminist: Students’ Reflections on Women and Science (Georgina Feldberg).
“Gender and Technology” (thematic issue). MEDIA, CULTURE AND SOCIETY 4, no.1 (January 1992). Guest editors: Colin Sparks and Liesbet van Zoonen.
Contents: Feminist Theory and Information Technology (Liesbet van Zoonen); Trapped in Electronic Cages? Gender and New Information Technologies in the Public and Private Domain: an Overview of Research (Valerie Frissen); The Gendered Use of the Telephone: an Australian Case Study (Ann Moyal); The Case of Elletel (Chantal Rogerat).
“Gender and the Culture of Science: Women in Science ’93 (thematic issue.) SCIENCE 260 (April 16, 1993): 383-430. Ed. by John Benditt.
Partial Contents: Is There a ‘Female Style’ in Science?, The Male Box: Male Researchers Respond, Feminists Find Gender Everywhere in Science (Marcia Barinaga); Women Struggle to Crack the Code of Corporate Culture, Work and Family: Still a Two-Way Stretch, Entrepreneurs Say: ‘It’s Better to Be the Boss’ (Elizabeth Culotta); The Pipeline is Leaking Women All the Way Along (Joe Alper); Making Room for Women in the Culture of Science (John Travis); Called ‘Trimates,’ Three Bold Women Shaped Their Field, Seeing Nature Through the Lens of Gender (Virginia Morell).
“Gender Equity in Math and Science (two-part thematic issues).” INITIATIVES 55, nos. 2-3 (1993). Special issue Co-Ed. Alice Miller.
Contents Part One: Introduction (Alice Miller); Undergraduate Women in the Sciences: Removing the Barriers (Barbara F. Sloat); Diversity Among Scientists-Inclusive Curriculum-Improved Science: An Upward Spiral (Sue V. Rosser); The Limits of Intervention: Lessons From Eureka, A Program to Retain Students in Science and Math-Related Majors (Alice Miller and Catherine B. Silver); Empowering Women in Mathematics (Ann B. Oaks); Women and Computer Science (L. Anne Breene); Cultivating Scientists at Women’s Colleges (Jadwiga S. Sebrechts); Females and Minorities in Science: The Role of Community and Collaboration (Robert C. Johnson and June Parrott); Women’s Activities and Women Engineers: Expansions Over Time (Emily M. Wadsworth). Part Two: Introduction (Alice Miller); Retaining Women Science Students: A Mentoring Project of the Association for Women in Science (Stephanie J. Bird and Catherine J. Didion); Bifurcation of a Common Path: Gender Splitting on the Road to Engineering and Physical Science Careers (Hilary M. Lips); Student Ownership: The Key to Successful Intervention Programs (Suzanne G. Brainard); Minority Females in the Science Pipeline: Activities to Enhance Readiness, Recruitment, and Retention (Bernice Taylor Anderson); The Women in Science Project at Dartmouth (Carol Blue Muller); Whose Math is It Anyway: Giving Girls a Chance to Take Charge of Their Math Learning (Charlene Morrow and James Morrow); Purdue’s Commitment to Women in Engineering: Strategies That Work (Jane Zimmer Daniels); Elementary Science Education: Looking Through the Lens of Gender (Janice Koch).
Gergen, Kenneth J. “Feminist Critique of Science and the Challenge of Social Epistemology.” In FEMINIST THOUGHT AND THE STRUCTURE OF KNOWLEDGE, pp. 27-48. Ed. by Mary McCanney Gergen. New York: New York University Press, 1988.
Gergen, Mary McCanney, ed. FEMINIST THOUGHT AND THE STRUCTURE OF KNOWLEDGE. New York: New York University Press, 1988.
Partial Contents: Some Thoughts About the Masculinity of the Natural Sciences; A Feminist Perspective on Sexology and Sexuality; Feminist Critique of Science and the Challenge of Social Epistemology.
Ginorio, Angela B. WARMING THE CLIMATE FOR WOMEN IN ACADEMIC SCIENCE. Washington, DC: Association of American Colleges And Universities, Program on the Status and Education of Women, 1995 (38p.)
Giroud, Francoise. MARIE CURIE, A LIFE. Translated by Lydia Davis. New York: Holmes and Meier, 1986.
Glazer, Penina Migdal, and Miriam Slater. UNEQUAL COLLEAGUES: THE ENTRANCE OF WOMEN INTO THE PROFESSIONS, 1890-1940. New Brunswick: Rutgers University Press, 1987.
Goddard, Nancy, and Mary Sue Henifin. “A Feminist Approach to the Biology of Women.” WOMEN’S STUDIES QUARTERLY 12 (Winter 1984): 11-18.
Goodfield, June. AN IMAGINED WORLD: A STORY OF SCIENTIFIC DISCOVERY. New York: Harper & Row, 1981. Reprinted with a new preface: Ann Arbor: University of Michigan Press, 1991.
Gorham, Geoffrey. “The Concept of Truth in Feminist Sciences. HYPATIA 10, no.3 (Summer 1995): 96-116.
Gornick, Vivian. WOMEN IN SCIENCE: PORTRAITS FROM A WORLD IN TRANSITION. New York: Simon & Schuster, 1983.
Growney, JoAnne. “My Dance is Mathematics.” MATHEMATICS MAGAZINE 68 (Dec. 1995):376-7. (Poem honoring Amalie Emmy Noether; theme is barriers faced by women mathematicians.)
Gross, Barry R. “What Could a Feminist Science Be?” THE MONIST 77, no.4 (October 1994): 434-444. In thematic issue on feminist epistomology. See also listings for Nelson, Jack, and Lynn Hankinson Nelson, “No Rush to Judgment,” and Soble, Alan, “Gender, Objectivity and Realism.”
Grosz, E.A., and Marie de Lepervanche. “Feminism and Science.” In CROSSING BOUNDARIES: FEMINISMS AND THE CRITIQUE OF KNOWLEDGES, pp. 5-27. Ed. by Barbara Caine, E.A. Grosz, and Marie de Lepervanche. Sydney: Allen & Unwin, 1988.
Haack, Susan. “Science From a Feminist Perspective.” PHILOSOPHY 67 (Juanuary 1992): 5-18.
Haas, Violet B., and Carolyn C. Perrucci, eds. WOMEN IN SCIENTIFIC AND ENGINEERING PROFESSIONS. Ann Arbor: University of Michigan Press, 1984.
Contents: Central Issues Facing Women in the Science-Based Professions (Carolyn C. Perrucci); Professional Women in Developing Nations: The United States and the Third World Compared (Nancie L. Gonzalez); Professional Women in Transition (Lilli S. Hornig); Changing Patterns of Recruitment and Employment (Betty M. Vetter); Planning Strategies for Women in Scientific Professions (Jewel Plummer Cobb); Academic Career Mobility for Women and Men Psychologists (Rachel A. Rosenfeld); Responsibilities of Women Faculty in Engineering Schools (Mildred S. Dresselhaus); Alternative Development of a Scientific Career (Esther A. H. Hopkins); Scientific Sexism: The World of Chemistry (Anne M. Briscoe); You’ve Come a Long Way Baby: The Myth and the Reality (Naomi J. McAfee); Early Socialization: Causes and Cures of Mathematics Anxiety (Patricia F. Campbell and Susan C. Geller); Women Engineers in History: Profiles in Holism and Persistence (Martha M. Trescott); Should Professional Women Be Like Professional Men? (Ruth Hubbard); Class, Race, Sex, Scientific Objects of Knowledge: A Socialist-Feminist Perspective on the Social Construction of Productive Nature and Some Political Consequences (Donna Haraway); Evolving Views of Women’s Professional Roles (Violet B. Haas).
Hacker, Sally L. “The Culture of Engineering: Women, Workplace and Machine.” WOMEN’S STUDIES INTERNATIONAL QUARTERLY 4, no.3 (1981): 341-353.
Hacker, Sally L. “DOING IT THE HARD WAY”: INVESTIGATIONS OF GENDER AND TECHNOLOGY. Boston: Unwin Hyman, 1990.
Hacker, Sally L. PLEASURE, POWER, AND TECHNOLOGY: SOME TALES OF GENDER, ENGINEERING, AND THE COOPERATIVE WORKPLACE. Boston: Unwin Hyman, 1989.
Hanen, Marsha, and Kai Nielsen, eds. SCIENCE, MORALITY, AND FEMINIST THEORY. Calgary: University of Calgary Press, 1987. Partial Contents: Two Aspects: Science and Morality: Sex Inequality and Bias in Sex Differences Research (Alison M. Jaggar); The Need for More Than Justice (Annette C. Baier); Critiques: Science, Ethics and Method: The Philosophy of Ambivalence; Sandra Harding on THE SCIENCE QUESTION IN FEMINISM (Alison Wylie); Ascetic Intellectual Opportunities: Reply to Alison Wylie (Sandra Harding).
Hanson, Sandra L. LOST TALENT: WOMEN IN THE SCIENCES. Philadelphia: Temple University Press, 1996.
Haraway, Donna. “In the Beginning Was the Word: The Genesis of Biological Theory.” SIGNS 6 (Spring 1981): 469-482.
Haraway, Donna. “A Manifesto for Cyborgs: Science, Technology, and Socialist Feminism in the 1980s.” In FEMINISM/POSTMODERNISM. Ed. by Linda J. Nicholson. New York: Routledge, 1990.
Haraway, Donna. MODEST WITNESS@SECOND MILLENNIUM.FEMALEMANþMEETS ONCOMOUSETM: FEMINISM AND TECHNOSCIENCE. New York: Routledge, 1996.
Haraway, Donna. PRIMATE VISIONS: GENDER, RACE, AND NATURE IN THE WORLD OF MODERN SCIENCE. New York: Routledge, 1989.
Haraway, Donna. SIMIANS, CYBORGS AND WOMEN: THE REINVENTION OF NATURE. New York: Routledge, 1991.
Haraway, Donna. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” FEMINIST STUDIES 14 (Fall 1988): 575-599. Reprinted in FEMINISM AND SCIENCE. Ed. by Evelyn Fox Keller and Helen E. Longino. New York: Oxford University Press, 1996.
Haraway, Donna. “The Virtual Speculum in the New World Order.” FEMINIST REVIEW 55 (Spring 1997): 22-72.
Harding, Jan, ed. PERSPECTIVES ON GENDER AND SCIENCE. London: Bristol, PA: Falmer Press, 1986.
Harding, Sandra. “Feminism and Theories of Scientific Knowledge.” WOMEN: A CULTURAL REVIEW 1, no.1 (April 1990): 87- 98. (followed by “Women Look at Science: Man the Hunter, Why Science is a Woman, Discovering the Naked Truth,” excerpts from books by Donna Haraway, Londa Schiebinger, and Ludmilla Jordonava.)
Harding, Sandra. “Feminism, Science, and the Anti- Enlightenment Critiques.” In FEMINISM/POSTMODERNISM, pp. 83- 106. Ed. by Linda J. Nicholson. New York: Routledge, 1990.
Harding, Sandra. “How the Women’s Movement Benefits Science. Two Views.” WOMEN’S STUDIES INTERNATIONAL FORUM 12 (1989):271- 283.
Harding, Sandra, ed. THE “RACIAL” ECONOMY OF SCIENCE: TOWARD A DEMOCRATIC FUTURE. Bloomington: Indiana University Press, 1993. Gender is especially addressed in Part 3: “Who Gets to Do Science?”
Harding, Sandra. THE SCIENCE QUESTION IN FEMINISM. Ithaca: Cornell University Press, 1986.
Harding, Sandra. WHOSE SCIENCE: WHOSE KNOWLEDGE?: THINKING FROM WOMEN’S LIVES. Ithaca: Cornell University Press, 1991.
Harding, Sandra, and Merrill B. Hintikka, eds. DISCOVERING REALITY: FEMINIST PERSPECTIVES ON EPISTEMOLOGY, METAPHYSICS, METHODOLOGY, AND PHILOSOPHY OF SCIENCE. Dordrecht, Holland: D. Reidel, 1983.
Harding, Sandra, and Jean F. O’Barr, eds. SEX AND SCIENTIFIC INQUIRY. Chicago: University of Chicago Press, 1987. Articles reprinted from SIGNS.
Contents: The History and Philosophy of Women in Science: A Review Essay (Londa Schiebinger); Sexual Segregation in the Sciences: Some Data and a Model (Margaret W. Rossiter); Images of Female Medical Students at the Turn of the Century (Sandra L. Chaff); Women and the History of American Technology (Judith A. McGaw); Outrunning Atalanta: Feminine Destiny in Alchemical Transmutation (Sally G. Allen and Joanna Hubbs); Science, Politics, and Race (Inez Smith Reid); Biology and Equality: A Perspective on Sex Differences (Helen H. Lambert); Social and Behavioral Constructions of Female Sexuality (Patricia Y. Miller and Martha R. Fowlkes); Body, Bias, and Behavior: A Comparative Analysis of Reasoning in Two Areas of Biological Science (Helen Longino and Ruth Doell); The Variability Hypotheses: The History of a Biological Model of Sex Differences in Intelligence (Stephanie A. Shields); Animal Sociology and a Natural Economy of the Body Politic, Part I: A Political Physiology of Dominance (Donna Haraway); Feminism and Science (Evelyn Fox Keller); The Cartesian Masculinization of Thought (Susan Bordo); Hand, Brain, and Heart: A Feminist Epistemology for the Natural Sciences (Hilary Rose); The Instability of Analytical Categories of Feminist Theory (Sandra Harding).
Henrion, Claudia. WOMEN IN MATHEMATICS: THE ADDITION OF DIFFERENCE. Bloomington: Indiana University Press, forthcoming, 1997 (ten intensive interviews with women mathematicians).
Herschberger, Ruth. ADAM’S RIB. New York: Pellegrini & Cudahy, 1948; repr. New York: Harper & Row, 1970.
Holloway, Marguerite. “A Lab of Her Own.” SCIENTIFIC AMERICAN 269, no.6 (November 1993): 94-103.
Horning, Beth. “The Controversial Career of Evelyn Fox Keller.” TECHNOLOGY REVIEW 96 (Jan. 1993): 58-68.
Hornig, Lilli S. “Women in Science and Engineering: Why So Few?” TECHNOLOGY REVIEW 87 (Nov/Dec. 1984): 31-41.
Hrdy, Sarah Blaffer. THE WOMAN THAT NEVER EVOLVED. Cambridge: Harvard University Press, 1981. Hubbard, Ruth. “The Emperor Doesn’t Wear Any Clothes: The Impact of Feminism on Biology.” In MEN’S STUDIES MODIFIED, pp. 213-235. Ed. by Dale Spender. New York: Pergamon, 1981.
Hubbard, Ruth. THE POLITICS OF WOMEN’S BIOLOGY. New Brunswick, NJ: Rutgers University Press, 1990.
Hubbard, Ruth. PROFITABLE PROMISES: ESSAYS ON WOMEN, SCIENCE AND HEALTH. Monroe, ME: Common Courage Press, 1995.
Hubbard, Ruth. “Some Thoughts about the Masculinity of the Natural Sciences.” In FEMINIST THOUGHT AND THE STRUCTURE OF KNOWLEDGE, pp. 1-15. Ed. by Mary McCanney Gergen. New York: New York University Press, 1988.
Hubbard, Ruth, and Marian Lowe, eds. GENES AND GENDER II: PITFALLS IN RESEARCH ON SEX AND GENDER. New York: Gordian Press, 1979.
Contents: Introduction (Ruth Hubbard and Marian Lowe); “Universals” and Male Dominance among Primates: A Critical Examination (Lila Leibowitz); Social and Political Bias in Science: An Examination of Animal Studies and Their Generalizations to Human Behavior and Evolution (Ruth Bleier); Aggression and Gender: A Critique of the Nature- Nurture Question for Humans (Freda Salzman); Sociobiology and Biosociology: Can Science Prove the Biological Basis of Sex Differences in Behavior? (Marian Lowe and Ruth Hubbard); Sex Differences and the Dichotomization of the Brain: Methods, Limits and Problems in Research on Consciousness (Susan Leigh Star); Transsexualism: An Issue of Sex-Role Stereotyping (Janice G. Raymond); Conclusions (Marian Lowe and Ruth Hubbard).
Hubbard, Ruth, Mary Sue Henifin, and Barbara Fried, eds. BIOLOGICAL WOMAN – THE CONVENIENT MYTH. Cambridge: Schenkman, 1982.
Contents: Have Only Men Evolved? (Ruth Hubbard); Boys Will Be Boys Will Be Boys: The Language of Sex and Gender (Barbara Fried); From Sin to Sickness: Hormonal Theories of Lesbianism (Lynda I.A. Birke); Social Bodies: The Interaction of Culture and Women’s Biology (Marian Lowe); No Fertile Women Need Apply: Employment Discrimination and Reproductive Hazards in the Workplace (Jeanne M. Stellman and Mary Sue Henifin); Sterilization Abuse (Helen Rodriguez-Trias); Changing Minds: Women, Biology, and the Menstrual Cycle (Lynda I.A. Birke, with Sandy Best); Taking the Men Out of Menopause (Marlyn Grossman and Pauline Bart); Displaced–The Midwife by the Male Physician (Datha Clapper Brack); Black Women’s Health: Notes for a Course (Beverly Smith); The Quirls of a Woman’s Brain (Mary Roth Walsh); Adventures of a Woman in Science (Naomi Weisstein); Bibliography: Women, Science, and Health (Mary Sue Henifin and Joan Cindy Amatniek).
Hubbard, Ruth, Mary Sue Henifin, and Barbara Fried, eds. WOMEN LOOK AT BIOLOGY LOOKING AT WOMEN. Cambridge: Schenkman, 1979.
Contents: Have Only Men Evolved? (Ruth Hubbard); Boys Will Be Boys Will Be Boys: The Language of Sex and Gender (Barbara Fried); The Politics of Right and Left: Sex Differences in Hemispheric Brain Asymmetry (Susan Leigh Star); Displaced–The Midwife by the Male Physician (Datha Clapper Brack); The Quirls of a Woman’s Brain (Mary Roth Walsh); Why Are So Many Anorexics Women? (Vicki Druss and Mary Sue Henifin); Exploring Menstrual Attitudes (Emily E. Culpepper); Taking the Men Out of Menopause (Marlyn Grossman and Pauline Bart); Adventures of a Woman in Science (Naomi Weisstein); Bibliography: Women, Science, and Health (Mary Sue Henifin). Hughes, Donna M. “Significant Differences: The Construction of Knowledge, Objectivity, and Dominance.” WOMEN’S STUDIES INTERNATIONAL FORUM 18, no. 4 (July/August 1995): 395-406.
Hughes, Donna M. “Transforming Science and Technology: Has the Elephant Yet Flicked its Trunk?” NWSA JOURNAL 3 (August 1991):382-401.
Humphreys, Sheila, ed. WOMEN AND MINORITIES IN SCIENCE: STRATEGIES FOR INCREASING PARTICIPATION. Boulder: Westview, 1982. (AAAS Selected Symposium no.66.)
Contents: Leverage for Equal Opportunity Through Mastery of Mathematics (Lucy W. Sells); Labor Force Participation of Women Baccalaureates in Science (Betty M. Vetter); EQUALS: Working with Educators (Nancy Kreinberg); Improving Minority Preparation for Math-Based Disciplines (Robert A. Finnell); A Short-Term Intervention Program: Math-Science Conferences (Ruth C. Cronkite & Teri Hoch Perl); Affirmative Action Programs That Work (Yolanda Scott George); Career Paths for Women in Physics (Claire Ellen Max); Increasing the Participation of College Women in Mathematics-Related Fields (Lenore Blum & Steven Givant); Women in Engineering: A Dynamic Approach (Jane Z. Daniels & William K. LeBold); Effectiveness of Science Career Conferences (Sheila M. Humphreys); Strategies to Increase Participation of Minorities in Medicine (A. Cherrie Epps, Joseph C. Pisano, & Jeanne G. Allender); An Evaluation of Programs for Reentry Women Scientists (Alma E. Lantz & Linda J. Ingison).
Hunter, Anne. E., ed. GENES AND GENDER VI: ON PEACE, WAR, AND GENDER: A CHALLENGE TO GENETIC EXPLANATIONS. New York: Feminist Press, 1991.
Hyde, Janet Shibley. “Meta-Analysis and the Psychology of Gender Differences.” SIGNS 16, no. 1 (Autumn 1990): 55-73. Reprinted in GENDER AND SCIENTIFIC AUTHORITY, pp. 302-320. Ed. by Barbara Laslett, et al. Chicago: University of Chicago Press, 1996.
Hynes, H. Patricia. “Feminism and Engineering: the Inroads.” In THE KNOWLEDGE EXPLOSION: GENERATIONS OF FEMINIST SCHOLARSHIP, pp.133-140. Ed. by Cheris Kramarae and Dale Spender. New York: Teachers College Press Athene Series, 1992.
Hynes, H. Patricia, ed. RECONSTRUCTING BABYLON: ESSAYS ON WOMEN AND TECHNOLOGY. Bloomington: Indiana University Press, 1991.
Contents: Lead Contamination: a Case of “Protectionism” and the Neglect of Women (H. Patricia Hynes); Lesotho and Nepal: the Failure of Western “Family Planning” (Nellie Kanno); How the New Reproductive Technologies Will Affect Women (Gena Corea); Of Eggs, Embryos, and Altruism (Janice G. Raymond); Who May Have Children and Who May Not (Gena Corea); In the Matter of Baby M: Judged and Rejudged (Raymond); The International Traffic in Women: Women Used in Systems of Surrogacy and Reproduction (Raymond); Biotechnology in Agriculture and Reproduction: the Parallels in Public Policy (Hynes); Industrial Experimentation on “Surrogate” Mothers (Corea); Testimony Before the House Judiciary Committee, State of Michigan (Raymond); Junk Liberty (Corea); Depo-Provera and the Politics of Knowledge (Corea); Maud Matthews and the Philisiwe Clinic (Hynes).
Hynes, H. Patricia. THE RECURRING SILENT SPRING. New York: Pergamon, 1989.
Jackson, Allyn. “Feminist Critiques of Science.” NOTICES OF THE AMERICAN MATHEMATICAL SOCIETY 36, no.6 (1989): 669-672.
Jacobus, Mary, Evelyn Fox Keller, and Sally Shuttleworth, eds. BODY/POLITICS: WOMEN AND THE DISCOURSES OF SCIENCE. Boston: Routledge, 1989.
Contents: In Parenthesis: Immaculate Conceptions and Feminine Desire (Mary Jacobus); Speaking of the Body: Mid- Victorian Constructions of Female Desire (Mary Poovey); Female Circulation: Medical Discourse and Popular Advertising in the Mid-Victorian Era (Sally Shuttleworth); Science and Women’s Bodies: Forms of Anthropological Knowledge (Emily Martin); Reading the Slender Body (Susan Bordo); Feminism, Medicine, and the Meaning of Childbirth (Paula A. Treichler); Investment Strategies for the Evolving Portfolio of Primate Females (Donna Haraway); Technophilia: Technology, Representation, and the Feminine (Mary Ann Doane); From Secrets of Life to Secrets of Death (Evelyn Fox Keller).
Jansen, Sue Curry. “Gender and the Information Society: A Socially Structured Silence.” JOURNAL OF COMMUNICATION 39 (Summer 1989): 196-215.
Jones, M. Gail, and Jack Wheatley. “Factors Influencing the Entry of Women Into Science and Related Fields.” SCIENCE EDUCATION 72 (1988): 127-142.
Jordanova, Ludmilla. “Gender and the Historiography of Science.” THE BRITISH JOURNAL FOR THE HISTORY OF SCIENCE 26, no.91 (1993): 469-483.
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https://www.pamelaranderson.org/
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en
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Pamela R. Anderson
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https://assets.squarespace.com/universal/default-favicon.ico
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Pamela R. Anderson
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https://www.pamelaranderson.org
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Pam Anderson is a poet, lover of blues music, traveler, hiker, and yoga practitioner…
who grew up in the Steel Valley of Warren, Ohio. Much of her writing focuses on the Holocaust, reflecting stories her father recounted from his service as a paratrooper in the 82nd Airborne during WWII. Her poem “Pack It: The American Paratrooper Teaches the New Kid to Pack His Parachute” was published in JennyMag.org, and her Holocaust poem “My Brother’s Coat” won the Association of Writers and Writing Programs Intro Journals Project award. Her poetry has also appeared in Atticus Review, Sky Island Journal, Poetry Breakfast, Sheila-Na-Gig, Synkroniciti, and elsewhere.
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wrong_mix_range_spouse_00142
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FactBench
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https://www.facebook.com/AdrianneCurry/posts/im-going-to-auction-off-my-former-wedding-set-for-some-for-myself-i-considered-t/10157439199404035/
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en
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Adrianne Curry
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I'm going to auction off my former wedding set for some $ for myself. I considered trying to smash it like Gimli did the one ring, but some things carry...
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de
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https://static.xx.fbcdn.net/rsrc.php/yT/r/aGT3gskzWBf.ico
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https://www.facebook.com/AdrianneCurry/posts/im-going-to-auction-off-my-former-wedding-set-for-some-for-myself-i-considered-t/10157439199404035/
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wrong_mix_range_spouse_00142
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https://www.pinterest.com/amp/pin/256001560041064775/
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2013-05-30T21:55:39+00:00
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Adrianne Curry looks cool in a make up free face with awesome catchy glasses
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Pinterest
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https://it.pinterest.com/pin/adrianne-curry-looks-cool-in-a-make-up-free-face-with-awesome-catchy-glasses--434738170249324924/
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https://upittpress.org/books/
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University of Pittsburgh Press
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https://upittpress.org/wp-content/themes/pittspress/images/favicon.ico
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University of Pittsburgh Press
|
https://upittpress.org/books/
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The First Thorough Examination of the Enduring Significance of Plants in Spanish American Literature and Culture
Rescripting the Ecstatic in the Midst of Violence
How Paper Tools Transformed the Infrastructure of Modern Research in Prussia at the Turn of the Nineteenth Century
Positions Bartram’s Illustrations as Central to His Understanding of the Natural World
Traces the Arc of Pittsburgh’s Rise from Frontier Outpost to Dynamic Industrial Region
How Multimedia Influenced Relationships between Evolutionary Studies and Religion in the Twentieth and Twenty-First Centuries
Winner of the 2023 Donald Hall Prize for Poetry
Poems That Breathe through Grief to Find Comfort in the Natural World
Reexamines the Work and Legacy of One of the Most Important Figures of the Victorian Era
Considers the Entangled Human-Animal Relationship of a Complex Multispecies World
|
||||
wrong_mix_range_spouse_00142
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FactBench
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3
| 83
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https://www.dar.org/
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en
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Daughters of the American Revolution
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2024-07-30T12:00:00+00:00
|
The Daughters of the American Revolution is an organization with a deeply rich history while also being truly relevant in today’s world. More than 930,000 women have joined the organization since it was founded close to 125 years ago.
|
en
|
/sites/default/files/favicon_1.ico
|
Daughters of the American Revolution
|
https://www.dar.org/
|
Research Your Family History
Are you just starting out on your journey to discover your family roots…or are you one document away from solving a mystery of one of your ancestors? Wherever you are in your genealogical process, DAR is here to help. The DAR Genealogical Research System (GRS) includes free online databases containing information on Revolutionary patriot ancestors, descendants of those patriots, as well as the vast array of genealogical resources from the DAR Library.
Become a Member - Share a Bond
DAR members come from a variety of backgrounds and interests, but all share a common bond of having an ancestor who helped contribute to securing the independence of the United States of America. Any woman 18 years or older, regardless of race, religion or ethnic background, who can prove lineal descent from a patriot of the American Revolution is eligible to join.
The DAR Story
The Daughters of the American Revolution is an organization with a deeply rich history while also being truly relevant in today’s world. More than 1,000,000 women have joined the organization since it was founded over 125 years ago. They became members to honor their heritage as well as make a difference in their communities across the country and the world. Learn more about the amazing history of the DAR and what members are doing today to continue that legacy.
DAR History
Work of the Organization
National Headquarters Building
|
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wrong_mix_range_spouse_00142
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FactBench
|
2
| 36
|
https://lobby-ethics.maryland.gov/public_access/current_lobbyist_list
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en
|
Current Lobbyist List
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A Place for Mom, Inc 1411 Broadway, New York, NY, 10018 02/28/24-10/31/24 A1 Trusted Monitoring, LLC 14746 Main St A, Upper Marlboro, MD, 20772 11/15/23-10/31/24 ADT, LLC dba ADT Security Services 1501 Yamato Road, Boca Rato, FL, 33431 12/18/23-10/31/24 ASUR Bosque de Alisos 47A Cuarto Piso, Bosques de las Lomas, NM, 05120 11/01/23-10/31/24 AT&T 1120 20th Street, NW, Suite 800, Washington, DC, 20036 01/25/24-10/31/24 AWL II, Inc. 3910 W. 6th Avenue, Box 277, Stillwater, OK, 74074 03/12/24-10/31/24 Advantage Sentencing Alterative Programs, Inc. 309 East Joppa Road, Towson , MD, 21286 11/15/23-10/31/24 Adventist HealthCare, Inc. 820 W. Diamond Ave, Gaithersburg, MD, 20878 01/30/24-10/31/24 All Pro Vending Co. 814 Glen Allen Drive, Baltimore, MD, 21229 01/25/24-10/31/24 Altria Client Services LLC and its Affiliates - Philip Morris USA Inc., John Middleton Co., U.S. Smokeless Tobacco Co., Helix Innovations LLC & NJOY, LLC 6601 West Broad Street, Richmond, VA, 23230 11/14/23-10/31/24 Amazon.com Services, Inc c/o Frank D. Boston III, Attorney at Law 601 New Jersey Avenue NW, Suite 900 , Washington, DC, 20001 11/16/23-10/31/24 American Fintech Council, The 853 New Jersey Ave SE, Washington, DC, 20003 02/12/24-10/31/24 Baltimore City Fraternal Order of Police Lodge 3 3920 Bunea Vista Ave., Baltimore, MD 21211, MD, 21211 11/16/23-10/31/24 Baltimore Retired Police Benevolent Association, Inc. P.O. Box 6217, Baltimore, MD, 21206 01/25/24-10/31/24 Baltimore Urban Revitalization LLC 101 W. Dickman Street, Suite 200, Baltimore, MD, 21230 01/25/24-10/31/24 Baltimore Urban Revitalization LLC 101 W. Dickman Street, Suite 200, Baltimore, MD, 21230 05/14/24-10/31/24 Baltimore's Promise Care of the Fund for Educational Excellence Village of Cross Keys, Village Square 1, Suite 131, Baltimore, MD, 21210 01/25/24-10/31/24 CareFirst BlueCross BlueShield 1501 S. Clinton Street, Baltimore, MD, 21224 02/01/24-10/31/24 Caring.com P.O. Box 32217, Charlotte, NC, 28232 02/28/24-10/31/24 Clear Channel Outdoor, LLC and Affiliated Entities 9590 Lynn Buff Ct #5, Laurel, MD, 20723 01/25/24-10/31/24 Copart 14185 Dallas Parkway, Suite 300, Dallas, TX, 75254 05/22/24-10/31/24 Crown Castle USA Inc. 3309 23rd North, Arlington, VA, 20001 01/25/24-10/31/24 Crown MD Online Gaming LLC 222 Berkley St. 5th Floor, Boston, MA, 02116 11/29/23-10/31/24 DIRECTV 2260 Imperial Highway, El Segundo, CA, 90245 11/30/23-10/31/24 Dish Network, LLC 1110 Vermont Ave. N.W., Washington, DC, 20005 12/14/23-10/31/24 Earnin 200 Portage Ave, Palo Alto, CA, 94306 11/15/23-10/31/24 Elevator Industry Work Preservation Fund 7154 Columbia Gateway Dr., Columbia, MD, 21046 01/25/24-10/31/24 Fieldstone Properties I, LLC 6220 Springhill Drive, Greenbelt, MD, 20770 06/05/24-10/31/24 Greater Baltimore Board of Realtors 1954 Greenspring Drive, Timonium, MD, 21093 11/16/23-10/31/24 Kenny Law Group, LLC 11426 York Road, 1st Floor, Cockeysville, MD, 21030 11/15/23-10/31/24 Live Nation Entertainment, Inc. 7060 Hollywood Blvd., 11th Floor, Los Angeles, CA, 90028 01/25/24-10/31/24 Lowe’s Companies 1000 Lowe's Boulevard, Mooresville, NC, 28117 03/13/24-10/31/24 Maryland Association for Justice, Inc. 10440 Little Patuxent Parkway, Suite 250, Columbia, MD, 21044 01/25/24-10/31/24 Maryland Association of Realtors 200 Harry S Truman Parkway #200, Annapolis, MD, 21401 01/25/24-10/31/24 Maryland Hotel & Lodging Association 20 Ridegly Avenue, Annapolis, MD, 21401 11/15/23-10/31/24 Maryland Licensed Firearms Dealers Association 8424 Veterans Highway Suite 11, MillersVille, MD, 21108 01/25/24-10/31/24 Maryland State Fair and Agricultural Society, Inc P.O. Box 188, Timonium, MD, 21094 01/25/24-10/31/24 Maryland State Fraternal Order of Police c/o Frank D. Boston III, Attorney at Law 1506 Leslie Road, Baltimore, MD, 21222 11/15/23-10/31/24 Maryland Tax Sales Participants Association 1700 Reistertown Road Suite 212, baltimore, MD, 21208 11/15/23-10/31/24 Maryland Tourism Coalition P.O. Box 298, Crownsville, MD, 21032 01/25/24-10/31/24 Modell Performing Arts Center at the Lyric 140 W Mt Royal Ave, Baltimore, MD, 21201 01/25/24-10/31/24 Molson Coors Beverage Company USA LLC 3939 W. Highland Blvd., Milwaukee, WI, 53201 01/25/24-10/31/24 Pressley Ridge 5500 Corporate Drive, Suite 400, Pittsburgh, PA, 15237 01/25/24-10/31/24 Revenue-Based Finance Coalition 330 Maryland Ave NE, Washington, DC, 20002 01/25/24-10/31/24 SBFA 555 8th Avenue #1902, New York, NY, 10018 01/25/24-05/31/24 Smart Energy 400 Madison Avenue, New York, NY, 10017 04/02/24-10/31/24 Verra Mobility dba American Traffic Solutions 1150 N Alma School Rd, MESA, AZ, 85201 01/25/24-10/31/24 Warner Music Inc 1633 Broadway, New York, NY, 10019 02/29/24-10/31/24 AbbVie Inc. 1 North Waukegan Road, North Chicago, IL, 60064 04/03/24-10/31/24 Aligned Data Centers 2800 Summit Avenue, Plano, TX, 75074 11/01/23-10/31/24 Alterwood Health, Inc. PO Box 4175 , Timonium, MD, 21094 11/01/23-05/31/24 Article IV 1501 Wilson Blvd #1050 , Arlington, VA, 22209 11/01/23-10/31/24 AshBritt, Inc. 565 East Hillsboro Blvd, Deerfield Beach, FL, 33441 12/05/23-10/31/24 Associated Black Charities 2 Hamill Road - 302, East Quadrangle, Baltimore, MD, 21210 01/17/24-05/31/24 Associated Builders & Contractors 6901 Muirkirk Meadows Drive, Suite F, Beltsville, MD, 20705 11/01/23-10/31/24 Association of Social Work Boards (ASWB) on behalf of National Strategies, LLC 555 11th Street, NW, Suite 402, Washington, DC, 20004 11/01/23-10/31/24 Baltimore Gas and Electric Company 110 West Fayette Street, 14th Floor, Baltimore, MD, 21201 11/01/23-10/31/24 Baltimore Industrial Group 1100 East Key Highway, Baltimore, MD, 21230 11/01/23-10/31/24 Baltimore Orioles Limited Partnership 333 W. Camden Street, Baltimore, MD, 21201 11/01/23-10/31/24 Benevis, LLC 210 Interstate N Suite 300, Atlanta, GA, 30339 11/01/23-10/31/24 Chesapeake Employers' Insurance Company 8722 Loch Raven Blvd, Towson, MD, 21286 11/01/23-10/31/24 Cloudforce 120 Waterfront Street, Suite 500, Oxon Hill, MD, 20745 01/23/24-10/31/24 Community Associations Institute/Maryland Legislative Action Committee 5 Riggs Avenue, Severna Park, MD, 21146 11/01/23-10/31/24 DoorDash, Inc. 28 Liberty Ship Way Suite 2815, Sausalito, CA, 94965 11/01/23-10/31/24 EPIC Pharmacies, Inc. 5024 Campbell Boulevard, Suite R, White Marsh, MD, 21236 11/01/23-10/31/24 Eastman Chemical Company 100 N. Eastman Road, Kingsport, TN, 37660 11/01/23-10/31/24 Elevance Health, and its Affiliates 1001 Pennsylvania Avenue NW Suite 710, Washington, DC, 20004 11/01/23-10/31/24 Employ Prince George's, Inc. 1801 McCormick Drive, Suite 400, Largo, MD, 20774 11/01/23-10/31/24 Everyman Theatre 315 West Fayette Street, Baltimore, MD, 21201 11/01/23-10/31/24 Family Tree, The 2108 North Charles Street, Baltimore, MD, 21218 11/01/23-10/31/24 Genentech, Inc., a Member of the Roche Group c/o Nielson Merksamer, et. al.. 2350 Kerner Blvd, Suite 250, San Rafael, CA, 94901 11/01/23-10/31/24 Gordian Group, The 140 Bridges Road, Suite E, Mauldin, SC, 29662 06/27/24-10/31/24 Greater Baltimore Committee 111 S. Calvert Street, Suite 1700, Baltimore, MD, 21202 11/01/23-10/31/24 HWS LLC dba Henry's Wrecker Service 2735 Hartland Road, Suite 202, Falls Church, VA, 22043 11/01/23-10/31/24 Harris Jones & Malone, LLC 2423 Maryland Avenue, Baltimore, MD, 21218 11/01/23-10/31/24 Home Depot, Inc., The 1155 F Street, NW, Suite 400, Washington, DC, 20004 11/01/23-10/31/24 Hudson Group (HG) Retail, LLC 1 Meadowlands Plaza, East Rutherford, NJ, 07073 11/01/23-10/31/24 JPMorgan Chase Holdings LLC 383 Madison Avenue, New York, NY, 10179 12/18/23-10/31/24 James K. Davis 550 Sanctuary Lane, Crownsville, MD, 21032 11/01/23-10/31/24 Johns Hopkins 1101 E 33rd Street, Suite B301, Baltimore, MD, 21218 11/01/23-10/31/24 Joseph Smith & Sons, Inc. 2001 Kenilworth Avenue, Washington , DC, 20029 11/01/23-10/31/24 Literacy Lab, The 1400 16th Street NW, Washington, DC, 20036 11/01/23-10/31/24 MCB Property Services Inc 2701 N. Charles Street, Suite 404, Baltimore, MD, 21218 11/01/23-10/31/24 Mariner Finance 8211 Town Center Drive, Baltimore, MD, 21236 11/01/23-10/31/24 Maryland Automobile Insurance Fund 1215 East Fort Avenue, Suite 300, Baltimore, MD, 21230 11/01/23-10/31/24 Maryland DC Vending Association, Inc. 1530 Wilson Blvd, #720, Arlington , VA, 22209 11/01/23-03/22/24 Maryland Dental Hygienists' Association PO Box 2195, Ellicott City, MD, 21041 11/01/23-10/31/24 Maryland Land Title Association 1783 Forest Drive, Suite 305, Annapolis, MD, 21403 11/01/23-10/31/24 Maryland Minority Contractors Association, Inc. 2423 Maryland Avenue, Suite 201, Baltimore, MD, 21218 11/01/23-10/31/24 Maryland Multi-Housing Association 11155 Dolfield Blvd., Suite 200, Owings Mills, MD, 21117 11/01/23-10/31/24 Maryland Oncology Hematology, P.A. 10710 Charter Drive, Suite G020, Columbia, MD, 21044 11/01/23-10/31/24 Maryland Psychiatric Society 1101 St. Paul Street, Suite 305, Baltimore, MD, 21202 11/01/23-10/31/24 Maryland Ready Mix Concrete Association 4 Meem Avenue, Gaithersburg, MD, 20877 12/05/23-10/31/24 Maryland Zoo in Baltimore, The 1876 Mansion House Drive, Baltimore, MD, 21217 12/18/23-10/31/24 McDonald's Corporation 110 North Carpenter Street, One McDonald's Plaza, Chicago, IL, 60607 11/01/23-10/31/24 Microsoft Corporation 11614 Springhouse Place, Reston, VA, 20194 11/01/23-10/31/24 Noresco 1 Research Drive, Suite 400C, Westborough, MA, 01581 11/01/23-10/31/24 Norfolk Southern Corporation One Constitution Avenue, NE, Suite 300, Washington , DC, 20002 11/01/23-10/31/24 OVG Facilities 2501 Seaport Drive, Chester, PA, 19013 11/01/23-10/31/24 Omnilert 880 Harrison Street, SE, Leesburg, VA, 20175 01/23/24-05/31/24 Orijin 65 West 36th Street, 2nd Floor, New York , NY, 10018 12/18/23-10/31/24 P3 Group, The 101 Lindenwood Avenue, Suite 225, Malvern, PA, 19355 11/01/23-10/31/24 Penn National Gaming, Inc. 825 Berkshire Blvd, Wyomissing, PA, 19610 11/01/23-10/31/24 Philip Morris International 1399 New York Avenue, Suite 400, Washington, DC, 20005 11/01/23-10/31/24 Quest Diagnostics 500 Plaza Drive, Secaucus, NJ, 07094 11/01/23-10/31/24 RELX Group 1150 18th Street, NW, Suite 600, Washington, DC, 20036 11/01/23-10/31/24 REV Renewables, LLC 575 5th Avenue, Suite 2501, New York, NY, 10017 12/18/23-10/31/24 Rapid Financial Services, LLC 4500 East West Highway, 6th Floor, Bethesda, MD, 20814 11/01/23-10/31/24 Replica, Inc. 1814 Franklin Street, Oakland, CA, 94612 11/01/23-10/31/24 Sharps Medical Waste Services 9220 Kirby Drive, Suite 500, Houston, TX, 77054 02/23/24-10/31/24 Smithfield Foods, Inc. 111 Commerce Street, Smithfield , VA, 23430 11/01/23-10/31/24 SoLo Funds, Inc. 555 West 5th Street, 35th Floor, Los Angeles, CA, 90013 12/05/23-01/05/24 Southwest Airlines Co. 2702 Love Field Drive, Dallas, TX, 75235 11/01/23-10/31/24 Stella May Contracting, Inc. 1512 Edgewood Road, Edgewood, MD, 21040 03/19/24-10/31/24 TCC Software Solutions 1022 E. 52nd Street, Indianapolis, IN, 46205 11/01/23-10/31/24 Town of Centreville 101 Lawyer's Row, Centreville, MD, 21617 11/01/23-10/31/24 Turo, Inc. 111 Sutter Street Suite 1300, San Francisco, CA, 94104 11/01/23-10/31/24 US Oncology 10101 Woodloch Forest, The Woodlands, TX, 77380 11/01/23-10/31/24 United Way of Central Maryland, Inc. 1800 Washington Boulevard, Baltimore, MD, 21230 11/01/23-10/31/24 Verizon Communications 1 East Pratt Street, 8th Floor, Baltimore, MD, 21202 11/01/23-10/31/24 Vertex Pharmaceuticals Incorporated 50 Northern Avenue, Boston, MA, 02210 11/01/23-10/31/24 Visit Baltimore 400 East Pratt Street, 10th Floor, Baltimore, MD, 21202 11/01/23-10/31/24 Walmart Stores, Inc. 2608 SE J Street, Suite 2, Bentonville, AR, 72716 11/01/23-10/31/24 Washington Psychiatric Society 550M Ritchie Highway, #271, Severna Park, MD, 21146 11/01/23-10/31/24 Wheelabrator Technologies, Inc. 1801 Annapolis Road, Baltimore, MD, 21230 11/01/23-10/31/24 YesCare Corporation 205 Powell Place, Brentwood , TN, 37027 12/01/23-10/31/24 A Place for Mom, Inc 1411 Broadway, New York, NY, 10018 02/28/24-10/31/24 AT&T 1120 20th Street, NW, Suite 800, Washington, DC, 20036 02/01/24-10/31/24 Advantage Sentencing Alterative Programs, Inc. 309 East Joppa Road, Towson , MD, 21286 11/15/23-10/31/24 Altria Client Services LLC and its Affiliates - Philip Morris USA Inc., John Middleton Co., U.S. Smokeless Tobacco Co., Helix Innovations LLC & NJOY, LLC 6601 West Broad Street, Richmond, VA, 23230 11/15/23-10/31/24 Amazon.com Services, Inc c/o Frank D. Boston III, Attorney at Law 601 New Jersey Avenue NW, Suite 900 , Washington, DC, 20001 11/16/23-10/31/24 American Fintech Council, The 853 New Jersey Ave SE, Washington, DC, 20003 02/28/24-10/31/24 Caring.com P.O. Box 32217, Charlotte, NC, 28232 02/28/24-10/31/24 Carroll County Realtors 2103 Sykesville Rd, Westminster, MD, 21157 12/04/23-10/31/24 Copart 14185 Dallas Parkway, Suite 300, Dallas, TX, 75254 05/22/24-10/31/24 Crown MD Online Gaming LLC 222 Berkley St. 5th Floor, Boston, MA, 02116 11/29/23-10/31/24 Dish Network, LLC 1110 Vermont Ave. N.W., Washington, DC, 20005 02/01/24-10/31/24 Earnin 200 Portage Ave, Palo Alto, CA, 94306 11/15/23-10/31/24 Greater Baltimore Board of Realtors 1954 Greenspring Drive, Timonium, MD, 21093 11/16/23-10/31/24 Kenny Law Group, LLC 11426 York Road, 1st Floor, Cockeysville, MD, 21030 11/15/23-10/31/24 Maryland Association for Justice, Inc. 10440 Little Patuxent Parkway, Suite 250, Columbia, MD, 21044 02/01/24-10/31/24 Maryland State Fraternal Order of Police c/o Frank D. Boston III, Attorney at Law 1506 Leslie Road, Baltimore, MD, 21222 11/15/23-10/31/24 Maryland Tourism Coalition P.O. Box 298, Crownsville, MD, 21032 02/01/24-10/31/24 Pressley Ridge 5500 Corporate Drive, Suite 400, Pittsburgh, PA, 15237 02/01/24-10/31/24 Affirm 650 California St, 12th Floor, San Francisco, CA, 94108 02/12/24-10/31/24 American Fidelity 9000 Cameron Parkway, Oklahoma City, OK, 73114 11/01/23-10/31/24 Bamboo Health 9901 Linn Station Rd. Suite 500, Louisville, KY, 40223 11/01/23-10/31/24 Chaberton Energy 1700 Rockville Pike, Suite 305, Rockville, MD, 20852 11/01/23-10/31/24 Cloverleaf Standardbred Owners Association PO Box 156, Temple Hills, MD, 20757 11/01/23-10/31/24 Coalition for Community Solar Access, Inc. PO Box 65491, Washington, DC, 20035 11/01/23-10/31/24 Distilled Spirits Council of the United States, Inc. 1250 Eye Street NW, Suite 400, Washington, DC, 20005 11/01/23-10/31/24 HNTB Corporation 2900 South Quincy St. Suite 600, Arlington, VA, 22206 11/06/23-10/31/24 JJF Management Services, Inc. 11411 Rockville Pike, Rockville, MD, 20895 11/01/23-10/31/24 Maryland - American Water Company, Inc. 212 Archer Street, Suites B & C, Bel Air, MD, 21014 11/06/23-10/31/24 Maryland Association for Justice, Inc. 10440 Little Patuxent Parkway, Suite 250, Columbia, MD, 21044 11/06/23-10/31/24 Maryland Outfitters and Guides Association 6586 Kings Grant Ln, Chestertown, MD, 21620 12/12/23-10/31/24 Maryland Standardbred Breeders Association 28722 Waller Rd, Delmar, MD, 21875 11/06/23-10/31/24 Maryland Wildlife and Heritage Association 7383 Maple Grove Rd, Chestertown, MD, 21620 02/12/24-10/31/24 Montgomery County Collaboration Council for Children, Youth and Families, Inc. on behalf of the Maryland Association of Local Management Boards 1801 Research Blvd, Suite 103, Rockville, MD, 20850 11/06/23-10/31/24 Motorola Solutions, Inc. 500 W. Monroe Street, 43rd Floor, Chicago, IL, 60661 11/06/23-10/31/24 Navitas Business Consulting 13454 Sunrise Valley Dr., Herndon, VA, 20171 06/20/24-10/31/24 NexAmp, Inc. 100 W. Main St, Bound Brook, NJ, 08805 11/06/23-10/31/24 SEIA 1425 K St NW, Suite 1000, Washington, DC, 20005 11/06/23-10/31/24 Sanofi US 1122 E. Pike Street, #1002, Seattle, WA, 98122 11/06/23-10/31/24 Summit Ridge Energy 1401 Wilson Blvd. Suite 800, Arlington, VA, 22209 11/06/23-10/31/24 TIAA 730 Third Ave, 6th floor, New York, NY, 10017 01/22/24-10/31/24 Workday 6230 Stonebridge Mall Drive, Pleasanton, CA, 94588 11/06/23-10/31/24 Abner's 3748 Harbor Road, Chesapeake Beach, MD, 20732 11/01/23-10/31/24 Accenture LLP 800 North Glebe Road Suite 300, Arlington, VA, 22203 11/01/23-10/31/24 Al Fakher Distribution USA, Inc 14931 Gwenchris Court, Paramount, CA, 90723 11/01/23-10/31/24 Allegis, Redwood, Maxim Public Affairs, LLC 7301 Parkway Dr., Hanover, MD, 21076 11/01/23-10/31/24 Ameresco 111 Speen Street, Framingham, MA, 01701 11/01/23-10/31/24 AmeriHealth Caritas 3875 West Chester Pike, Newtown Square, PA, 19073 11/01/23-10/31/24 American Express Travel Related Services, Inc. 801 Pennsylvania Avenue, NW, Suite 650, Washington , DC, 20004 11/01/23-10/31/24 American Recyclable Plastic Bag Alliance 1667 K Street NW Suite 1000, Washington, DC, 20006 11/01/23-10/31/24 Association for Accessible Medicines 601 New Jersey Avenue, NW, Washington, DC, 20001 11/01/23-10/31/24 Atlantic Bingo Supply, Inc 1700 Midway Road , Odenton, MD, 21113 11/01/23-10/31/24 Aviation Facilities Management Company LLC PO Box 16860, Washington, DC, 20041 07/17/24-10/31/24 Bally's Corporation 100 Westminster Street, Providence, RI, 02903 12/05/23-10/31/24 Baltimore SquashWise 2801 Sisson Street Suite 100, Baltimore, MD, 21211 11/01/23-10/31/24 Brightview Senior Living 218 North Charles Street, Baltimore , MD, 21201 11/01/23-10/31/24 Brook Lane 13121 Brook Lane, Hagerstown, MD, 21742 11/01/23-10/31/24 CSX Transportation 500 Water Street, Jacksonville, FL, 32202 11/01/23-10/31/24 Capitol Strategies LLC 1 State Circle, Annapolis, MD, 21401 11/01/23-10/31/24 Centurion 1593 Spring Hill Road Suite 600, Vienna, VA, 22182 11/01/23-10/31/24 Chesapeake Bay Maritime Museum 213 North Talbot Street, St. Michael's, MD, 21663 01/30/24-10/31/24 Chesapeake Regional Information System for our Patients 7160 Columbia Gateway Drive, Columbia, MD, 21046 11/01/23-10/31/24 Children's Guild, The 6802 McClean Blvd, Baltimore, MD, 21234 11/01/23-10/31/24 Cintra US Services, LLC 9600 Great Hills Trail Suite 250E, Austin, TX, 78759 11/01/23-10/31/24 Codice Technologies 1101 Vermont Ave NW, Washington , DC, 20005 11/01/23-10/31/24 Constellation 101 Constitution Avenue, N.W., Washington, DC, 20001 11/01/23-10/31/24 Cormac Group, The 800 Connecticut Ave NW 3rd floor, Washington, DC, 20006 11/01/23-10/31/24 DailyPay 55 Water St., New York City, NY, 10041 01/19/24-10/31/24 Delta Bingo t/a Daily Double Bingo 3605 Fort Meade Road, Laurel, MD, 20724 11/01/23-10/31/24 Evolution Malta Holdings Limited 1125 Atlantic Avenue, Atlantic City , NJ, 08401 03/16/24-10/31/24 Ferrovial Construction US Corp 9600 Great Hills Trail, Austin , MD, 78759 11/01/23-10/31/24 Gannett Fleming PO Box 67100, Harrisburg, PA, 17106 11/01/23-10/31/24 HHS Tech Group 6600 North Andrews Avenue, Ft. Lauderdale, FL, 33309 11/01/23-10/31/24 HMSHost 6905 Rockledge Drive, Bethesda, MD, 20817 11/01/23-10/31/24 Hayden AI 484 Ninth Street, Oakland, CA, 94607 11/01/23-10/31/24 Hazel Health, Inc. 8300 Esters Blvd, Suite 900, Irving, TX, 75063 07/18/24-10/31/24 Hearing and Speech Agency of Metropolitan Baltimore, Inc., The 5900 Metro Drive, Baltimore, MD, 21215 11/01/23-10/31/24 IATSE Local 487 2301 Russell Street, Baltimore, MD, 21230 11/01/23-10/31/24 ICSC (International Council of Shopping Centers) 555 12th Street NW, Washington, DC, 20004 11/01/23-10/31/24 Inotiv 8520 Allison Pointe Blvd, Indianapolis, IN, 46250 11/01/23-10/31/24 Intralot USA 11360 Technology Circle, Duluth, GA, 30097 05/20/24-10/31/24 Kooth 1828 Walnut Street, Kansas City, MO, 64108 11/28/23-10/31/24 Luminis Health 2001 Medical Parkway , Annapolis, MD, 21401 11/01/23-10/31/24 Lyft, Inc. 185 Berry Street Suite 5000, San Francisco, CA, 94107 11/01/23-10/31/24 MTM, Inc 16 Hawk Ridge Drive, Lake St. Louis, MO, 63367 11/01/23-10/31/24 Maryland Council of Support Brokers 2 Wisconsin Circle, Suite 700, Chevy Chase, MD, 20815 11/01/23-10/31/24 Maryland Geothermal Association, The P.O. Box 129, Annapolis Junction, MD, 20701 11/01/23-10/31/24 Maryland Hemp / Maryland Healthy Alternatives Coalition 6144 Clevelandtown Rd, Boonsboro, MD, 21713 01/18/24-10/31/24 Maryland School Bus Contractors Association 423 Chestnut Hill Road, Forest Hill, MD, 21050 11/01/23-10/31/24 Meritus Health 11116 Medical Campus Road , Hagerstown, MD, 21742 11/01/23-10/31/24 Northbay Education, Inc. 11 Horseshoe Point Lane, North East, MD, 21901 11/01/23-10/31/24 Potomac Development, LLC 8204 GAINSBOROUGH COURT WEST, Potomac, MD, 20854 11/01/23-10/31/24 Residences at Benning Road LLC, The 231 Upshur Street NW, Washinton, DC, 20011 11/01/23-10/31/24 Reworld Waste, LLC, formerly Covanta Energy LLC 40 Lane Road , Fairfield, NJ, 07007 11/01/23-10/31/24 SharpRank 1954 Greenspring Drive, Suite 480, Timonium, MD, 21093 11/01/23-10/31/24 Slice Wireless Solutions 347 West 36th Street, Suite 605, New York, NY, 10018 11/01/23-10/31/24 Stonewall Capital, LLC 1206 Sparks Road, Sparks, MD, 21152 11/01/23-10/31/24 ThompsonGas, LLC 5260 Westview Drive, Suite 200, Frederick, MD, 21703 03/06/24-10/31/24 TikTok, Inc. 5800 Bristol Parkway, Culver City, CA, 90230 11/01/23-10/31/24 Urban Mining Industries 270 North Avenue, New Rochelle, NY, 10801 07/10/24-10/31/24 Veritas HHS 1120 Lincoln Street, Denver, CO, 80203 11/01/23-10/31/24 Verizon Communications 1 East Pratt Street, 8th Floor, Baltimore, MD, 21202 11/01/23-10/31/24 Vivid Seats, Inc 24 E Washington Street, Suite 900, Chicago, IL, 60602 12/26/23-10/31/24 W.L. Gore & Associates 555 Paper Mill Road, Newark, DE, 19711 11/01/23-10/31/24 Waveseer, Inc. 1248 West Altgeld Street, Chicago, IL, 60614 11/01/23-10/31/24 White Oak Energy Center, LLC 1166 Avenue of the Americas, New York, NY, 10036 01/18/24-10/31/24 3000 Eastern Blvd. Inc. 172 South Broadway, White Plains, NY, 10605 02/12/24-10/31/24 Abbott Laboratories 100 Abbott Park Road, Abbott Park, IL, 60064 11/01/23-10/31/24 American Association of Nurse Practitioners P.O. Box 12846, Austin, TX, 78711 01/26/24-04/30/24 Arts for Learning Maryland 21 E. North Avenue, 1st Floor, Baltimore, MD, 21202 11/01/23-10/31/24 Asurion Insurance Services, Inc. 648 Grasmere Park, Suite 300, Nashville, TN, 37211 11/01/23-10/31/24 Autonomous Vehicle Industry Association c/o Venable LLP, 600 Massachusetts Avenue NW, Washington, DC, 20001 03/20/24-04/30/24 Baltimore Community Foundation 2 East Read Street, Baltimore, MD, 21202 11/01/23-10/31/24 Baltimore Gas and Electric Company 110 West Fayette Street, 14th Floor, Baltimore, MD, 21201 11/01/23-10/31/24 Baltimore Museum of Art 10 Art Museum Drive, Baltimore, MD, 21218 11/01/23-10/31/24 Baltimore Public Markets Corporation 400 West Lombard Street, 2nd Floor, Baltimore, MD, 21201 11/01/23-10/31/24 CareFirst BlueCross BlueShield 1501 S. Clinton Street, Baltimore, MD, 21224 11/01/23-10/31/24 Cigna Corporate Services, LLC 900 Cottage Grove Road, B6LPA, Hartford, CT, 06152 11/01/23-10/31/24 Court Appointed Special Advocates (CASA) of Baltimore County, Inc. 305 W. Chesapeake Ave., Suite 117, Towson, MD, 21204 11/01/23-10/31/24 Diageo 200 Elm Street, Stanford, CT, 06902 11/01/23-10/31/24 Easter Seals Serving DC MD VA 1420 Spring Street, Silver Spring, MD, 20910 11/01/23-10/31/24 Fraternal Order of Police, Baltimore County Lodge #4 9304 Harford Road, Baltimore, MD, 21234 01/29/24-10/31/24 Girl Scout Council of the Nation's Capital 4301 Connecticut Avenue, Washington, DC, 20008 12/18/23-10/31/24 Himmelrich Associates, Inc. 1340 Smith Avenue, Suite 200, Baltimore, MD, 21209 02/12/24-04/30/24 Jai Medical Systems 301 International Circle, Hunt Valley, MD, 21030 11/01/23-10/31/24 MENTOR Maryland DC, care of the Fund for Educational Excellence 800 North Charles Street, Suite 400, Baltimore, MD, 21201 11/01/23-04/30/24 MGM Resorts International Operations, Inc. 6835 South Rainbow Boulevard, Suite 420, Las Vegas, NV, 89118 11/01/23-10/31/24 Magellan Healthcare, Inc. 8621 Robert Fulton Drive, Columbia, MD, 21046 11/01/23-10/31/24 Marine Trades Association of Maryland P.O. Box 3148, Annapolis, MD, 21403 11/01/23-10/31/24 Marriott International 7750 Wisconsin Avenue, Bethesda, MD, 20814 11/01/23-10/31/24 Maryland Alliance of Public Charter Schools 1500 Union Avenue, Suite 1330, Baltimore, MD, 21211 11/01/23-10/31/24 Maryland Cemetery and Cremation Association c/o Amy Shimp, 200 East Padonia Road, Timonium, MD, 21093 11/01/23-10/31/24 Maryland D.C. Delaware Broadcasters Association 804 E. Edenton Street, Raleigh, NC, 27601 11/01/23-10/31/24 Maryland Defense Counsel, Inc. P.O. Box 575, Riderwood, MD, 21139 11/01/23-10/31/24 Maryland Family Network 1800 Washington Blvd., Suite 445, Baltimore, MD, 21230 11/01/23-10/31/24 Maryland Food Bank 2200 Halethorpe Farms Road, Baltimore, MD, 21227 11/01/23-10/31/24 Maryland Out of School Time Network, care of the Fund for Educational Excellence 800 North Charles Street, Suite 400, Baltimore, MD, 21201 11/01/23-04/30/24 Maryland School for the Blind 3501 Taylor Avenue, Baltimore, MD, 21236 11/01/23-10/31/24 Mayor and City of Baltimore, The 100 N. Holliday Street, Room 250, Baltimore, MD, 21202 02/19/24-04/30/24 Medical Mutual Liability Insurance Society of Maryland 225 International Circle, Hunt Valley, MD, 21030 11/01/23-10/31/24 Montgomery County Chamber of Commerce 51 Monroe Street, Suite 1800, Rockville, MD, 20817 11/01/23-10/31/24 National Aquarium 501 East Pratt St, Baltimore, MD, 21202 11/01/23-10/31/24 Neighborhood Housing Services of Baltimore, Inc. 25 E. 20th Street, Suite 170, Baltimore, MD, 21218 11/01/23-10/31/24 Patterson Park Public Charter School, Inc. 27 N. Lakewood Avenue, Baltimore, MD, 21224 11/01/23-10/31/24 Quantum Loophole, Inc. 500 E. 4th Street, Suite 333, Austin, TX, 78701 11/01/23-10/31/24 Round House Theatre One Veterans Place, Silver Spring, MD, 20910 11/01/23-10/31/24 SEED School of Maryland, The 200 Font Hill Avenue, Baltimore, MD, 21223 11/01/23-10/31/24 Security Land & Development Company, L.P. 1500 Woodlawn Drive, Baltimore, MD, 21241 11/01/23-10/31/24 State Law Enforcement Officers Labor Alliance (SLEOLA) 542 Ritchie Highway, Severna Park, MD, 21146 11/01/23-10/31/24 Synthetic Turf Council 154 San Remo Drive, Jupiter, FL, 33458 11/01/23-10/31/24 TMG Hippodrome LLC 1619 Broadway, 9th Floor, New York, NY, 10019 03/04/24-10/31/24 Teaching Channel Grand Oak Business Park, 2805 Dodd Road, Suite 200, Eagan, MN, 55121 11/01/23-10/31/24 TidalHealth, Inc. 100 East Carroll Street, Salisbury, MD, 21801 11/01/23-10/31/24 AFT-Maryland 5800 Metro Drive, Baltimore, MD, 21215 11/01/23-10/31/24 Article IV 1501 Wilson Blvd #1050 , Arlington, VA, 22209 11/01/23-10/31/24 AshBritt, Inc. 565 East Hillsboro Blvd, Deerfield Beach, FL, 33441 12/05/23-10/31/24 Associated Builders & Contractors 6901 Muirkirk Meadows Drive, Suite F, Beltsville, MD, 20705 11/01/23-10/31/24 Association of Social Work Boards (ASWB) on behalf of National Strategies, LLC 555 11th Street, NW, Suite 402, Washington, DC, 20004 11/01/23-10/31/24 Baltimore Gas and Electric Company 110 West Fayette Street, 14th Floor, Baltimore, MD, 21201 11/01/23-10/31/24 Baltimore Industrial Group 1100 East Key Highway, Baltimore, MD, 21230 11/01/23-10/31/24 Baltimore Orioles Limited Partnership 333 W. Camden Street, Baltimore, MD, 21201 11/01/23-10/31/24 Cloudforce 120 Waterfront Street, Suite 500, Oxon Hill, MD, 20745 01/23/24-10/31/24 Community Associations Institute/Maryland Legislative Action Committee 5 Riggs Avenue, Severna Park, MD, 21146 11/01/23-10/31/24 DoorDash, Inc. 28 Liberty Ship Way Suite 2815, Sausalito, CA, 94965 11/01/23-10/31/24 EPIC Pharmacies, Inc. 5024 Campbell Boulevard, Suite R, White Marsh, MD, 21236 11/01/23-10/31/24 Eastman Chemical Company 100 N. Eastman Road, Kingsport, TN, 37660 11/01/23-10/31/24 Elevance Health, and its Affiliates 1001 Pennsylvania Avenue NW Suite 710, Washington, DC, 20004 11/01/23-10/31/24 Greater Baltimore Committee 111 S. Calvert Street, Suite 1700, Baltimore, MD, 21202 11/01/23-10/31/24 HWS LLC dba Henry's Wrecker Service 2735 Hartland Road, Suite 202, Falls Church, VA, 22043 11/01/23-10/31/24 Harris Jones & Malone, LLC 2423 Maryland Avenue, Baltimore, MD, 21218 11/01/23-10/31/24 Home Depot, Inc., The 1155 F Street, NW, Suite 400, Washington, DC, 20004 11/01/23-10/31/24 House of Ruth Maryland 2201 Argonne Drive, Baltimore, MD, 21218 03/07/24-10/31/24 Housing Opportunity Commission c/o Stacy L. Spann, Executive Director, 10400 Detrick Avenue, Kensington, MD, 20895 11/01/23-10/31/24 Hudson Group Retail LLC 8006 Ellingson Drive, Chevy Chase, MD, 20815 11/01/23-10/31/24 James K. Davis 550 Sanctuary Lane, Crownsville, MD, 21032 11/01/23-10/31/24 Johns Hopkins 1101 E 33rd Street, Suite B301, Baltimore, MD, 21218 11/01/23-10/31/24 Joseph Smith & Sons, Inc. 2001 Kenilworth Avenue, Washington , DC, 20029 11/01/23-10/31/24 Mariner Finance 8211 Town Center Drive, Baltimore, MD, 21236 11/01/23-10/31/24 Maryland Automobile Insurance Fund 1215 East Fort Avenue, Suite 300, Baltimore, MD, 21230 11/01/23-10/31/24 Maryland DC Vending Association, Inc. 1530 Wilson Blvd, #720, Arlington , VA, 22209 11/01/23-03/22/24 Maryland Land Title Association 1783 Forest Drive, Suite 305, Annapolis, MD, 21403 11/01/23-10/31/24 Maryland Minority Contractors Association, Inc. 2423 Maryland Avenue, Suite 201, Baltimore, MD, 21218 11/01/23-10/31/24 Maryland Multi-Housing Association 11155 Dolfield Blvd., Suite 200, Owings Mills, MD, 21117 11/01/23-10/31/24 Maryland Psychiatric Society 1101 St. Paul Street, Suite 305, Baltimore, MD, 21202 11/01/23-10/31/24 Maryland Ready Mix Concrete Association 4 Meem Avenue, Gaithersburg, MD, 20877 12/05/23-10/31/24 McDonald's Corporation 110 North Carpenter Street, One McDonald's Plaza, Chicago, IL, 60607 11/01/23-10/31/24 Microsoft Corporation 11614 Springhouse Place, Reston, VA, 20194 11/01/23-10/31/24 Mid Atlantic Floor Covering Association, Inc. 11501 Pocomoke Court, Middle River, MD, 21220 11/01/23-10/31/24 Noresco 1 Research Drive, Suite 400C, Westborough, MA, 01581 11/01/23-10/31/24 Norfolk Southern Corporation One Constitution Avenue, NE, Suite 300, Washington , DC, 20002 11/01/23-10/31/24 Omnilert 880 Harrison Street, SE, Leesburg, VA, 20175 01/23/24-05/31/24 Philip Morris International 1399 New York Avenue, Suite 400, Washington, DC, 20005 11/01/23-10/31/24 Quest Diagnostics 500 Plaza Drive, Secaucus, NJ, 07094 11/01/23-10/31/24 RELX Group 1150 18th Street, NW, Suite 600, Washington, DC, 20036 11/01/23-10/31/24 Sharps Medical Waste Services 9220 Kirby Drive, Suite 500, Houston, TX, 77054 02/23/24-10/31/24 Smithfield Foods, Inc. 111 Commerce Street, Smithfield , VA, 23430 11/01/23-10/31/24 SoLo Funds, Inc. 555 West 5th Street, 35th Floor, Los Angeles, CA, 90013 12/05/23-01/05/24 Stella May Contracting, Inc. 1512 Edgewood Road, Edgewood, MD, 21040 02/16/24-10/31/24 Town of Centreville 101 Lawyer's Row, Centreville, MD, 21617 11/01/23-10/31/24 United Way of Central Maryland, Inc. 1800 Washington Boulevard, Baltimore, MD, 21230 11/01/23-10/31/24 Verizon Communications 1 East Pratt Street, 8th Floor, Baltimore, MD, 21202 11/01/23-10/31/24 Visit Baltimore 400 East Pratt Street, 10th Floor, Baltimore, MD, 21202 11/01/23-10/31/24 Walmart Stores, Inc. 2608 SE J Street, Suite 2, Bentonville, AR, 72716 11/01/23-10/31/24 Washington Psychiatric Society 550M Ritchie Highway, #271, Severna Park, MD, 21146 11/01/23-10/31/24 Wheelabrator Technologies, Inc. 1801 Annapolis Road, Baltimore, MD, 21230 11/01/23-10/31/24 YesCare Corporation 205 Powell Place, Brentwood , TN, 37027 12/01/23-10/31/24 Bank of America Corporation c/o Wendy Y. Jamison, Senior Vice President, Public Policy, 1800 K Street NW DC1-842-05-05, Ste FL 5, Washington, DC, 20006 11/01/23-10/31/24 CarMax, Inc. 12800 Tuckahoe Creek Parkway, Richmond, VA, 23238 11/01/23-10/31/24 Christiana Care Avenue North Campus 4000 Nexus Drive, Wilmington, DE, 19803 11/01/23-10/31/24 Consumer Data Industry Association 1090 Vermont Ave, NW, Washington, DC, 20005 11/01/23-10/31/24 Fiserv 1015 15th Street, NW, Suite 975, Washington, DC, 20005 11/01/23-10/31/24 Major League Baseball 1271 Avenue of the Americas, New York, NY, 10020 11/01/23-10/31/24 Maryland School for the Deaf 101 Clarke Place PO Box 250 , Frederick, MD, 21705 11/01/23-10/31/24 Microsoft Corporation 11614 Springhouse Place, Reston, VA, 20194 11/01/23-10/31/24 Mid-Atlantic Financial Services Association 4411 Sedgwick Road, Baltimore , MD, 21210 11/01/23-10/31/24 National Premium Finance Association, Inc., The 450 Skokie Blvd, Suite 1000, Northbrook, IL, 60062 02/08/24-10/31/24 Rocket Companies 1005 Woodward Ave. , Detroit, MI, 48226 11/01/23-10/31/24 Rush Street Interactive LP dba Rush Steet Interactive MD, LLC 900 N. Michigan Ave #950, Chicago, IL, 60611 12/01/23-10/31/24 Securities Industry Financial Markets Association (SIFMA) 120 Broadway, 35th Floor, New York, NY, 10271 11/01/23-10/31/24 Turo, Inc. 111 Sutter Street Suite 1300, San Francisco, CA, 94104 11/01/23-10/31/24 Walmsley Strategies 202 S Exeter Street, Baltimore, MD, 21202 11/01/23-10/31/24 Waymo LLC 1600 Amphitheatre Pkwy , Mountain View, CA, 94043 02/23/24-10/31/24 Ameresco 111 Speen Street, Framingham, MA, 01701 11/01/23-10/31/24 American Recyclable Plastic Bag Alliance 1667 K Street NW Suite 1000, Washington, DC, 20006 11/01/23-10/31/24 Backpack 6655 Santa Barbara Road, Elkridge, MD, 21075 02/06/24-10/31/24 Capitol Strategies LLC 1 State Circle, Annapolis, MD, 21401 11/01/23-10/31/24 Children's Guild, The 6802 McClean Blvd, Baltimore, MD, 21234 11/01/23-10/31/24 Hayden AI 484 Ninth Street, Oakland, CA, 94607 11/01/23-10/31/24 Hazel Health, Inc. 8300 Esters Blvd, Suite 900, Irving, TX, 75063 07/18/24-10/31/24 Hearing and Speech Agency of Metropolitan Baltimore, Inc., The 5900 Metro Drive, Baltimore, MD, 21215 11/01/23-10/31/24 IATSE Local 487 2301 Russell Street, Baltimore, MD, 21230 11/01/23-10/31/24 ICSC (International Council of Shopping Centers) 555 12th Street NW, Washington, DC, 20004 11/01/23-10/31/24 Inotiv 8520 Allison Pointe Blvd, Indianapolis, IN, 46250 11/28/23-10/31/24 Kooth 1828 Walnut Street, Kansas City, MO, 64108 11/01/23-10/31/24 Lyft, Inc. 185 Berry Street Suite 5000, San Francisco, CA, 94107 11/01/23-10/31/24 Maryland School Bus Contractors Association 423 Chestnut Hill Road, Forest Hill, MD, 21050 11/01/23-10/31/24 Office of the State's Attorney for Baltimore City 120 E Baltimore Street, 9th Floor, Baltimore, MD, 21202 02/07/24-10/31/24 Pearson Education 501 Boylston Street, Suite 901, Boston, MA, 02116 11/01/23-10/31/24 Potomac Development, LLC 8204 GAINSBOROUGH COURT WEST, Potomac, MD, 20854 11/01/23-10/31/24 Verizon Communications 1 East Pratt Street, 8th Floor, Baltimore, MD, 21202 11/01/23-10/31/24 Abner's 3748 Harbor Road, Chesapeake Beach, MD, 20732 12/06/23-10/31/24 Accenture LLP 800 North Glebe Road Suite 300, Arlington, VA, 22203 12/06/23-10/31/24 Al Fakher Distribution USA, Inc 14931 Gwenchris Court, Paramount, CA, 90723 12/06/23-10/31/24 Ameresco 111 Speen Street, Framingham, MA, 01701 12/06/23-10/31/24 American Express Travel Related Services, Inc. 801 Pennsylvania Avenue, NW, Suite 650, Washington , DC, 20004 12/06/23-10/31/24 American Recyclable Plastic Bag Alliance 1667 K Street NW Suite 1000, Washington, DC, 20006 12/06/23-10/31/24 Association for Accessible Medicines 601 New Jersey Avenue, NW, Washington, DC, 20001 12/06/23-10/31/24 Atlantic Bingo Supply, Inc 1700 Midway Road , Odenton, MD, 21113 12/06/23-10/31/24 Bally's Corporation 100 Westminster Street, Providence, RI, 02903 12/07/23-10/31/24 CSX Transportation 500 Water Street, Jacksonville, FL, 32202 12/06/23-10/31/24 Centurion 1593 Spring Hill Road Suite 600, Vienna, VA, 22182 12/06/23-10/31/24 Chesapeake Bay Maritime Museum 213 North Talbot Street, St. Michael's, MD, 21663 01/30/24-10/31/24 Chesapeake Regional Information System for our Patients 7160 Columbia Gateway Drive, Columbia, MD, 21046 12/06/23-10/31/24 Children's Guild, The 6802 McClean Blvd, Baltimore, MD, 21234 12/06/23-10/31/24 Constellation Energy Generation, LLC 10 S. Dearborn Street, Chicago, IL, 60603 12/06/23-10/31/24 DailyPay 55 Water St., New York City, NY, 10041 01/19/24-10/31/24 Delta Bingo t/a Daily Double Bingo 3605 Fort Meade Road, Laurel, MD, 20724 12/07/23-10/31/24 HMSHost 6905 Rockledge Drive, Bethesda, MD, 20817 12/07/23-10/31/24 Hayden AI 484 Ninth Street, Oakland, CA, 94607 12/07/23-10/31/24 Hearing and Speech Agency of Metropolitan Baltimore, Inc., The 5900 Metro Drive, Baltimore, MD, 21215 12/07/23-10/31/24 IATSE Local 487 2301 Russell Street, Baltimore, MD, 21230 12/07/23-10/31/24 ICSC (International Council of Shopping Centers) 555 12th Street NW, Washington, DC, 20004 12/07/23-10/31/24 Inotiv 8520 Allison Pointe Blvd, Indianapolis, IN, 46250 12/07/23-10/31/24 Intralot USA 11360 Technology Circle, Duluth, GA, 30097 05/20/24-10/31/24 Kooth 1828 Walnut Street, Kansas City, MO, 64108 12/07/23-10/31/24 Luminis Health 2001 Medical Parkway , Annapolis, MD, 21401 12/07/23-10/31/24 Lyft, Inc. 185 Berry Street Suite 5000, San Francisco, CA, 94107 12/07/23-12/07/24 MTM, Inc 16 Hawk Ridge Drive, Lake St. Louis, MO, 63367 12/07/23-10/31/24 Maryland Geothermal Association, The P.O. Box 129, Annapolis Junction, MD, 20701 12/07/23-10/31/24 Maryland Hemp / Maryland Healthy Alternatives Coalition 6144 Clevelandtown Rd, Boonsboro, MD, 21713 01/15/24-10/31/24 Maryland School Bus Contractors Association 423 Chestnut Hill Road, Forest Hill, MD, 21050 12/07/23-10/31/24 Northbay Education, Inc. 11 Horseshoe Point Lane, North East, MD, 21901 12/07/23-10/31/24 Pearson Education 501 Boylston Street, Suite 901, Boston, MA, 02116 12/07/23-10/31/24 Reworld Waste, LLC, formerly Covanta Energy LLC 40 Lane Road , Fairfield, NJ, 07007 12/06/23-10/31/24 SharpRank 1954 Greenspring Drive, Suite 480, Timonium, MD, 21093 12/07/23-10/31/24 TikTok, Inc. 5800 Bristol Parkway, Culver City, CA, 90230 12/07/23-10/31/24 Verizon Communications 1 East Pratt Street, 8th Floor, Baltimore, MD, 21202 12/07/23-10/31/24 Vivid Seats, Inc 24 E Washington Street, Suite 900, Chicago, IL, 60602 12/26/23-10/31/24 W.L. Gore & Associates 555 Paper Mill Road, Newark, DE, 19711 12/07/23-10/31/24 White Oak Energy Center, LLC 1166 Avenue of the Americas, New York, NY, 10036 01/18/24-10/31/24 Aligned Data Centers 2800 Summit Avenue, Plano, TX, 75074 01/05/24-10/31/24 Article IV 1501 Wilson Blvd #1050 , Arlington, VA, 22209 11/01/23-10/31/24 AshBritt, Inc. 565 East Hillsboro Blvd, Deerfield Beach, FL, 33441 01/05/24-10/31/24 Associated Builders & Contractors 6901 Muirkirk Meadows Drive, Suite F, Beltsville, MD, 20705 11/01/23-10/31/24 Baltimore Gas and Electric Company 110 West Fayette Street, 14th Floor, Baltimore, MD, 21201 11/01/23-10/31/24 Baltimore Industrial Group 1100 East Key Highway, Baltimore, MD, 21230 11/01/23-10/31/24 Baltimore Orioles Limited Partnership 333 W. Camden Street, Baltimore, MD, 21201 11/01/23-10/31/24 Chesapeake Employers' Insurance Company 8722 Loch Raven Blvd, Towson, MD, 21286 11/01/23-10/31/24 Community Associations Institute/Maryland Legislative Action Committee 5 Riggs Avenue, Severna Park, MD, 21146 11/01/23-10/31/24 DoorDash, Inc. 28 Liberty Ship Way Suite 2815, Sausalito, CA, 94965 11/01/23-10/31/24 Eastman Chemical Company 100 N. Eastman Road, Kingsport, TN, 37660 11/01/23-10/31/24 Employ Prince George's, Inc. 1801 McCormick Drive, Suite 400, Largo, MD, 20774 11/01/23-10/31/24 Family Tree, The 2108 North Charles Street, Baltimore, MD, 21218 11/01/23-10/31/24 Greater Baltimore Committee 111 S. Calvert Street, Suite 1700, Baltimore, MD, 21202 11/01/23-10/31/24 HWS LLC dba Henry's Wrecker Service 2735 Hartland Road, Suite 202, Falls Church, VA, 22043 11/01/23-10/31/24 Harris Jones & Malone, LLC 2423 Maryland Avenue, Baltimore, MD, 21218 11/01/23-10/31/24 Home Depot, Inc., The 1155 F Street, NW, Suite 400, Washington, DC, 20004 11/01/23-10/31/24 Housing Opportunity Commission c/o Stacy L. Spann, Executive Director, 10400 Detrick Avenue, Kensington, MD, 20895 11/01/23-10/31/24 JPMorgan Chase Holdings LLC 383 Madison Avenue, New York, NY, 10179 12/18/23-10/31/24 James K. Davis 550 Sanctuary Lane, Crownsville, MD, 21032 11/01/23-10/31/24 Johns Hopkins 1101 E 33rd Street, Suite B301, Baltimore, MD, 21218 11/01/23-10/31/24 Joseph Smith & Sons, Inc. 2001 Kenilworth Avenue, Washington , DC, 20029 11/01/23-10/31/24 Literacy Lab, The 1400 16th Street NW, Washington, DC, 20036 11/01/23-10/31/24 MCB Property Services Inc 2701 N. Charles Street, Suite 404, Baltimore, MD, 21218 11/01/23-10/31/24 Mariner Finance 8211 Town Center Drive, Baltimore, MD, 21236 11/01/23-10/31/24 Maryland Automobile Insurance Fund 1215 East Fort Avenue, Suite 300, Baltimore, MD, 21230 11/01/23-10/31/24 Maryland DC Vending Association, Inc. 1530 Wilson Blvd, #720, Arlington , VA, 22209 11/01/23-03/22/24 Maryland Dental Hygienists' Association PO Box 2195, Ellicott City, MD, 21041 11/01/23-10/31/24 Maryland Land Title Association 1783 Forest Drive, Suite 305, Annapolis, MD, 21403 11/01/23-10/31/24 Maryland Minority Contractors Association, Inc. 2423 Maryland Avenue, Suite 201, Baltimore, MD, 21218 11/01/23-10/31/24 Maryland Multi-Housing Association 11155 Dolfield Blvd., Suite 200, Owings Mills, MD, 21117 11/01/23-10/31/24 Maryland Psychiatric Society 1101 St. Paul Street, Suite 305, Baltimore, MD, 21202 01/05/24-10/31/24 Maryland Ready Mix Concrete Association 4 Meem Avenue, Gaithersburg, MD, 20877 01/05/24-10/31/24 Maryland Zoo in Baltimore, The 1876 Mansion House Drive, Baltimore, MD, 21217 12/18/23-10/31/24 McDonald's Corporation 110 North Carpenter Street, One McDonald's Plaza, Chicago, IL, 60607 11/01/23-10/31/24 Microsoft Corporation 11614 Springhouse Place, Reston, VA, 20194 11/01/23-10/31/24 Mid Atlantic Floor Covering Association, Inc. 11501 Pocomoke Court, Middle River, MD, 21220 11/01/23-10/31/24 Noresco 1 Research Drive, Suite 400C, Westborough, MA, 01581 11/01/23-10/31/24 OVG Facilities 2501 Seaport Drive, Chester, PA, 19013 11/01/23-10/31/24 Omnilert 880 Harrison Street, SE, Leesburg, VA, 20175 01/23/24-05/31/24 Orijin 65 West 36th Street, 2nd Floor, New York , NY, 10018 12/18/23-10/31/24 P3 Group, The 101 Lindenwood Avenue, Suite 225, Malvern, PA, 19355 11/01/23-10/31/24 Philip Morris International 1399 New York Avenue, Suite 400, Washington, DC, 20005 01/05/24-10/31/24 Quest Diagnostics 500 Plaza Drive, Secaucus, NJ, 07094 11/01/23-10/31/24 RELX Group 1150 18th Street, NW, Suite 600, Washington, DC, 20036 11/01/23-10/31/24 REV Renewables, LLC 575 5th Avenue, Suite 2501, New York, NY, 10017 12/18/23-10/31/24 Rapid Financial Services, LLC 4500 East West Highway, 6th Floor, Bethesda, MD, 20814 11/01/23-10/31/24 Reveal Real Estate Management, LLC 320 N. 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|
|||||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 95
|
https://m.economictimes.com/magazines/panache/pamela-anderson-splits-from-fifth-husband-dan-hayhurst-after-one-year-of-marriage/articleshow/89040895.cms
|
en
|
Pamela Anderson splits from fifth husband Dan Hayhurst after one year of marriage
|
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[] |
[] |
[
"Pamela Anderson divorce",
"Pamela Anderson",
"Dan Hayhurst",
"Pamela Anderson Dan Hayhurst divorce",
"Pamela Anderson wedding"
] | null |
[
"ET Online"
] |
2022-01-21T17:32:00+05:30
|
Anderson and Hayhurst tied the knot after dating each other for a few months.
|
en
|
https://economictimes.indiatimes.com/icons/etfavicon.ico
|
The Economic Times
|
https://m.economictimes.com/magazines/panache/pamela-anderson-splits-from-fifth-husband-dan-hayhurst-after-one-year-of-marriage/articleshow/89040895.cms
|
Synopsis
Anderson and Hayhurst tied the knot after dating each other for a few months.
Pamela Anderson, who gained major popularity after 'Baywatch', has filed for divorce from her fifth husband, Dan Hayhurst, who used to be her bodyguard.
#Budget' 2024 with ET
Budget Highlights: Your 2-minute guide
FM 's plan for Viksit Bharat: A look at key numbers
What's in Sitharaman's Budget for you?
The actress tied the knot with Hayhurst on Christmas Eve in 2020 at a secret wedding. A source close to Just Jared confirmed that the couple has decided to split up just after a year into their marriage.
Rolling Stone was the first to break the news, citing a close source as saying that the couple's "whirlwind romance" fizzled out and Pamela “loves as authentically as she lives.”
The two said their vows at a low-key wedding which saw an intimate ceremony at her home on Vancouver Island.
Anderson and Hayhurst tied the knot after dating each other for a few months.
The actress was first married to Motley Crue drummer Tommy Lee. The two were married from 1995 to 1998 and have two children together. She then married Kid Rock in 2006 before the couple split in 2007.
Anderson also married Rick Salomon twice, with her first marriage to him lasting from 2007 to 2008, then remarrying in 2014 before calling it off in 2015.
Anderson's marriage to Jon Peters was the most short lived which only lasted 12 days and was eventually annulled.
#Budget' 2024 with ET
What's cheaper and what's costlier? Here's the list
New slabs announced in new income tax regime
(Catch all the Business News, Breaking News, Budget 2024 Events and Latest News Updates on The Economic Times.)
Subscribe to The Economic Times Prime and read the ET ePaper online.
...moreless
(Catch all the Business News, Breaking News, Budget 2024 Events and Latest News Updates on The Economic Times.)
Subscribe to The Economic Times Prime and read the ET ePaper online.
...moreless
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
0
| 4
|
https://www.celebritynetworth.com/richest-celebrities/models/adrianne-curry-net-worth/
|
en
|
Adrianne Curry Net Worth
|
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[] |
[] |
[
""
] | null |
[
"Brian Warner"
] |
2021-12-23T18:55:42+00:00
|
Adrianne Curry Net Worth: Adrianne Curry is an American model and reality TV personality who has a net worth of $500 thousand dollars. Adrianne Curry
|
en
|
Celebrity Net Worth
|
https://www.celebritynetworth.com/richest-celebrities/models/adrianne-curry-net-worth/
|
What is Adrianne Curry's Net Worth?
Adrianne Curry is an American model and reality TV personality who has a net worth of $500 thousand dollars. She is best known for being crowned the winner of the first cycle of the reality television competition series "America's Next Top Model" in 2003. In 2005, she was No. 100 on Maxim's Hot 100 list and a year later posed naked for the February edition of Playboy magazine.Since then, Curry has appeared on a number of other reality shows including "The Surreal Life," "My Fair Brady," "Celebrity Paranormal Project," and "The Tester."
While appearing on "The Surreal Life" Adrianne began a relationship with Christopher Knight, the formerly the child star who played Peter Brady on the late '60s/early '70s show "The Brady Bunch." Knight proposed in 2005 and the two went on to appear together on their own reality series "My Fair Brady."
Early Life
Adrianne Curry was born on August 6, 1982 in Joliet, Illinois. She is of Italian ancestry, and was raised Roman Catholic. Curry had an incredibly troubled childhood; when she was five, she was kidnapped and subjected to abuse by a sex predator. Later, at the age of 12, she was kidnapped by a teenage male acquaintance, who locked her in a closet for two days and abused her. By the time she was 13, Curry had become addicted to cocaine and heroin, and made a number of suicide attempts amid her bouts of self-harm. She went to Joliet West High School as a teen, but dropped out at the age of 17. Later, she earned her GED, and became sober.
"America's Next Top Model" and Modeling Career
As a young adult, Curry was launched to fame when she won the inaugural cycle of the reality television competition show "America's Next Top Model" in 2003. Subsequently, she was signed to Wilhelmina Models in New York City, and went on to pose for such magazines as Us Weekly, OK!, People, Maxim, and Life & Style. Curry has also modeled for brands including Famous Stars and Stripes, Von Dutch Watches, Kinis Bikinis, Ed Hardy, and Merit Diamonds. Meanwhile, on the runway, she has appeared in shows for Anne Bowen, Jaime Pressly, Pamela Anderson, and Christopher Deane, among others.
In February of 2006, Curry made a splash when she appeared nude in an issue of Playboy magazine, and also graced the cover. Two years later, she returned for another cover and nude pictorial, and was named one of Playboy's top 25 sexiest women. Among her other notable work, Curry is a spokesmodel for the Flex Belt alongside Denise Richards and Lisa Rinna.
Television Career
Beyond "America's Next Top Model," Curry has appeared in many other shows both as herself and as an actor. In 2003, she played the character of Roberta in two episodes of the sitcom "Half & Half." Two years later, Curry starred in the fourth season of the reality series "The Surreal Life," appearing alongside Da Brat, Chyna, Verne Troyer, Jane Wiedlin, Christopher Knight, and Marcus Schenkenberg. The same year, she was a cohost on the game show "Ballbreakers," and guest-starred in an episode of the sitcom "Hot Properties." From 2005 to 2008, Curry starred alongside her fiancee, and eventually husband, Christopher Knight on the VH1 series "My Fair Brady," which chronicled their life together. The final season of the show focused on Curry's breast enhancement surgery and Knight's contentious wish to start a family.
Among her other television credits, Curry appeared on the short-lived 2006 paranormal reality series "Celebrity Paranormal Project." The next year, she appeared alongside Courteney Cox in an episode of the FX series "Dirt." In 2008, Curry was a judge on "Gimme My Reality Show!" and appeared with her family and friends in an episode of "Celebrity Family Feud." She subsequently hosted 14 episodes of the comedy clip show "World's Dumbest…," and served as a judge and resident celebrity gamer on the PlayStation Network reality series "The Tester." In 2012, Curry created the show "Adrianne Curry's Super Fans" for comic book legend Stan Lee's YouTube channel, Stan Lee's World of Heroes.
Film Career
Although she is primarily known for her television work, Curry has appeared in a handful of films. Her first role was in the 2006 movie "Fallen Angels." Two years later, she appeared in the thriller "Jack Rio" as well as "Light Years Away." In 2015, Curry made a cameo appearance as herself in the horror comedy anthology film "Tales of Halloween," in which a pair of teens hijacks her car to run down trick-or-treaters and ransack a convenience mart.
Personal Life
In 2006, Curry wed former "Brady Bunch" actor Christopher Knight, who had proposed to her the year before during the season finale of their VH1 series "My Fair Brady." The pair married in Curry's hometown of Joliet in a goth-themed wedding ceremony. In 2011, Curry and Knight separated, with their divorce becoming official in 2013. Four years later, Curry got engaged to voice actor Matthew Rhode, who she then married in 2018. Deciding to leave Hollywood for a more rural life, the couple moved to Whitefish, Montana. There, Curry runs her own lifestyle blog.
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wrong_mix_range_spouse_00142
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FactBench
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1
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https://www.chop.edu/doctors/hakonarson-hakon
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en
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Hakon Hakonarson, MD, PhD
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2017-10-08T09:23:00-04:00
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Hakon Hakonarson, MD, PhD, is the Director of the Center for Applied Genomics at the The Joseph Stokes Jr. Research Institute of Children's Hospital of Philadelphia.
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en
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https://www.chop.edu/sites/all/themes/chop/favicon.ico
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https://www.chop.edu/doctors/hakonarson-hakon
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Papers
2019
Russell MW, Moldenhauer JS, Rychik J, Burnham NB, Zullo E, Parry S, Simmons RA, Elovitz MA, Nicolson SC, Linn RL, Johnson MP, Yu S, Sampson M, Hakonarson H, Gaynor JW. Damaging variants in proangiogenic genes impair growth in fetuses with cardiac defects. [Published online ahead of print June 18, 2019] J Pediatr.
2018
Barca E, Ganetzky RD, Potluri P, Juanola-Falgarona M, Gai X, Li D, Jalas C, Hirsch Y, Emmanuele V, Tadesse S, Ziosi M, Akman HO, Chung WK, Tanji K, McCormick E, Place E, Consugar M, Pierce EA, Hakonarson H, Wallace DC, Hirano M, Falk MJ. USMG5 Ashkenazi Jewish founder mutation impairs mitochondrial complex V dimerization and ATP synthesis. Hum Mol Genet. 2018 Jun 18. doi: 10.1093/hmg/ddy231. [Epub ahead of print]
2017
Yilmaz Z, Kaplan AS, Tiwari AK, Levitan RD, Piran S, Bergen AW, Kaye WH, Hakonarson H, Wang K, Berrettini WH, Brandt HA, Bulik CM, Crawford S, Crow S, Fichter MM, Halmi KA, Johnson CL, Keel PK, Klump KL, Magistretti P, Mitchell JE, Strober M, Thornton LM, Treasure J, Woodside DB, Knight J, Kennedy JL.: The role of leptin, melanocortin, and neurotrophin system genes on body weight in anorexia nervosa and bulimia nervosa. J Psychiatr Res. Page: 77-86, Aug 2017.
2016
Kim D, Lucas A, Glessner J, Verma SS, Bradford Y, Li R, Frase AT, Hakonarson H, Peissig P, Brilliant M, Ritchie MD.: BIOFILTER AS A FUNCTIONAL ANNOTATION PIPELINE FOR COMMON AND RARE COPY NUMBER BURDEN. Pac Symp Biocomput. Page: 357-68, 2016.
Santoro ML, Moretti PN, Pellegrino R, Gadelha A, Abílio VC, Hayashi MA, Belangero SI, Hakonarson H.: A current snapshot of common genomic variants contribution in psychiatric disorders. Am J Med Genet B Neuropsychiatr Genet. 2016 Dec;171(8):997-1005. doi: 10.1002/ajmg.b.32475. Epub 2016 Aug 3.
Pourcain BS, Haworth CM, Davis OS, Wang K, Timpson NJ, Evans DM, Kemp JP, Ronald A, Price T, Meaburn E, Ring SM, Golding J, Hakonarson H, Plomin R, Smith GD.: Erratum to: Heritability and genome-wide analyses of problematic peer relationships during childhood and adolescence. Hum Genet. 2016 Aug;135(8):965. doi: 10.1007/s00439-016-1695-1.
Li D, Achkar JP, Haritunians T, Jacobs JP, Hui KY, D'Amato M, Brand S, Radford-Smith G, Halfvarson J, Niess JH, Kugathasan S, Büning C, Schumm LP, Klei L, Ananthakrishnan A, Aumais G, Baidoo L, Dubinsky M, Fiocchi C, Glas J, Milgrom R, Proctor DD, Regueiro M, Simms LA, Stempak JM, Targan SR, Törkvist L, Sharma Y, Devlin B, Borneman J, Hakonarson H, Xavier RJ, Daly M, Brant SR, Rioux JD, Silverberg MS, Cho JH, Braun J, McGovern DP, Duerr RH. : A pleiotropic missense variant in SLC39A8 is associated with Crohn's disease and human gut microbiome composition. Gastroenterology. 2016 Oct;151(4):724-32. doi: 10.1053/j.gastro.2016.06.051. Epub 2016 Aug 1.
Lingren T, Chen P, Bochenek J, Doshi-Velez F, Manning-Courtney P, Bickel J, Wildenger Welchons L, Reinhold J, Bing N, Ni Y, Barbaresi W, Mentch F, Basford M, Denny J, Vazquez L, Perry C, Namjou B, Qiu H, Connolly J, Abrams D, Holm IA, Cobb BA, Lingren N, Solti I, Hakonarson H, Kohane IS, Harley J, Savova G. : Electronic Health Record Based Algorithm to Identify Patients with Autism Spectrum Disorder. PLoS One. 2016 Jul 29;11(7):e0159621. doi: 10.1371/journal.pone.0159621. eCollection 2016.
Li J, Wei Z, Chang X, Cardinale CJ, Kim CE, Baldassano RN, Hakonarson H; International IBD Genetics Consortium.: Pathway-based Genome-wide Association Studies Reveal the Association Between Growth Factor Activity and Inflammatory Bowel Disease. Inflamm Bowel Dis. 2016 Jul;22(7):1540-51. doi: 10.1097/MIB.0000000000000785.
Chuang LS, Villaverde N, Hui KY, Mortha A, Rahman A, Levine AP, Haritunians T, Ng SM, Zhang W, Hsu NY, Facey JA, Luong T, Fernandez-Hernandez H, Li D, Rivas M, Schiff ER, Gusev A, Schumm LP, Bowen BM, Sharma Y, Ning K, Remark R, Gnjatic S, Legnani P, George J, Sands BE, Stempak JM, Datta LW, Lipka S, Katz S, Cheifetz AS, Barzilai N, Pontikos N, Abraham C, Dubinsky MJ, Targan S, Taylor K, Rotter JI, Scherl EJ, Desnick RJ, Abreu MT, Zhao H, Atzmon G, Pe'er I, Kugathasan S, Hakonarson H, McCauley JL, Lencz T, Darvasi A, Plagnol V, Silverberg MS, Muise AM, Brant SR, Daly MJ, Segal AW, Duerr RH, Merad M, McGovern DP, Peter I, Cho JH. : A Frameshift in CSF2RB Predominant Among Ashkenazi Jews Increases Risk for Crohn's Disease and Reduces Monocyte Signaling via GMCSF. Gastroenterology. 2016 Oct;151(4):710-723.e2. doi: 10.1053/j.gastro.2016.06.045. Epub 2016 Jul 1.
Zarate YA, Bhoj E, Kaylor J, Li D, Tsurusaki Y, Miyake N, Matsumoto N, Phadke S, Escobar L, Irani A, Hakonarson H, Schrier Vergano SA.: SMARCE1, a rare cause of Coffin-Siris Syndrome: Clinical description of three additional cases. Am J Med Genet A. 2016 Aug;170(8):1967-73. doi: 10.1002/ajmg.a.37722. Epub 2016 Jun 5.
Prins BP, Abbasi A, Wong A, Vaez A, Nolte I, Franceschini N, Stuart PE, Guterriez Achury J, Mistry V, Bradfield JP, Valdes AM, Bras J, Shatunov A; PAGE Consortium; International Stroke Genetics Consortium; Systemic Sclerosis consortium; Treat OA consortium; DIAGRAM Consortium; CARDIoGRAMplusC4D Consortium; ALS consortium; International Parkinson's Disease Genomics Consortium; Autism Spectrum Disorder Working Group of the Psychiatric Genomics Consortium; CKDGen consortium; GERAD1 Consortium; International Consortium for Blood Pressure; Schizophrenia Working Group of the Psychiatric Genomics Consortium; Inflammation Working Group of the CHARGE Consortium, Lu C, Han B, Raychaudhuri S, Bevan S, Mayes MD, Tsoi LC, Evangelou E, Nair RP, Grant SF, Polychronakos C, Radstake TR, van Heel DA, Dunstan ML, Wood NW, Al-Chalabi A, Dehghan A, Hakonarson H, Markus HS, Elder JT, Knight J, Arking DE, Spector TD, Koeleman BP, van Duijn CM, Martin J, Morris AP, Weersma RK, Wijmenga C, Munroe PB, Perry JR, Pouget JG, Jamshidi Y, Snieder H, Alizadeh BZ.: Investigating the Causal Relationship of C-Reactive Protein with 32 Complex Somatic and Psychiatric Outcomes: A Large-Scale Cross-Consortium Mendelian Randomization Study. PLoS Med. 2016 Jun 21;13(6):e1001976. doi: 10.1371/journal.pmed.1001976. eCollection 2016 Jun.
Pourcain BS, Haworth CM, Davis OS, Wang K, Timpson NJ, Evans DM, Kemp JP, Ronald A, Price T, Meaburn E, Ring SM, Golding J, Hakonarson H, Plomin R, Smith GD.: Erratum to: Heritability and genome-wide analyses of problematic peer relationships during childhood and adolescence. Hum Genet. 2016 Aug;135(8):965. doi: 10.1007/s00439-016-1695-1.
Nafisinia M, Guo Y, Dang X, Li J, Chen Y, Zhang J, Lake NJ, Gold WA, Riley LG, Thorburn DR, Keating B, Xu X, Hakonarson H, Christodoulou J.: Whole Exome Sequencing Identifies the Genetic Basis of Late-Onset Leigh Syndrome in a Patient with MRI but Little Biochemical Evidence of a Mitochondrial Disorder. JIMD Rep. 2017;32:117-124. doi: 10.1007/8904_2016_541. Epub 2016 Jun 26.
Li J, Wei Z, Li YR, Maggadottir SM, Chang X, Desai A, Hakonarson H.: Understanding the genetic and epigenetic basis of common variable immunodeficiency disorder through omics approaches. Biochim Biophys Acta. 2016 Nov;1860(11 Pt B):2656-63. doi: 10.1016/j.bbagen.2016.06.014. Epub 2016 Jun 15.
Eichler FS, Li J, Guo Y, Caruso PA, Bjonnes AC, Pan J, Booker JK, Lane JM, Tare A, Vlasac I,Hakonarson H, Gusella JF, Zhang J, Keating BJ, Saxena R.: CSF1R mosaicism in a family with hereditary diffuse leukoencephalopathy with spheroids. Brain. 2016 Jun;139(Pt 6):1666-72. doi: 10.1093/brain/aww066. Epub 2016 May 5.
Lima Lde A, Feio-Dos-Santos AC, Belangero SI, Gadelha A, Bressan RA, Salum GA, Pan PM, Moriyama TS, Graeff-Martins AS, Tamanaha AC, Alvarenga P, Krieger FV, Fleitlich-Bilyk B, Jackowski AP, Brietzke E, Sato JR, Polanczyk GV, Mari Jde J, Manfro GG, do Rosário MC, Miguel EC, Puga RD, Tahira AC, Souza VN, Chile T, Gouveia GR, Simões SN, Chang X, Pellegrino R, Tian L, Glessner JT, Hashimoto RF, Rohde LA, Sleiman PM, Hakonarson H, Brentani H. : Corrigendum: An integrative approach to investigate the respective roles of single-nucleotide variants and copy-number variants in Attention-Deficit/Hyperactivity Disorder. Sci Rep. 2016 May 24;6:25861. doi: 10.1038/srep25861.
Hinney A, Kesselmeier M, Jall S, Volckmar AL, Föcker M, Antel J; GCAN; WTCCC3, Heid IM, Winkler TW; GIANT, Grant SF; EGG, Guo Y, Bergen AW, Kaye W, Berrettini W, Hakonarson H; Price Foundation Collaborative Group; Children's Hospital of Philadelphia/Price Foundation, Herpertz-Dahlmann B, de Zwaan M, Herzog W, Ehrlich S, Zipfel S, Egberts KM, Adan R, Brandys M, van Elburg A, Boraska Perica V, Franklin CS, Tschöp MH, Zeggini E, Bulik CM, Collier D, Scherag A, Müller TD, Hebebrand J.: Evidence for three genetic loci involved in both anorexia nervosa risk and variation of body mass index. Mol Psychiatry. 2017 Feb;22(2):192-201. doi: 10.1038/mp.2016.71. Epub 2016 May 17.
Kim DS, Kim JH, Burt AA, Crosslin DR, Burnham N, Kim CE, McDonald-McGinn DM, Zackai EH, Nicolson SC, Spray TL, Stanaway IB, Nickerson DA, Heagerty PJ, Hakonarson H, Gaynor JW, Jarvik GP.: Burden of potentially pathologic copy number variants is higher in children with isolated congenital heart disease and significantly impairs covariate-adjusted transplant-free survival. J Thorac Cardiovasc Surg. Page: 1147-1151, Apr 2016.
Gadelha A, Coleman J, Breen G, Mazzoti DR, Yonamine CM, Pellegrino R, Ota VK, Belangero SI, Glessner J, Sleiman P, Hakonarson H, Hayashi MA, Bressan RA.: Genome-wide investigation of schizophrenia associated plasma Ndel1 enzyme activity. Schizophr Res. Page: 60-7, Apr 2016.
Chen R, Shi L, Hakenberg J, Naughton B, Sklar P, Zhang J, Zhou H, Tian L, Prakash O, Lemire M, Sleiman P, Cheng WY, Chen W, Shah H, Shen Y, Fromer M, Omberg L, Deardorff MA, Zackai E, Bobe JR, Levin E, Hudson TJ, Groop L, Wang J, Hakonarson H, Wojcicki A, Diaz GA, Edelmann L, Schadt EE, Friend SH. : Analysis of 589,306 genomes identifies individuals resilient to severe Mendelian childhood diseases. . Nat Biotechnol Apr 2016.
Bhoj EJ, Li D, Harr M, Edvardson S, Elpeleg O, Chisholm E, Juusola J, Douglas G, Guillen Sacoto MJ, Siquier-Pernet K, Saadi A, Bole-Feysot C, Nitschke P, Narravula A, Walke M, Horner MB, Day-Salvatore DL, Jayakar P, Vergano SA, Tarnopolsky MA, Hegde M, Colleaux L, Crino P, Hakonarson H.: Mutations in TBCK, Encoding TBC1-Domain-Containing Kinase, Lead to a Recognizable Syndrome of Intellectual Disability and Hypotonia. Am J Hum Genet. Page: 782-8, Apr 2016.
de Araújo Lima L, Feio-Dos-Santos AC, Belangero SI, Gadelha A, Bressan RA, Salum GA, Pan PM, Moriyama TS, Graeff-Martins AS, Tamanaha AC, Alvarenga P, Krieger FV, Fleitlich-Bilyk B, Jackowski AP, Brietzke E, Sato JR, Polanczyk GV, Mari Jde J, Manfro GG, do Rosário MC, Miguel EC, Puga RD, Tahira AC, Souza VN, Chile T, Gouveia GR, Simões SN, Chang X, Pellegrino R, Tian L, Glessner JT, Hashimoto RF, Rohde LA, Sleiman PM, Hakonarson H, Brentani H.: An integrative approach to investigate the respective roles of single-nucleotide variants and copy-number variants in Attention-Deficit/Hyperactivity Disorder. Sci Rep. Mar 2016.
Tyrrell J, Richmond RC, Palmer TM, Feenstra B, Rangarajan J, Metrustry S, Cavadino A, Paternoster L, Armstrong LL, De Silva NM, Wood AR, Horikoshi M, Geller F, Myhre R, Bradfield JP, Kreiner-Møller E, Huikari V, Painter JN, Hottenga JJ, Allard C, Berry DJ, Bouchard L, Das S, Evans DM, Hakonarson H, Hayes MG, Heikkinen J, Hofman A, Knight B, Lind PA, McCarthy MI, McMahon G, Medland SE, Melbye M, Morris AP, Nodzenski M, Reichetzeder C, Ring SM, Sebert S, Sengpiel V, Sørensen TI, Willemsen G, de Geus EJ, Martin NG, Spector TD, Power C, Järvelin MR, Bisgaard H, Grant SF, Nohr EA, Jaddoe VW, Jacobsson B, Murray JC, Hocher B, Hattersley AT, Scholtens DM, Davey Smith G, Hivert MF, Felix JF, Hyppönen E, Lowe WL Jr, Frayling TM, Lawlor DA, Freathy RM; Early Growth Genetics (EGG) Consortium.: Genetic Evidence for Causal Relationships Between Maternal Obesity-Related Traits and Birth Weight. JAMA. Page: 1129-40, Mar 2016.
Satterthwaite TD, Wolf DH, Calkins ME, Vandekar SN, Erus G, Ruparel K, Roalf DR, Linn KA, Elliott MA, Moore TM, Hakonarson H, Shinohara RT, Davatzikos C, Gur RC, Gur RE.: Structural Brain Abnormalities in Youth With Psychosis Spectrum Symptoms. JAMA Psychiatry. Mar 2016.
Ridge PG, Hoyt KB, Boehme K, Mukherjee S, Crane PK, Haines JL, Mayeux R, Farrer LA, Pericak-Vance MA, Schellenberg GD, Kauwe JS; Alzheimer's Disease Genetics Consortium (ADGC). : Assessment of the genetic variance of late-onset Alzheimer's disease. Neurobiol Aging. Mar 2016.
Netter P, Chan SK, Banerjee PP, Monaco-Shawver L, Noroski LM, Hanson IC, Forbes LR, Mace EM, Chinen J, Gaspar HB, Sleiman P, Hakonarson H, Klein C, Ehlayel MS, Orange JS.: A novel Rab27a mutation binds melanophilin, but not Munc13-4, causing immunodeficiency without albinism. J Allergy Clin Immunol. Mar 2016.
Li D, Tian L, Hou C, Kim CE, Hakonarson H, Levine MA.: Association of Mutations in SLC12A1 Encoding the NKCC2 Cotransporter with Neonatal Primary Hyperparathyroidism. J Clin Endocrinol Metab. Mar 2016.
Li D, Bhoj E, McCormick E, Wang F, Snyder J, Wang T, Zhao Y, Kim C, Chiavacci R, Tian L, Falk MJ, Hakonarson H.: Early Infantile Epileptic Encephalopathy in an STXBP1 Patient with Lactic Acidemia and Normal Mitochondrial Respiratory Chain Function. Case Rep Genet. Mar 2016.
Keller MD, Pandey R, Li D, Glessner J, Tian L, Henrickson SE, Chinn IK, Monaco-Shawver L, Heimall J, Hou C, Otieno FG, Jyonouchi S, Calabrese L, van Montfrans J, Orange JS, Hakonarson H.: Mutation in IRF2BP2 is responsible for a familial form of common variable immunodeficiency disorder. J Allergy Clin Immunol. Mar 2016.
Finkel TH, Li J, Wei Z, Wang W, Zhang H, Behrens EM, Reuschel EL, Limou S, Wise C, Punaro M, Becker ML, Munro JE, Flatø B, Førre Ø, Thompson SD, Langefeld CD, Glass DN, Glessner JT, Kim CE, Frackelton E, Shivers DK, Thomas KA, Chiavacci RM, Hou C, Xu K, Snyder J, Qiu H, Mentch F, Wang K, Winkler CA, Lie BA, Ellis JA, Hakonarson H.: Variants in CXCR4 associate with juvenile idiopathic arthritis susceptibility. BMC Med Genet. Mar 2016.
Cofer ZC, Cui S, EauClaire SF, Kim C, Tobias JW, Hakonarson H, Loomes KM, Matthews RP.: Methylation Microarray Studies Highlight PDGFA Expression as a Factor in Biliary Atresia. PLoS One. Mar 2016.
Prieto-Pérez R, Almoguera B, Cabaleiro T, Hakonarson H, Abad-Santos F. : Association between Genetic Polymorphisms and Response to Anti-TNFs in Patients with Inflammatory Bowel Disease. Int J Mol Sci. Feb 2016.
Ningappa M, Ashokkumar C, Higgs BW, Sun Q, Jaffe R, Mazariegos G, Li D, Weeks DE, Subramaniam S, Ferrell R, Hakonarson H, Sindhi R.: Enhanced B Cell Alloantigen Presentation and Its Epigenetic Dysregulation in Liver Transplant Rejection. Am J Transplant. Feb 2016.
Keenan T, Zhao W, Rasheed A, Ho WK, Malik R, Felix JF, Young R, Shah N, Samuel M, Sheikh N, Mucksavage ML, Shah O, Li J, Morley M, Laser A, Mallick NH, Zaman KS, Ishaq M, Rasheed SZ, Memon FU, Ahmed F, Hanif B, Lakhani MS, Fahim M, Ishaq M, Shardha NK, Ahmed N, Mahmood K, Iqbal W, Akhtar S, Raheel R, O'Donnell CJ, Hengstenberg C, März W, Kathiresan S, Samani N, Goel A, Hopewell JC, Chambers J, Cheng YC, Sharma P, Yang Q, Rosand J, Boncoraglio GB, Kazmi SU, Hakonarson H, Köttgen A, Kalogeropoulos A, Frossard P, Kamal A, Dichgans M, Cappola T, Reilly MP, Danesh J, Rader DJ, Voight BF, Saleheen D. : Causal Assessment of Serum Urate Levels in Cardiometabolic Diseases Through a Mendelian Randomization Study. J Am Coll Cardiol. Page: 407-16, Feb 2016.
Karch CM, Ezerskiy LA, Bertelsen S; Alzheimer's Disease Genetics Consortium (ADGC), Goate AM. : Alzheimer's Disease Risk Polymorphisms Regulate Gene Expression in the ZCWPW1 and the CELF1 Loci. PLoS One. Feb 2016.
Desai A, Connolly JJ, March M, Hou C, Chiavacci R, Kim C, Lyon G, Hadley D, Hakonarson H.: Systematic data-querying of large pediatric biorepository identifies novel Ehlers-Danlos Syndrome variant. BMC Musculoskelet Disord. Feb 2016.
Bush WS, Crosslin DR, Obeng AO, Wallace J, Almoguera B, Basford MA, Bielinski SJ, Carrell DS, Connolly JJ, Crawford D, Doheny KF, Gallego CJ, Gordon AS, Keating B, Kirby J, Kitchner T, Manzi S, Mejia AR, Pan V, Perry CL, Peterson JF, Prows CA, Ralston J, Scott SA, Scrol A, Smith M, Stallings SC, Veldhuizen T, Wolf W, Volpi S, Wiley K, Li R, Manolio T, Bottinger E, Brilliant MH, Carey D, Chisholm RL, Chute CG, Haines JL, Hakonarson H, Harley JB, Holm IA, Kullo IJ, Jarvik GP, Larson EB, McCarty CA, Williams MS, Denny JC, Rasmussen-Torvik LJ, Roden DM, Ritchie MD. : Genetic Variation among 82 Pharmacogenes: the PGRN-Seq data from the eMERGE Network. Clin Pharmacol Ther. Feb 2016.
Wenger TL, Kao C, McDonald-McGinn DM, Zackai EH, Bailey A, Schultz RT, Morrow BE, Emanuel BS, Hakonarson H.: The Role of mGluR Copy Number Variation in Genetic and Environmental Forms of Syndromic Autism Spectrum Disorder. Sci Rep. Jan 2016.
Van Driest SL, Wells QS, Stallings S, Bush WS, Gordon A, Nickerson DA, Kim JH, Crosslin DR, Jarvik GP, Carrell DS, Ralston JD, Larson EB, Bielinski SJ, Olson JE, Ye Z, Kullo IJ, Abul-Husn NS, Scott SA, Bottinger E, Almoguera B, Connolly J, Chiavacci R, Hakonarson H, Rasmussen-Torvik LJ, Pan V, Persell SD, Smith M, Chisholm RL, Kitchner TE, He MM, Brilliant MH, Wallace JR, Doheny KF, Shoemaker MB, Li R, Manolio TA, Callis TE, Macaya D, Williams MS, Carey D, Kapplinger JD, Ackerman MJ, Ritchie MD, Denny JC, Roden DM.: Association of Arrhythmia-Related Genetic Variants With Phenotypes Documented in Electronic Medical Records. JAMA. Page: 47-57, Jan 2016.
Shanmugan S, Wolf DH, Calkins ME, Moore TM, Ruparel K, Hopson RD, Vandekar SN, Roalf DR, Elliott MA, Jackson C, Gennatas ED, Leibenluft E, Pine DS, Shinohara RT, Hakonarson H, Gur RC, Gur RE, Satterthwaite TD. : Common and Dissociable Mechanisms of Executive System Dysfunction Across Psychiatric Disorders in Youth. Am J Psychiatry. Jan 2016.
Roalf DR, Quarmley M, Elliott MA, Satterthwaite TD, Vandekar SN, Ruparel K, Gennatas ED, Calkins ME, Moore TM, Hopson R, Prabhakaran K, Jackson CT, Verma R, Hakonarson H, Gur RC, Gur RE.: The impact of quality assurance assessment on diffusion tensor imaging outcomes in a large-scale population-based cohort. Neuroimage. Jan 2016.
Pattaro C, Teumer A, Gorski M, Chu AY, Li M, Mijatovic V, Garnaas M, Tin A, Sorice R, Li Y, Taliun D, Olden M, Foster M, Yang Q, Chen MH, Pers TH, Johnson AD, Ko YA, Fuchsberger C, Tayo B, Nalls M, Feitosa MF, Isaacs A, Dehghan A, d'Adamo P, Adeyemo A, Dieffenbach AK, Zonderman AB, Nolte IM, van der Most PJ, Wright AF, Shuldiner AR, Morrison AC, Hofman A, Smith AV, Dreisbach AW, Franke A, Uitterlinden AG, Metspalu A, Tonjes A, Lupo A, Robino A, Johansson Å, Demirkan A, Kollerits B, Freedman BI, Ponte B, Oostra BA, Paulweber B, Krämer BK, Mitchell BD, Buckley BM, Peralta CA, Hayward C, Helmer C, Rotimi CN, Shaffer CM, Müller C, Sala C, van Duijn CM, Saint-Pierre A, Ackermann D, Shriner D, Ruggiero D, Toniolo D, Lu Y, Cusi D, Czamara D, Ellinghaus D, Siscovick DS, Ruderfer D, Gieger C, Grallert H, Rochtchina E, Atkinson EJ, Holliday EG, Boerwinkle E, Salvi E, Bottinger EP, Murgia F, Rivadeneira F, Ernst F, Kronenberg F, Hu FB, Navis GJ, Curhan GC, Ehret GB, Homuth G, Coassin S, Thun GA, Pistis G, Gambaro G, Malerba G, Montgomery GW, Eiriksdottir G, Jacobs G, Li G, Wichmann HE, Campbell H, Schmidt H, Wallaschofski H, Völzke H, Brenner H, Kroemer HK, Kramer H, Lin H, Mateo Leach I, Ford I, Guessous I, Rudan I, Prokopenko I, Borecki I, Heid IM, Kolcic I, Persico I, Jukema JW, Wilson JF, Felix JF, Divers J, Lambert JC, Stafford JM, Gaspoz JM, Smith JA, Faul JD, Wang JJ, Ding J, Hirschhorn JN, Attia J, Whitfield JB, Chalmers J, Viikari J, Coresh J, Denny JC, Karjalainen J, Fernandes JK, Endlich K, Butterbach K, Keene KL, Lohman K, Portas L, Launer LJ, Lyytikäinen LP, Yengo L, Franke L, Ferrucci L, Rose LM, Kedenko L, Rao M, Struchalin M, Kleber ME, Cavalieri M, Haun M, Cornelis MC, Ciullo M, Pirastu M, de Andrade M, McEvoy MA, Woodward M, Adam M, Cocca M, Nauck M, Imboden M, Waldenberger M, Pruijm M, Metzger M, Stumvoll M, Evans MK, Sale MM, Kähönen M, Boban M, Bochud M, Rheinberger M, Verweij N, Bouatia-Naji N, Martin NG, Hastie N, Probst-Hensch N, Soranzo N, Devuyst O, Raitakari O, Gottesman O, Franco OH, Polasek O, Gasparini P, Munroe PB, Ridker PM, Mitchell P, Muntner P, Meisinger C, Smit JH; ICBP Consortium; AGEN Consortium; CARDIOGRAM; CHARGe-Heart Failure Group; ECHOGen Consortium, Kovacs P, Wild PS, Froguel P, Rettig R, Mägi R, Biffar R, Schmidt R, Middelberg RP, Carroll RJ, Penninx BW, Scott RJ, Katz R, Sedaghat S, Wild SH, Kardia SL, Ulivi S, Hwang SJ, Enroth S, Kloiber S, Trompet S, Stengel B, Hancock SJ, Turner ST, Rosas SE, Stracke S, Harris TB, Zeller T, Zemunik T, Lehtimäki T, Illig T, Aspelund T, Nikopensius T, Esko T, Tanaka T, Gyllensten U, Völker U, Emilsson V, Vitart V, Aalto V, Gudnason V, Chouraki V, Chen WM, Igl W, März W, Koenig W, Lieb W, Loos RJ, Liu Y, Snieder H, Pramstaller PP, Parsa A, O'Connell JR, Susztak K, Hamet P, Tremblay J, de Boer IH, Böger CA, Goessling W, Chasman DI, Köttgen A, Kao WH, Fox CS.: Genetic associations at 53 loci highlight cell types and biological pathways relevant for kidney function. Nat Commun. Jan 2016.
Matera I, Rusmini M, Guo Y, Lerone M, Li J, Zhang J, Di Duca M, Nozza P, Mosconi M, Prato AP, Martucciello G, Barabino A, Morandi F, De Giorgio R, Stanghellini V, Ravazzolo R, Devoto M, Hakonarson H, Ceccherini I. : Variants of the ACTG2 gene correlate with degree of severity and presence of megacystis in chronic intestinal pseudo-obstruction. Eur J Hum Genet. Jan 2016.
Liu Y, Li Y, March ME, Nguyen K, Xu K, Wang F, Guo Y, Keating B, Glessner J, Li J, Ganley TJ, Zhang J, Deardorff MA, Xu X, Hakonarson H.: Erratum to: Copy number variation in CEP57L1 predisposes to congenital absence of bilateral ACL and PCL ligaments. Hum Genomics. Jan 2016.
Guo Y, Wei Z, Keating BJ; Genetic Consortium for Anorexia Nervosa; Wellcome Trust Case Control Consortium 3; Price Foundation Collaborative Group, Hakonarson H.: Machine learning derived risk prediction of anorexia nervosa. BMC Med Genomics. BMC Med Genomics. Jan 2016.
Felix JF, Bradfield JP, Monnereau C, van der Valk RJ, Stergiakouli E, Chesi A, Gaillard R, Feenstra B, Thiering E, Kreiner-Møller E, Mahajan A, Pitkänen N, Joro R, Cavadino A, Huikari V, Franks S, Groen-Blokhuis MM, Cousminer DL, Marsh JA, Lehtimäki T, Curtin JA, Vioque J, Ahluwalia TS, Myhre R, Price TS, Vilor-Tejedor N, Yengo L, Grarup N, Ntalla I, Ang W, Atalay M, Bisgaard H, Blakemore AI, Bonnefond A, Carstensen LBone Mineral Density in Childhood Study (BMDCS); Early Genetics and Lifecourse Epidemiology (EAGLE) consortium, Eriksson J, Flexeder C, Franke L, Geller F, Geserick M, Hartikainen AL, Haworth CM, Hirschhorn JN, Hofman A, Holm JC, Horikoshi M, Hottenga JJ, Huang J, Kadarmideen HN, Kähönen M, Kiess W, Lakka HM, Lakka TA, Lewin AM, Liang L, Lyytikäinen LP, Ma B, Magnus P, McCormack SE, McMahon G, Mentch FD, Middeldorp CM, Murray CS, Pahkala K, Pers TH, Pfäffle R, Postma DS, Power C, Simpson A, Sengpiel V, Tiesler CM, Torrent M, Uitterlinden AG, van Meurs JB, Vinding R, Waage J, Wardle J, Zeggini E, Zemel BS, Dedoussis GV, Pedersen O, Froguel P, Sunyer J, Plomin R, Jacobsson B, Hansen T, Gonzalez JR, Custovic A, Raitakari OT, Pennell CE, Widén E, Boomsma DI, Koppelman GH, Sebert S, Järvelin MR, Hyppönen E, McCarthy MI, Lindi V, Harri N, Körner A, Bønnelykke K, Heinrich J, Melbye M, Rivadeneira F, Hakonarson H, Ring SM, Smith GD, Sørensen TI, Timpson NJ, Grant SF, Jaddoe VW; Early Growth Genetics (EGG) Consortium; Bone Mineral Density in Childhood Study BMDCS. : Genome-wide association analysis identifies three new susceptibility loci for childhood body mass index. Hum Mol Genet. Page: 389-403, Jan 2016.
2015
Ombrello MJ, Remmers EF, Tachmazidou I, Grom A, Foell D, Haas JP, Martini A, Gattorno M, Özen S, Prahalad S, Zeft AS, Bohnsack JF, Mellins ED, Ilowite NT, Russo R, Len C, Hilario MO, Oliveira S, Yeung RS, Rosenberg A, Wedderburn LR, Anton J, Schwarz T, Hinks A, Bilginer Y, Park J, Cobb J, Satorius CL, Han B, Baskin E, Signa S, Duerr RH, Achkar JP, Kamboh MI, Kaufman KM, Kottyan LC, Pinto D, Scherer SW, Alarcón-Riquelme ME, Docampo E, Estivill X, Gül A; British Society of Pediatric and Adolescent Rheumatology (BSPAR) Study Group; Childhood Arthritis Prospective Study (CAPS) Group; Randomized Placebo Phase Study of Rilonacept in sJIA (RAPPORT) Investigators; Sparks-Childhood Arthritis Response to Medication Study (CHARMS) Group; Biologically Based Outcome Predictors in JIA (BBOP) Group, de Bakker PI, Raychaudhuri S, Langefeld CD, Thompson S, Zeggini E, Thomson W, Kastner DL, Woo P; International Childhood Arthritis Genetics (INCHARGE) Consortium.: HLA-DRB1*11 and variants of the MHC class II locus are strong risk factors for systemic juvenile idiopathic arthritis. Proc Natl Acad Sci Page: 15970-5, Dec 2015.
Oldridge DA, Wood AC, Weichert-Leahey N, Crimmins I, Sussman R, Winter C, McDaniel LD, Diamond M, Hart LS, Zhu S, Durbin AD, Abraham BJ, Anders L, Tian L, Zhang S, Wei JS, Khan J, Bramlett K, Rahman N, Capasso M, Iolascon A, Gerhard DS, Guidry Auvil JM, Young RA, Hakonarson H, Diskin SJ, Look AT, Maris JM. : Genetic predisposition to neuroblastoma mediated by a LMO1 super-enhancer polymorphism. Nature. Page: 418-21, Dec 2015.
De R, Verma SS, Drenos F, Holzinger ER, Holmes MV, Hall MA, Crosslin DR, Carrell DS, Hakonarson H, Jarvik G, Larson E, Pacheco JA, Rasmussen-Torvik LJ, Moore CB, Asselbergs FW, Moore JH, Ritchie MD, Keating BJ, Gilbert-Diamond D. : Identifying gene-gene interactions that are highly associated with Body Mass Index using Quantitative Multifactor Dimensionality Reduction (QMDR). BioData Min. Dec 2015.
Chang X, Glessner J, Tin A, Li J, Guo Y, Wei Z, Liu Y, Mentch FD, Hou C, Zhao Y, Wang T, Qiu H, Kim C, Sleiman PM, Hakonarson H.: Genome-wide association study reveals two loci for serum magnesium concentrations in European-American children. Sci Rep. Dec 2015.
Thapar A, Martin J, Mick E, Arias Vásquez A, Langley K, Scherer SW, Schachar R, Crosbie J, Williams N, Franke B, Elia J, Glessner J, Hakonarson H; IMAGE 2 Consortium, Owen MJ, Faraone SV, O'Donovan MC, Holmans P.: Psychiatric gene discoveries shape evidence on ADHD's biology. Mol Psychiatry. Nov 2015.
Marenholz I, Esparza-Gordillo J, Rüschendorf F, Bauerfeind A, Strachan DP, Spycher BD, Baurecht H, Margaritte-Jeannin P, Sääf A, Kerkhof M, Ege M, Baltic S, Matheson MC, Li J, Michel S, Ang WQ, McArdle W, Arnold A, Homuth G, Demenais F, Bouzigon E, Söderhäll C, Pershagen G, de Jongste JC, Postma DS, Braun-Fahrländer C, Horak E, Ogorodova LM, Puzyrev VP, Bragina EY, Hudson TJ, Morin C, Duffy DL, Marks GB, Robertson CF, Montgomery GW, Musk B, Thompson PJ, Martin NG, James A, Sleiman P, Toskala E, Rodriguez E, Fölster-Holst R, Franke A, Lieb W, Gieger C, Heinzmann A, Rietschel E, Keil T, Cichon S, Nöthen MM, Pennell CE, Sly PD, Schmidt CO, Matanovic A, Schneider V, Heinig M, Hübner N, Holt PG, Lau S, Kabesch M, Weidinger S, Hakonarson H, Ferreira MA, Laprise C, Freidin MB, Genuneit J, Koppelman GH, Melén E, Dizier MH, Henderson AJ, Lee YA.: Meta-analysis identifies seven susceptibility loci involved in the atopic march. Nat Commun. Nat Commun. Nov 2015.
Liu Y, Li Y, March ME, Kenny N, Xu K, Wang F, Guo Y, Keating B, Glessner J, Li J, Ganley TJ, Zhang J, Deardorff MA, Xu X, Hakonarson H.: Copy number variation in CEP57L1 predisposes to congenital absence of bilateral ACL and PCL ligaments. Hum Genomics. Nov 2015.
Ghani M, Reitz C, Cheng R, Vardarajan BN, Jun G, Sato C, Naj A, Rajbhandary R, Wang LS, Valladares O, Lin CF, Larson EB, Graff-Radford NR, Evans D, De Jager PL, Crane PK, Buxbaum JD, Murrell JR, Raj T, Ertekin-Taner N, Logue M, Baldwin CT, Green RC, Barnes LL, Cantwell LB, Fallin MD, Go RC, Griffith PA, Obisesan TO, Manly JJ, Lunetta KL, Kamboh MI, Lopez OL, Bennett DA, Hendrie H, Hall KS, Goate AM, Byrd GS, Kukull WA, Foroud TM, Haines JL, Farrer LA, Pericak-Vance MA, Lee JH, Schellenberg GD, St George-Hyslop P, Mayeux R, Rogaeva E; Alzheimer's Disease Genetics Consortium. : Association of Long Runs of Homozygosity With Alzheimer Disease Among African American Individuals. JAMA Neurol. Page: 1313-23, Nov 2015.
Wain LV, Shrine N, Miller S, Jackson VE, Ntalla I, Soler Artigas M, Billington CK, Kheirallah AK, Allen R, Cook JP, Probert K, Obeidat M, Bossé Y, Hao K, Postma DS, Paré PD, Ramasamy A; UK Brain Expression Consortium (UKBEC), Mägi R, Mihailov E, Reinmaa E, Melén E, O'Connell J, Frangou E, Delaneau O; OxGSK Consortium, Freeman C, Petkova D, McCarthy M, Sayers I, Deloukas P, Hubbard R, Pavord I, Hansell AL, Thomson NC, Zeggini E, Morris AP, Marchini J, Strachan DP, Tobin MD, Hall IP. : Novel insights into the genetics of smoking behaviour, lung function, and chronic obstructive pulmonary disease (UK BiLEVE): a genetic association study in UK Biobank. Lancet Respir Med. Page: 769-81, Oct 2015.
Sleiman PM, March M, Hakonarson H.: The genetic basis of eosinophilic esophagitis. Best Pract Res Clin Gastroenterol. Oct 2015.
Ryan KM, Ellis AR, Raafat R, Bhoj EJ, Hakonarson H, Li D, Schrier Vergano S.: Aortic coarctation and carotid artery aneurysm in a patient with Hardikar syndrome: Cardiovascular implications for affected individuals. Am J Med Genet A. Page: 482-6, Oct 2015.
Li YR, van Setten J, Verma SS, Lu Y, Holmes MV, Gao H, Lek M, Nair N, Chandrupatla H, Chang B, Karczewski KJ, Wong C, Mohebnasab M, Mukhtar E, Phillips R, Tragante V, Hou C, Steel L, Lee T, Garifallou J, Guettouche T, Cao H, Guan W, Himes A, van Houten J, Pasquier A, Yu R, Carrigan E, Miller MB, Schladt D, Akdere A, Gonzalez A, Llyod KM, McGinn D, Gangasani A, Michaud Z, Colasacco A, Snyder J, Thomas K, Wang T, Wu B, Alzahrani AJ, Al-Ali AK, Al-Muhanna FA, Al-Rubaish AM, Al-Mueilo S, Monos DS, Murphy B, Olthoff KM, Wijmenga C, Webster T, Kamoun M, Balasubramanian S, Lanktree MB, Oetting WS, Garcia-Pavia P, MacArthur DG, de Bakker PI, Hakonarson H, Birdwell KA, Jacobson PA, Ritchie MD, Asselbergs FW, Israni AK, Shaked A, Keating BJ. : Concept and design of a genome-wide association genotyping array tailored for transplantation-specific studies. Genome Med. Oct 2015.
Li YR, Zhao SD, Li J, Bradfield JP, Mohebnasab M, Steel L, Kobie J, Abrams DJ, Mentch FD, Glessner JT, Guo Y, Wei Z, Connolly JJ, Cardinale CJ, Bakay M, Li D, Maggadottir SM, Thomas KA, Qui H, Chiavacci RM, Kim CE, Wang F, Snyder J, Flatø B, Førre Ø, Denson LA, Thompson SD, Becker ML, Guthery SL, Latiano A, Perez E, Resnick E, Strisciuglio C, Staiano A, Miele E, Silverberg MS, Lie BA, Punaro M, Russell RK, Wilson DC, Dubinsky MC, Monos DS, Annese V, Munro JE, Wise C, Chapel H, Cunningham-Rundles C, Orange JS, Behrens EM, Sullivan KE, Kugathasan S, Griffiths AM, Satsangi J, Grant SF, Sleiman PM, Finkel TH, Polychronakos C, Baldassano RN, Luning Prak ET, Ellis JA, Li H, Keating BJ, Hakonarson H. : Genetic sharing and heritability of paediatric age of onset autoimmune diseases. Nat Commun. Oct 2015.
Das A, Morley M, Moravec CS, Tang WH, Hakonarson H; MAGNet Consortium, Margulies KB, Cappola TP, Jensen S, Hannenhalli S. : Bayesian integration of genetics and epigenetics detects causal regulatory SNPs underlying expression variability. Nat Commun. Oct 2015.
Yellin JL, Trocle A, Grant SF, Hakonarson H, Shea KG, Ganley TJ.: Candidate Loci are Revealed by an Initial Genome-wide Association Study of Juvenile Osteochondritis Dissecans. J Pediatr Orthop. Sep 2015.
Ningappa M, So J, Glessner J, Ashokkumar C, Ranganathan S, Min J, Higgs BW, Sun Q, Haberman K, Schmitt L, Vilarinho S, Mistry PK, Vockley G, Dhawan A, Gittes GK, Hakonarson H, Jaffe R, Subramaniam S, Shin D, Sindhi R.: The Role of ARF6 in Biliary Atresia. PLoS One. Sep 2015.
Liu JZ, van Sommeren S, Huang H, Ng SC, Alberts R, Takahashi A, Ripke S, Lee JC, Jostins L, Shah T, Abedian S, Cheon JH, Cho J, Daryani NE, Franke L, Fuyuno Y, Hart A, Juyal RC, Juyal G, Kim WH, Morris AP, Poustchi H, Newman WG, Midha V, Orchard TR, Vahedi H, Sood A, Sung JJ, Malekzadeh R, Westra HJ, Yamazaki K, Yang SK; International Multiple Sclerosis Genetics Consortium; International IBD Genetics Consortium, Barrett JC, Franke A, Alizadeh BZ, Parkes M, B K T, Daly MJ, Kubo M, Anderson CA, Weersma RK.: Association analyses identify 38 susceptibility loci for inflammatory bowel disease and highlight shared genetic risk across populations. Nat Genet. Page: 979-86, Sep 2015.
Herr TM, Bielinski SJ, Bottinger E, Brautbar A, Brilliant M, Chute CG, Cobb BL, Denny JC, Hakonarson H, Hartzler AL, Hripcsak G, Kannry J, Kohane IS, Kullo IJ, Lin S, Manzi S, Marsolo K, Overby CL, Pathak J, Peissig P, Pulley J, Ralston J, Rasmussen L, Roden DM, Tromp G, Uphoff T, Weng C, Wolf W, Williams MS, Starren J.: Practical considerations in genomic decision support: The eMERGE experience. J Pathol Inform. Sep 2015.
Chesi A, Mitchell JA, Kalkwarf HJ, Bradfield JP, Lappe JM, McCormack SE, Gilsanz V, Oberfield SE, Hakonarson H, Shepherd JA, Kelly A, Zemel BS, Grant SF. : A trans-ethnic genome-wide association study identifies gender-specific loci influencing pediatric aBMD and BMC at the distal radius. Hum Mol Genet. Page: 5053-9, Sep 2015.
Li YR, Li J, Zhao SD, Bradfield JP, Mentch FD, Maggadottir SM, Hou C, Abrams DJ, Chang D, Gao F, Guo Y, Wei Z, Connolly JJ, Cardinale CJ, Bakay M, Glessner JT, Li D, Kao C, Thomas KA, Qiu H, Chiavacci RM, Kim CE, Wang F, Snyder J, Richie MD, Flatø B, Førre Ø, Denson LA, Thompson SD, Becker ML, Guthery SL, Latiano A, Perez E, Resnick E, Russell RK, Wilson DC, Silverberg MS, Annese V, Lie BA, Punaro M, Dubinsky MC, Monos DS, Strisciuglio C, Staiano A, Miele E, Kugathasan S, Ellis JA, Munro JE, Sullivan KE, Wise CA, Chapel H, Cunningham-Rundles C, Grant SF, Orange JS, Sleiman PM, Behrens EM, Griffiths AM, Satsangi J, Finkel TH, Keinan A, Prak ET, Polychronakos C, Baldassano RN, Li H, Keating BJ, Hakonarson H.: Meta-analysis of shared genetic architecture across ten pediatric autoimmune diseases. Nat Med. Aug 2015.
Li WD, Jiao H, Wang K, Yang F, Grant SF, Hakonarson H, Ahima R, Arlen Price R. : Pathway-Based Genome-wide Association Studies Reveal That the Rac1 Pathway Is Associated with Plasma Adiponectin Levels. Sci Rep. Aug 2015.
Li J, Fung I, Glessner JT, Pandey R, Wei Z, Bakay M, Mentch FD, Pellegrino R, Wang T, Kim C, Hou C, Wang F, Chiavacci RM, Thomas KA, Spergel JM, Hakonarson H, Sleiman PM. : Copy Number Variations in CTNNA3 and RBFOX1 Associate with Pediatric Food Allergy. J Immunol. Page: 1599-607, Aug 2015.
Jiao H, Wang K, Yang F, Grant SF, Hakonarson H, Price RA, Li WD. : Pathway-Based Genome-Wide Association Studies for Plasma Triglycerides in Obese Females and Normal-Weight Controls. PLoS One. Aug 2015.
Dajani R, Li J, Wei Z, Glessner JT, Chang X, Cardinale CJ, Pellegrino R, Wang T, Hakooz N, Khader Y, Sheshani A, Zandaki D, Hakonarson H.: CNV Analysis Associates AKNAD1 with Type-2 Diabetes in Jordan Subpopulations. Sci Rep. Aug 2015.
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Barthold JS, Wang Y, Kolon TF, Kollin C, Nordenskjöld A, Olivant Fisher A, Figueroa TE, BaniHani AH, Hagerty JA, Gonzaléz R, Noh PH, Chiavacci RM, Harden KR, Abrams DJ, Kim CE, Li J,Hakonarson H, Devoto M.: Pathway analysis supports association of nonsyndromic cryptorchidism with genetic loci linked to cytoskeleton-dependent functions. Hum Reprod. Jul 2015.
Almoguera B, Li J, Fernandez-San Jose P, Liu Y, March M, Pellegrino R, Golhar R, Corton M, Blanco-Kelly F, López-Molina MI, García-Sandoval B, Guo Y, Tian L, Liu X, Guan L, Zhang J, Keating B, Xu X, Hakonarson H, Ayuso C.: Application of Whole Exome Sequencing in Six Families with an Initial Diagnosis of Autosomal Dominant Retinitis Pigmentosa: Lessons Learned. PLoS One. Jul 2015.
Østergaard SD, Mukherjee S, Sharp SJ, Proitsi P, Lotta LA, Day F, Perry JR, Boehme KL, Walter S, Kauwe JS, Gibbons LE; Alzheimer's Disease Genetics Consortium; GERAD1 Consortium; EPIC-InterAct Consortium, Larson EB, Powell JF, Langenberg C, Crane PK, Wareham NJ, Scott RA.: Associations between Potentially Modifiable Risk Factors and Alzheimer Disease: A Mendelian Randomization Study. PLoS Med. Jun 2015.
Satterthwaite TD, Vandekar SN, Wolf DH, Bassett DS, Ruparel K, Shehzad Z, Craddock RC, Shinohara RT, Moore TM, Gennatas ED, Jackson C, Roalf DR, Milham MP, Calkins ME, Hakonarson H, Gur RC, Gur RE.: Connectome-wide network analysis of youth with Psychosis-Spectrum symptoms. Mol Psychiatry. Jun 2015.
Bhoj EJ, Li D, Harr MH, Tian L, Wang T, Zhao Y, Qiu H, Kim C, Hoffman JD, Hakonarson H, Zackai EH.: Expanding the SPECC1L mutation phenotypic spectrum to include Teebi hypertelorism syndrome. Am J Med Genet A Jun 2015.
Rodriguez S, Gaunt TR, Guo Y, Zheng J, Barnes MR, Tang W, Danish F, Johnson A, Castillo BA, Li YR, Hakonarson H, Buxbaum SG, Palmer T, Tsai MY, Lange LA, Ebrahim S, Davey Smith G, Lawlor DA, Folsom AR, Hoogeveen R, Reiner A, Keating B, Day IN.: Lipids, obesity and gallbladder disease in women: insights from genetic studies using the cardiovascular gene-centric 50K SNP array. Eur J Hum Genet. Apr 2015.
Menezes MJ, Guo Y, Zhang J, Riley LG, Cooper ST, Thorburn DR, Li J, Dong D, Li Z, Glessner J, Davis RL, Sue CM, Alexander SI, Arbuckle S, Kirwan P, Keating BJ, Xu X, Hakonarson H*, Christodoulou J*. : Mutation in mitochondrial ribosomal protein S7 (MRPS7) causes congenital sensorineural deafness, progressive hepatic and renal failure and lactic acidemia. Hum Mol Genet. 8: 2297-307, Apr 2015.
Lill CM, Rengmark A, Pihlstrøm L, Fogh I, Shatunov A, Sleiman PM, Wang LS, Liu T, Lassen CF, Meissner E, Alexopoulos P, Calvo A, Chio A, Dizdar N, Faltraco F, Forsgren L, Kirchheiner J, Kurz A, Larsen JP, Liebsch M, Linder J, Morrison KE, Nissbrandt H, Otto M, Pahnke J, Partch A, Restagno G, Rujescu D, Schnack C, Shaw CE, Shaw PJ, Tumani H, Tysnes OB, Valladares O, Silani V, van den Berg LH, van Rheenen W, Veldink JH, Lindenberger U, Steinhagen-Thiessen E; SLAGEN Consortium, Teipel S, Perneczky R, Hakonarson H, Hampel H, von Arnim CA, Olsen JH, Van Deerlin VM, Al-Chalabi A, Toft M, Ritz B, Bertram L.: The role of TREM2 R47H as a risk factor for Alzheimer's disease, frontotemporal lobar degeneration, amyotrophic lateral sclerosis, and Parkinson's disease. Alzheimers Dement. Apr 2015.
Li J, Jørgensen SF, Maggadottir SM, Bakay M, Warnatz K, Glessner J, Pandey R, Salzer U, Schmidt RE, Perez E, Resnick E, Goldacker S, Buchta M, Witte T, Padyukov L, Videm V, Folseraas T, Atschekzei F, Elder JT, Nair RP, Winkelmann J, Gieger C, Nöthen MM, Büning C, Brand S, Sullivan KE, Orange JS, Fevang B, Schreiber S, Lieb W, Aukrust P, Chapel H, Cunningham-Rundles C, Franke A, Karlsen TH, Grimbacher B, Hakonarson H*, Hammarström L, Ellinghaus E. : Association of CLEC16A with human common variable immunodeficiency disorder and role in murine B cells. Nat Commun. Apr 2015.
Interleukin 1 Genetics Consortium.: Cardiometabolic effects of genetic upregulation of the interleukin 1 receptor antagonist: a Mendelian randomisation analysis. Lancet Diabetes Endocrinol. Lancet Diabetes Endocrinol. Page: 243-53, Apr 2015.
Chang X, Li J, Guo Y, Wei Z, Mentch FD, Hou C, Zhao Y, Qiu H, Kim C, Sleiman PM, Hakonarson H.: Genome-wide association study of serum minerals levels in children of different ethnic background. PLoS One. Apr 2015.
Calkins ME, Merikangas KR, Moore TM, Burstein M, Behr MA, Satterthwaite TD, Ruparel K, Wolf DH, Roalf DR, Mentch FD, Qiu H, Chiavacci R, Connolly JJ, Sleiman PM, Gur RC, Hakonarson H, Gur RE. : The Philadelphia Neurodevelopmental Cohort: constructing a deep phenotyping collaborative. J Child Psychol Psychiatry. Apr 2015.
Wolf DH, Satterthwaite TD, Calkins ME, Ruparel K, Elliott MA, Hopson RD, Jackson CT, Prabhakaran K, Bilker WB, Hakonarson H, Gur RC, Gur RE. : Functional Neuroimaging Abnormalities in Youth With Psychosis Spectrum Symptoms. JAMA Psychiatry. Mar 2015.
Sgariglia F, Pedrini E, Bradfield JP, Bhatti TR, D'Adamo P, Dormans JP, Gunawardena AT, Hakonarson H, Hecht JT, Sangiorgi L, Pacifici M, Enomoto-Iwamoto M, Grant SF. : The type 2 diabetes associated rs7903146 T allele within TCF7L2 is significantly under-represented in Hereditary Multiple Exostoses: insights into pathogenesis. Bone. 72: 123-7, Mar 2015.
Satterthwaite TD, Connolly JJ, Ruparel K, Calkins ME, Jackson C, Elliott MA, Roalf DR, Ryan Hopsona KP, Behr M, Qiu H, Mentch FD, Chiavacci R, Sleiman PM, Gur RC, Hakonarson H, Gur RE. : The Philadelphia Neurodevelopmental Cohort: A publicly available resource for the study of normal and abnormal brain development in youth. Neuroimage Mar 2015.
Onengut-Gumuscu S, Chen WM, Burren O, Cooper NJ, Quinlan AR, Mychaleckyj JC, Farber E, Bonnie JK, Szpak M, Schofield E, Achuthan P, Guo H, Fortune MD, Stevens H, Walker NM, Ward LD, Kundaje A, Kellis M, Daly MJ, Barrett JC, Cooper JD, Deloukas P; Type 1 Diabetes Genetics Consortium, Todd JA, Wallace C, Concannon P, Rich SS. : Fine mapping of type 1 diabetes susceptibility loci and evidence for colocalization of causal variants with lymphoid gene enhancers. Nat Genet. Page: 381-6, Mar 2015.
Nead KT, Li A, Wehner MR, Neupane B, Gustafsson S, Butterworth A, Engert JC, Davis AD, Hegele RA, Miller R, den Hoed M, Khaw KT, Kilpeläinen TO, Wareham N, Edwards TL, Hallmans G, Varga TV, Kardia SL, Smith JA, Zhao W, Faul JD, Weir D, Mi J, Xi B, Canizales Quinteros S, Cooper C, Sayer AA, Jameson K, Grøntved A, Fornage M, Sidney S, Hanis CL, Highland HM, Häring HU, Heni M, Lasky-Su J, Weiss ST, Gerhard GS, Still C, Melka MM, Pausova Z, Paus T, Grant SF, Hakonarson H, Price RA, Wang K, Scherag A, Hebebrand J, Hinney A; BioBank Japan; AGEN-BMI; GIANT Consortium, Franks PW, Frayling TM, McCarthy MI, Hirschhorn JN, Loos R, Ingelsson E, Gerstein HC, Yusuf S, Beyene J, Anand SS, Meyre D. : Contribution of common non-synonymous variants in PCSK1 to body-mass index variation and risk of obesity: a systematic review and meta-analysis with evidence from up to 331,175 individuals. Hum Mol Genet. Mar 2015.
Moore TM, Reise SP, Gur RE, Hakonarson H, Gur RC. : Psychometric properties of the Penn Computerized Neurocognitive Battery. Neuropsychology. 2: 235-46, Mar 2015.
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Mancini C, Orsi L, Guo Y, Li J, Chen Y, Wang F, Tian L, Liu X, Zhang J, Jiang H, Nmezi BS, Tatsuta T, Giorgio E, Di Gregorio E, Cavalieri S, Pozzi E, Mortara P, Caglio MM, Balducci A, Pinessi L, Langer T, Padiath QS, Hakonarson H, Zhang X, Brusco A.: An atypical form of AOA2 with myoclonus associated with mutations in SETX and AFG3L2. BMC Med Genet. Mar 2015.
Kaess BM, Preis SR, Lieb W, Beiser AS, Yang Q, Chen TC, Hengstenberg C, Erdmann J, Schunkert H, Seshadri S, Vasan RS; CARDIoGRAM, Assimes TL, Deloukas P, Holm H, Kathiresan S, König IR, McPherson R, Reilly MP, Roberts R, Samani NJ, Stewart AF. : Circulating brain-derived neurotrophic factor concentrations and the risk of cardiovascular disease in the community. J Am Heart Assoc Mar 2015.
Jun G, Ibrahim-Verbaas CA, Vronskaya M, Lambert JC, Chung J, Naj AC, Kunkle BW, Wang LS, Bis JC, Bellenguez C, Harold D, Lunetta KL, Destefano AL, Grenier-Boley B, Sims R, Beecham GW, Smith AV, Chouraki V, Hamilton-Nelson KL, Ikram MA, Fievet N, Denning N, Martin ER, Schmidt H, Kamatani Y, Dunstan ML, Valladares O, Laza AR, Zelenika D, Ramirez A, Foroud TM, Choi SH, Boland A, Becker T, Kukull WA, van der Lee SJ, Pasquier F, Cruchaga C, Beekly D, Fitzpatrick AL, Hanon O, Gill M, Barber R, Gudnason V, Campion D, Love S, Bennett DA, Amin N, Berr C, Tsolaki M, Buxbaum JD, Lopez OL, Deramecourt V, Fox NC, Cantwell LB, Tárraga L, Dufouil C, Hardy J, Crane PK, Eiriksdottir G, Hannequin D, Clarke R, Evans D, Mosley TH Jr, Letenneur L, Brayne C, Maier W, De Jager P, Emilsson V, Dartigues JF, Hampel H, Kamboh MI, de Bruijn RF, Tzourio C, Pastor P, Larson EB, Rotter JI, O'Donovan MC, Montine TJ, Nalls MA, Mead S, Reiman EM, Jonsson PV, Holmes C, St George-Hyslop PH, Boada M, Passmore P, Wendland JR, Schmidt R, Morgan K, Winslow AR, Powell JF, Carasquillo M, Younkin SG, Jakobsdóttir J, Kauwe JS, Wilhelmsen KC, Rujescu D, Nöthen MM, Hofman A, Jones L; IGAP Consortium, Haines JL, Psaty BM, Van Broeckhoven C, Holmans P, Launer LJ, Mayeux R, Lathrop M, Goate AM, Escott-Price V, Seshadri S, Pericak-Vance MA, Amouyel P, Williams J, van Duijn CM, Schellenberg GD, Farrer LA. : A novel Alzheimer disease locus located near the gene encoding tau protein. Mol Psychiatry. Mar 2015.
Guo Y, Menezes MJ, Menezes MP, Liang J, Li D, Riley LG, Clarke NF, Andrews PI, Tian L, Webster R, Wang F, Liu X, Shen Y, Thorburn DR, Keating BJ, Engel A, Hakonarson H*, Christodoulou J*, Xu X*. : Delayed diagnosis of congenital myasthenia due to associated mitochondrial enzyme defect. Neuromuscul Disord. 3: 257-61, Mar 2015.
Falk MJ, Shen L, Gonzalez M, Leipzig J, Lott MT, Stassen AP, Diroma MA, Navarro-Gomez D, Yeske P, Bai R, Boles RG, Brilhante V, Ralph D, DaRe JT, Shelton R, Terry SF, Zhang Z, Copeland WC, van Oven M, Prokisch H, Wallace DC, Attimonelli M, Krotoski D, Zuchner S, Gai X; MSeqDR Consortium participants: Sherri Bale, Jirair Bedoyan, Doron Behar, Penelope Bonnen, Lisa Brooks, Claudia Calabrese, Sarah Calvo, Patrick Chinnery, John Christodoulou, Deanna Church,; Rosanna Clima, Bruce H. Cohen, Richard G. Cotton, IFM de Coo, Olga Derbenevoa, Johan T. den Dunnen, David Dimmock, Gregory Enns, Giuseppe Gasparre,; Amy Goldstein, Iris Gonzalez, Katrina Gwinn, Sihoun Hahn, Richard H. Haas, Hakon Hakonarson, Michio Hirano, Douglas Kerr, Dong Li, Maria Lvova, Finley Macrae, Donna Maglott, Elizabeth McCormick, Grant Mitchell, Vamsi K. Mootha, Yasushi Okazaki,; Aurora Pujol, Melissa Parisi, Juan Carlos Perin, Eric A. Pierce, Vincent Procaccio, Shamima Rahman, Honey Reddi, Heidi Rehm, Erin Riggs, Richard Rodenburg, Yaffa Rubinstein, Russell Saneto, Mariangela Santorsola, Curt Scharfe,; Claire Sheldon, Eric A. Shoubridge, Domenico Simone, Bert Smeets, Jan A. Smeitink, Christine Stanley, Anu Suomalainen, Mark Tarnopolsky, Isabelle Thiffault, David R. Thorburn, Johan Van Hove, Lynne Wolfe, and Lee-Jun Wong. : Mitochondrial Disease Sequence Data Resource (MSeqDR): A global grass-roots consortium to facilitate deposition, curation, annotation, and integrated analysis of genomic data for the mitochondrial disease clinical and research communities. Mol Genet Metab. 3: 388-396, Mar 2015.
van der Valk RJ, Kreiner-Møller E, Kooijman MN, Guxens M, Stergiakouli E, Sääf A, Bradfield JP, Geller F, Hayes MG, Cousminer DL, Körner A, Thiering E, Curtin JA, Myhre R, Huikari V, Joro R, Kerkhof M, Warrington NM, Pitkänen N, Ntalla I, Horikoshi M, Veijola R, Freathy RM, Teo YY, Barton SJ, Evans DM, Kemp JP, St Pourcain B, Ring SM, Davey Smith G, Bergström A, Kull I, Hakonarson H, Mentch FD, Bisgaard H, Chawes B, Stokholm J, Waage J, Eriksen P, Sevelsted A, Melbye M; Early Genetics and Lifecourse Epidemiology (EAGLE) Consortium, van Duijn CM, Medina-Gomez C, Hofman A, de Jongste JC, Taal HR, Uitterlinden AG; Genetic Investigation of ANthropometric Traits (GIANT) Consortium, Armstrong LL, Eriksson J, Palotie A, Bustamante M, Estivill X, Gonzalez JR, Llop S, Kiess W, Mahajan A, Flexeder C, Tiesler CM, Murray CS, Simpson A, Magnus P, Sengpiel V, Hartikainen AL, Keinanen-Kiukaanniemi S, Lewin A, Da Silva Couto Alves A, Blakemore AI, Buxton JL, Kaakinen M, Rodriguez A, Sebert S, Vaarasmaki M, Lakka T, Lindi V, Gehring U, Postma DS, Ang W, Newnham JP, Lyytikäinen LP, Pahkala K, Raitakari OT, Panoutsopoulou K, Zeggini E, Boomsma DI, Groen-Blokhuis M, Ilonen J, Franke L, Hirschhorn JN, Pers TH, Liang L, Huang J, Hocher B, Knip M, Saw SM, Holloway JW, Melén E, Grant SF, Feenstra B, Lowe WL, Widén E, Sergeyev E, Grallert H, Custovic A, Jacobsson B, Jarvelin MR, Atalay M, Koppelman GH, Pennell CE, Niinikoski H, Dedoussis GV, Mccarthy MI, Frayling TM, Sunyer J, Timpson NJ, Rivadeneira F, Bønnelykke K, Jaddoe VW; Early Growth Genetics (EGG) Consortium. : A novel common variant in DCST2 is associated with length in early life and height in adulthood. Hum Mol Genet. 4: 1155-68, Feb 2015.
Zhang J, Barbaro P, Guo Y, Alodaib A, Li J, Gold W, Adès L, Keating BJ, Xu X, Teo J, Hakonarson H*, Christodoulou J*. : Utility of next-generation sequencing technologies for the efficient genetic resolution of haematological disorders. Clin Genet. Feb 2015.
Wang LS, Naj AC, Graham RR, Crane PK, Kunkle BW, Cruchaga C, Murcia JD, Cannon-Albright L, Baldwin CT, Zetterberg H, Blennow K, Kukull WA, Faber KM, Schupf N, Norton MC, Tschanz JT, Munger RG, Corcoran CD, Rogaeva E; Alzheimer's Disease Genetics Consortium, Lin CF, Dombroski BA, Cantwell LB, Partch A, Valladares O, Hakonarson H, St George-Hyslop P, Green RC, Goate AM, Foroud TM, Carney RM, Larson EB, Behrens TW, Kauwe JS, Haines JL, Farrer LA, Pericak-Vance MA, Mayeux R, Schellenberg GD; National Institute on Aging-Late-Onset Alzheimer's Disease (NIA-LOAD) Family Study. : Rarity of the Alzheimer disease-protective APP A673T variant in the United States. JAMA Neurol. 2: 209-16, Feb 2015.
Network and Pathway Analysis Subgroup of Psychiatric Genomics Consortium. : Psychiatric genome-wide association study analyses implicate neuronal, immune and histone pathways. Nat Neurosci. 2: 199-209, Feb 2015.
Maier R, Moser G, Chen GB, Ripke S; Cross-Disorder Working Group of the Psychiatric Genomics Consortium, Coryell W, Potash JB, Scheftner WA, Shi J, Weissman MM, Hultman CM, Landén M, Levinson DF, Kendler KS, Smoller JW, Wray NR, Lee SH. : Joint analysis of psychiatric disorders increases accuracy of risk prediction for schizophrenia, bipolar disorder, and major depressive disorder. Am J Hum Genet. 2: 283-94, Feb 2015.
Maggadottir SM, Li J, Glessner JT, Li YR, Wei Z, Chang X, Mentch FD, Thomas KA, Kim CE, Zhao Y, Hou C, Wang F, Jørgensen SF, Perez EE, Sullivan KE, Orange JS, Karlsen TH, Chapel H, Cunningham-Rundles C, Hakonarson H. : Rare variants at 16p11.2 are associated with common variable immunodeficiency. J Allergy Clin Immunol. 15: 00021-4, Feb 2015.
Locke AE, Kahali B, Berndt SI, Justice AE, Pers TH, Day FR, Powell C, Vedantam S, Buchkovich ML, Yang J, Croteau-Chonka DC, Esko T, Fall T, Ferreira T, Gustafsson S, Kutalik Z, Luan J, Mägi R, Randall JC, Winkler TW, Wood AR, Workalemahu T, Faul JD, Smith JA, Hua Zhao J, Zhao W, Chen J, Fehrmann R, Hedman ÅK, Karjalainen J, Schmidt EM, Absher D, Amin N, Anderson D, Beekman M, Bolton JL, Bragg-Gresham JL, Buyske S, Demirkan A, Deng G, Ehret GB, Feenstra B, Feitosa MF, Fischer K, Goel A, Gong J, Jackson AU, Kanoni S, Kleber ME, Kristiansson K, Lim U, Lotay V, Mangino M, Mateo Leach I, Medina-Gomez C, Medland SE, Nalls MA, Palmer CD, Pasko D, Pechlivanis S, Peters MJ, Prokopenko I, Shungin D, StanÄáková A, Strawbridge RJ, Ju Sung Y, Tanaka T, Teumer A, Trompet S, van der Laan SW, van Setten J, Van Vliet-Ostaptchouk JV, Wang Z, Yengo L, Zhang W, Isaacs A, Albrecht E, Ärnlöv J, Arscott GM, Attwood AP, Bandinelli S, Barrett A, Bas IN, Bellis C, Bennett AJ, Berne C, Blagieva R, Blüher M, Böhringer S, Bonnycastle LL, Böttcher Y, Boyd HA, Bruinenberg M, Caspersen IH, Ida Chen YD, Clarke R, Daw EW, de Craen AJ, Delgado G, Dimitriou M, Doney AS, Eklund N, Estrada K, Eury E, Folkersen L, Fraser RM, Garcia ME, Geller F, Giedraitis V, Gigante B, Go AS, Golay A, Goodall AH, Gordon SD, Gorski M, Grabe HJ, Grallert H, Grammer TB, Gräßler J, Grönberg H, Groves CJ, Gusto G, Haessler J, Hall P, Haller T, Hallmans G, Hartman CA, Hassinen M, Hayward C, Heard-Costa NL, Helmer Q, Hengstenberg C, Holmen O, Hottenga JJ, James AL, Jeff JM, Johansson Å, Jolley J, Juliusdottir T, Kinnunen L, Koenig W, Koskenvuo M, Kratzer W, Laitinen J, Lamina C, Leander K, Lee NR, Lichtner P, Lind L, Lindström J, Sin Lo K, Lobbens S, Lorbeer R, Lu Y, Mach F, Magnusson PK, Mahajan A, McArdle WL, McLachlan S, Menni C, Merger S, Mihailov E, Milani L, Moayyeri A, Monda KL, Morken MA, Mulas A, Müller G, Müller-Nurasyid M, Musk AW, Nagaraja R, Nöthen MM, Nolte IM, Pilz S, Rayner NW, Renstrom F, Rettig R, Ried JS, Ripke S, Robertson NR, Rose LM, Sanna S, Scharnagl H, Scholtens S, Schumacher FR, Scott WR, Seufferlein T, Shi J, Vernon Smith A, Smolonska J, Stanton AV, Steinthorsdottir V, Stirrups K, Stringham HM, Sundström J, Swertz MA, Swift AJ, Syvänen AC, Tan ST, Tayo BO, Thorand B, Thorleifsson G, Tyrer JP, Uh HW, Vandenput L, Verhulst FC, Vermeulen SH, Verweij N, Vonk JM, Waite LL, Warren HR, Waterworth D, Weedon MN, Wilkens LR, Willenborg C, Wilsgaard T, Wojczynski MK, Wong A, Wright AF, Zhang Q; LifeLines Cohort Study, Brennan EP, Choi M, Dastani Z, Drong AW, Eriksson P, Franco-Cereceda A, Gådin JR, Gharavi AG, Goddard ME, Handsaker RE, Huang J, Karpe F, Kathiresan S, Keildson S, Kiryluk K, Kubo M, Lee JY, Liang L, Lifton RP, Ma B, McCarroll SA, McKnight AJ, Min JL, Moffatt MF, Montgomery GW, Murabito JM, Nicholson G, Nyholt DR, Okada Y, Perry JR, Dorajoo R, Reinmaa E, Salem RM, Sandholm N, Scott RA, Stolk L, Takahashi A, Tanaka T, Van't Hooft FM, Vinkhuyzen AA, Westra HJ, Zheng W, Zondervan KT; ADIPOGen Consortium; AGEN-BMI Working Group; CARDIOGRAMplusC4D Consortium; CKDGen Consortium; GLGC; ICBP; MAGIC Investigators; MuTHER Consortium; MIGen Consortium; PAGE Consortium; ReproGen Consortium; GENIE Consortium; International Endogene Consortium, Heath AC, Arveiler D, Bakker SJ, Beilby J, Bergman RN, Blangero J, Bovet P, Campbell H, Caulfield MJ, Cesana G, Chakravarti A, Chasman DI, Chines PS, Collins FS, Crawford DC, Cupples LA, Cusi D, Danesh J, de Faire U, den Ruijter HM, Dominiczak AF, Erbel R, Erdmann J, Eriksson JG, Farrall M, Felix SB, Ferrannini E, Ferrières J, Ford I, Forouhi NG, Forrester T, Franco OH, Gansevoort RT, Gejman PV, Gieger C, Gottesman O, Gudnason V, Gyllensten U, Hall AS, Harris TB, Hattersley AT, Hicks AA, Hindorff LA, Hingorani AD, Hofman A, Homuth G, Hovingh GK, Humphries SE, Hunt SC, Hyppönen E, Illig T, Jacobs KB, Jarvelin MR, Jöckel KH, Johansen B, Jousilahti P, Jukema JW, Jula AM, Kaprio J, Kastelein JJ, Keinanen-Kiukaanniemi SM, Kiemeney LA, Knekt P, Kooner JS, Kooperberg C, Kovacs P, Kraja AT, Kumari M, Kuusisto J, Lakka TA, Langenberg C, Le Marchand L, Lehtimäki T, Lyssenko V, Männistö S, Marette A, Matise TC, McKenzie CA, McKnight B, Moll FL, Morris AD, Morris AP, Murray JC, Nelis M, Ohlsson C, Oldehinkel AJ, Ong KK, Madden PA, Pasterkamp G, Peden JF, Peters A, Postma DS, Pramstaller PP, Price JF, Qi L, Raitakari OT, Rankinen T, Rao DC, Rice TK, Ridker PM, Rioux JD, Ritchie MD, Rudan I, Salomaa V, Samani NJ, Saramies J, Sarzynski MA, Schunkert H, Schwarz PE, Sever P, Shuldiner AR, Sinisalo J, Stolk RP, Strauch K, Tönjes A, Trégouët DA, Tremblay A, Tremoli E, Virtamo J, Vohl MC, Völker U, Waeber G, Willemsen G, Witteman JC, Zillikens MC, Adair LS, Amouyel P, Asselbergs FW, Assimes TL, Bochud M, Boehm BO, Boerwinkle E, Bornstein SR, Bottinger EP, Bouchard C, Cauchi S, Chambers JC, Chanock SJ, Cooper RS, de Bakker PI, Dedoussis G, Ferrucci L, Franks PW, Froguel P, Groop LC, Haiman CA, Hamsten A, Hui J, Hunter DJ, Hveem K, Kaplan RC, Kivimaki M, Kuh D, Laakso M, Liu Y, Martin NG, März W, Melbye M, Metspalu A, Moebus S, Munroe PB, Njølstad I, Oostra BA, Palmer CN, Pedersen NL, Perola M, Pérusse L, Peters U, Power C, Quertermous T, Rauramaa R, Rivadeneira F, Saaristo TE, Saleheen D, Sattar N, Schadt EE, Schlessinger D, Slagboom PE, Snieder H, Spector TD, Thorsteinsdottir U, Stumvoll M, Tuomilehto J, Uitterlinden AG, Uusitupa M, van der Harst P, Walker M, Wallaschofski H, Wareham NJ, Watkins H, Weir DR, Wichmann HE, Wilson JF, Zanen P, Borecki IB, Deloukas P, Fox CS, Heid IM, O'Connell JR, Strachan DP, Stefansson K, van Duijn CM, Abecasis GR, Franke L, Frayling TM, McCarthy MI, Visscher PM, Scherag A, Willer CJ, Boehnke M, Mohlke KL, Lindgren CM, Beckmann JS, Barroso I, North KE, Ingelsson E, Hirschhorn JN, Loos RJ, Speliotes EK. : Genetic studies of body mass index yield new insights for obesity biology. Nature. 7538: 197-206, Feb 2015.
Kruszka P, Li D, Harr MH, Wilson NR, Swarr D, McCormick EM, Chiavacci RM, Li M, Martinez AF, Hart RA, McDonald-McGinn DM, Deardorff MA, Falk MJ, Allanson JE, Hudson C, Johnson JP, Saadi I, Hakonarson H, Muenke M, Zackai EH. : Mutations in SPECC1L, encoding sperm antigen with calponin homology and coiled-coil domains 1-like, are found in some cases of autosomal dominant Opitz G/BBB syndrome. J Med Genet. 2: 104-10, Feb 2015.
Goyette P, Boucher G, Mallon D, Ellinghaus E, Jostins L, Huang H, Ripke S, Gusareva ES, Annese V, Hauser SL, Oksenberg JR, Thomsen I, Leslie S; International Inflammatory Bowel Disease Genetics Consortium; Australia and New Zealand IBDGC; Belgium IBD Genetics Consortium; Italian Group for IBD Genetic Consortium; NIDDK Inflammatory Bowel Disease Genetics Consortium; United Kingdom IBDGC; Wellcome Trust Case Control Consortium; Quebec IBD Genetics Consortium, Daly MJ, Van Steen K, Duerr RH, Barrett JC, McGovern DP, Schumm LP, Traherne JA, Carrington MN, Kosmoliaptsis V, Karlsen TH, Franke A, Rioux JD. : High-density mapping of the MHC identifies a shared role for HLA-DRB1*01:03 in inflammatory bowel diseases and heterozygous advantage in ulcerative colitis. Nat Genet. 2: 172-9, Feb 2015.
Gil-Rodríguez MC, Deardorff MA, Ansari M, Tan CA, Parenti I, Baquero-Montoya C, Ousager LB, Puisac B, Hernández-Marcos M, Teresa-Rodrigo ME, Marcos-Alcalde I, Wesselink JJ, Lusa-Bernal S, Bijlsma EK, Braunholz D, Bueno-Martinez I, Clark D, Cooper NS, Curry CJ, Fisher R, Fryer A, Ganesh J, Gervasini C, Gillessen-Kaesbach G, Guo Y, Hakonarson H, Hopkin RJ, Kaur M, Keating BJ, Kibaek M, Kinning E, Kleefstra T, Kline AD, Kuchinskaya E, Larizza L, Li YR, Liu X, Mariani M, Picker JD, Pié Á, Pozojevic J, Queralt E, Richer J, Roeder E, Sinha A, Scott RH, So J, Wusik KA, Wilson L, Zhang J, Gómez-Puertas P, Casale CH, Ström L, Selicorni A, Ramos FJ, Jackson LG, Krantz ID, Das S, Hennekam RC, Kaiser FJ, FitzPatrick DR, Pié J. : De Novo Heterozygous Mutations in SMC3 Cause a Range of Cornelia de Lange Syndrome-Overlapping Phenotypes. Hum Mutat. Feb 2015.
Swerdlow DI, Preiss D, Kuchenbaecker KB, Holmes MV, Engmann JE, Shah T, Sofat R, Stender S, Johnson PC, Scott RA, Leusink M, Verweij N, Sharp SJ, Guo Y, Giambartolomei C, Chung C, Peasey A, Amuzu A, Li K, Palmen J, Howard P, Cooper JA, Drenos F, Li YR, Lowe G, Gallacher J, Stewart MC, Tzoulaki I, Buxbaum SG, van der A DL, Forouhi NG, Onland-Moret NC, van der Schouw YT, Schnabel RB, Hubacek JA, Kubinova R, Baceviciene M, Tamosiunas A, Pajak A, Topor-Madry R, Stepaniak U, Malyutina S, Baldassarre D, Sennblad B, Tremoli E, de Faire U, Veglia F, Ford I, Jukema JW, Westendorp RG, de Borst GJ, de Jong PA, Algra A, Spiering W, Maitland-van der Zee AH, Klungel OH, de Boer A, Doevendans PA, Eaton CB, Robinson JG, Duggan D; DIAGRAM Consortium; MAGIC Consortium; InterAct Consortium, Kjekshus J, Downs JR, Gotto AM, Keech AC, Marchioli R, Tognoni G, Sever PS, Poulter NR, Waters DD, Pedersen TR, Amarenco P, Nakamura H, McMurray JJ, Lewsey JD, Chasman DI, Ridker PM, Maggioni AP, Tavazzi L, Ray KK, Seshasai SR, Manson JE, Price JF, Whincup PH, Morris RW, Lawlor DA, Smith GD, Ben-Shlomo Y, Schreiner PJ, Fornage M, Siscovick DS, Cushman M, Kumari M, Wareham NJ, Verschuren WM, Redline S, Patel SR, Whittaker JC, Hamsten A, Delaney JA, Dale C, Gaunt TR, Wong A, Kuh D, Hardy R, Kathiresan S, Castillo BA, van der Harst P, Brunner EJ, Tybjaerg-Hansen A, Marmot MG, Krauss RM, Tsai M, Coresh J, Hoogeveen RC, Psaty BM, Lange LA, Hakonarson H, Dudbridge F, Humphries SE, Talmud PJ, Kivimäki M, Timpson NJ, Langenberg C, Asselbergs FW, Voevoda M, Bobak M, Pikhart H, Wilson JG, Reiner AP, Keating BJ, Hingorani AD, Sattar N. : HMG-coenzyme A reductase inhibition, type 2 diabetes, and bodyweight: evidence from genetic analysis and randomised trials. Lancet. 9965: 351-61, Jan 2015.
Roy SM, Chesi A, Mentch F, Xiao R, Chiavacci R, Mitchell JA, Kelly A, Hakonarson H, Grant SF, Zemel BS, McCormack SE. : Body Mass Index (BMI) Trajectories in Infancy Differ by Population Ancestry and May Presage Disparities in Early Childhood Obesity. J Clin Endocrinol Metab. Jan 2015.
Mitchell LE, Agopian AJ, Bhalla A, Glessner JT, Kim CE, Swartz MD, Hakonarson H, Goldmuntz E. : Genome-wide association study of maternal and inherited effects on left-sided cardiac malformations. Hum Mol Genet. 1: 265-73, Jan 2015.
Mancini C, Nassani S, Guo Y, Chen Y, Giorgio E, Brussino A, Di Gregorio E, Cavalieri S, Lo Buono N, Funaro A, Pizio NR, Nmezi B, Kyttala A, Santorelli FM, Padiath QS, Hakonarson H, Zhang H, Brusco A. : Adult-onset autosomal recessive ataxia associated with neuronal ceroid lipofuscinosis type 5 gene (CLN5) mutations. J Neurol. 1: 173-8, Jan 2015.
Ellis JA, Scurrah KJ, Li YR, Ponsonby AL, Chavez RA, Pezic A, Dwyer T, Akikusa JD, Allen RC, Becker ML, Thompson SD, Lie BA, Flatø B, Førre O, Punaro M, Wise C, Finkel TH, Hakonarson H, Munro JE. : Epistasis amongst PTPN2 and genes of the vitamin D pathway contributes to risk of juvenile idiopathic arthritis. J Steroid Biochem Mol Biol. 145: 113-20, Jan 2015.
2014
St Pourcain B, Haworth CM, Davis OS, Wang K, Timpson NJ, Evans DM, Kemp JP, Ronald A, Price T, Meaburn E, Ring SM, Golding J, Hakonarson H, Plomin R, Davey Smith G. : Heritability and genome-wide analyses of problematic peer relationships during childhood and adolescence. Hum Genet. Dec 2014.
Scott A. Soleimanpour1; Aditi Gupta1; Marina A. Bakay2; David N. Groff1; João Fadista3; Lynn A. Spruce4; Jake A. Kushner5; Leif Groop3; Steven H. Seeholzer4; Brett A. Kaufman6; Hakon Hakonarson*; and Doris A. Stoffers* : The diabetes susceptibility gene Clec16a regulates mitophagy. Cell. 2014 Jun 19;157(7):1577-90. doi: 10.1016/j.cell.2014.05.016.
International Genomics of Alzheimer's Disease Consortium (IGAP). : Convergent genetic and expression data implicate immunity in Alzheimer's disease. Alzheimers Dement. 14: 02492-3, Dec 2014.
Capasso M, Diskin S, Cimmino F, Acierno G, Totaro F, Petrosino G, Pezone L, Diamond M, McDaniel L, Hakonarson H, Iolascon A, Devoto M, Maris JM. : Common genetic variants in NEFL influence gene expression and neuroblastoma risk. Cancer Res. 23: 6913-24, Dec 2014.
Almoguera B, He S, Corton M, Fernandez-San Jose P, Blanco-Kelly F, López-Molina M, García-Sandoval B, Del Val J, Guo Y, Tian L, Liu X, Guan L, Torres RJ, Puig JG, Hakonarson H, Xu X, Keating B, Ayuso C. : Expanding the phenotype of PRPS1 syndromes in females: neuropathy, hearing loss and retinopathy. Orphanet J Rare Dis. 1: 190, Dec 2014.
Zhang Y, Ghosh S, Hakonarson H. : Dynamic Bayesian testing of sets of variants in complex diseases. Genetics. 3: 867-78, Nov 2014.
Wood AR, Esko T, Yang J, Vedantam S, Pers TH, Gustafsson S, Chu AY, Estrada K, Luan J, Kutalik Z, Amin N, Buchkovich ML, Croteau-Chonka DC, Day FR, Duan Y, Fall T, Fehrmann R, Ferreira T, Jackson AU, Karjalainen J, Lo KS, Locke AE, Mägi R, Mihailov E, Porcu E, Randall JC, Scherag A, Vinkhuyzen AA, Westra HJ, Winkler TW, Workalemahu T, Zhao JH, Absher D, Albrecht E, Anderson D, Baron J, Beekman M, Demirkan A, Ehret GB, Feenstra B, Feitosa MF, Fischer K, Fraser RM, Goel A, Gong J, Justice AE, Kanoni S, Kleber ME, Kristiansson K, Lim U, Lotay V, Lui JC, Mangino M, Mateo Leach I, Medina-Gomez C, Nalls MA, Nyholt DR, Palmer CD, Pasko D, Pechlivanis S, Prokopenko I, Ried JS, Ripke S, Shungin D, Stancáková A, Strawbridge RJ, Sung YJ, Tanaka T, Teumer A, Trompet S, van der Laan SW, van Setten J, Van Vliet-Ostaptchouk JV, Wang Z, Yengo L, Zhang W, Afzal U, Arnlöv J, Arscott GM, Bandinelli S, Barrett A, Bellis C, Bennett AJ, Berne C, Blüher M, Bolton JL, Böttcher Y, Boyd HA, Bruinenberg M, Buckley BM, Buyske S, Caspersen IH, Chines PS, Clarke R, Claudi-Boehm S, Cooper M, Daw EW, De Jong PA, Deelen J, Delgado G, Denny JC, Dhonukshe-Rutten R, Dimitriou M, Doney AS, Dörr M, Eklund N, Eury E, Folkersen L, Garcia ME, Geller F, Giedraitis V, Go AS, Grallert H, Grammer TB, Gräßler J, Grönberg H, de Groot LC, Groves CJ, Haessler J, Hall P, Haller T, Hallmans G, Hannemann A, Hartman CA, Hassinen M, Hayward C, Heard-Costa NL, Helmer Q, Hemani G, Henders AK, Hillege HL, Hlatky MA, Hoffmann W, Hoffmann P, Holmen O, Houwing-Duistermaat JJ, Illig T, Isaacs A, James AL, Jeff J, Johansen B, Johansson Å, Jolley J, Juliusdottir T, Junttila J, Kho AN, Kinnunen L, Klopp N, Kocher T, Kratzer W, Lichtner P, Lind L, Lindström J, Lobbens S, Lorentzon M, Lu Y, Lyssenko V, Magnusson PK, Mahajan A, Maillard M, McArdle WL, McKenzie CA, McLachlan S, McLaren PJ, Menni C, Merger S, Milani L, Moayyeri A, Monda KL, Morken MA, Müller G, Müller-Nurasyid M, Musk AW, Narisu N, Nauck M, Nolte IM, Nöthen MM, Oozageer L, Pilz S, Rayner NW, Renstrom F, Robertson NR, Rose LM, Roussel R, Sanna S, Scharnagl H, Scholtens S, Schumacher FR, Schunkert H, Scott RA, Sehmi J, Seufferlein T, Shi J, Silventoinen K, Smit JH, Smith AV, Smolonska J, Stanton AV, Stirrups K, Stott DJ, Stringham HM, Sundström J, Swertz MA, Syvänen AC, Tayo BO, Thorleifsson G, Tyrer JP, van Dijk S, van Schoor NM, van der Velde N, van Heemst D, van Oort FV, Vermeulen SH, Verweij N, Vonk JM, Waite LL, Waldenberger M, Wennauer R, Wilkens LR, Willenborg C, Wilsgaard T, Wojczynski MK, Wong A, Wright AF, Zhang Q, Arveiler D, Bakker SJ, Beilby J, Bergman RN, Bergmann S, Biffar R, Blangero J, Boomsma DI, Bornstein SR, Bovet P, Brambilla P, Brown MJ, Campbell H, Caulfield MJ, Chakravarti A, Collins R, Collins FS, Crawford DC, Cupples LA, Danesh J, de Faire U, den Ruijter HM, Erbel R, Erdmann J, Eriksson JG, Farrall M, Ferrannini E, Ferrières J, Ford I, Forouhi NG, Forrester T, Gansevoort RT, Gejman PV, Gieger C, Golay A, Gottesman O, Gudnason V, Gyllensten U, Haas DW, Hall AS, Harris TB, Hattersley AT, Heath AC, Hengstenberg C, Hicks AA, Hindorff LA, Hingorani AD, Hofman A, Hovingh GK, Humphries SE, Hunt SC, Hypponen E, Jacobs KB, Jarvelin MR, Jousilahti P, Jula AM, Kaprio J, Kastelein JJ, Kayser M, Kee F, Keinanen-Kiukaanniemi SM, Kiemeney LA, Kooner JS, Kooperberg C, Koskinen S, Kovacs P, Kraja AT, Kumari M, Kuusisto J, Lakka TA, Langenberg C, Le Marchand L, Lehtimäki T, Lupoli S, Madden PA, Männistö S, Manunta P, Marette A, Matise TC, McKnight B, Meitinger T, Moll FL, Montgomery GW, Morris AD, Morris AP, Murray JC, Nelis M, Ohlsson C, Oldehinkel AJ, Ong KK, Ouwehand WH, Pasterkamp G, Peters A, Pramstaller PP, Price JF, Qi L, Raitakari OT, Rankinen T, Rao DC, Rice TK, Ritchie M, Rudan I, Salomaa V, Samani NJ, Saramies J, Sarzynski MA, Schwarz PE, Sebert S, Sever P, Shuldiner AR, Sinisalo J, Steinthorsdottir V, Stolk RP, Tardif JC, Tönjes A, Tremblay A, Tremoli E, Virtamo J, Vohl MC; Electronic Medical Records and Genomics (eMEMERGEGE) Consortium; MIGen Consortium; PAGEGE Consortium; LifeLines Cohort Study, Amouyel P, Asselbergs FW, Assimes TL, Bochud M, Boehm BO, Boerwinkle E, Bottinger EP, Bouchard C, Cauchi S, Chambers JC, Chanock SJ, Cooper RS, de Bakker PI, Dedoussis G, Ferrucci L, Franks PW, Froguel P, Groop LC, Haiman CA, Hamsten A, Hayes MG, Hui J, Hunter DJ, Hveem K, Jukema JW, Kaplan RC, Kivimaki M, Kuh D, Laakso M, Liu Y, Martin NG, März W, Melbye M, Moebus S, Munroe PB, Njølstad I, Oostra BA, Palmer CN, Pedersen NL, Perola M, Pérusse L, Peters U, Powell JE, Power C, Quertermous T, Rauramaa R, Reinmaa E, Ridker PM, Rivadeneira F, Rotter JI, Saaristo TE, Saleheen D, Schlessinger D, Slagboom PE, Snieder H, Spector TD, Strauch K, Stumvoll M, Tuomilehto J, Uusitupa M, van der Harst P, Völzke H, Walker M, Wareham NJ, Watkins H, Wichmann HE, Wilson JF, Zanen P, Deloukas P, Heid IM, Lindgren CM, Mohlke KL, Speliotes EK, Thorsteinsdottir U, Barroso I, Fox CS, North KE, Strachan DP, Beckmann JS, Berndt SI, Boehnke M, Borecki IB, McCarthy MI, Metspalu A, Stefansson K, Uitterlinden AG, van Duijn CM, Franke L, Willer CJ, Price AL, Lettre G, Loos RJ, Weedon MN, Ingelsson E, O'Connell JR, Abecasis GR, Chasman DI, Goddard ME, Visscher PM, Hirschhorn JN, Frayling TM. : Defining the role of common variation in the genomic and biological architecture of adult human height. Nat Genet. 11: 1173-86, Nov 2014.
Wolf NI, Vanderver A, van Spaendonk RM, Schiffmann R, Brais B, Bugiani M, Sistermans E, Catsman-Berrevoets C, Kros JM, Pinto PS, Pohl D, Tirupathi S, Strømme P, de Grauw T, Fribourg S, Demos M, Pizzino A, Naidu S, Guerrero K, van der Knaap MS, Bernard G; 4H Research Group. : Clinical spectrum of 4H leukodystrophy caused by POLR3A and POLR3B mutations. Neurology. 21: 1898-905, Nov 2014.
Sleiman PM, Wang ML, Cianferoni A, Aceves S, Gonsalves N, Nadeau K, Bredenoord AJ, Furuta GT, Spergel JM, Hakonarson H. : GWAS identifies four novel eosinophilic esophagitis loci. Nat Commun. Nov 2014.
Naj AC, Jun G, Reitz C, Kunkle BW, Perry W, Park YS, Beecham GW, Rajbhandary RA, Hamilton-Nelson KL, Wang LS, Kauwe JS, Huentelman MJ, Myers AJ, Bird TD, Boeve BF, Baldwin CT, Jarvik GP, Crane PK, Rogaeva E, Barmada MM, Demirci FY, Cruchaga C, Kramer PL, Ertekin-Taner N, Hardy J, Graff-Radford NR, Green RC, Larson EB, St George-Hyslop PH, Buxbaum JD, Evans DA, Schneider JA, Lunetta KL, Kamboh MI, Saykin AJ, Reiman EM, De Jager PL, Bennett DA, Morris JC, Montine TJ, Goate AM, Blacker D, Tsuang DW, Hakonarson H, Kukull WA, Foroud TM, Martin ER, Haines JL, Mayeux RP, Farrer LA, Schellenberg GD, Pericak-Vance MA; Alzheimer Disease Genetics Consortium, Albert MS, Albin RL, Apostolova LG, Arnold SE, Barber R, Barnes LL, Beach TG, Becker JT, Beekly D, Bigio EH, Bowen JD, Boxer A, Burke JR, Cairns NJ, Cantwell LB, Cao C, Carlson CS, Carney RM, Carrasquillo MM, Carroll SL, Chui HC, Clark DG, Corneveaux J, Cribbs DH, Crocco EA, DeCarli C, DeKosky ST, Dick M, Dickson DW, Duara R, Faber KM, Fallon KB, Farlow MR, Ferris S, Frosch MP, Galasko DR, Ganguli M, Gearing M, Geschwind DH, Ghetti B, Gilbert JR, Glass JD, Growdon JH, Hamilton RL, Harrell LE, Head E, Honig LS, Hulette CM, Hyman BT, Jicha GA, Jin LW, Karydas A, Kaye JA, Kim R, Koo EH, Kowall NW, Kramer JH, LaFerla FM, Lah JJ, Leverenz JB, Levey AI, Li G, Lieberman AP, Lin CF, Lopez OL, Lyketsos CG, Mack WJ, Martiniuk F, Mash DC, Masliah E, McCormick WC, McCurry SM, McDavid AN, McKee AC, Mesulam M, Miller BL, Miller CA, Miller JW, Murrell JR, Olichney JM, Pankratz VS, Parisi JE, Paulson HL, Peskind E, Petersen RC, Pierce A, Poon WW, Potter H, Quinn JF, Raj A, Raskind M, Reisberg B, Ringman JM, Roberson ED, Rosen HJ, Rosenberg RN, Sano M, Schneider LS, Seeley WW, Smith AG, Sonnen JA, Spina S, Stern RA, Tanzi RE, Thornton-Wells TA, Trojanowski JQ, Troncoso JC, Valladares O, Van Deerlin VM, Van Eldik LJ, Vardarajan BN, Vinters HV, Vonsattel JP, Weintraub S, Welsh-Bohmer KA, Williamson J, Wishnek S, Woltjer RL, Wright CB, Younkin SG, Yu CE, Yu L. : Effects of multiple genetic loci on age at onset in late-onset Alzheimer disease: a genome-wide association study. JAMA Neurol. 11: 1394-404, Nov 2014.
Cook-Sather SD, Li J, Hakonarson H. : Modulatory effects of TAOK3 variants on morphine requirement in acute postoperative pain: an early genome wide association study contribution to the field of pediatric pain. Pain. 11: 2435-7, Nov 2014.
Guo Y, Kartawinata M, Li J, Pickett HA, Teo J, Kilo T, Barbaro PM, Keating B, Chen Y, Tian L, Al-Odaib A, Reddel RR, Christodoulou J, Xu X, Hakonarson H*, Bryan TM*. : Inherited bone marrow failure associated with germline mutation of ACD, the gene encoding telomere protein TPP1. Blood. 18: 2767-74, Oct 2014.
Glessner JT, Bick AG, Ito K, Homsy JG, Rodriguez-Murillo L, Fromer M, Mazaika E, Vardarajan B, Italia M, Leipzig J, DePalma SR, Golhar R, Sanders SJ, Yamrom B, Ronemus M, Iossifov I, Willsey AJ, State MW, Kaltman JR, White PS, Shen Y, Warburton D, Brueckner M, Seidman C, Goldmuntz E, Gelb BD, Lifton R, Seidman J, Hakonarson H*, Chung WK*. : Increased frequency of de novo copy number variants in congenital heart disease by integrative analysis of single nucleotide polymorphism array and exome sequence data. Circ Res. 10: 884-96, Oct 2014.
Calkins ME, Moore TM, Merikangas KR, Burstein M, Satterthwaite TD, Bilker WB, Ruparel K, Chiavacci R, Wolf DH, Mentch F, Qiu H, Connolly JJ, Sleiman PA, Hakonarson H, Gur RC, Gur RE. : The psychosis spectrum in a young U.S. community sample: findings from the Philadelphia Neurodevelopmental Cohort. World Psychiatry. 3: 296-305, Oct 2014.
Barthold JS, Wang Y, Kolon TF, Kollin C, Nordenskjöld A, Fisher AO, Figueroa TE, BaniHani AH, Hagerty JA, Gonzalez R, Noh PH, Chiavacci RM, Harden KR, Abrams DJ, Kim CE, Mateson AB, Robbins AK, Li J, Akins RE Jr, Hakonarson H, Devoto M. : Phenotype Specific Association of the TGFBR3 Locus with Nonsyndromic Cryptorchidism. J Urol. 14, Oct 2014.
Banerjee A, Wang HY, Borgmann-Winter KE, MacDonald ML, Kaprielian H, Stucky A, Kvasic J, Egbujo C, Ray R, Talbot K, Hemby SE, Siegel SJ, Arnold SE, Sleiman P, Chang X, Hakonarson H, Gur RE, Hahn CG. : Src kinase as a mediator of convergent molecular abnormalities leading to NMDAR hypoactivity in schizophrenia. Mol Psychiatry. Oct 2014.
Zamzow J, Culnan E, Spiers M, Calkins M, Satterthwaite T, Ruparel K, Abrams D, Chiavacci R, Hakonarson H, Gur R.: B-37The Relationship between Body Mass Index and Executive Function from Late Childhood through Adolescence. Arch Clin Neuropsychol. 6: 550, Sep 2014.
Picard M, Zhang J, Hancock S, Derbeneva O, Golhar R, Golik P, O'Hearn S, Levy S, Potluri P, Lvova M, Davila A, Lin CS, Perin JC, Rappaport EF, Hakonarson H, Trounce IA, Procaccio V, Wallace DC. : Progressive increase in mtDNA 3243A>G heteroplasmy causes abrupt transcriptional reprogramming. Proc Natl Acad Sci U S A. 38: E4033-42, Sep 2014.
International League Against Epilepsy Consortium on Complex Epilepsies. Electronic address: epilepsy-austin@unimelb.edu.au. : Genetic determinants of common epilepsies: a meta-analysis of genome-wide association studies. Lancet Neurol. 9: 893-903, Sep 2014.
Culnan E, Zamzow J, Spiers M, Calkins M, Satterthwaite T, Ruparel K, Abrams D, Chiavacci R, Hakonarson H, Gur R. : B-36Relationships between Body Mass Index and Social Cognition among 8-19 Year-Olds. Arch Clin Neuropsychol. 6: 550, Sep 2014.
Pizzino A, Pierson TM, Guo Y, Helman G, Fortini S, Guerrero K, Saitta S, Patrick Murphy JL, Padiath Q, Xie Y, Hakonarson H, Xu X, Funari T, Fox M, Taft RJ, van der Knaap MS, Bernard G, Schiffmann R, Simons C, Vanderver A. : TUBB4A de novo mutations cause isolated hypomyelination. Neurology August 2014.
Pellegrino R, Kavakli IH, Goel N, Cardinale CJ, Dinges DF, Kuna ST, Maislin G, Van Dongen HP, Tufik S, Hogenesch JB, Hakonarson H, Pack AI.: A Novel BHLHE41 Variant is Associated with Short Sleep and Resistance to Sleep Deprivation in Humans. Sleep 37(8): 1327-36, August 2014.
Agopian AJ, Mitchell LE, Glessner J, Bhalla AD, Sewda A, Hakonarson H, Goldmuntz E.: Genome-wide association study of maternal and inherited Loci for conotruncal heart defects. PLoS One. August 2014.
White PS, Xie HM, Werner P, Glessner J, Latney B, Hakonarson H, Goldmuntz E.: Analysis of chromosomal structural variation in patients with congenital left-sided cardiac lesions. Birth Defects Res A Clin Mol Teratol July 2014.
Robinson EB, Kirby A, Ruparel K, Yang J, McGrath L, Anttila V, Neale BM, Merikangas K, Lehner T, Sleiman PM, Daly MJ, Gur R, Gur R, Hakonarson H. : The genetic architecture of pediatric cognitive abilities in the Philadelphia Neurodevelopmental Cohort. Mol Psychiatry July 2014.
Prokudin I, Li D, He S, Guo Y, Goodwin L, Wilson M, Rose L, Tian L, Chen Y, Liang J, Keating B, Xu X, Jamieson RV, Hakonarson H.: Value of whole exome sequencing for syndromic retinal dystrophy diagnosis in young patients. Clin Experiment Ophthalmol July 2014.
Holmes MV, Dale CE, Zuccolo L, Silverwood RJ, Guo Y, Ye Z, Prieto-Merino D, Dehghan A, Trompet S, Wong A, Cavadino A, Drogan D, Padmanabhan S, Li S, Yesupriya A, Leusink M, Sundstrom J, Hubacek JA, Pikhart H, Swerdlow DI, Panayiotou AG, Borinskaya SA, Finan C, Shah S, Kuchenbaecker KB, Shah T, Engmann J, Folkersen L, Eriksson P, Ricceri F, Melander O, Sacerdote C, Gamble DM, Rayaprolu S, Ross OA, McLachlan S, Vikhireva O, Sluijs I, Scott RA, Adamkova V, Flicker L, Bockxmeer FM, Power C, Marques-Vidal P, Meade T, Marmot MG, Ferro JM, Paulos-Pinheiro S, Humphries SE, Talmud PJ, Mateo Leach I, Verweij N, Linneberg A, Skaaby T, Doevendans PA, Cramer MJ, van der Harst P, Klungel OH, Dowling NF, Dominiczak AF, Kumari M, Nicolaides AN, Weikert C, Boeing H, Ebrahim S, Gaunt TR, Price JF, Lannfelt L, Peasey A, Kubinova R, Pajak A, Malyutina S, Voevoda MI, Tamosiunas A, Maitland-van der Zee AH, Norman PE, Hankey GJ, Bergmann MM, Hofman A, Franco OH, Cooper J, Palmen J, Spiering W, de Jong PA, Kuh D, Hardy R, Uitterlinden AG, Ikram MA, Ford I, Hyppönen E, Almeida OP, Wareham NJ, Khaw KT, Hamsten A, Husemoen LL, Tjønneland A, Tolstrup JS, Rimm E, Beulens JW, Verschuren WM, Onland-Moret NC, Hofker MH, Wannamethee SG, Whincup PH, Morris R, Vicente AM, Watkins H, Farrall M, Jukema JW, Meschia J, Cupples LA, Sharp SJ, Fornage M, Kooperberg C, LaCroix AZ, Dai JY, Lanktree MB, Siscovick DS, Jorgenson E, Spring B, Coresh J, Li YR, Buxbaum SG, Schreiner PJ, Ellison RC, Tsai MY, Patel SR, Redline S, Johnson AD, Hoogeveen RC, Hakonarson H, Rotter JI, Boerwinkle E, de Bakker PI, Kivimaki M, Asselbergs FW, Sattar N, Lawlor DA, Whittaker J, Davey Smith G, Mukamal K, Psaty BM, Wilson JG, Lange LA, Hamidovic A, Hingorani AD, Nordestgaard BG, Bobak M, Leon DA, Langenberg C, Palmer TM, Reiner AP, Keating BJ, Dudbridge F, Casas JP; InterAct Consortium.: Association between alcohol and cardiovascular disease: Mendelian randomisation analysis based on individual participant data. BMJ July 2014.
Soleimanpour SA, Gupta A, Bakay M, Ferrari AM, Groff DN, Fadista J, Spruce LA, Kushner JA, Groop L, Seeholzer SH, Kaufman BA, Hakonarson H*, Stoffers DA*.: The diabetes susceptibility gene clec16a regulates mitophagy. Cell 157(7): 1577-90, Jun 2014.
Satterthwaite TD, Shinohara RT, Wolf DH, Hopson RD, Elliott MA, Vandekar SN, Ruparel K, Calkins ME, Roalf DR, Gennatas ED, Jackson C, Erus G, Prabhakaran K, Davatzikos C, Detre JA, Hakonarson H, Gur RC, Gur RE. : Impact of puberty on the evolution of cerebral perfusion during adolescence. Proc Natl Acad Sci U S A. 111(23): 8643-8, Jun 2014.
Hadley D, Wu ZL, Kao C, Kini A, Mohamed-Hadley A, Thomas K, Vazquez L, Qiu H, Mentch F, Pellegrino R, Kim C, Connolly J; AGP Consortium, Glessner J, Hakonarson H.: The impact of the metabotropic glutamate receptor and other gene family interaction networks on autism. Nat Commun Jun 2014.
Falk MJ, Li D, Gai X, McCormick E, Place E, Lasorsa FM, Otieno FG, Hou C, Kim CE, Abdel-Magid N, Vazquez L, Mentch FD, Chiavacci R, Liang J, Liu X, Jiang H, Giannuzzi G, Marsh ED, Guo Y, Tian L, Palmieri F, Hakonarson H. : Erratum: AGC1 Deficiency Causes Infantile Epilepsy, Abnormal Myelination, and Reduced N-Acetylaspartate. JIMD Rep June 2014.
Escott-Price V, Bellenguez C, Wang LS, Choi SH, Harold D, Jones L, Holmans P, Gerrish A, Vedernikov A, Richards A, DeStefano AL, Lambert JC, Ibrahim-Verbaas CA, Naj AC, Sims R, Jun G, Bis JC, Beecham GW, Grenier-Boley B, Russo G, Thornton-Wells TA, Denning N, Smith AV, Chouraki V, Thomas C, Ikram MA, Zelenika D, Vardarajan BN, Kamatani Y, Lin CF, Schmidt H, Kunkle B, Dunstan ML, Vronskaya M; United Kingdom Brain Expression Consortium, Johnson AD, Ruiz A, Bihoreau MT, Reitz C, Pasquier F, Hollingworth P, Hanon O, Fitzpatrick AL, Buxbaum JD, Campion D, Crane PK, Baldwin C, Becker T, Gudnason V, Cruchaga C, Craig D, Amin N, Berr C, Lopez OL, De Jager PL, Deramecourt V, Johnston JA, Evans D, Lovestone S, Letenneur L, Hernández I, Rubinsztein DC, Eiriksdottir G, Sleegers K, Goate AM, Fiévet N, Huentelman MJ, Gill M, Brown K, Kamboh MI, Keller L, Barberger-Gateau P, McGuinness B, Larson EB, Myers AJ, Dufouil C, Todd S, Wallon D, Love S, Rogaeva E, Gallacher J, George-Hyslop PS, Clarimon J, Lleo A, Bayer A, Tsuang DW, Yu L, Tsolaki M, Bossù P, Spalletta G, Proitsi P, Collinge J, Sorbi S, Garcia FS, Fox NC, Hardy J, Naranjo MC, Bosco P, Clarke R, Brayne C, Galimberti D, Scarpini E, Bonuccelli U, Mancuso M, Siciliano G, Moebus S, Mecocci P, Zompo MD, Maier W, Hampel H, Pilotto A, Frank-García A, Panza F, Solfrizzi V, Caffarra P, Nacmias B, Perry W, Mayhaus M, Lannfelt L, Hakonarson H, Pichler S, Carrasquillo MM, Ingelsson M, Beekly D, Alvarez V, Zou F, Valladares O, Younkin SG, Coto E, Hamilton-Nelson KL, Gu W, Razquin C, Pastor P, Mateo I, Owen MJ, Faber KM, Jonsson PV, Combarros O, O'Donovan MC, Cantwell LB, Soininen H, Blacker D, Mead S, Mosley TH Jr, Bennett DA, Harris TB, Fratiglioni L, Holmes C, de Bruijn RF, Passmore P, Montine TJ, Bettens K, Rotter JI, Brice A, Morgan K, Foroud TM, Kukull WA, Hannequin D, Powell JF, Nalls MA, Ritchie K, Lunetta KL, Kauwe JS, Boerwinkle E, Riemenschneider M, Boada M, Hiltunen M, Martin ER, Schmidt R, Rujescu D, Dartigues JF, Mayeux R, Tzourio C, Hofman A, Nöthen MM, Graff C, Psaty BM, Haines JL, Lathrop M, Pericak-Vance MA, Launer LJ, Van Broeckhoven C, Farrer LA, van Duijn CM, Ramirez A, Seshadri S, Schellenberg GD, Amouyel P, Williams J.: Gene-wide analysis detects two new susceptibility genes for Alzheimer's disease. PLoS One June 2014.
Cook-Sather SD, Li J, Goebel TK, Sussman EM, Rehman MA, Hakonarson H. : TAOK3, a novel genome-wide association study locus associated with morphine requirement and postoperative pain in a retrospective pediatric day surgery population. Pain. Jun 2014.
Vacic V, Ozelius LJ, Clark LN, Bar-Shira A, Gana-Weisz M, Gurevich T, Gusev A, Kedmi M, Kenny EE, Liu X, Mejia-Santana H, Mirelman A, Raymond D, Saunders-Pullman R, Desnick RJ, Atzmon G, Burns ER, Ostrer H, Hakonarson H, Bergman A, Barzilai N, Darvasi A, Peter I, Guha S, Lencz T, Giladi N, Marder K, Pe'er I, Bressman SB, Orr-Urtreger A: Genome-wide mapping of IBD segments in an Ashkenazi PD cohort identifies associated haplotypes. Hum Mol Genet. May 2014.
Pinto D, Delaby E, Merico D, Barbosa M, Merikangas A, Klei L, Thiruvahindrapuram B, Xu X, Ziman R, Wang Z, Vorstman JA, Thompson A, Regan R, Pilorge M, Pellecchia G, Pagnamenta AT, Oliveira B, Marshall CR, Magalhaes TR, Lowe JK, Howe JL, Griswold AJ, Gilbert J, Duketis E, Dombroski BA, De Jonge MV, Cuccaro M, Crawford EL, Correia CT, Conroy J, Conceição IC, Chiocchetti AG, Casey JP, Cai G, Cabrol C, Bolshakova N, Bacchelli E, Anney R, Gallinger S, Cotterchio M, Casey G, Zwaigenbaum L, Wittemeyer K, Wing K, Wallace S, van Engeland H, Tryfon A, Thomson S, Soorya L, Rogé B, Roberts W, Poustka F, Mouga S, Minshew N, McInnes LA, McGrew SG, Lord C, Leboyer M, Le Couteur AS, Kolevzon A, Jiménez González P, Jacob S, Holt R, Guter S, Green J, Green A, Gillberg C, Fernandez BA, Duque F, Delorme R, Dawson G, Chaste P, Café C, Brennan S, Bourgeron T, Bolton PF, Bölte S, Bernier R, Baird G, Bailey AJ, Anagnostou E, Almeida J, Wijsman EM, Vieland VJ, Vicente AM, Schellenberg GD, Pericak-Vance M, Paterson AD, Parr JR, Oliveira G, Nurnberger JI, Monaco AP, Maestrini E, Klauck SM, Hakonarson H, Haines JL, Geschwind DH, Freitag CM, Folstein SE, Ennis S, Coon H, Battaglia A, Szatmari P, Sutcliffe JS, Hallmayer J, Gill M, Cook EH, Buxbaum JD, Devlin B, Gallagher L, Betancur C, Scherer SW.: Convergence of genes and cellular pathways dysregulated in autism spectrum disorders. Am J Hum Genet. 94(5): 677-94, May 2014.
Li D, Opas EE, Tuluc F, Metzger DL, Hou C, Hakonarson H, Levine MA. : Autosomal Dominant Hypoparathyroidism Caused by Germline Mutation in GNA11: Phenotypic and Molecular Characterization. J Clin Endocrinol Metab. May 2014.
Kim DS, Kim JH, Burt AA, Crosslin DR, Burnham N, McDonald-McGinn DM, Zackai EH, Nicolson SC, Spray TL, Stanaway IB, Nickerson DA, Russell MW, Hakonarson H, Gaynor JW, Jarvik GP.: Patient Genotypes Impact Survival After Surgery for Isolated Congenital Heart Disease. Ann Thorac Surg. May 2014.
Karayannis T, Au E, Patel JC, Kruglikov I, Markx S, Delorme R, Héron D, Salomon D, Glessner J, Restituito S, Gordon A, Rodriguez-Murillo L, Roy NC, Gogos JA, Rudy B, Rice ME, Karayiorgou M, Hakonarson H, Keren B, Huguet G, Bourgeron T, Hoeffer C, Tsien RW, Peles E, Fishell G.: Cntnap4 differentially contributes to GABAergic and dopaminergic synaptic transmission. Nature May 2014.
Cardinale CJ, Wei Z, Li J, Zhu J, Gu M, Baldassano RN, Grant SF, Hakonarson H.: Transcriptome profiling of human ulcerative colitis mucosa reveals altered expression of pathways enriched in genetic susceptibility Loci. PLoS One. May 2014.
Almoguera B, Vazquez L, Connolly JJ, Bradfield J, Sleiman P, Keating B, Hakonarson H.: Imputation of TPMT defective alleles for the identification of patients with high-risk phenotypes. Front Genet. May 2014.
Sleiman P, Bradfield J, Mentch F, Almoguera B, Connolly J, Hakonarson H. : Assessing the functional consequence of loss of function variants using electronic medical record and large-scale genomics consortium efforts. Front Genet. Apr 2014.
Roalf DR, Gur RE, Ruparel K, Calkins ME, Satterthwaite TD, Bilker WB, Hakonarson H, Harris LJ, Gur RC.: Within-individual variability in neurocognitive performance: Age- and sex-related differences in children and youths from ages 8 to 21. Neuropsychology Apr 2014.
Li D, Weber DR, Deardorff MA, Hakonarson H, Levine MA. : Exome sequencing reveals a nonsense mutation in MMP13 as a new cause of autosomal recessive metaphyseal anadysplasia. Eur J Hum Genet. Apr 2014.
Wang X, Liu W, Sun CL, Armenian SH, Hakonarson H, Hageman L, Ding Y, Landier W, Blanco JG, Chen L, Quiñones A, Ferguson D, Winick N, Ginsberg JP, Keller F, Neglia JP, Desai S, Sklar CA, Castellino SM, Cherrick I, Dreyer ZE, Hudson MM, Robison LL, Yasui Y, Relling MV, Bhatia S. : Hyaluronan Synthase 3 Variant and Anthracycline-Related Cardiomyopathy: A Report From the Children's Oncology Group. J Clin Oncol Mar 2014.
Tragante V, Barnes MR, Ganesh SK, Lanktree MB, Guo W, Franceschini N, Smith EN, Johnson T, Holmes MV, Padmanabhan S, Karczewski KJ, Almoguera B, Barnard J, Baumert J, Chang YP, Elbers CC, Farrall M, Fischer ME, Gaunt TR, Gho JM, Gieger C, Goel A, Gong Y, Isaacs A, Kleber ME, Mateo Leach I, McDonough CW, Meijs MF, Melander O, Nelson CP, Nolte IM, Pankratz N, Price TS, Shaffer J, Shah S, Tomaszewski M, van der Most PJ, Van Iperen EP, Vonk JM, Witkowska K, Wong CO, Zhang L, Beitelshees AL, Berenson GS, Bhatt DL, Brown M, Burt A, Cooper-DeHoff RM, Connell JM, Cruickshanks KJ, Curtis SP, Davey-Smith G, Delles C, Gansevoort RT, Guo X, Haiqing S, Hastie CE, Hofker MH, Hovingh GK, Kim DS, Kirkland SA, Klein BE, Klein R, Li YR, Maiwald S, Newton-Cheh C, O'Brien ET, Onland-Moret NC, Palmas W, Parsa A, Penninx BW, Pettinger M, Vasan RS, Ranchalis JE, M Ridker P, Rose LM, Sever P, Shimbo D, Steele L, Stolk RP, Thorand B, Trip MD, van Duijn CM, Verschuren WM, Wijmenga C, Wyatt S, Young JH, Zwinderman AH, Bezzina CR, Boerwinkle E, Casas JP, Caulfield MJ, Chakravarti A, Chasman DI, Davidson KW, Doevendans PA, Dominiczak AF, Fitzgerald GA, Gums JG, Fornage M, Hakonarson H, Halder I, Hillege HL, Illig T, Jarvik GP, Johnson JA, Kastelein JJ, Koenig W, Kumari M, März W, Murray SS, O'Connell JR, Oldehinkel AJ, Pankow JS, Rader DJ, Redline S, Reilly MP, Schadt EE, Kottke-Marchant K, Snieder H, Snyder M, Stanton AV, Tobin MD, Uitterlinden AG, van der Harst P, van der Schouw YT, Samani NJ, Watkins H, Johnson AD, Reiner AP, Zhu X, de Bakker PI, Levy D, Asselbergs FW, Munroe PB, Keating BJ. : Gene-centric Meta-analysis in 87,736 Individuals of European Ancestry Identifies Multiple Blood-Pressure-Related Loci. Am J Hum Genet Mar 2014.
Satterthwaite TD, Wolf DH, Roalf DR, Ruparel K, Erus G, Vandekar S, Gennatas ED, Elliott MA, Smith A, Hakonarson H, Verma R, Davatzikos C, Gur RE, Gur RC. : Linked Sex Differences in Cognition and Functional Connectivity in Youth. Cereb Cortex Mar 2014.
Satterthwaite TD, Vandekar S, Wolf DH, Ruparel K, Roalf DR, Jackson C, Elliott MA, Bilker WB, Calkins ME, Prabhakaran K, Davatzikos C, Hakonarson H, Gur RE, Gur RC. : Sex differences in the effect of puberty on hippocampal morphology. J Am Acad Child Adolesc Psychiatry. Mar 2014.
Purkey MT, Li J, Mentch F, Grant SF, Desrosiers M, Hakonarson H*, Toskala E*. : Genetic variation in genes encoding airway epithelial potassium channels is associated with chronic rhinosinusitis in a pediatric population. PLoS One Mar 2014.
Li M, Jia C, Kazmierkiewicz KL, Bowman AS, Tian L, Liu Y, Gupta NA, Gudsieva HV, Yee SS, Kim M, Dentchev T, Kimble JA, Parker JS, Messinger JD, Hakonarson H, Curcio CA, Stambolian D. : Comprehensive Analysis of Gene Expression in Human Retina and Supporting Tissues. Hum Mol Genet. Mar 2014.
Diskin SJ, Capasso M, Diamond M, Oldridge DA, Conkrite K, Bosse KR, Russell MR, Iolascon A, Hakonarson H, Devoto M, Maris JM.: Rare Variants in TP53 and Susceptibility to Neuroblastoma. J Natl Cancer Inst. Mar 2014.
Araujo AN, Moraes L, França MI, Hakonarson H, Li J, Pellegrino R, Maciel RM, Cerutti JM. : Genome-Wide Copy Number Analysis in a Family with p.G533C RET Mutation and Medullary Thyroid Carcinoma Identified Regions Potentially Associated with a Higher Predisposition to Lymph Node Metastasis. J Clin Endocrinol Metab Mar 2014.
The Wellcome Trust Case Control Consortium 3. : A genome-wide association study of anorexia nervosa. Mol Psychiatry Feb 2014.
St Pourcain B, Skuse DH, Mandy WP, Wang K, Hakonarson H, Timpson NJ, Evans DM, Kemp JP, Ring SM, McArdle WL, Golding J, Smith GD. : Variability in the common genetic architecture of social-communication spectrum phenotypes during childhood and adolescence. Mol Autism Feb 2014.
Ingalhalikar M, Smith A, Parker D, Satterthwaite TD, Elliott MA, Ruparel K, Hakonarson H, Gur RE, Gur RC, Verma R. : Reply to Joel and Tarrasch: On misreading and shooting the messenger. Proc Natl Acad Sci Feb 2014.
Holmes MV, Lange LA, Palmer T, Lanktree MB, North KE, Almoguera B, Buxbaum S, Chandrupatla HR, Elbers CC, Guo Y, Hoogeveen RC, Li J, Li YR, Swerdlow DI, Cushman M, Price TS, Curtis SP, Fornage M, Hakonarson H, Patel SR, Redline S, Siscovick DS, Tsai MY, Wilson JG, van der Schouw YT, Fitzgerald GA, Hingorani AD, Casas JP, de Bakker PI, Rich SS, Schadt EE, Asselbergs FW, Reiner AP, Keating BJ. : Causal effects of body mass index on cardiometabolic traits and events: a mendelian randomization analysis. Am J Hum Genet Feb 2014.
Gur RC, Calkins ME, Satterthwaite TD, Ruparel K, Bilker WB, Moore TM, Savitt AP, Hakonarson H, Gur RE. : Neurocognitive Growth Charting in Psychosis Spectrum Youths. JAMA Psychiatry Feb 2014.
Guo Y, Prokudin I, Yu C, Liang J, Xie Y, Flaherty M, Tan L, Crofts S, Wang F, Snyder J, Donaldson C, Abdel-Magid N, Vazquez L, Keating B, Hakonarson H*, Wang J*, Jamieson RV*. : Advantage of Whole Exome Sequencing over Allele-specific and Targeted Segment Sequencing, in Detection of Novel TULP1 Mutation in Leber Congenital Amaurosis. Ophthalmic Genet Feb 2014.
GCAN. : Using ancestry-informative markers to identify fine structure across 15 populations of European origin. Eur J Hum Genet Feb 2014.
Falk MJ, Li D, Gai X, McCormick E, Place E, Lasorsa FM, Otieno FG, Hou C, Kim CE, Abdel-Magid N, Vazquez L, Mentch FD, Chiavacci R, Liang J, Liu X, Jiang H, Giannuzzi G, Marsh ED, Guo Y, Tian L, Palmieri F, Hakonarson H. : AGC1 deficiency causes infantile epilepsy, abnormal myelination, and reduced N-acetylaspartate. JIMD Rep Feb 2014.
Yoneyama S, Guo Y, Lanktree MB, Barnes MR, Elbers CC, Karczewski KJ, Padmanabhan S, Bauer F, Baumert J, Beitelshees A, Berenson GS, Boer JM, Burke G, Cade B, Chen W, Cooper-DeHoff RM, Gaunt TR, Gieger C, Gong Y, Gorski M, Heard-Costa N, Johnson T, Lamonte MJ, McDonough C, Monda KL, Onland-Moret NC, Nelson CP, O'Connell JR, Ordovas J, Peter I, Peters A, Shaffer J, Shen H, Smith E, Speilotes L, Thomas F, Thorand B, Monique Verschuren WM, Anand SS, Dominiczak A, Davidson KW, Hegele RA, Heid I, Hofker MH, Huggins GS, Illig T, Johnson JA, Kirkland S; the Look AHEAD Research Group, König W, Langaee TY, McCaffery J, Melander O, Mitchell BD, Munroe P, Murray SS, Papanicolaou G, Redline S, Reilly M, Samani NJ, Schork NJ, Van Der Schouw YT, Shimbo D, Shuldiner AR, Tobin MD, Wijmenga C, Yusuf S; the GIANT Consortium; the CARe IBC Consortium, Hakonarson H, Lange LA, Demerath EW, Fox CS, North KE, Reiner AP, Keating B, Taylor KC. : Gene-centric meta-analyses for central adiposity traits in up to 57 412 individuals of European descent confirm known loci and reveal several novel associations. Hum Mol Genet Jan 2014.
Wang X, Liu W, Sun CL, Armenian SH, Hakonarson H, Hageman L, Ding Y, Landier W, Blanco JG, Chen L, Quiñones A, Ferguson D, Winick N, Ginsberg JP, Keller F, Neglia JP, Desai S, Sklar CA, Castellino SM, Cherrick I, Dreyer ZE, Hudson MM, Robison LL, Yasui Y, Relling MV, Bhatia S. : Hyaluronan Synthase 3 Variant and Anthracycline-Related Cardiomyopathy: A Report From the Children's Oncology Group. J Clin Oncol. Jan 2014.
Sartori DJ, Wilbur CJ, Long SY, Rankin MM, Li C, Bradfield JP, Hakonarson H, Grant SF, Pu WT, Kushner JA. : GATA Factors Promote ER Integrity and β-Cell Survival and Contribute to Type 1 Diabetes Risk. Mol Endocrinol Jan 2014.
Matsunami N, Hensel CH, Baird L, Stevens J, Otterud B, Leppert T, Varvil T, Hadley D, Glessner JT, Pellegrino R, Kim C, Thomas K, Wang F, Otieno FG, Ho K, Christensen GB, Li D, Prekeris R, Lambert CG, Hakonarson H, Leppert MF. : Identification of rare DNA sequence variants in high-risk autism families and their prevalence in a large case/control population. Mol Autism Jan 2014.
Kaiser FJ, Ansari M, Braunholz D, Gil-Rodríguez MC, Decroos C, Wilde JJ, Fincher CT, Kaur M, Bando M, Amor DJ, Atwal PS, Bahlo M, Bowman CM, Bradley JJ, Brunner HG, Clark D, Del Campo M, Di Donato N, Diakumis P, Dubbs H, Dyment DA, Eckhold J, Ernst S, Ferreira JC, Francey LJ, Gehlken U, Guillén-Navarro E, Gyftodimou Y, Hall BD, Hennekam R, Hudgins L, Hullings M, Hunter JM, Yntema H, Innes AM, Kline AD, Krumina Z, Lee H, Leppig K, Lynch SA, Mallozzi MB, Mannini L, McKee S, Mehta SG, Micule I; Care4Rare Canada Consortium, Mohammed S, Moran E, Mortier GR, Moser JA, Noon SE, Nozaki N, Nunes L, Pappas JG, Penney LS, Pérez-Aytés A, Petersen MB, Puisac B, Revencu N, Roeder E, Saitta S, Scheuerle AE, Schindeler KL, Siu VM, Stark Z, Strom SP, Thiese H, Vater I, Willems P, Williamson K, Wilson LC; University of Washington Center for Mendelian Genomics, Hakonarson H, Quintero-Rivera F, Wierzba J, Musio A, Gillessen-Kaesbach G, Ramos FJ, Jackson LG, Shirahige K, Pié J, Christianson DW, Krantz ID, Fitzpatrick DR, Deardorff MA. : Loss of Function HDAC8 Mutations Cause a Phenotypic Spectrum of Cornelia de Lange Syndrome-like Features, Ocular Hypertelorism, Large Fontanelle and X-
|
|||||
wrong_mix_range_spouse_00142
|
FactBench
|
2
| 6
|
https://news.siu.edu/2011/07/072011FTR_Transitions_May11.php
|
en
|
Transitions
|
[
"https://news.siu.edu/_assets/images/siu.png"
] |
[] |
[] |
[
""
] | null |
[] | null |
RETIREES, May 2011
|
SIU News
|
https://news.siu.edu/2011/07/072011FTR_Transitions_May11.php
|
RETIREES, May 2011
Pamela Anderson, officer, assistant records management. Records Management-SIUC; 31 years of service.
Patsy Arnold, specialist I, communications specialist. Information Technology-SIUC; 17 years of service.
Christopher Blood, clerk, distribution. Capital Planning and Service Operations-School of Medicine, Springfield; 7 years of service.
Elaine Broomfield, cook, first. University Housing-SIUC; 19 years of service.
Nancy Cline, researcher I. Mining and Mineral Resources Engineering-SIUC; 11 years of service.
Martha Crothers, lecturer. Educational Psychology and Special Education-SIUC; 8 years of service.
Paula Davis, professor. Rehabilitation Institute-SIUC; 29 years of service.
Stephen Dollinger, professor and distinguished teacher. Psychology-SIUC; 34 years of service.
Andrew Earnest, professor and chairperson. Mathematics-SIUC; 30 years of service.
Phillip Eberle, associate professor. Agribusiness Economics-SIUC; 28 years of service.
Karen Gibson, storekeeper III. Zoology-SIUC; 35 years of service.
Pamela Graham, assistant, program administrative. Coal Extraction and Utilization Research Center-SIUC; 30 years of service.
Lynda Hall, coordinator, customer service unit. SIU HealthCare Patient Business Services-School of Medicine, Springfield; 22 years of service.
Charles Hammond, associate professor. Foreign Languages and Literatures-SIUC; 24 years of service.
Laura Indermark, accountant II. SIU HealthCare Patient Business Services-School of Medicine-Springfield; 30 years of service.
Steven Jensen, professor. School of Allied Health-SIUC; 30 years of service.
Debra Kemper, administrator, office. Cancer Center Institute-School of Medicine, Springfield; 26 years of service.
Nancy Mallett, manager, office. Economics-SIUC; 29 years of service.
John Marzolf, associate professor. Geology-SIUC; 29 years of service.
Joseph Masden, associate professor. Physics-SIUC; 28 years of service.
Claudia McIntyre, computer info specialist. Information Resources-School of Medicine, Springfield; 22 years of service.
Gary Messersmith, clinical instructor. Office of Teacher Education-SIUC; 16 years of service.
Barbara Mueller, aide, administrative. Alumni Services-SIUC; 26 years of service.
Mary Naqvi, accountant III. Comptroller-School of Medicine, Springfield; 26 years of service.
Mary Pedigo, administrator, office. Forestry-SIUC, and administrator, office, SIU University-wide services; 16 years of service.
Daniel Primont, professor. Economics-SIUC; 33 years of service.
Ralph Robertson, professor. School of Law-SIUC; 28 years of service.
Robert Ross, comptroller. Comptroller-School of Medicine-Springfield; 30 years of service.
Catherine Schmidt, researcher III. Plant, Soil, and Agricultural Systems-SIUC; 27 years of service.
Saroj Sharma, senior lecturer. Mathematics-SIUC; 11 years of service.
Carol Shirley, administrator, local area network. College of Education and Human Services-SIUC; 29 years of service.
William Stevens, director. Research Development and Administration-SIUC; 22 years of service.
Edward Thompson, assistant athletic director. Intercollegiate Athletics-SIUC; 32 years of service.
Katherine Titchenal, executive director of human resources. Human Resources-School of Medicine, Springfield; 11 years of service.
Allen Yates, operator, maintenance equipment. Physical Plant Service-SIUC; 23 years of service.
NEW HIRES, May 2011
Larry Adams, extra help skilled crafts. Physical Plant Service-SIUC.
Megan Elizabeth Adams, legal help clerical/secretarial. Research Development and Administration-SIUC.
Adela Annis, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Jasmine Aquino, academic adviser. COEHS Advisement Office-SIUC.
Michael James Aussieker, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Brock Bailey, extra help technical/paraprofessional. Physiology-School of Medicine, Carbondale.
Joseph Bastien, extra help skilled crafts. Physical Plant Service-SIUC.
Jessica Beck, extra help service/maintenance. University Housing-SIUC.
Cameron Bencini, extra help technical/paraprofessional. Civil and Environmental Engineering-SIUC.
Nicholas Billstrand, extra help technical/paraprofessional. Center for Archaeological Investigations-SIUC.
Megan Marie Blackwell, extra help clerical/secretarial. Student Health Center-SIUC.
Erik Bohle, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Ransom Michl Brooks, extra help service/maintenance. University Housing-SIUC.
Shallon Brosamer, assistant, medical. Internal Medicine Clinic-School of Medicine, Springfield.
Erica Brown, nurse II, licensed practical. Internal Medicine Clinic, and Psychiatry-School of Medicine, Springfield.
Kathryn Jo Bruner, extra help clerical/secretarial. Center for English as a Second Language-SIUC.
Garrett Steven Burroughs, extra help technical/paraprofessional. New Student Programs-SIUC.
Monika Byrd, visiting assistant professor. ASA Off-Campus Academic Programs-SIUC.
Rui Cai, research associate. Pharmacology-School of Medicine, Springfield.
Vanessa Maria Callahan, extra help clerical/secretarial. College of Applied Sciences and Arts-SIUC.
Michael Carroll. extra help technical/paraprofessional. ASA Aviation Management and Flight-SIUC.
Rebecca Ann Cason, extra help technical/paraprofessional. Recreational Sports and Services-SIUC.
Anton Castelli, extra help technical/paraprofessional. Information Technology-SIUC.
Mike William Castillo, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Veronica Celadita, extra help medical. Psychiatry-School of Medicine, Springfield.
Alyssa Cline, extra help professional non-faculty. Curriculum and Instruction-SIUC.
James Clover, extra help skilled crafts. Physical Plant Service-SIUC.
Valerie Sue Connors, extra help service/maintenance. University Housing-SIUC.
Isaac Creek, extra help service/maintenance. Touch of Nature-SIUC.
Allicent Curry, nurse, research. Cancer Center Institute Clinic-School of Medicine-Springfield.
Hui Dai, research assistant professor. Surgery-School of Medicine, Springfield.
Jennifer Davis, assistant, medical. Internal Medicine Clinic-School of Medicine, Springfield.
John Mark Davis, extra help skilled crafts. Information Technology-SIUC.
Jodie Carol Delaney, extra help clerical/secretarial. Health Education and Recreation-SIUC.
Amanda Katerina Diaz, extra help service maintenance. Touch of Nature-SIUC.
Brittany Diveley, extra help general clerical. SIU HealthCare Patient Business Services-SIUC.
Elisabeth Ann Doyle, extra help clerical/secretarial. College of Mass Communication and Media Arts-SIUC.
Erin Doyle, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Claire Hannah Ehorn, extra help technical/paraprofessional. Psychology-SIUC.
Leonard Eugene Eisenhauer, extra help clerical/secretarial. University Honors Program-SIUC.
Jack Eleopoulos, extra help technical/paraprofessional. Workforce Education and Development-SIUC.
Felicia Tiffany Elijio, extra help technical/paraprofessional. New Student Programs-SIUC.
Mickey English, extra help skilled crafts. Physical Plant Service-SIUC.
Daniel Gregory Esker, extra help service/maintenance. Plant, Soil and Agricultural Systems-SIUC.
Meggin Eyre, extra help bookkeeping. Psychiatry-School of Medicine-Springfield.
Tanya Fancher, nurse, clinic. Obstetrics and Gynecology Clinic-School of Medicine, Springfield.
Michael Shane Felty, extra help skilled crafts. Physical Plant Service-SIUC.
Samuel Field, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Alexander Samuel Fleming, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Allen Robert Sean Foster, extra help clerical/secretarial. Vice Chancellor for Administration and Finance-SIUC.
Tammi Batson Fries, assistant coach. Intercollegiate Athletics-SIUC.
Brandon Michael Garrett, extra help technical/paraprofessional. Forestry-SIUC.
Nicholas Gerfen, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Lacey Gibson, extra help technical/paraprofessional. Physiology-School of Medicine, Carbondale.
Carolyn Ann Gillen, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Leah Renee Goudy, extra help clerical/secretarial. Information Technology-SIUC.
Lisa Greenacre, practitioner, certified nurse. Obstetrics and Gynecology Clinic-School of Medicine, Springfield.
Stacy Anne Gucciardo, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Jason Hagen Gumbel, extra help technical/paraprofessional. Physiology-School of Medicine, Carbondale.
Derrick Dean Haan, extra help technical/paraprofessional. Psychology-SIUC.
Vincent Jame Hagene, extra help service/maintenance. Physical Plant Service-SIUC.
Charlene Sade Harris, extra help technical/paraprofessional. New Student Programs-SIUC.
Stacie Ann Harston, extra help professional non-faculty. Curriculum and Instruction-SIUC.
David Hartline, extra help skilled crafts. Physical Plant Service-SIUC.
Peter Joseph Hasser, extra help technical/paraprofessional. Theater-SIUC.
Latia Hayes, extra help clerical/secretarial. Evaluation and Developmental Center-SIUC.
Stephanie Hellmeyer, assistant, medical. Family and Community Medicine/Springfield Clinic-School of Medicine-Springfield.
Miles Douglas Henderson, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Malcolm Joseph Henry, extra help service/maintenance. University Housing-SIUC.
Snyder Herrin, extra help service/maintenance. University Housing-SIUC.
Samantha Latrice Hicks, extra help service/maintenance. University Housing-SIUC.
Melissa House, extra help technical/paraprofessional. Plant Biology-SIUC.
Jeannette Lynn Hull, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Mindy Hunter, specialist I, medical insurance. SIU HealthCare Patient Business Services-School of Medicine, Springfield.
Jack Wayne Huppert III, extra help skilled crafts. Physical Plant Service-SIUC.
Fredrik Huthoff, post-doctoral fellow. Geology-SIUC.
Bojan Ilievski, extra help professional non-faculty. Learning Support Services-SIUC.
Jacob Todd Israel, extra help service/maintenance. Division of Continuing Education-SIUC.
Corey Micah Jackson, extra help service/maintenance. Physical Plant Service-SIUC.
Wesley Jackson, extra help technical/paraprofessional. Center for Archaeological Investigations-SIUC.
Scott Douglas James, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Julia Lauren Jamison, extra help technical/paraprofessional. Physics-SIUC.
Sheila Jessen, specialist, office support. Psychiatry-School of Medicine, Springfield.
Anthony Johnson, extra help technical/paraprofessional. Biochemistry and Molecular Biology-School of Medicine, Carbondale.
Morgan Johnson, extra help technical/paraprofessional. New Student Programs-SIUC.
Lance Eric Jones, extra help technical/paraprofessional. Plant Biology-SIUC.
Renardo Jones, assistant, customer service. SIU HealthCare Call Center-School of Medicine, Springfield.
Cody Matthew Jordan, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Taylor Judy, extra help medical. Neurology Clinic-School of Medicine, Springfield.
Kaitlin Karissa Kamminga, extra help service/maintenance. University Housing-SIUC.
David Kavish, extra help service/maintenance. Capital Planning and Service Operations-School of Medicine, Springfield.
Chelsea Keller, extra help clerical/secretarial. Procurement Services-SIUC.
Allison Kaye Kennington, extra help technical/paraprofessional. Zoology-SIUC.
Ian Kessler, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Tamara Kirchner, specialist II, payroll. Payroll-SIUC.
Melissa Lannan, extra help technical/paraprofessional. Zoology-SIUC.
Kathryn Lansaw, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Lin Lee, extra help technical/paraprofessional. Center for Advanced Friction Studies-SIUC.
Jamie Alexander Lindemann, extra help technical/paraprofessional. Theater-SIUC.
Jacqueline Lintzenich, extra help technical/paraprofessional. Forestry-SIUC.
Christina Little, nurse, clinic. Surgery Clinic-School of Medicine, Springfield.
Miguel Lopez, extra help clerical/secretarial. Workforce Education and Development-SIUC.
David Andrew Lowndes, IMEC specialist. Office of Economic and Regional Development-SIUC.
Kathleen Maddox, specialist I, medical insurance. SIU Health Care Patient Business Services-School of Medicine, Springfield.
Blaine Manning, extra help general clerical. Surgery-School of Medicine-Springfield.
Dillon Ray McAtee, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Crystal Lynn McDaniels, extra help clerical/secretarial. Event Services-SIUC.
Jamie Danielle McGovern, assistant, child care. Rainbow’s End-SIUC.
Danielle Renee McGrew, extra help service/maintenance. Touch of Nature-SIUC.
Sarita Nicole McKinney, extra help service/maintenance. University Housing-SIUC.
Jacob Paul McNeal, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Adrienne McNeil, extra help general clerical. Alzheimer’s Disease Center-School of Medicine, Springfield.
Mitzi Minton, assistant, customer service. SIU HealthCare Center-School of Medicine, Springfield.
Markisha Motton, extra help technical/paraprofessional. New Student Programs-SIUC.
Meghan Elene Mulcrone, extra help technical/paraprofessional. School of Social Work-SIUC.
Samuel Muncy, extra help general clerical. SIU HealthCare Patient Business Services-School of Medicine, Springfield.
Melanie Marie Murdock, extra help technical/paraprofessional. ASA Aviation Management and Flight-SIUC.
Randall Murphy, extra help skilled crafts. Physical Plant Service-SIUC.
Natalie Rae Nash, extra help technical/paraprofessional. Zoology-SIUC.
Gabriel James Neely-Streit, extra help technical/paraprofessional. Fisheries and IL Aquaculture Center-SIUC.
Elizabeth Mattes Nielsen, extra help clerical/secretarial. Medical Library/MRC-Carbondale-School of Medicine, Carbondale.
Brianna Catherine Nordstrom, extra help service/maintenance. Touch of Nature-SIUC.
Eraina Nossa, extra help technical/paraprofessional. Center for Archaeological Investigations-SIUC.
Matthew John Osborne, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Maria Teresa Palomares Rodriguez, extra help technical/paraprofessional. Center for Archaeological Investigations-SIUC.
Jordan Peebles, extra help service/maintenance. Capital Planning and Service Operations-School of Medicine, Springfield.
Natasha Madeline Peters, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Jacqueline Piersol, nurse, clinic. Surgery Clinic-School of Medicine, Springfield.
Gauri Anikumar Pitale, extra help technical/paraprofessional. Center for Archaeological Investigations-SIUC.
Jennifer Prusaczyk, extra help professional non-faculty. College of Education and Human Services-SIUC.
Ra’Kerry Rahman, assistant professor. Surgery-School of Medicine, Springfield.
Forrest Richardson, extra help skilled crafts. Information Technology-SIUC.
William Rodriguez, extra help technical/paraprofessional. Cooperative Wildlife Research Lab-SIUC.
Connor Rossi, extra help technical/paraprofessional. Recreational Sports and Services-SIUC.
Amber Nicole Sanges, extra help clerical/secretarial. Medical Library/MRC-Carbondale-School of Medicine, Springfield.
Natasha Santacrose, extra help miscellaneous. Family and Community Medicine/Springfield-School of Medicine, Springfield.
Julie Patricia Santen, extra help service/maintenance. Touch of Nature-SIUC.
Erica Sauer, assistant, office support. SIU HealthCare Patient Business Services-School of Medicine, Springfield.
Teena Rachel Sauvola, extra help technical/paraprofessional. Theater-SIUC.
Sierra Senor, extra help general clerical. SIU HealthCare Call Center-School of Medicine, Springfield.
Andrew John Setterstrom, extra help technical/paraprofessional. College of Business-SIUC.
John Shabosky, assistant, office support. Surgery-School of Medicine-Springfield.
Terrence Michael Shaw, extra help technical/paraprofessional. Educational Psychology and Special Education-SIUC.
Thomas Smith, extra help skilled crafts. Physical Plant Service-SIUC.
Matthew Starr, associate, information technology. SIU HealthCare Information Systems-School of Medicine, Springfield.
Shannon Caitlin Sullivan, extra help service/maintenance. Rainbow’s End-SIUC.
Brendon Anthony Tarvin, extra help technical/paraprofessional. New Student Programs-SIUC.
Robert Taylor, extra help service/maintenance. Travel Service-SIUC.
Sean Thomas, extra help service/maintenance. Touch of Nature-SIUC.
Kaci Jayde Torgerson, extra help professional non-faculty. Curriculum and Instruction-SIUC.
Lilia Svietlana Torres Danilchenko, extra help technical/paraprofessional. Zoology-SIUC.
Sarah Varble, extra help technical/paraprofessional. Fisheries and Illinois Aquaculture-SIUC.
Jessica Danielle Walls, extra help clerical/secretarial. Office of Economic and Regional Development-SIUC.
Valerie Anne Watson, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Jonathan Lee Webb, extra help service/maintenance. Physical Plant Service-SIUC.
Karli White, instructor. Information and Communication Sciences-School of Medicine, Springfield.
Rachel Marie White, extra help technical/paraprofessional. Physics-SIUC.
Stephanie Whitlock, extra help medical. Psychiatry Clinic-School of Medicine, Springfield.
Darci Williams, extra help general clerical. SIU HealthCare Call Center-School of Medicine, Springfield.
Taylor Margaret Wilson, extra help technical/paraprofessional. New Student Programs-SIUC.
Brittany Wold, specialist, clinical research. Research and Faculty Affairs-School of Medicine, Springfield.
Lindsey Wolff, assistant, clerical. Internal Medicine-School of Medicine, Springfield.
Eric Thomas Wolske, extra help technical/paraprofessional. Plant Biology-SIUC.
Jordan David Wood, extra help technical/paraprofessional. Chemistry and Biochemistry-SIUC.
Michelle Wood, specialist, office support. Internal Medicine-School of Medicine, Springfield.
Creed Joseph Worthen, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Mei Yang, research associate. Surgery-School of Medicine, Springfield.
Josi Shay Young, extra help technical/paraprofessional. New Student Programs-SIUC.
Nicole Zapata, extra help scientific research. Medical Microbiology, Immunology and Cell Biology-School of Medicine, Springfield.
Taylor James Zurliene, extra help service/maintenance. Plant, Soil, and Agricultural Systems-SIUC.
Robert Zygowicz, extra help technical/paraprofessional. Fishers and Illinois Aquaculture Center-SIUC.
|
||||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 71
|
https://www.independent.co.uk/arts-entertainment/tv/news/pamela-anderson-jon-peters-netflix-b2271167.html
|
en
|
Pamela Anderson’s ex Jon Peters leaves her $10m in his will – despite being together for just 12 days
|
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] |
[] |
[] |
[
"Pamela Anderson",
"Jon Peters",
"Internal"
] | null |
[
"Jacob Stolworthy"
] |
2023-01-29T11:57:22+00:00
|
Film producer, 77, says Anderson ‘doesn’t even know’
|
en
|
/img/shortcut-icons/favicon.ico
|
The Independent
|
https://www.independent.co.uk/arts-entertainment/tv/news/pamela-anderson-jon-peters-netflix-b2271167.html
|
Pamela Anderson’s ex has left her an eye-watering sum in his will – despite being together for just 12 days.
The Baywatch actor, 55, has known film producer Jon Peters, 77, since 1989, but the pair decided to wed in 2020.
However, the marriage, which Anderson said was never legally binding, lasted for just under two weeks.
In news that might prove surprising to Anderson, Peters has revealed he has left the TV star a fortune of $10m in his will.
Speaking to Variety about his ex, who is the subject of a new Netflix documentary, Peters said: “I will always love Pamela, always in my heart. As a matter of fact, I left her $10m (£8.1m) in my will. And she doesn’t even know that.”
He continued: “Nobody knows that. I’m just saying it for the first time with you. I probably shouldn’t be saying it. So that’s for her, whether she needs it or not.”
Peters has produced hit films including 1976 film A Star is Born, which starred his partner at the time, Barbra Streisand, Rain Man (1988) and Zack Snyder’s Man of Steel (20130).
According to the outlet, Anderson said that Peters “has been a huge influence on my life”, adding: “I love him to death.”
At the time of the marriage, Anderson said that the couple “understand and respect each other” and “love each other without conditions”.
However, in a statement shared on her Twitter account, the actor later described their wedding ceremony as “a bizarre lunch”, stating the marriage certificate was never filed.
In a new interview with The Times, Anderson said that it was Peters who decided to end the relationship, and that he texted her to say “this whole marriage thing” had scared” him. She also explained why she has been married six times in 28 years.
The actor, who played CJ Parker in Baywatch, has two children with Mötley Crüe drummer Tommy Lee.
Speaking about Pam & Tommy, a miniseries based on their relationship in the 1990s, Anderson said she felt “violated” by the show, asking: “How are they allowed to do that?”J
However, she said it wasn’t lead star Lily James’s “fault” for accepting the role.
James previously said she personally contacted Anderson in an attempt to speak to her before filming began.
Pamela, A Love Story will be available to stream on Netflix from 31 January. Find The Independent’s review here.
When life is difficult, Samaritans are here – day or night, 365 days a year. You can call them for free on 116 123, email them at jo@samaritans.org, or visit www.samaritans.org to find your nearest branch.
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 67
|
https://brightside.me/articles/pamela-andersons-ex-husband-leaves-her-10000000-in-his-will-they-were-married-only-for-12-days-811351/
|
en
|
Pamela Anderson’s Ex-Husband Leaves Her $10,000,000 in His Will, They Were Married Only for 12 Days
|
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[] |
[
"Inspiration",
"Creativity",
"Wonder"
] | null |
[
"www.facebook.com"
] |
2023-02-11T19:30:00+00:00
|
Money and love are closely connected. At least, this is the opinion of psychoanalyst Peter Schneider, who claims that money plays a really important role when couples separate. Divorce attorneys tell stories of people who, long before any divorce, hide away all their assets in case of a separation. Actress and model Pamela Anderson is a lucky exception to this rule. We’d love for you to find out how Pam became the witness of a true love and generosity in her life, all because of one man.
|
en
|
/favicon.ico
|
Bright Side — Inspiration. Creativity. Wonder.
|
https://brightside.me/articles/pamela-andersons-ex-husband-leaves-her-10000000-in-his-will-they-were-married-only-for-12-days-811351/
|
Money and love are closely connected. At least, this is the opinion of psychoanalyst Peter Schneider, who claims that money plays a really important role when couples separate. Divorce attorneys tell stories of people who, long before any divorce, hide away all their assets in case of a separation. Actress and model Pamela Anderson is a lucky exception to this rule. We’d love for you to find out how Pam became the witness of a true love and generosity in her life, all because of one man.
Jon Peters might have been Pamela’s ideal husband.
Pamela Anderson and producer Jon Peters secretly tied the knot in a private ceremony in Malibu in 2020. They may have seen their fair share of relationships during the years, but they previously dated more than 30 years ago.
Back then, Jon was very enthusiastic about his relationship with Pamela. In his interview, he said, “There are beautiful girls everywhere. I could have my pick, but—for 35 years—I’ve only wanted Pamela. She makes me wild—in a good way.”
The man strongly supported and believed in everything that Pamela did. He said, “Pamela has never seen her full potential as an artist. She has yet to shine in a real way. There is much more to her than meets the eye, or I wouldn’t love her so much.”
Their marriage lasted for such a short time that it might have been a record.
It’s not a secret that Pamela Anderson had been in many relationships before. One of the most tumultuous marriages that she had was the one with the musician Tommy Lee. Their marriage lasted for 3 years and was full of scandals. However, in her 2023 memoir, Pamela wrote: “My relationship with Tommy may have been the only time I was ever truly in love.”
Her marriage with Jon Peters lasted far less than one with Tommy Lee. The couple spent 12 days in a happy union and then called it quits.
However, despite such a short family journey, the ex-spouses kept only warm memories of each other. “He’s great and has been a huge influence on my life. I love him to death”, said Pamela in her interviews. Additionally, Peters, 77, never hesitated to pay her back with even a bigger kindness and included Pam in his will.
The $10,000,000 gift from Jon was a huge surprise for everyone, even for Pamela.
Peters, 77, recently revealed he’s giving Pamela $10 million in his will.
He said, “I will always love Pamela, always in my heart. As a matter of fact, I left her $10 million in my will. And she doesn’t even know that. Nobody knows that. I’m just saying it for the first time with you. I probably shouldn’t be saying it. So that’s for her, whether she needs it or not.”
What makes it even more surprising is that Anderson earlier revealed that she was “never legally married” to Peters, explaining that Peters is a “lifelong family friend.” She added, “No hard feelings — no marriage, no divorce...just a bizarre theatrical lunch.”
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 88
|
https://www.huffingtonpost.co.uk/entry/pamela-anderson-admits-one-marriage-was-a-mistake-right-away_uk_63d39413e4b04d4d18e53959
|
en
|
Pamela Anderson Admits She Knew One Of Her Marriages Was A ‘Mistake’ Right Away
|
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[
"uk celebrity",
"pamela anderson",
"Tommy Lee",
"Kid Rock"
] | null |
[
"Elyse Wanshel"
] |
2023-01-27T09:10:58+00:00
|
“It’s embarrassing,” the Baywatch star said of her reason for marrying one of her ex-husbands.
|
en
|
/favicon.ico
|
HuffPost UK
|
https://www.huffpost.com/entry/pamela-anderson-admits-one-marriages-a-mistake-from-start_n_63d2dc6ae4b04d4d18e4b164
|
Pamela Anderson has admitted she wanted to immediately untie the knot after one of her weddings.
During an interview with Howard Stern earlier this week, the Baywatch star was asked if she ever knew any of her marriages had been a “tremendous fucking mistake”.
The radio host asked this right after mentioning Pamela’s four-month marriage to Kid Rock in 2006, whom she married after her divorce from her first spouse, Mötley Crüe drummer Tommy Lee, in 1998.
Advertisement
“Do you know right away?” the presenter asked Pamela, referring to whether or not she knew if any of her marriages was a farce after mentioning Kid Rock.
In response, Anderson nodded.
“You did?” Howard asked. “You knew it was a mistake when the ceremony was going on?”
“Well, just after,” Pamela said with a laugh. “Obviously not in time.”
She continued: “It’s embarrassing, it’s just a flaw, I don’t know.
“I feel like I just jump into something because Tommy and I did, because we had this incredible connection. But then you jump into something and it’s like, ‘Oh, it’s not this incredible connection; it’s just something else.’ Then I slowly try and find my way out.”
Pamela added that she tends to “detach” when a relationship doesn’t feel healthy, which has driven some of her exes “crazy”.
Advertisement
She said she then waits for any sign of “violence or a kind of disrespect or lying” from her partner as an “excuse to leave.”
Pamela – who has married five men in her life – engaged in some self-reflection elsewhere in the interview, saying she felt like she was “going through the motions” in most of her relationships.
She also said she was more interested in “companionship” and would get involved with men purely to “put a family unit back together” as opposed to being truly in love and having things in common.
Pamela reportedly says in her upcoming memoir, Love, Pamela, and Netflix documentary, Pamela, A Love Story, that Tommy Lee is the only exception to her ambivalence over romance.
“My relationship with Tommy may have been the only time I was ever truly in love,” she writes in her book, according to People.
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
2
| 1
|
https://www.pinterest.com/amp/pin/256001560041064775/
|
en
|
[] |
[] |
[] |
[
""
] | null |
[] |
2013-05-30T21:55:39+00:00
|
Adrianne Curry looks cool in a make up free face with awesome catchy glasses
|
en
|
Pinterest
|
https://it.pinterest.com/pin/adrianne-curry-looks-cool-in-a-make-up-free-face-with-awesome-catchy-glasses--434738170249324924/
| |||||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 47
|
https://littlethings.com/entertainment/pamela-anderson-marriage-dan-hayhurst
|
en
|
Family, Parenting, Pet and Lifestyle Tips That Bring Us Closer Together
|
[] |
[] |
[] |
[
""
] | null |
[] | null |
/favicons/favicon.ico
| null | ||||||||
wrong_mix_range_spouse_00142
|
FactBench
|
3
| 10
|
https://www.wkofamilylaw.com/blog/why-did-pam-and-tommy-divorce-1
|
en
|
Why Did Pam and Tommy Divorce?
|
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Contact the DuPage County divorce lawyers at Weiss-Kunz & Oliver, LLC for dependable legal guidance during your divorce. Call 312-605-4041 to set up a consultation.
|
en
|
/templates/myssm/favicon.png?v=7558
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Why Did Pam and Tommy Divorce? | IL
| null |
Pamela Anderson and Tommy Lee's marriage was one of the most high-profile
celebrity unions of the 1990s. The couple, who married in 1995 after a
whirlwind four-day courtship, were together for three years before their
divorce in 1998. But why did Pamela and Tommy get divorced?
The couple's split was primarily attributed to a domestic violence incident in
February 1998. Lee was arrested for spousal abuse after leaving Anderson with
bruises, a torn fingernail, and fear for the safety of her two sons. Lee
pleaded no contest to the spousal abuse charges against him and was sentenced
to six months in the Los Angeles County jail. Anderson filed for divorce
shortly after the incident and requested custody of their sons.
Despite the domestic violence incident, the couple attempted reconciliation
after Lee was released from jail. Anderson spoke about their reunion on a May
1999 appearance on The Tonight Show with Jay Leno, saying: "Tommy and I are
back together, working our family out. We're doing really well, and our
children are happy." However, the accord did not last forever, and the couple
split for the second time in 2001.
In 2008, Anderson and Lee tried for the third time at romantic bliss, but it
wasn't their last attempt at getting back together. The former spouses split
for good in 2010.
Though the sex-tape scandal undoubtedly stressed the stars' marriage, it
was not actually the straw that broke the proverbial camel's back. It was a
case of domestic violence that rang the death knell for Pam and Tommy.
Unfortunately, it was a case of domestic violence that ultimately led to the
end of their marriage.
Today, both Anderson and Lee have moved on with their lives. Anderson is now
single after splitting from husband Dan Hayhurst in 2021, while Lee is married
to former Vine star Brittany Furlan. Though their marriage ended in divorce,
the couple still share two sons, Brandon Thomas Lee and Dylan Jagger Lee.
|
||||
wrong_mix_range_spouse_00142
|
FactBench
|
1
| 33
|
https://www.qcc.edu/learn-qcc/catalog
|
en
|
Quinsigamond
|
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|
https://www.qcc.edu/learn-qcc/catalog
|
Quinsigamond Community College (QCC) offers more than 115 associate degree and certificate study options in the areas of: Business, Financial and Hospitality Management; Computer and Information Technology; Education; Engineering and Engineering Technology; Healthcare; Installation, Maintenance and Repair Technology; Liberal Arts and General Studies; Mathematics & Sciences; and Public and Social Services. The College can prepare students for transfer to a bachelor level program at a four-year college or university, or for immediate entry into a career field after graduation. If one enrolls as a full-time student in the day, he or she can expect to complete an associate degree in two years. Most certificate programs can be completed in two semesters or less of full-time study. Opportunities for part-time study exist in both the day and evening, on weekends, and during the Summer. If one enrolls as a part-time student, the length of time it takes to complete the associate degree or certificate program will depend upon his or her course load each term.
At QCC, the academic year consists of a Fall and a Spring semester, each of which is approximately 15 weeks long. Fall classes begin in September and continue through mid-December; Spring classes begin in late January and end in early May. There are two short terms in each semester (Fall and Spring) that are seven weeks long: Fall 1 classes begin in September and end in late October, followed by Fall 2 that ends in December; Spring 1 classes begin in late January and end in early March, followed by Spring 2 that ends in early May. The Summer sessions begin in late May and continue through August.
A student must be enrolled for a minimum of 12 credits each semester to be considered a full-time student; if a student enrolls for fewer than 12 credits, he or she is considered a part-time student. QCC has a maximum credit registration policy. If a student wishes to register for more than 19 credits in any semester, he or she must obtain the prior approval of the Vice President of Academic Affairs.
Any student who has completed fewer than 30 credits of coursework is considered a Freshman; a student who has completed at least 30 credits is considered a Sophomore.
Degree Requirements
The Massachusetts Department of Higher Education has statutory authority to confer the associate degree through the individual community colleges. Upon the recommendation of the faculty, qualified candidates are awarded the degree of Associate in Arts (A.A.), Associate in Science (A.S.), or Associate in Applied Science (A.A.S.) at QCC. The College also awards certificates in various fields.
To qualify for an associate degree or certificate, the student must satisfy the following requirements:
Apply for, and be admitted to, an associate degree or certificate, program offered by the College;
Complete the required courses and the specified number of credit hours for the program in which he or she the student is enrolled;
Maintain a Quality Point Average (QPA) of at least 2.0 in the overall and degree being conferred ; or maintain a Grade Point Average (GPA) of at least 2.0 in the certificate being conferred;
Earn a minimum of 25% of credits in residence at QCC in the degree or certificate being conferred;
Only 25% of credits in certificates with 30 or fewer credits can be from Credit for Prior Learning (CPL);
CPL and articulated credits from QCC non-credit courses are not considered as credits in residence.
Satisfy all financial obligations to the College
Students completing all requirements for a certificate program while enrolled in an associate degree program may apply for that certificate program and also continue in the associate degree program.
Associate degrees and certificates are conferred three times a year - after the Fall and Spring semesters, and after the Summer session. Commencement Exercises are held once a year, at the end of the Spring term. All students who complete associate degree or certificate requirements in the Summer, Fall, or Spring will have their names included in the Commencement Program and will be eligible to participate in the Commencement Ceremony.
Residence Requirement
A minimum of 25% of the credit hours in the degree or certificate being conferred is required to fulfill the College residency requirement. The balance of credits may be drawn from regionally accredited postsecondary institutions and/or credit by examination in applicable situations. Only 25% of credits in certificates with 30 or fewer credits can be from Credit for Prior Learning (CPL). CPL and articulated credits from QCC non-credit courses are not considered as credits in residence.
Credit Hour Definition
The College follows the Carnegie Unit for credit. Students are expected to spend a minimum of 45 hours of work for each credit. The most common breakdown for one credit is one hour of class instruction and two hours of homework for 15 weeks each semester. A three credit course demands nine hours each week.
Earning a Degree in Two Programs
If the student receives an associate degree from QCC and wishes to qualify for an associate degree in another program, he or she must complete all major course requirements in the second program, as well as meet the residence requirement of the College.
Criminal Offender Record Information and Sex Offender Registry Information Checks (CORI/SORI)
In order for a student to be eligible to participate in an academic, community or clinical program that involves potential unsupervised contact with children, the disabled, or the elderly, the student may be required to undergo a Criminal Offender Record Information (CORI) check and/or a Sex Offender Registry Information (SORI) check. Students found to have certain criminal convictions or pending criminal actions will be presumed ineligible to participate in such activities; therefore, the student may be ineligible for clinical placement, and as a result unable to continue in the program. The College is authorized by the Commonwealth’s Criminal History Systems Board, pursuant to Massachusetts General Laws, Chapter 6, Sections 167-178B, to access CORI records. The College shall refer to regulations issued by the Commonwealth’s Executive Office of Health and Human Services, 101 Code of Massachusetts Regulations 15.00-15.16, as guidance when assessing student CORI records. Sex Offender checks shall be performed pursuant to Massachusetts General Laws, Chapter 6, Sections 178C-178P. Students should notify the Dean of Students if a change occurs during College enrollment.
Health Program Policy
Policies of QCC health programs are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization; however, differences in policies may occur as justified by the goals and outcomes of the specific health program.
Credit for Prior Learning (CPL)
Credit for Prior Learning is a way for students to earn college credit for prior learning acquired through work experience, military experience, industry credentials and by taking national exams. Credit may be earned in a variety of ways; credentialing, portfolio assessment and various competency examinations. For additional information regarding Credit for Prior Learning, contact the Career Services & Credit for Prior Learning Office or visit www.QCC.edu/prior-learning-credit. To start an application for CPL visit https://myexperiencecounts.mass.edu/.
Note: Credentialing, Portfolios and Challenge Exams receive a “P” grade which may not be accepted at other institutions, consult with the institution for their transfer policy.
Credentialing: This is the process of earning credit for structured learning experiences in non-collegiate institutions or through current articulations that QCC has. Accreditation occurs through establishing an equivalency between the non-collegiate course and a QCC course. Some examples include CNA certifications and numerous articulations with the Massachusetts Firefighting Academy. Program restrictions may apply.
Portfolio Assessment: Students can apply to create a portfolio to document their skills and competencies attained through non-collegiate training and/or work experience. This documentation is reviewed and evaluated by a QCC faculty member who measures demonstrated learning outcomes against established academic standards. Program restrictions may apply.
Advanced Placement (AP): QCC awards credit to students who score three or higher on the Advanced Placement (AP) examinations, administered by the College Board. Official Grade Report must be provided by the College Board and submitted to the Career Services & Credit for Prior Learning Office.
Challenge Examinations: These examinations enable students to earn credit for courses listed in the QCC Catalog by taking a test developed and administered by a QCC faculty member. Generally, a student may not request a Challenge Examination when other proficiency examinations, such as the College Level Examination Program (CLEP) or the DANTES Subject Standardized Test (DSST), are available, or to replace a failed course or to raise a low grade. Program restrictions may apply.
College Level Examination Program (CLEP): QCC has standing articulations for most CLEP exams and will award academic credit to students who achieve scores at or above the 50th percentile. CLEP examinations are offered in English, humanities, mathematics, and social science/history. A maximum of 32 credits will be awarded for all of the general exams, if the appropriate score is achieved. Students must provide the official CLEP transcript to Career Services & Credit for Prior Learning. Program restrictions may apply.
DANTES Subject Standardized Test (DSST): QCC has standing articulations in place for most DSST exams and will award academic credit to students who achieve scores at or above the 50th percentile on the DSST exam, administered through Educational Testing Service (ETS), which covers a wide range of technical, business and academic subjects. Students must provide official DSST transcript to Career Services & Credit for Prior Learning. Program restrictions apply.
College Credit for Military Coursework, Training and Experience Policy
QCC awards academic credit towards degrees and certificates for a student’s previous military training, coursework and experiences, based upon the institution’s admission standards, the student’s program of study, and consistency with the mission of the Commonwealth’s system of higher education. At QCC, academic credit may be awarded where appropriate through multiple methods of evaluation, including: the American Council on Education (ACE), Joint Transcript Service (JST); DSST and CLEP Subject Standardized Tests; Challenge Exams; Credentialing; and Portfolio Development.
Enrolling in Courses Offered by the Higher Education Consortium of Central Massachusetts (HECCMA)
Full-time day students at QCC may register for one day school course offered by any member of HECCMA. Registration is on a “space-available” basis and is subject to course prerequisites and any other course restrictions. If a similar course is being offered at QCC, the student’s request for permission to cross-register may be denied. Cross-registered students are subject to all of the regulations of the institution providing the course. Although students are limited to one cross-registration each semester, exceptions to this requirement may be made by the Vice President of Academic Affairs, but only in unusual circumstances. Contact the QCC Registrar’s Office at 508.854.4257 for more information about enrolling in a course at a HECCMA college.
Assessment of Student Learning
QCC employs the traditional practice for assessment of student learning wherein the quantity of learning is measured by the number of credits (semester hours) earned, and its quality is recognized by an award of a grade for the learning experience. The design of this College practice shall be, so far as practicable, responsive to the needs of students enrolled in a course or program. The status of the student in a program shall be determined by accumulated course grades earned.
Grading Policy
The grading policy shall be in conformity with the College mission of access and quality.
Grades shall be awarded only for demonstrated student learning.
Program goals shall be achieved through successful completion of established learning outcomes of educational experiences in the program.
Learning outcomes of educational experiences shall constitute the basis for assessing student learning.
The criteria for assessing learning outcomes shall be as objective as possible.
Grading System
The individual faculty member may determine what numerical equivalent, if any, to assign to the various grade designations. Faculty may use an absolute numerical value or they may grade on the class average. The following table indicates recommended but non-mandatory numerical/letter equivalents for awarding grades. Note: The quality point for each letter grade is College-wide policy, not merely recommended as a guideline:
AcademicGrades QualityPointsA95-100Outstanding4.00A-90-943.70B+87-893.30B83-86High Quality3.00B-80-822.70C+77-792.30C73-76Average2.00C-70-721.70D+67-691.30D63-661.00D-60-620.70FFailed0.00
The status of the student may also be indicated by the following designations which will not be computed in the QPA.
“I” - The student has satisfied the major requirements of the learning experience, as judged by the instructor, and can complete the assigned work by the end of the 12th week of the following full semester.
“I/R” - The student has agreed to repeat the course within the following year. Not computed in the QPA until converted to an academic grade.
“AU” - The student is registered in the learning experience as an audit student. Not computed in the QPA.
“W” - The student has officially withdrawn on his or her own from the learning experience. Not computed in the QPA.
“WA” - The student has been withdrawn administratively for failure to fulfill financial or immunization obligations or for medical or disciplinary circumstances. Not computed in the QPA.
“X” - The student has not officially withdrawn from the learning experience, and the instructor has judged there is insufficient basis for evaluation. The “X” grade is considered an indication of unsatisfactory academic progress for financial aid purposes.
“P” - The student has satisfactorily completed the learning experience with a “C” grade or higher. Not computed in the QPA but computed in credits attempted.
“Q” - The student has registered for a course with a laboratory or clinical component and the grade is reflected in the overall course grade.
Grading Regulations
The letter grades “A”, “B”, “C”, “D”, and “F” shall be awarded for learning outcomes for an educational experience achieved through alternate delivery systems only if a QCC faculty member is responsible for the entire experience. The letter grade of “P” shall be awarded for acceptable learning outcomes for a prior learning experience.
The grade of “I” will be converted to an academic grade by the end of the 12th week of the following full semester. Students who have not completed the course requirements by the end of the 12th week will have the course grade changed to “F”.
When a grade of “I” is issued, the instructor will indicate on a specified form the assignments which will remedy the deficiency, or that the course is to be repeated. This form will be filed in the QCC Registrar’s Office. The Registrar will forward a copy of the form to the student.
When a grade of “I/R” is issued and the course is not repeated within the following year, the grade of “I/R” will be converted to an academic grade of “F”.
If an instructor wishes to use “P” instead of “A”, “B”, or “C” as a final grade, he or she must receive written permission from the Vice President of Academic Affairs before the beginning of the semester.
Instructors’ course requirements, expected learning outcomes, methods of evaluation, and attendance policy will be published in writing and will be submitted to students by the end of the first week, or equivalent, of class.
Evaluation of the student learning will be made according to the instructor’s stated learning outcomes.
Auditors do not receive official grades on examinations or other class assignments, although they may be asked to fulfill all course requirements. No change to or from audit status will be permitted after the first 10 weeks of class (or equivalent class hours).
If a course is repeated, only one grade will be used in computation of the QPA. However, both the original and the second grade earned will remain on the student’s permanent record.
Students may add or drop courses during the Add/Drop Period, in accordance with the established procedure. The Add/Drop Period is posted on the Academic Calendar.
A student may withdraw without penalty through the 10th week (or equivalent) of class. Thereafter, if a student withdraws from a course, the instructor may award a “W” if work is passing or an “F” if work is not of passing quality. Students withdrawing from the College are included under this regulation.
A student intending to withdraw from a course after the Add/Drop Period must do so prior to the last day of the term as follows:
Obtain a withdrawal form from the QCC Registrar’s Office (Room 152, Administration Building or online on The Q) or the QCC Advising Center (Welcome Center in the Harrington Learning Center) at QCC Worcester (Main Campus).
If a student wishes to withdraw prior to the 10th week (or equivalent) of class, he or she may complete the form, obtain the signature of the instructor or Academic Advisor and return the form to the QCC Registrar’s Office.
After the 10th week (or equivalent), the student must obtain the instructor’s signature. The instructor will designate if the student withdrew while passing or withdrew while failing and return the completed withdrawal form to the QCC Registrar’s Office.
Any student in an educational or vocational training institution who is unable because of his or her religious beliefs to attend class or to participate in any examination, study or work requirement on a particular day shall be excused from any such examination or study or work requirement, and shall be provided with an opportunity to make up such examination, study or work requirement that he or she may have missed because of such absence on any particular day; provided, however, that such a makeup examination or work shall not create an unreasonable burden on such school. The institution, for making available to the said student such opportunity, shall charge no fees of any kind. No adverse or prejudicial effects shall result to the student because of his or her availing himself or herself of the provisions of this section. (Section 2bn, Chapter 151C, Massachusetts General Law).
Academic Dismissal and Probation
All students matriculating in an associate degree or certificate program, other than first semester freshmen (cumulatively enrolled for under 17 credits), must meet the following requirements:
Attempted
Credit Hours Dismissal Probation
17 to 32 QPA under 1.50 QPA 1.50-1.69
over 32 QPA under 1.70 QPA 1.70-1.89
First semester freshmen (cumulatively enrolled for under 17 credits) who do not meet a minimum QPA of 1.00 will be put on academic probation. Academic probation and dismissal will occur on the basis of the cumulative Grade Point Average (GPA). Only courses in which “W” grades or audits are received will not count in determining full-time and part-time enrolled status. Students who are on probation for two successive semesters are subject to academic dismissal. Academic probation/dismissal will not apply to Winter/Intersession and Summer sessions. All dismissals are subject to review by the Vice President of Academic Affairs.
Students who are academically dismissed from the College may qualify for reinstatement by the following methods:
Attending courses as a non-matriculating student, improving their QPA to the minimal acceptable level, and earning a minimum of six credit hours.
Remaining away for one year.
Petitioning the Vice President of Academic Affairs for reinstatement.
Academic Standing
“Satisfactory Academic Standing” and “Satisfactory Academic Progress” are synonymous with meeting the standards outlined in Item 2 of Academic Dismissal and Probation. Students on academic probation for one semester meet minimum requirements for good academic standing and satisfactory progress, but if they are on a dismissal status, they will be deemed as not meeting the minimum requirements.
A QPA of 2.00 is the minimal level for graduating in any associate degree or certificate program.
Appeal of Academic Dismissal
Any student who is academically dismissed may appeal his or her case to the Vice President of Academic Affairs.
The student is mailed directions along with the dismissal notice instructing him or her to make an appointment to meet with the High Risk Advisor to discuss strategies to raise his or her cumulative average. The student is required to complete an Appeal Form that states the circumstances involved in the dismissal and the recommendations of the High Risk Advisor. The appeal is then forwarded to the Vice President of Academic Affairs for his or her decision.
The student is then contacted by the High Risk Advisor who informs him or her of the Vice President’s decision. If the appeal is approved, he or she is then asked to come in to register for courses in accordance with the appeal form recommendations.
Students reinstated through appeal continue on Academic Probation and are subject to the Dismissal/Probation Policy again at the end of the next semester.
Fresh Start Option
QCC has a “fresh start” option for students who are seeking readmission. Once in a lifetime, if a student returns to QCC, after being away for at least two consecutive years, he or she can elect the “fresh start” option. The QPA will be calculated only from the point the student is readmitted for the purposes of the College’s academic standing policy. However, the student’s previous academic work will remain on his or her transcript as a matter of record. The student’s previous coursework can be applied toward another degree under this policy, but will not be calculated in the QPA. The student must complete a minimum of 15 credits in the new program. The student’s official transcript will include a statement explaining this “fresh start” option. For additional information, contact the QCC Registrar’s Office.
Petition Process
If the student believes there are unusual or extenuating circumstances which justify his or her exemption from an academic regulation (e.g., graduation course requirement), he or she can obtain a Student Petition form from the QCC Registrar’s Office. After completing the form, it must be returned directly to the QCC Registrar’s Office; the form will be forwarded to the Vice President of Academic Affairs for a final decision on the appeal.
Request to Change Study Option
The student can request to change from one associate degree or certificate program to another by completing a Study Option Change Request. This form is available in the QCC Admissions Office (Welcome Center, HLC, 2nd Floor) or in the QCC Advising Center (Welcome Center in the Harrington Learning Center) at QCC Worcester (Main Campus). In order to be approved to change from one academic program to another, the student must meet the minimum academic admissions requirements for the program he or she is requesting to enter.
Course Changes
Students should have their semester course schedule in final form by the end of the registration period. If the student wishes to make a change in his or her schedule, he or she must contact the QCC Registrar’s Office or the QCC Advising Center during the Add/Drop Period. However, it may not be possible to accommodate every request for a course or section change.
Please note that under certain circumstances, course modalities may need to be modified to ensure the safety of our campus community and/or the professor’s ability to continue instruction and complete courses and academic semesters.
Repeating a Course
If the student repeats a course, only one grade will be used in the computation of the QPA. However, both the original and the second grade earned will remain on the student’s permanent record. It is important to note, however, that the College’s standards of satisfactory academic progress for federal financial aid requires that the student complete his or her program within 150% of the credits required for that program. Too many repeat courses will have an impact on this requirement. All courses attempted, including withdrawals, are counted toward the 150% calculation.
Progress Reports
During the eighth week of classes each semester, the student’s mid-semester progress grades are available on The Q, the College’s Student and Faculty Portal. Progress grades are intended only as indicators of student progress in specific courses.
Restricted Courses
To ensure the availability of required courses for students enrolled in specific programs, certain courses may be designated as “restricted”.
Restricted courses will be identified by the Vice President of Academic Affairs or designee.
Admission will be prioritized according to criteria set by the Vice President of Academic Affairs or designee as follows:
Students enrolled in the program.
Students on the related QCC program waiting list; and other students (with the approval of the Vice President of Academic Affairs or designee).
Sequential Courses
In curricula where sequential courses must be arranged in the order of difficulty, the beginning courses will present a basic knowledge of the discipline, including the philosophy, techniques, and terminology as appropriate; and the contents of the succeeding courses will be based upon that knowledge. A course prerequisite will be established when a body of knowledge or skills level is necessary for a sequential course.
Any student registered for a course for which he or she does not have the listed prerequisite will be withdrawn from that course.
The School Dean or a designee will place the incoming student at the appropriate academic level according to his or her demonstrated performance or achievement.
In sequential courses, where the first semester course is a prerequisite for the second semester course, a student receiving a 12 week “I” must petition the appropriate School Dean for admittance to the sequential course.
If a student has achieved Advanced Placement (AP) and wishes credit for previously acquired skills in that subject, he or she must apply to Career Services & Credit for Prior Learning (Room 272, Administration Building) at QCC Worcester (Main Campus) for credit prior to completion of the course.
A matriculating student who has earned credit in a course with a prerequisite may not subsequently enroll in or receive a grade in the prerequisite course.
The School Dean or designee will annually review course sequencing and prerequisites to assure their continuing validity.
Withdrawal From the College
To officially withdraw from the College, the student must meet with an Academic Advisor in the QCC Advising Center. The Academic Advisor will assist the student in completing a withdrawal form and discuss possible resources and referrals if appropriate. If the student withdraws after the 10th week and before the final evaluation period, he or she will receive grades from his or her instructors in accordance with the College’s grading policy.
If the student has to withdraw due to medical reasons, he or she should make a request for information to the Vice President for Enrollment Management, Student Engagement and Community Connections (Room 133, Administration Building) at QCC Worcester (Main Campus). The Vice President will consult with appropriate personnel at the College, as well as the medical services provider of the student. After consultation, he or she will inform the student of the decision. If circumstances warrant, a process for future readmission will also be communicated.
If the student is receiving financial aid, he or she is advised to consult with the QCC Financial Aid Office (Welcome Center on the 2nd floor of the Harrington Learning Center) at QCC Worcester (Main Campus) prior to withdrawal. Financial aid may be reduced and future eligibility could be impacted as a result of withdrawal from the College, or individual course withdrawal.
Student Honors
QCC recognizes the academic achievement of its students each semester. Students who meet the following criteria are eligible for recognition:
All grades must be “C” or higher. (No grades of “I” or “X” are permitted).
Semester QPA must be 3.50 or higher, and cumulative QPA must be 2.00 or higher.
All courses must be college level.
Dean’s List: Students who meet the stated criteria and have earned 12 or more credits in a given semester are named to the Dean’s List.
Merit List: Students who meet the stated criteria and have earned six or more credits in a given semester, but fewer than 12 credits, are named to the Merit List. Individual honors are noted on the student’s transcript each semester.
Phi Theta Kappa (PTK): The mission of PTK is to recognize academic achievement of college students and to provide opportunities for them to grow as scholars and leaders. Its purpose is to recognize and encourage fellowship and scholarship, leadership, and service among two-year college students. Each Spring, a limited number of students who have distinguished themselves at QCC are inducted into membership. QCC’s Chapter, Alpha Zeta Theta, invites twice a year – once in the Fall semester and once in the Spring semester. Students who meet the criteria and have earned 12 college credits at QCC, and also have a cumulative GPA of 3.50, will receive this invitation. The Alpha Zeta Theta Chapter is located in the QCC PTK Office, Room 349, Administration Building and Room 351, Administration Building at QCC Worcester (Main Campus).
Who’s Who Among Students in American Community and Junior Colleges (Who’s Who): This is one of the most highly regarded honors programs in the nation, earning the respect of college faculty and administrators. Recognition as one of the outstanding campus leaders in America is a major achievement. Each year, several QCC students are named to Who’s Who.
Graduation Honors: Each May at graduation, QCC honors students for their outstanding academic achievement. Students with a QPA of at least 3.60 prior to graduation qualify for Highest Honors. Students with a QPA of 3.30 or 3.00 prior to graduation qualify for High Honors, or Honors, respectively.
Human Services Honor Society: QCC sponsors a local chapter of the National Organization for Human Services Honor Society, a national honor society in human services for community and junior colleges. The purpose of the Human Services Honor Society is to honor academic excellence; to foster lifelong learning, leadership and development; and to promote excellence in service to humanity.
Psi Beta: The QCC Psychology Department sponsors a local Chapter of Psi Beta, a national honor society in psychology for community colleges. Psi Beta’s mission is to encourage professional development and psychological literacy of all students at two-year colleges through promotion and recognition of excellence in scholarship, leadership, research, and community service (Psi Beta, 2019). Our chapter regularly meets along with the Psychology Club and provides a variety of opportunities for engaging with psychology, including conducting original research, presenting at professional conferences, hosting a guest lecture series, community service, and fundraising for various community initiatives. Members of Psi Beta are recognized for their academic excellence and are eligible to win Psi Beta awards and scholarships.
Commonwealth Honors Program
QCC’s Commonwealth Honors Program offers highly motivated and academically determined students an opportunity to develop their fullest potential. The Program seeks to awaken and nurture a sense of humane citizenry and community responsibility within its members. The Honors Program at QCC is the ultimate college experience. Honors courses offer the students alternative learning opportunities to enhance critical thinking skills and to better prepare students to continue their studies at colleges and universities throughout Massachusetts and the country.
Honors Program Curriculum of Study
Four honors classes in total (students can take more):
ENG 102, honors section (strongly recommended)
IDS 200 Honors Colloquium (required)
One course from the honors course offerings
One course - honors section or honors by contract from the student’s program of study.
Students must obtain a grade of “B” or higher in each honors course taken to satisfy the Honors Program requirements.
Students who complete the Honors Program requirements (four classes in total, one of which must include IDS 200), and graduate with an overall QPA of 3.30 or higher, will graduate as a Commonwealth Honors Scholar, noted on their transcript.
Admission to the Commonwealth Honors Program
To be admitted to QCC’s Commonwealth Honors Program, a student must meet at least one of the following criteria:
Current QCC students: Cumulative GPA of 3.50 (progress or final grades).
New QCC students: High School GPA of 3.7-4.0 and placement into ENG 101, and a recommended placement of MAT 099.
Transfer students: In good standing from another Commonwealth Honors Program.
A student who does not meet one of the above automatic admissions criteria may apply to the Honors Program Coordinator, providing other evidence of academic success, including recommendations from high school or college faculty.
To remain in good standing, and for QCC’s Honors Program to be recognized as a Commonwealth Honors Program, all students, once accepted into the Honors Program, must maintain a cumulative GPA of no less than 3.30.
The Honors Program at QCC is proud to be approved by the Massachusetts Department of Higher Education as a Commonwealth Honors Program. We are part of an integrated, collaborative system-wide network of honors programs in Massachusetts public higher education.
All potential Honors students must meet with the Honors Program Coordinator. For additional information, contact Professor Jean Kennedy-honors@qcc.mass.edu or 508.854.2744.
Quinsigamond Community College (QCC) believes that everyone should have an opportunity to further their education. Whether a student strives to attain an associate degree, certificate, or select courses for personal and professional growth, our Admissions Staff will gladly help the student through every step of the process.
Applicants who do not meet the minimum academic criteria for admission may still enroll at QCC. They can take courses to meet the minimum requirements as a non-degree student, or they will be admitted to the General Studies program. If a student does not wish to be admitted into the General Studies program, they must contact the QCC Admissions Office (Welcome Center, HLC, 2nd Floor) at QCC Worcester (Main Campus) at 508.854.4262 or at admissions@qcc.mass.edu.
QCC has established minimum academic requirements for admission to most programs, which are designed to help assure academic success. Information about minimum requirements can be found in the Areas of Study section of this catalog.
How to Apply
Apply online at www.QCC.edu/enrollment-steps. Applications are also available in the QCC Admissions Office at QCC Worcester (Main Campus) at 670 West Boylston Street, Worcester, or at QCC Southbridge, or through high school guidance departments. Applicants may also contact the QCC (Worcester) Admissions Office at 508.854.4262 to request an application.
Submit the online application. Return the paper application to the QCC Admissions Office at QCC Worcester (Main Campus), or via mail to “Quinsigamond Community College, Attn: Admissions Office, 670 West Boylston Street, Worcester, MA 01606-2092”. To qualify for the In-State Resident tuition rate, applicants must certify continuous residence in Massachusetts during the six months preceding the application and be a permanent resident or citizen of the United States (U.S.). Applicants can contact the QCC Admissions Office for questions regarding the resident tuition rate.
QCC requires a high school transcript, diploma, or demonstration of high school equivalency, such as the General Equivalency Development or General Equivalency Diploma (GED) test or the High School Equivalency Test (HiSET). Applicants should ask their high school to forward a transcript of their grades (including the first marking period of the senior year) directly to the QCC Admissions Office. Applicants can upload a copy of their transcript on The Q, the Student Portal, under the Admissions tab and click on Admissions Document Center or email their high school document to enrollmentprocessing@qcc.mass.edu.
Applicants who have never obtained a high school diploma or the equivalency must obtain a high school equivalency in order to be accepted to the College. Applicants can contact the QCC Admissions Office for detailed information on how to enroll in the College.
Admission to Health Programs
Students who meet the established Admissions Requirements for the Health Programs (Dental Assisting, Dental Hygiene, Medical Assisting, Nurse Education, Occupational Therapy, Perioperative Nursing, Paramedic Technology, Practical Nursing, Radiologic Technology, Respiratory Care, and Surgical Technology) will be accepted on a rolling basis until the class is full. Qualified students will be given a start date for their clinical/core courses and placed on a waiting list if the program is full for the upcoming semester. Students will begin their clinical classes no later than their given start date. If a slot in an earlier semester becomes available, the student will be contacted and given an opportunity to begin sooner. While on the waitlist, if a student wishes to enroll in education courses that apply to the program, the student must contact the QCC Admissions Office.
Applicants who do not meet the Admissions Requirements can still be accepted to the Healthcare program at a later term. Alternatively, they should make an appointment to meet with an Academic Advisor after acceptance who will assist them in meeting the Admissions Requirements of their chosen program.
January (Spring) and May (Summer) Admissions
Applications for admission to the College for the Spring and Summer semesters are accepted on a rolling basis. Some programs only have a Fall start and course offerings vary from year to year. Students should visit the QCC website at www.QCC.edu for program start dates.
Undeclared Students
Prospective students who wish to enroll in individual courses and do not wish to pursue an associate degree or certificate can enroll at QCC as an Undeclared Student. All course prerequisites apply to Undeclared Students in the same manner as degree-seeking students. Credits earned in the Undeclared Student status may be applied to an associate degree or certificate curriculum. Undeclared Students are not eligible for financial aid.
Transfer Students
Transfer student applicants are required to submit a high school transcript, diploma or official documentation of high school equivalency (GED or HiSET) and official college transcript. Applicants who have previously completed an undergraduate or graduate degree may provide documentation of their earned degree in lieu of high school completion.
Transferring Credits
Applicants who have previously attended a regionally accredited post-secondary institution and are seeking to transfer credit must submit an official college transcript issued directly to QCC from the institution where the credit was earned. Credit is awarded for courses completed with a grade of “C” or higher, provided the courses are applicable to the student’s QCC major. Credit will transfer as a QCC course equivalent or as an elective within a comparable department if an equivalent does not exist. Courses with “D” grades may also transfer if the student’s Quality Point Average (QPA) is 2.00 or higher at the institution from which they are transferring. However, “D” grades are only accepted in lower sequence courses and only if they have completed the upper sequence of the same course with a grade of “C” or higher at the transfer institution. A formal transfer credit evaluation is prepared for students upon their acceptance to QCC. Submission of course descriptions or syllabi from previously attended institutions may also be required for the purpose of performing a transfer credit evaluation.
For credits earned at international institutions, the College will follow the guidelines established by National Association of Credential Evaluation Services (NACES). Students must request a “course by course” evaluation of transcripts from institutions outside the U.S. from a credential evaluation service that is a current member of NACES and is subject to approval by the VP of Academic Affairs.
Transferred credits count as earned credit hours only. No quality points or grades are transferred or calculated in the student’s QPA. A minimum of 25% of the credit hours in the degree or certificate being conferred is required to fulfill the College residency requirement.
Approval of transfer credit may be authorized by the Registrar’s Office or academic deans. For more information, contact the QCC Registrar’s Office at registrar@qcc.mass.edu (Room 152, Administration Building).
Campus Tours
Both individual and group campus tours of QCC Worcester (Main Campus) are available. To schedule a tour, please visit www.QCC.edu/campus-tours, or contact the QCC Admissions Office at admissions@qcc.mass.edu.
State Immunization Requirements
The Commonwealth of Massachusetts, General Law105CMR 220.600 requires QCC to collect proof of immunizations from the following students:
All full-time students (12 or more credits) under 30 years of age and
All health science students – both full-time and part-time (note that health profession programs will require additional health records and requirements**)
All students on a student or other visa - both full-time and part-time (including foreign exchange students and those students visiting or attending classes while on academic visitation or exchange program).
All of the student groups noted must submit proof of immunizations for the following: measles, mumps, rubella (MMR); hepatitis B; varicella (chickenpox); tetanus, diphtheria and pertussis (Tdap); Meningococcal ACWY is also required for students age 21 or younger.
Please note that positive titers for measles, mumps, rubella, hepatitis B, and varicella will also meet the state requirement.
Healthcare students will need to provide records for immunizations/titers/and health documents. These are required before attending clinical. Positive titers are required for healthcare students.
For questions on immunizations please reach out to immunizations@qcc.mass.edu.
Placement
QCC currently uses multiple measures to help place students into appropriate courses in Mathematics and English. These measures might include:
High school transcript or most recent report card, showing overall GPA
College transcripts or previous QCC courses and grades
AP test scores, SAT or ACT test scores
HiSET or GED test scores
Mathematics Assessment
English Self-Assessment
QCC recommends that students work with an academic advisor to determine their individual need for college placement assessment into Mathematics and English courses.
QCC divides the College Placement Assessment into two parts, one for Mathematics and one for English. Students may need to complete either or both of the placement assessments as determined by program choice and by past educational experience. The Mathematics assessment is a computer-based, multiple-choice test, and it will take students no more than two (2) hours to complete. The English placement assessment is self-guided, and it will take students no more than 30 minutes to complete. Once the desired assessments are complete, students will discuss the results with an advisor before registering for their Mathematics and English courses.
High School Equivalency Test
Massachusetts and QCC now offer both GED and HiSET testing. Both tests provide students the opportunity to earn a high school credential. This credential is recognized as a key to employment opportunities, career advancement, and further education.
Both tests are offered at QCC at the Healthcare and Workforce Development Center, 25 Federal Street, Worcester, Room 114D.
To learn about the tests, apply for accommodations, or schedule a test appointment, visit the HiSET website at www.hiset.org, or the GED website at www.ged.com. Questions about testing may be directed to the QCC Testing Office, 508.854.2784 or testing@qcc.mass.edu.
Test takers who are under the age of 18 must contact the state office before registering for either test. Please call 781.338.6625.
Not ready to take the test? Looking for a free HiSET/GED preparatory class? Contact the Adult Community Learning Center at 508.751.7926, aclc@qcc.mass.edu, or visit www.QCC.edu/ACLC.
New England Regional Student Program
QCC participates in the New England Regional Student Program (RSP), which provides tuition savings every year to thousands of New England residents. Students from any of the six New England states can receive the Massachusetts in-state tuition rate plus 50 percent. Contact the QCC Admissions Office for specific details. Information is also available at www.nebhe.org.
Homeschooled Students
All homeschooled students, without a high school diploma or equivalent, are eligible to apply for admission to an associate degree or certificate program provided they have successfully completed an approved homeschool program in accordance with Massachusetts General Laws or the laws of their home state. If a homeschooled student has not completed an approved homeschool program, the student should contact the QCC Admissions Office.
To determine whether a student has participated in an approved homeschool program, the student shall submit, with the application for admission, evidence that the homeschool program was approved by the superintendent or school committee of the student’s school district. Additionally, if the homeschooled student is under the age of compulsory attendance, which is 16 years old in Massachusetts, a letter from the student’s school district’s superintendent or school committee is required, stating that the student is not considered truant and would not be required to attend further schooling or continue to be homeschooled, if the student has completed their homeschool program before the age of 16.
The College reserves the right to limit or deny enrollment of a student under the age of 16 in a course or program based on this case-by-case consideration of a variety of factors, including, but not limited to: the student’s maturity, life experience, placement test scores, prior education, course content, instructional methodology, and risks associated with a particular course or program.
International Students
International Students must use the International Student Application at www.QCC.edu/international-students. Deadlines are July 1 for the Fall semester and November 1 for the Spring semester.
If transferring from another American institution, International Students must submit the admissions application at least 60 days before the beginning of the semester. Only students who have a secondary school diploma or who have passed an equivalency test - and can speak, read, write and understand English well enough to take a full-time program - will be considered for admission. If a student’s native language is not English, he or she will be asked to demonstrate their ability to understand English. International Students must demonstrate adequate financial support for the time they will be attending QCC. Financial support can be verified by providing a certificate of finances or a certification of sponsorship. International Students who have student visas are required to enroll in a minimum of 12 credits during each semester. Information about International Student regulations, admission, and fees are available from the QCC Admissions Office.
For additional information about International Student regulations, admission, and fees, please visit www.QCC.edu/international-students, email international@qcc.mas.edu or visit the QCC Admissions Office on the main campus. Financial support can be verified by providing a certificate of finances or a certification of sponsorship, AND a bank statement documenting sufficient available funds.
Career Vocational Technical Education (CVTE) Linkages/Chapter 74 Articulation Agreements
QCC has established agreements with local comprehensive and vocational/technical high schools to assist students in making the transition to higher education. Some of these agreements come under the state’s Chapter 74 Articulation Agreements or programs. All agreements state the conditions and criteria that must be met by graduating high school students in order to receive advanced placement and college credit.
For more information contact Nicole Fortin at 508.854.2838 or nfortin@qcc.mass.edu.
Early College Programs
Early College Programs are offered to more than 20 high schools in Central Massachusetts. Early College Programs provide students with the opportunity to earn 12 or more college credits along with earning a high school diploma. In addition to earning 12 or more college credits, students can choose career pathway courses that lead them to earn a QCC Certificate or Associate Degree along with a high school diploma. Once the course or courses are completed, a college transcript is created. Most of the courses students take are Massachusetts transferrable, or fit into the “MassTransfer Block,” which satisfies general education/distribution/core requirements across Massachusetts institutions. Taking advantage of QCC’s credit course offerings enable students to get a “jump start” on college access, in addition to saving time and money. Students must meet all course prerequisite or corequisites, if required.
For more information contact Christina Hebert at 508.854.2853 or chebert@qcc.mass.edu.
Attend College Early
QCC offers the Attend College Early program to local high school districts that wish to allow their current students the opportunity to complete high school graduation requirements through concurrent enrollment at QCC. Participation in this program is available to high school seniors and juniors who have been properly prepared for appropriate college level work. High school guidance counselors are expected to lead in the process of identifying potential applicants and assisting students with the application process. In addition, coursework to be taken at QCC is determined collaboratively by the students and appropriate high school guidance personnel; it is the responsibility of the student and parent to consult with the Guidance Office and Principal to ensure that courses selected will meet the requirements for high school graduation.
Criteria for Acceptance
To be eligible for acceptance into the Attend College Early Program, a student must meet the following criteria:
Be currently enrolled in high school
Have completed high school English courses with grades of “B” or higher
Have an overall “B” average
Demonstrate satisfactory disciplinary history in his/her student profile
Place into ENG 101 and MAT 095 on the College Placement Test
Complete the Attend College Early Program application process within the established timelines
For more information, contact Admissions Office for criteria for acceptance.
Future Focus Program
The Future Focus Program is designed specifically for nontraditional students and adult learners. It provides financial assistance with tuition, fees, textbook costs, and other required materials for college. The Massachusetts Department of Elementary and Secondary Education (MA DESE) funds the program. The program offers a foundation of services within QCC that enable adult learners to transition into and, ultimately, complete postsecondary education.
For more information, contact the Future Focus Program at 508.854.2876 or email Futurefocus@qcc.mass.edu.
Gateway to College
gtcinfo@qcc.mass.edu
Quinsigamond Community College Gateway to College program connects at risk students or students who have dropped out of high school to an alternative dual enrollment program in which students take their classes on the college campus and earn credits for and towards their high school diploma. It is a rigorous dual enrollment alternative option and students are generally taking a college course load that is not modified. GTC students work with staff, faculty, and supportive family in a cohort type environment.
Readmission to the College
Students who have previously attended QCC and have not attended the College for two consecutive semesters, either due to withdrawal or academic failure, must apply to be readmitted. Students must submit a new application.
Upon academic failure, or withdrawing from a health or high demand program, students are required to meet with their Program Coordinator to establish guidelines for readmission. Students will be considered only once for readmission to all health programs. Specific steps for readmission can be obtained in the QCC Admissions Office or from the appropriate academic department. Students must submit a new application. Depending on the length of time since their last enrolled semester at QCC, they may also need to submit another document proving high school graduation or equivalency.
Program Admissions Requirements
A High School Transcript/Diploma, GED/HiSET Scores, or college transcript from a U.S. institution is required for admission to all programs at QCC. If students want to transfer academic credits or degree equivalency evaluation from a university abroad, they will need an evaluation agency (such as WES or CED) to assess their transcript.
Any applicant who does not meet the minimum program admissions requirements should contact the QCC Admissions Office to schedule an interview with an Admissions Counselor. Upon review of one’s academic background and a consultation with the appropriate academic department, the student will be informed if their background is equivalent to the program admissions requirements. For additional information and acceptance criteria, contact the QCC Admissions Office.
Tetteh Abbeyquaye, Professor of Chemistry
B.S., The University of Birmingham, Uk; Ph.D., Clark University
Benedicta Aboagye, Financial Aid Counselor
A.A., Quinsigamond Community College
Viviana Abreu-Hernandez, Vice President for External Affairs
B.A., University of Puerto Rico; M.A., Purdue University; Ph.D., Purdue University
Jessica Ahrens, President’s Assistant for Engagement & Initiatives
A.A., Florida Southwestern State College; B.A., Thomas Edison State University; M.A., Sit Graduate Institute
Fatin Alkhaledi, Assistant Professor of Engineering Technology
A.A., Quinsigamond Community College; B.A., Worcester Polytechnic Institute; M.S., Northcentral University
Michaela Almeida, Associate Professor of Elementary Education Transfer Option/Coordinator of The General Studies - Elementary Education Transfer Option
M.Ed., Worcester State University
Susan Amos, Dese Instructor & Instructional Designer for Esol
B.A., Indiana University; M.f.a., Rutgers University
Thomas anderson, Painter II/Facilities
Karl anderson, Professor of English
B.A., University Massachusetts-Lowell; M.A., Northeastern University
Clovis andreu, Systems Analyst/Programmer
B.S., B.S., Fitchburg State University
Lisa Antonelli, Professor of Biology/Coordinator of The Healthcare Biology Program
A.B., Smith College; D.m.d., University of Pennsylvania
Jen Arner Welsh, Professor of Psychology
B.A., Earlham College; M.A., Clark University; Ph.D., Clark University
Jill Arrell, Lead Teacher/Early Childhood Education Lab School
A.S., Quinsigamond Commuity College; B.S., Worcester State University; M.Ed., American International College
Benjamin Ashu, Research Analyst
M.A., Southern University At New Orleans
Joseph Babu, Professor of Mathematics
B.ed., Kenyatta University; B.S., Coppin State College; M.S., University of Massachusetts-Lowell
Brian Bandalewicz, Microsoft Systems Administrator
A.S., Quinsigamond Community College
Richard Banks, Clerk III/Nurse Education
Mendrick Banzuela, Program Administrator/office of Diversity, Equity, and Inclusion
B.S., Worcester State University
Samantha Basler, Assistant Comptroller
B.S. Mount Ida College
Michelle Bates, Accounting Operations Manager/Business office
B.S., Nichols College
Mark Bates, Professor of English
B.A., University of Leeds; M.f.a., Emerson College; Ph.D., Northeastern University
Amy Beaudry, Professor of English
B.F.A., Emerson College; M.f.a., Sarah Lawrence College
Zachary Behrmann, Junior System Administrator
Laurie Behrmann, Clerk III/Admissions
A.S., Quinsigamond Community College
Benjamin Benton, Dean of The School of Math and Science
B.S., Michigan State University; Ph.D., Northwestern University
Gaelan Benway, Professor of Sociology
B.A., Middlebury College; M.A., Brown University; Ph.D., Brown University
Anthony Bernardi, Maintainer I/Facilities
Kerry Berry, Early College Pathways Operations and Access Manager
B.A., University of Massachusetts-Amherst
Dadbeh Bigonahy, Professor of Engineering and Sciences/Coordinator of The Engineering and Biomedical Engineering Programs
B.S., Tehran Polytech University; M.S., Worcester Polytechnic Institute
Kristen Birch, Social Worker/Mental Health Counselor
B.S., Worcester State University; M.A., William James College
Elizabeth Blaue, Systems Analyst/Programmer
A.S., Quinsigamond Community College; B.S., Worcester State University
Edward Boateng, Desktop Support Technician
A.S., Quinsigamond Community College Caitlin Bogue, Enrollment Counselor; B.F.A., The Art Institute of Boston At Lesley College; M.B.A., Fitchburg State University
Sheri Boisseau, Professor of Nurse Education/Coordinator of Nurse Education Program
B.S., Rhode Island College; M.S., University of Phoenix; D.n.p., Regis College
Susan Boland Shepherd, Professor of Nurse Education
B.S., Western Connecticut State University; M.S., University of Massachusetts-Amherst; Ph.D., University of Massachusetts-Worcester
Javad Bonyani, Desktop Support Technician
Dana Booker, Success Scholars Coordinator
B.A., University of Connecticut; M.S., University of Rhode Island
Amy Booth, Professor of Healthcare/Coordinator of Healthcare Program
C.D.A, R.D.H, A.S., University of Rhode Island; B.S., University of Rhode Island; M.Ed., Worcester State University
Georgina Borte, Clerk Iv/School of Healthcare
A.A., Peninsula College; B.A., University of Washington
Jesse Bottcher, Director of Network Infrastructure
A.S., Quinsigamond Community College
Michael Bowman, Maintainer I/Facilities
Janine Bradley, Associate Director of Advising
B.A., University of Massachusetts-Boston; M.Ed., Bridgewater State University
Jillian Brady, Clerk Iv/Program Assistant/Adult Community Learning Center
B.A., Worcester State University
Joyce Brazee, Professor of Nurse Education
B.S., Framingham State University; M.S., Regis College; D.n.p., Regis College
Michelle Brennan, Parenting Student Navigator
B.A., Assumption University
James Brennan, Professor of English
B.S., University of Massachusetts; M.S., Rivier College; M.A., Harvard University; M.f.a., Bennington College
Monique Brooks, Assistant Professor of Dental Hygiene
A.S., Quinsigamond Community College; B.S., Mount Ida College
Kristine Brown, Clerk III/Student Accessibility Services
Mary Bruni, Professor of Nurse Education
B.S., University of Massachusetts-Boston; M.Ed., Fitchburg State University; M.S.N., Framingham State University
Krista Bunnell, Administrative Assistant I/Health Care
B.S., Fitchburg State University
Leo Burgess, Director of It Services
A.A., Quinsigamond Community College; B.S., Clark University
Daniel Cahill, Desktop Support Technician
A.S., Quinsigamond Community College
Karyssa Callahan, Human Resources Generalist
B.S., Johnson & Wales University; M.B.A., Johnson & Wales University
Kristine Campbell, Coordinator of Records and Registration
B.A., University of Massachusetts-Amherst; M.A., Assumption College
Amy Carmack, Executive Director of Advising, Testing, Career and Transfer Services
B.A., Truman State University; Ed.d., University of Southern California
Matthew Casaubon, Director of Veteran Affairs
B.S., Fitchburg State University; M.B.A., Fitchburg State University
Jose Castillo, Professor of Music
B.A., Berklee College of Music; M.B.A., University of Phoenix
Shanna Cawley, Assistant Professor of Biology
B.S., Springfield College; M.S., Boston University
Daniel Cecchi, Audiovisual Equipment Technician I
Fatos Cenolli, Institutional Security officer II/Campus Police Department
Janine Chalupka, Professor of Nurse Education
B.S., Worcester State College; B.S., Regents College; M.S., University of Massachusetts-Worcester
Oscar Chavez, Career & Transfer Services Counselor
B.S., Nicholas College; M.A., Nicholas College
Kazimierz Chojnowski, Maintainer I/Facilities
Nancy Chosta, Clerk V/Facilities
Gargi Chug, Assistant Professor of Computer Information System
B.S., Saurashtra University; M.S., Saurashtra University
Young Mi Chun, Associate Director of Enrollment Processing
B.A., University of Ulsan, Korea; B.S., Arizona State University
Joseph Chunis, Maintainer I/Facilities
Rachel Clarke, Clerk III/Admissions
Valarie Clemente-Crain, Professor of Psychology
B.A., University of Massachusetts-Amherst; M.Ed., Boston University; Ed.d., Boston University
Joshua Cole, Assistant Director of Athletics & Fitness Center
B.A., Assumption College; M.A., Endicott College
Bonnie Coleman, Manager for Student Resources
Judy Colson, Professor of Psychology
B.S., University of Massachusetts; M.Ed., University of South Carolina
Gina Cone, Marketing Manager
B.F.A., University of Massachusetts-Dartmouth
Lisa Connelly Cook, Professor of History/Political Science
B.A., Clark University; M.A., Clark University; Ph.D., Clark University
Erin Connor, Professor of Occupational Therapy Assistant Program
B.A., B.S., Worcester State University; M.A., Lesley University
Mari Cooney, Director of Apprentice Expansion
B.A., Worcester State University
Lizette Cordeiro, Professor of Psychology/Freshman Experience/Coordinator of The First Year Experience Program
B.A., Wheelock College; M.A., New York University
Lucinda Costa, Executive Assistant To The President
A.A., Quinsigamond Community College
Patricia Creelman, Professor of Nurse Education/Clinical Coordinator/Coordinator of Health Certificates
B.S.N., University of Massachusetts; M.S.N., Anna Maria College
Michael Crenshaw, Maintenance Working foreman/Facilities
Cebelis Crespo, Financial Aid Counselor
A.S., Quinsigamond Community College
Denise Cross, Coordinator of Library Technical Services and Systems
B.A., Connecticut College; M.S., Simmons College, Gslis
Edward Crotty, Custodial Area Supervisor/Facilities
Margaret Crowell-Murray, Professor of Biology
B.S., Worcester State University; M.S., Antioch New England Graduate School; M.Ed., Worcester State University
Jessica Crowley, Professor of Biology/Coordinator of The Liberal Arts Biology Option
B.S., University of New Hampshire; Ph.D., University of Massachusetts Graduate School of Biomedical Sciences
Geovanni Cruz, Enrollment Counselor
A.S., Quinsigamond Community College; B.S., Worcester State University
Gracie Curtis, Communications Dispatcher I
A.S., Quinsigamond Community College
Rebeccah Cyr, Student Accounts Manager
B.A., North Adams State College; M.S., Clark University
Kevin Dacri, Desktop Support Technician
A.S., Quinsigamond Community College
Kirsten Daigneault, Professor of English
A.A., Quinsigamond Community College; B.A., Worcester State University; M.Ed., Worcester State University
Philomena D’alessandro, Professor of Mathematics
B.S., Siena College; M.A., University At Albany, State University of New York
Judith D’angelo, Senior Admissions Counselor
B.A., Assumption College; M.A., Assumption College
Dawn Davis, Administrative Assistant I/office of Institutional Communications
Ibar De La Cruz, Professor of Mathematics
B.S., National University of Engineering (Peru); M.S., Worcester Polytechnic Institute
Damindi De Silva, Assistant Professor of Accounting
B.A., University of Colombo; M.e. University of Colombo
Daniele Deadder, Lead Teacher/Early Childhood Education Lab School
A.A., Quinsigamond Community College; B.S., University of Massachusetts-Dartmouth; M.Ed., American International College
Gina Decarolis, Senior Research Analyst
B.A., Saint Anselm College; M.A., University of Massachusetts-Boston
Cheryl Decoff, Assistant Professor of Medical Assisting/Coordinator of The Medical Support Specialist Program
B.S., Worcester State University
Corinne Delaney, Qcc At Southbridge Coordinator of Learning ResourcesA.A., Springfield Technical Community College; B.A., Becker College; B.S., Becker College; M.S., Springfield College
Nicole Dellasanta, Learning Manager/General Academic Areas
B.A., Assumption College; M.a. Clark University
Cameron Delorme, Accountant II/Business office
Shirley Dempsey, Assistant Director of Operations/External Affairs
A.S., Quinsigamond Community College; B.S., Southern New Hampshire University
Pamela Dempsey-O’connell, Coordinator of Instructional Technology & Assessment
A.S., University of New Hampshire; B.S., Plymouth State University; M.Ed., University of Massachusetts - Boston
Rose D’errico, Publications, Press, and Events Manager
B.A., New Mexico State University
Lynda Deschenes, Clerk III/Registrar’s office
A.S., Quinsigamond Community College
Robert Desilets, Professor of Computer Information Systems/Database Specialist
B.S., University of Massachusetts-Amherst; M.Ed., University of Massachusetts-Boston
Veronica Dewolfe, Administrative Assistant I/office of Institutional Research & Planning
B.A., Flagler College
Ana Dexter, Professor of Nurse Education
B.S., Worcester State University; M.S., Worcester State University
John Diethelm, Assistant Professor of Automotive Technology/Coordinator of The Automotive Technology Program
A.S., Sterling College
Stephen Digiovanni, Assistant Chief/Deputy Chief of Operations/Campus Police Department
B.S., Anna Maria College; M.S., Anna Maria College
Ashley Donnelly, Hospitality & Recreation Management Program Food Service Lab Site Supervisor
A.S., Quinsigamond Community College
Nancy Donohue-Berthiaume, Professor of Psychology/Coordinator of Professional Development
B.A., Anna Maria College; M.A., Anna Maria College
Lee Duerden, Professor of Manufacturing Technology/Coordinator of The Manufacturing Technology Program
B.E., University of Manchester, Uk; M.S., Worcester Polytechnic Institute
Michelle Dugan, Teacher/Early Childhood Education Lab School
A.A., Quinsigamond Community College; B.A., Becker College
Derek Dussault, Skilled Laborer Trades
Mallory Dutton, Academic Coach
B.A., Elon University; M.S., Southern Connecticut State University
Mark Duvall, Professor of Environmental/Physical Science
B.S., University of Massachusetts-Amherst; M.Ed., University of Massachusetts-Amherst
Richard Ellbeg, Associate Professor of Nurse Education
A.A., Worcester Junior College; B.S., Worcester State University; M.S., Norwich University
Cassandra Estey, Student Accessibility Services- Maicei
B.S., University At Albany, Suny; M.S., University At Albany, Suny; M.S., Capella University
Patrick Fama, Student Success Counselor - Health Programs
A.A., Nassau County Community College; B.A., Stony Brook University; M.S., Hofstra University
Melissa Fama, Dean of the School of Public Service, Education, and Social Sciences
B.A., University of Massachusetts-Amherst; M.A., University of Connecticut; Ph.D., University of Connecticut
Trisha Faubert, Clerk III/It Service Desk Attendant
Elena Fenici, Professor of Mathematics
B.S., University of Petrosani; M.S., College of Charleston
Sheryl Ficorilli, Dental Clinic Operations and Facilities Manager
A.S., Tunxis Community College; B.S., Eastern Connecticut State University; M.B.A., Fitchburg State University
Theresa Finn, Maintainer I/Facilities
Larry Flowers, Campus Police officer II/Detective/Campus Police Department
B.A., University of Hawaii At Hilo; M.S., Anna Maria College
Kathleen Foley, Administrative Assistant I/Downtown
B.S., University of Massachusetts-Amherst
Jacob Fontanez, Storekeeper II/Central Receiving
A.S., Quinsigamond Community College
Luis Fontanez, Jr., Reproduction Services Supervisor/Print Shop
Kwesi Foster, Program Manager for Biomanufacturing Workforce Development Programs
B.S. Springfield College
Deborah Francis, Library Assistant III
A.S., Quinsigamond Community College
Deborah Fratturelli, Administrative Assistant I/College & Career Pathways
A.A., Mount Wachusett Community College; B.A., Mount Holyoke College; M.b. A., Fitchburg State University
Amanda Fregeau, Success Scholars Academic Coordinator
B.A., Westfield State University; M.S., Fitchburg State University;
Beth Fullerton, Coordinator of Transfer/Articulation
B.S., Central Missouri State University; M.A., Pittsburg State University
Elaine Galvin, Clerk Iv/Financial Aid
A.S., Quinsigamond Community College; B.A., Clark University; M.A., Anna Maria College
Steven Gambino, Assistant Professor of Mathematics
B.S., University of Hartford; M.S., University of Rhode Island
Kelvin Garcia, Maintainer I/Facilities
Jane Gauthier, Professor of Dental Hygiene/Coordinator of The Dental Hygiene Program
A.S., Quinsigamond Community College; B.A., University of Connecticut; M.Ed., Worcester State UniversityAnna Gawedzki, Maintainer I/Facilities
Ireneusz Gawedzki, Maintainer I/Facilities
Krystyna Gawrych, Maintainer I/Facilities
Matthew Gelinas, Head of Building Maintenance Section/Facilities
Certificate, Green School-Umass Extension Program
Judith Giacoppe, Professor of Nurse Education
B.S., St. Anselm College; M.S., Anna Maria College
Elaine Gilgis, Library Assistant II
B.A., Northeastern University
Jessica Giumentaro, Lead Teacher/Early Childhood Education Lab School
A.S., Quinsigamond Commuity College
Ashlee Givins, Director of Student Life and Leadership
B.A., Nichols College; M.Ed., Suffolk University
Kristy Glover, Professor of Criminal Justice
A.S., Atlanta Metropolitan College; B.S., Savannah State University; M.A., Argosy University Atlanta
Erik Golden, Carpenter II/Facilities
Gemma Goranson, Enrollment Counselor
B.S., Worcester State University M.Ed., Worcester State University
Michael Gormley, Professor of English
B.S., University of Massachusetts; B.A., University of Massachusetts; M.A., University of Massachusetts
Leon Granados, Multimedia Producer/Photographer
B.S., The New England Institute of Art
Karen Grant, Director of Financial Aid
B.S., Eastern Connecticut State University; M.A., Framingham State University
Jason Graves, Network Administrator
A.S., Quinsigamond Community College; B.S., University of Massachusetts-Lowell
Susan Graves, Professor of Dental Hygiene & Dental Assisting
B.A., Tufts University; M.S., Simmons College; A.S., Middlesex Community College
Roger Grover, Desktop Support Technician
A.S., Quinsigamond Community College
Betsy Groves, Associate Director of Financial Aid Technology and Operations
B.S., University of Massachusetts-Dartmouth
Jacqueline Guittar, Director of Records and Registration
B.S., Worcester State University; M.B.A., Fitchburg State University
Lisa Gurnick, Athletic Center Manager/Director of Athletics
A.A., Quinsigamond Community College; B.S., Worcester State University; M.p.h., University of Massachusetts-Amherst
Jennifer Guzman-Gayflor, Advising Coordinator
B.S., B.A., Worcester State University; M.S., Fitchburg State University
Ricci Hall, Assistant Professor of Emergency Medical Services/Coordinator of Emergency Medical Services Program
A.S., Mount Wachusett Community College; B.A., Clark University; M.A., Clark University; M.Ed., Worcester State University
Donna Hall, Clerk III/Welcome Center
Brady Hammond, Dean of The School of English and Humanities/Coordinator of Media Communications Program
B.S., Drexel University; M.A., York University; M.Ed., Boston University; Ph.D., Victoria University of Wellington
Joanne Harrington, Clerk Iv/Center for Workforce Development & Continuing Education
Sean Harris, Director of Community Engagement
A.A., Quinsigamond Community College; B.S., Becker College; M.S., Mt. Ida College
Christine Hebert, Director of Educational Partnership and Early College Initiatives
B.S., Worcester State University; M.Ed., Worcester State University
James Heffernan, Professor of Electronics Engineering Technology/Coordinator of The Electronics Engineering Technology Programs
B.S.m., Assumption College; B.S.e.e., Worcester Polytechnic Institute; M.S., Fitchburg State University
Nicole Heldenbergh, Director of Grants Development
B.S., Northeastern University
Shiroma Herath, Junior System Analyst/Programmer
B.S., Sri Lanka Institute of Information Technology; A.S., Quinsigamond Community College
Thomas Herbert, Database Administrator
B.A., Berklee College of Music; M.S.i.t., Clark University
Shane Higgins, Maintainer I/Facilities
B.A., Westfield State University
Amy Hogan, Associate Professor of Respiratory Care
A.S., Quinsigamond Community College; B.S., Boise State University; M.S., Boise State University
Stephen Holmes, Director of Projects, Programs, and Portfolio Management
A.S., Wentworth Institute of Technology
Keara Holmes, Nurse Education Laboratory Coordinator
B.S., Worcester State University; M.S., Western Governors University
Laura Hunter, Assistant Director of Career and Transfer Services
B.S., Assumption College; M.S., Nichols College
Katelyn Hurley, Assistant Director of Student Life and Programming
B.S., Fitchburg State University; M.Ed., Merrimack College
Patricia Hutchinson, Professor of Hospitality & Recreation Management/Coordinator of The Hospitality & Recreation Management Program
B.A., University of Northern Colorado; M.S., Lesley College
Karen Hutner, Director of Strategic Communications & Public Relations
A.A., Quinsigamond Community College; B.A., Worcester State University
Christian Ilustre, Associate Professor of Nurse Education
B.S., University of Iloilo-Philippines; M.S., Walden University
Ann Marie Incutto, Clerk III/Registrar’s office
A.S., Quinsigamond Community College
David Irwin, System Architect
B.S., Fitchburg State University
NT Izuchi, Professor of Computer Systems/Engineering Technology/Coordinator of The Computer Systems Engineering Technology Program
B.A., University of Massachusetts-Boston; M.B.A., Bryant College; M.S., Northeastern University
Angel Jackson, It Project Manager
B.S., University of Potomac; M.B.A., University of Maryland
Jacqueline Kaczowka, Program Manager/Center for Workforce Development and Continuing Education
B.S., Westfield State University
Stacey Kadish, Director/Institutional Research
B.S., University of Florida; M.Ed., Boston College; C.a.e.s, Boston College
Dympna Kane, Accounting and Financial Project Manager
A.S., New England College of Business and Finance; B.S., Bentley University; M.B.A., Framingham State University
Maryann Kania, Professor of Business Administration, Business Support Specialist Programs/Coordinator of Business Administration Related Programs
B.S., Nichols College; M.B.A., Nichols College
James Keane, Vice President of Academic Affairs
B.S., St. John’s University; M.A., Immaculate Conception Seminary; M.A., New York University; Ed.d., Seton Hall University
Patricia Kehoe, Senior Systems Analyst
A.S., North Shore Community College; B.S., Anna Maria College; M.B.A., Anna Maria College
Jean Kennedy, Professor of Human Services/Coordinator of Honors Program
B.M., Anna Maria College; M.A., Anna Maria College
Rita Kennedy, Buyer I/Business office
Damian Kieran, Professor of Manufacturing Technology
B.S., National University of Ireland; M.S., University of Massachusetts-Lowell
Carol King, Dean of College and Career Pathways
B.A., Knox College; M.A., The Graduate Institute
Brenda Kuchnicki, Clerk Iv/Career Services & Credit for Prior Learning
andrew Kupec, High School To College Linkages Specialist
B.S., Bentley College; M.S., C.w. Post College
Jason Kurland, Assistant Dean of Students
B.A., Assumption College
Todd Labranche, Campus Police officer III - Sergeant/Campus Police Department
B.S., Becker College
Debra Laflash, Associate Vice President for Finance
B.S., Worcester State University
Timothy Lafountaine, Professor of Developmental English/Coordinator of The Developmental English Program
A.A., Quinsigamond Community College; B.S., Worcester State University; M.Ed., University of Phoenix
Lori Lamothe, Assistant Professor of English
B.A., Cornell University; M.A., Fitchburg State University
Vanessa Landyn, Events and office Manager
B.A., St. John’s University; M.B.A., St. John’s University
Daniel Laryea, Clerk III/Academic Planning
Betty Lauer, Professor of Computer System Engineering Technology
A.A., Johnson County Community College; B.A., Midamerica Nazarene University; A.l.m., Harvard University
Nicole Lavergne, Accountant I/Business office
A.S., Quinsigamond Community College
Gretchen Lavin, Accountant II/Business office
B.S., Worcester State University
Amy Lawson, Associate Director of Financial Aid
B.A., Clark University; M.S., Bay Path University
Paul Ledoux, Healthcare Simulation Support Technician
A.S., Quinsigamond Community College
Kim Lennon, Clerk Iv/Advising
A.S., Quinsigamond Community College
Kirstie Leonard, Associate Director of Financial Aid for Student Services
B.A., Keene State College
Quincy Lester, Recruitment Counselor
B.Ed., University of Technology, Jamaica; M.S., Prairie View A&M University
Kalan Lewis, Director of Mentoring and Special Programs
B.S., Providence College; M.Ed., Providence College
Kevin Li, Assistant Vice President of Academic Affairs: Assessment, Curriculum Development and Academic Success
B.A., Roosevelt University; M.A., Roosevelt University
Wayne Lilyestrom, Staff Associate of Network Services/Systems
B.S., University of Massachusetts-Amherst
James Lincoln, Enrollment Counselor
B.A., Gettysburg College; M.Ed., Bloomsburg University
Adrienne Linnell, Program Administrator, Stem Initiatives
B.S., Cornell University; M.B.A., The University of Michigan
Daniel Litchfield, II, Campus Police officer III - Sergeant/Campus Police Department
Teina Lochan-Dodd, Assistant Professor of Nurse Education
B.S., Becker College; M.S., Southern New Hampshire University
Hao Loi, Professor of Computer Science/Coordinator of Computer Science Program
B.S., Trinity College; M.S., Rensselaer Polytechnic Institute; M.B.A., Rensselaer Polytechnic Institute
Kevin Lovaincy, Executive Director of Diversity, Equity, and Inclusion
B.A., Tufts University; M.A., Tufts University
Frances Lu, Clerk III/Admissions
B.A., Beijing Normal University
Florence Lucci, Professor of Business Administration
B.S., Lesley University; M.p.a.., Clark University; M.B.A., Fitchburg State University; D.b.a., Argosy University
Heather Lukas, Director of Health and Wellness
B.S., Utica College of Syracuse University
Amy Macarthur, Administrative Assistant I/School of English and Humanities
A.S., Quinsigamond Community College Alvah Macdonald, Maintenance Equipment Operator I/Facilities
Jane Macharia, Professor of Nurse Education
B.S., Liberty University; M.S., University of Massachusetts-Amherst; D.np., University of Massachusetts-Amherst
Brandi Manca, Hrm Food Service Laboratory Technician I
Eric Mania, Professor of Psychology
A.A., Mohawk Valley Community College; B.A., Syracuse University; Ph.D., University of Delaware
Kathleen Manning, Dean of Center for Workforce Development & Continuing Education
B.A., Northeastern University; M.A., Emmanuel College
Brent Marcelonis, Institutional Security officer II
A.S., Quinsigamond Community College
Stephen Marini, Coo/Cfo and Vice President of Administrative Services
B.S., Emmanuel College; M.S., Anna Maria College
Sharon Marini, Administrative Assistant I/Distance Learning and Professional Development
A.S., Quinsigamond Community College
Nathaniel Markarian, Maintainer I/Facilities
Cristie Marsh-Tucker, Program Manager
B.A., University of Maine; M.S., New England College; M.B.A., New England College
Meghan Martin, Professor of Early Childhood Education/Coordinator of The Early Childhood Education Bridge and Workforce Development Work Area
B.A., Framingham State University; M.Ed., Anna Maria College
Sheiba Mas-Oud, Professor of Mathematics
B.S., University of Science and Technology, Ghana; B.S., St. John’s University; M.S., New York Medical College
Kimberly May, Administrative Assistant I/School of Business, Engineering, and Technology
A.A., Quinsigamond Community College
John Mccarthy, Corporate Development Specialist
B.A., University of Massachusetts-Boston
William Mccarthy, Professor of Criminal Justice/Coordinator of The Criminal Justice Program
B.A., Anna Maria College; M.A., Clark University; Ph.D., Louisiana State University
Meghan Mccrillis, Professor of Nurse Education
B.S., Worcester State University; M.S., Walden University; D.np., University of Massachusetts-Amherst
Kara Mcdonald, Accountant Iv/Business office
B.A., College of The Holy Cross
Carolyn Mcgrath, Assistant Professor of Interactive Media
A.A., Quinsigamond Community College; B.A., Framingham State University; M.Ed., Framingham State University
William Mcguinness, Campus Police officer III/Sergeant/Campus Police Department
Jennifer Mckeon, Professor of Dental Assisting/Hygiene/Coordinator of The Dental Assisting Program
A.S., Quinsigamond Community College; B.A., Assumption College; M.Ed., Worcester State University
Jean Mclean, Professor of Business Administration/Entrepreneurship and Small Business Management Focus/Coordinator of The Business Administration and Related Programs
B.S., Northeastern University; M.B.A., Anna Maria College
Kimberly Mcmanus, Staff Assistant To Administrative Services
Monica Mcmullan, It Service Desk Supervisor
Susan Mcpherson, Professor of English
B.A., American International College; M.A., Bridgewater State University
Nathaniel Mello, Learning Manager, Interactive Media Design/Coordinator of The Interactive Media Program
B.A., Becker College
Derek Mendes, Campus Police officer I/Campus Police Department
B.S., Worcester State University
Susan Meola, Administrative Assistant I/Student Services
B.A., Framingham State University
Tracy Merchant, Senior Enrollment Counselor (Southbridge)
B.S., Worcester State University; M.Ed., Cambridge College
Erica Merrill, Clerk III/Academic Affairs
B.A., Atlantic Union College
Kristen Michaud, Associate Professor of Nurse Education
A.S., Castle Jr. College; A.S., Rivier College-St. Joseph’s School of Nursing; B.S., Fitchburg State University; M.S., Rivier College-St. Joseph’s School of Nursing
Tenisha Mincey, Coordinator of Instructional Technology & Assessment
B.A., Worcester State University M.S., Capella University
John Mitchell, Assessment Specialist
B.A., University of Lowell; M.B.A., Anna Maria College
Abdullah Mohammed, Junior Network Administrator
A.S., Quinsigamond Community College
Kimberly Mohareb, Biological Sciences Safety officer/Technician
B.S., Worcester State University
John Monterroso, Academic Coach
A.S., Quinsigamond Community College
Jonathan Moraes, Counselor - Trio Student Support Services Program
B.S., Worcester State University
Carolyn Morse, Dean of Library and Academic Support Services
B.S., Georgetown University; M.A., George Washington University; M.S., Simmons College
Archana Mudbidri, Professor of Biology/Coordinator of Biotechnology Program
B.S., St. Xavier’s College, Goa University; M.S., Goa University; Ph.D., Central Food Technological Research Institute
Greg Mullaney, Professor of Early Childhood Education/Coordinator of The General Studies Elementary Education Option Program
B.S., Bridgewater State University; M.Ed., Lesley University; Ed.d., Nova Southeastern University
Florence Munyiri, Professor of Environmental/Physical Science
M.S., Kenyatta University; M.S., The University of Tokyo; Ph.D., The University of Tokyo
Matthew Murphy, HVAC Refrigeration Mechanic II/Facilities
B.A., University of Massachusetts Lowell
Martin Muysenberg, Advisor for Caps
B.A., Michigan State University; M.A., Eastern Michigan University
Anila Nagle, Enrollment Counselor
B.A., College of The Holy Cross; M.p.a., Anna Maria College
Anuj Nautiyal, It Media Services Supervisor/Media Services
A.S., Springfield Technical Community College; B.F.A., University of Massachusetts-Dartmouth
Elsie Newmane, Administrative Assistant I/Academic Affairs
A.S., Quinsigamond Community College
Chau Nguyen, Associate Professor of Nurse Education
A.S., Mount Wachusett Community College; B.S., Framingham State University; M.S., Framingham State University
My Le Huynh Nguyen, Associate Professor of Physics
A.A., Golden West College; B.S., University of California-Irvine; M.S., University of Wyoming
Mary Ellen Nietupski, Associate Professor/Clinical Coordinator of The Practical Nurse and Nurse Education Programs
B.S., University of New England; M.S., Massachusetts General Hospital INstitute of Health Professions D.np., Mgh Institute of Health Professions
Michelle Nolan, Senior Financial Aid Counselor
B.A., University of Massachusetts-Amherst M.A., University of Massachusetts- Lowell
Kathleen O’connor, Director of Workforce Development Operations and Programming
B.S., Fitchburg State University
Opeyemi Odewale, Professor of Biology
B.S., University of Rhode Island; M.A., University of Rhode Island; Ph.D., Walden University
Lisa Oldaker Palmer, Professor of English
B.A., West Virginia Wesleyan College; M.A., West Virginia University
Brian O’neil, Associate Director of Facilities
Karen O’neill, Professor of Early Childhood Education
B.A., Rivier College; M.Ed., Lesley University
Anianjolice Oquendo, Staff Assistant/office of External Affairs
B.S., Anna Maria College
Elmer Orellana, Accountant IV/Business office
A.S., Quinsigamond Community College; B.S., Worcester State University
Stefanie Parker, Clerk Iv/School of Healthcare Program Assistant
A.S., Becker College; B.S., Fitchburg State University
Luke Parker, Assistant Professor of Mathematics
B.A., California State University; M.A., California State University
Dilip Patel, Professor of Chemistry/Coordinator of The General Studies-Pre-Pharmacy Option
L.L.B., Gjuarat University; B.S., Gujarat University; B.t.t., Gujarat University; M.S., Gujarat University
Hirul Patel, Professor of Chemistry/Coordinator of The Liberal Arts-Chemistry Option
A.S., Mass Bay Community College; B.S., Northeastern University; M.B.A., Northeastern University;
Kirsten Patey, Learning Manager/Communication Skills Center
B.A., University of Massachusetts; M.A., University of Massachusetts
Arpi Payaslian, Professor of English
B.A., Queens College; M.A., Queens College; M.S., City University of New York
Nicole Payen, Professor of English
B.A., State University of New York At New Paltz; M.f.a., Sarah Lawrence College
Christine Payson, Assistant Professor of English
B.A., Brandeis University; M.A., Tufts University; Ph.D., Tufts University
Luis Pedraja, President
B.A., Stetson University; M.A., The Southern Baptist Theological Seminary; Ph.D., University of Virginia
Anthony Penny, Director of Purchases and Contracts
B.S. Worcester State University; M.S., Simmons College
Kelly Penrod, Workforce Development Recruitment and Placement Specialist
B.S., Worcester State University
Carlos Perez, Senior Financial Aid Counselor
B.S., Salem State University
Yolanda Perez, Maintainer I/Facilities
Michael Perro, Second Class Power Plant Engineer
Catherine Perry, Assistant Professor of Nurse Education
B.S., Worcester State University; M.S., Framingham State University
Joan Perry, Computer Center Manager
A.S., Quinsigamond Community College; B.S., Worcester State University; M.B.A., Assumption College
Amber Pfeiffer, Assistant Professor of Dental Hygiene
B.A., Bay Path University
Maegan Pittsley, Teacher/Early Childhood Education Lab School
B.A., Worcester State University
Patricia Pope, Biological Sciences Safety officer/Technician
B.S., Worcester Polytechnic Institute; Ph.D., University of Massachusetts-Worcester
Patricia Pottle, Coordinator of Library Services, Engagement, Student Success and Access Services
B.A., Southeastern Louisiana University; M.A., Simmons College
Ulises Poyser, Professor of Mathematics/Coordinator of Mathematics Program
B.S., Atlantic Union College; B.S.e.e., University of Massachusetts-Lowell; B.S.c.s., University of Massachusetts-Lowell; M.S.s.e., Brandeis University
Matthew Preston, Clerk III/Welcome Center
A.S., Quinsigamond Community College
Patrick Printz, Chief Technology officer
A.S., Quinsigamond Community College M.B.A., Fitchburg State University
Kristen Proctor, Director of Student Accessibility Services
B.S., Barrington College; M.A., San Jose State University
James Racki, Executive Director of Facilities Operations
Eduardo Ramirez Martinez, Assistant Professor of Mathematics
B.S., The University of Texas Rio Grande Valley M.S., The University of Texas Rio Grande Valley
Edward Ramos, Campus Police officer III - Sergeant/Campus Police Department
David Rand, Desktop Support Technician
A.S., Quinsigamond Community College
Steven Rayshick, Professor of English
B.A., Carnegie Mellon University; M.a.t., University of Pittsburgh
Kathleen Rentsch, Associate Vice President for Strategic Academic and Workforce Initiative
B.A., Boston College; M.Ed., Worcester State University; Ed.d., Northeastern University
Jeffrey Richardson, Program Coordinator for The Brothers and Keepers Program
M.Ed., Cambridge College
Maureen Ricotta, Professor of Nurse Education/Coordinator of Practical Nursing-Evening Program
B.S.N., Simmons College; M.S.N.ed., University of Phoenix
Courtney Riendeau, Clerk Iv/Educational Partnerships and Early College Initiatives
A.S., Quinsigamond Community College
Pamela Riendeau, Administrative Assistant I/School of Public Service, Education, and Social Sciences
B.S., Worcester State University
Kevin Ritacco, Chief of Police/Campus Police Department
A.S., Mount Wachusett Community College
Henry Ritter, Coordinator for Caps (Health Careers Services)
A.A., Quinsigamond Community College; B.S., Worcester State University; M.Ed., Suffolk University
Eduardo Rivas, Assistant Professor of Accounting
B.A., Assumption College; M.B.A., Assumption College; B.S., Excelsior College
Jose Rivera, Institution Security officer Iv (Lieutenant)/Campus Police Department
Erin Roache, Director of The Children’s School/Early Childhood Education Lab School
A.S., Quinsigamond Commuity College; B.A., Westfield State University
Ryan Robinson, Maintenance Working foreman/Facilities
Reynaldo Rodriguez, Deputy Chief Administrative/Campus Police Department
B.S., Westfield State University
Terri Rodriguez, Associate Director of Student Accessibility Services
B.A., Regis College; M.A., University of Arizona
Sonia Root, Accountant I/Business office
Susan Rosa, Associate Professor of Nurse Education
B.S., Worcester State University; M.S., University of Hartford
Alberto Rossy-Vazquez, Institutional Security officer II/Campus Police Department
Engie Roufail, Administrative Assistant I/Library and Academic Support Services
B.S., Ain Sham University In Cairo, Egypt
Courtney Ryder, Staff Assistant/Strategic Enrollment Development & Student Engagement
Kevin Ryder, Clerk III/Student Accessibility Services
A.S., Quinsigamond Community College
Eric Saczawa, Coordinator, Career and Academic Planning Services, Technology and Web-Based Services
B.A., Fitchburg State University; M.S., Clark University
Brenda Safford, Professor of Human Services/Coordinator of Human Services Program
A.S., Quinsigamond Community College; B.S., Assumption College; M.S., Assumption College
Carmen Sanchez, Financial Aid Systems Manager
Gabriel Santner, Project Director - Trio Student Support Services Program
B.A., Clark University; M.A., Brown University
Josephine Santos, Clerk III/Welcome Center Customer Service Assistant
Samuel Sauvageau, Junior System Analyst/Programmer
A.S., Quinsigamond Community College; B.S., University of Massachusetts-Amherst
Michelle Savrann, Professor of Occupational Therapy/Coordinator of The Occupational Therapy Program
B.S., University of New Hampshire; M.h.a., Suffolk University, Sawyer School of Management
Jessica Schavrien, Human Resources Generalist
B.S., Fitchburg State University
Lisa Schlegel, Comptroller
B.A., Assumption College; M.B.A., Fitchburg State University
Pat Schmohl, Dean for The School of Healthcare/Coordinator of Healthcare Practical Nursing and Pre-Nursing
A.S., Quinsigamond Community College; B.S., Anna Maria College; M.B.A., Anna Maria College
Andria Schwortz, Professor of Integrated Science and Physics/Coordinator of Physics and Astronomy Programs
B.A., Alfred University; M.S., University of Massachusetts-Amherst; M.S., University of Wyoming; Ph.D., University of Wyoming
David Shapiro, Associate Director of Human Resoures Operations
B.A., Clark University; M.A., Clark University
Michelle Sheehan, Administrative Assistant I/Math and Science
A.S., Quinsigamond Community College
Sarah Shelton, Clerk III/Admissions
B.S., University of Massachusetts-Dartmouth; M.B.A., Lasell University
Anne Shore, Coordinator of Student Accessibility Services
B.A., Clark University; Ph.D., Brandeis University
Anne Shull, Professor of Developmental English/English As A Second Language/Coordinator of The English As A Second Language Work Area
B.A., Oberlin College; M.Ed., Boston University
Jenilee Simmons, Associate Director of Human Resources/Talent Management
A.S., Quinsigamond Community College; B.A., Curry College; M.B.A., Fitchburg State University
Sara Simms, Executive Director of Human Resources
A.A., Mount Wachusett Community College; B.A., Fitchburg State University; M.A., Framingham State University
Anthony Simo, Campus Police officer I/Campus Police Department
B.S., Anna Maria College
Ingrid Skadberg, Dean of Institutional Research and Planning
B.A., Gettysburg College; M.S., Villanova University; Ph.D., City University of New York
Kate Skorb, Data & Communications Systems Manager for Records & Registration
A.A., Greenfield Community College; B.A., University of Massachusetts-Amherst; M.S., Clark University
Paul Sluckis, Computer Systems Engineering Technology Laboratory
A.S., Central New England College/Worcester Industrial Technical Institute; B.S., Worcester State University
Richard Small, Mail Clerk II/Mail Room
A.S., Quinsigamond Community College
Katherine Soal, Professor of Dental Hygiene
A.S., Quinsigamond Community College; B.S., Worcester State University; M.S. Mass College of Pharmacy and Health Science
Anita Soracco, Professor Environmental/Physical Science/Coordinator of The Natural Sciences Program
B.S., Worcester Polytechnic Institute; M.S., Worcester Polytechnic Institute
Peter Soucy, Recruitment Counselor
B.A., Hofstra University; M.f.a., Cuny-Brooklyn College
Lauren Stafford, Senior Financial Aid Special Programs Coordinator
B.S., Point Park University; M.S., Mercyhurst University
Katherine Stano, Director of Student Recruitment and Outreach
B.A., Smith College; M.Ed., Springfield College; Ed.d., Argosy University
John Stazinski, Professor of English/Coordinator of The English Program
B.A., Boston University; M.A., Boston University
Michael Stevenson, Coordinator of Library Collection Development
B.A., Tufts University; M.S.l.i.s., Simmons College
Vernon Stitt, HVAC Refrigeration Mechanic II/Facilities
A.S., Wentworth Institute of Technology
Meredith Stone, Professor of Nurse Education/Coordinator of The Nurse Education Advanced Placement Program
A.S.N., Massachusetts Bay Community College; B.S., Boston University; M.S.N., University of Massachusetts-Worcester
Shanan Stratis, Assistant Dean for The School of Healthcare
A.A., Quinsigamond Community College; B.S., Worcester State University; M.S.,Western Governors University
Tamara Strouth, Coordinator of Student Accessibility Services
B.A., Wright State University; M.A., National University
Matthew Sullivan, Hospitality and Recreation Management Learning Resource Coordinator
A.A., The Culinary Institute of America; B.A., The Culinary Institute of America
Tiger Swan, Coordinator of Library Reference and Instruction
B.A., University of Illinois At Urbana-Champaign; M.Ed., University of Illinois At Urbana-Champaign; M.S., University of Illinois At Urbana-Champaign
Byron Thomas, Professor of Sociology/Coordinator of The Sociology Program
A.A., Sinclair Community College; B.A., Wright State University; M.A., Indiana University
Derek Thomas, Director of Information Systems
B.S., Rensselaer Polytechnic Institute
Maura Tighe Stickles, Professor of Psychology/Coordinator of The Psychology Program
B.A., North Adams State College; M.A., Anna Maria College
Laura Tino, Director of Testing
B.A., Clark University; M.Ed., University of Massachusetts-Amherst
Carl Tirocchi, Communications Dispatcher II
B.S., Roger Williams College; M.A., Anna Maria College
Craig Toney, Professor of Nurse Education
A.A., Quinsigamond Community College; B.S., University of Massachusetts-Boston; A.S., Quinsigamond Community College; M.S., University of Massachusetts-Worcester
Cheryl Travers, Administrative Assistant I/Information Technology
A.S., Quinsigamond Community College
Charulata Trivedi, Professor of Computer Information Systems/Coordinator of Computer Information Systems
B.S., Central Connecticut State University; M.S., Rensselaer Polytechnic Institute
Elaine Trottier, Professor of Dental Hygiene
A.S., University of Rhode Island; B.S., University of Rhode Island; M.Ed., Worcester State University
Sherinda Trudell, Assistant Professor of Nurse Education
A.S., Quinsigamond Community College; B.S., Fitchburg State University; B.S., Chamberlain College of Nursing; M.S.,Southern New Hampshire University
Elizabeth True, Library Assistant I
B.A., St. Catherine University M.A., Fitchburg State University
Michelle Tufau Afriyie, Vice President for Strategic Enrollment & Student Engagement
B.A., Wellesley College; M.S., Bay Path University
Venus Twum, Accountant I/Business office
B.S., University of Massachusetts-Amherst
Julie Tzipori, Professor of Early Childhood Education
M.Ed., Worcester State University
Christina Tzortzinis, Academic C
|
||||||
wrong_mix_range_spouse_00142
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FactBench
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0
| 3
|
https://en.geneastar.org/genealogy/curryadrian/adrianne-curry
|
en
|
Family tree of Adrianne Curry
|
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[
""
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[] | null |
Adrianne Marie Curry-Rhode (born August 6, 1982) is an American fashion model, actress and television personality. She is best known as the winner of the first cycle of America's Next Top Model in 2003.
Career
Modeling
Curry won the first cycle of America's Next Top Model. She was signed to Wilhelmina Models in New York City. She has modeled for several magazines, including Life & Style, Us Weekly, Star, OK!, Stuff, People, Maxim (and made the Maxim Hot 100 list in 2005), Spanish Marie Claire, Von Dutch, Von Dutch Watches, Salon City, Macy's, Famous Stars and Straps, Lucky, Ed Hardy, Kinis Bikinis, Beverly Hills Choppers, and Merit Diamonds. Curry's runway shows include Anne Bowen Spring 2005, Jaime Pressly, Pamela Anderson's line, Ed Hardy, Von Dutch, and Christopher Deane. She has appeared in a commercial for the Merit Diamonds Sirena Collection that ran from November 2004 to January 2006. She appeared on the cover and in a nude pictorial for the American edition Playboy
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en
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https://geneacdn.net/bundles/geneanetgeneastar/images/favicon.ico
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Geneanet
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https://en.geneastar.org/genealogy/curryadrian/adrianne-curry
|
Actor, Model, Television & Radio Host - American
Born Adrianne Marie Curry
American fashion model, actress and television personality
Born on August 6, 1983 in Joliet, Illinois , United States (40 years)
This form allows you to report an error or to submit additional information about this family tree: Adrianne CURRY (1983)
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wrong_mix_range_spouse_00142
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FactBench
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3
| 8
|
https://www.capitalfm.com/news/pamela-anderson-married-husbands/
|
en
|
How Many Times Has Pamela Anderson Been Married?
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https://imgs.capitalfm.com/images/556317?width=1000&crop=16_9&signature=Mn8N1_X1Yd53na3_v9CxI7lUDcQ=
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https://imgs.capitalfm.com/images/556317?width=1000&crop=16_9&signature=Mn8N1_X1Yd53na3_v9CxI7lUDcQ=
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[
"Savannah Roberts"
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2023-02-03T11:01:28+00:00
|
How many times has Pamela Anderson been married and who were her husbands? The timeline revealed...
|
en
|
/assets_v4r/capital/img/favicon-16x16.png
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Capital
|
https://www.capitalfm.com/news/pamela-anderson-married-husbands/
|
How many times has Pamela Anderson been married and who were her husbands? Her dating history and marriage timeline revealed...
Pamela Anderson has reclaimed her story with the Netflix documentary Pamela, a love story, which dropped on January 31.
The Baywatch star first recaptured the mainstream media’s attention following the Hulu show, Pam & Tommy, which made waves last year by retelling the story of her marriage to Tommy Lee.
Where Is Pamela Anderson Now? Inside The Icon's Life After Dropping 'Pamela, A Love Story'
The Kids Of Pamela Anderson & Tommy Lee: Where Are They Now?
Following the whirlwind series, Pamela has won over hearts with her candid and honest documentary which details her career and relationships over the years.
One thing about the doc that did surprise viewers was how many times the 90s icon had tied the knot! So here's a timeline of the six times Pamela Anderson has been married: from bodyguard-turned-husband Dan Hayhurst to the Mötley Crüe drummer...
Pamela's first marriage is likely her most famous, and it just so happens to be the subject matter of the infamous Pam & Tommy series.
The actress and Mötley Crüe drummer Tommy Lee wed after just a few days of knowing each other back in 1995 and were married for three years. They went on to have two kids together, Brandon Thomas Lee and Dylan Jagger Lee, who are now adults.
In 2002 she began dating musician Kid Rock, and after an on-and-off engagement, they finally tied the knot in 2006 on a yacht in Saint-Tropez, Pamela filed for divorce at the end of the same year.
The divorce was finalised in 2007 and later that year she walked down the aisle with famous poker player Rick Salomon, they were married at the famous Las Vegas Mirage Hotel with a small ceremony.
Pam and Rick annulled their nuptials the following year, during which time she revealed that she and Tommy Lee were still in contact and planning to reconcile their relationship. However, that was not the case as she re-wed Rick in 2014, before parting ways for a final time in 2015.
It wasn't another five years until the Baywatch actress married again, this time to film producer Jon Peters, who was 22 years her senior. The pair briefly dated back in 1989 after meeting at the Playboy Mansion in Los Angeles but their 2020 union was quickly annulled after 12 days and the marriage license was never filed.
In the same year, Pamela and her bodyguard Dan Hayhurst became husband and wife in a ceremony that took place at the star's Canadian home on Christmas Eve. She announced their split in January 2022, stating that he "was not the man she'd hoped".
Pamela Anderson speaks about her many marriages
The actress and model recently explained why she “keeps getting married", she told The Times: "I just wanted to recreate a family for my kids.
“But I also would not allow anyone to abuse me and didn’t want my kids to think it was OK. And so that was always my red line, when I felt like they were witnessing me being treated badly – because they cannot learn to treat women badly," she continued.
Pamela candidly said: "And [as] much as I look like a clown, getting divorced all the time, I can’t let that happen.”
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wrong_mix_range_spouse_00142
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FactBench
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3
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https://www.womenshealthmag.com/life/a42721931/pamela-anderson-net-worth/
|
en
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What Is Pamela Anderson's Net Worth In 2024? How She Makes Money
|
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[
"Addison Aloian"
] |
2023-01-31T21:22:22.977263+00:00
|
Pamela Anderson is an actress, model, author, and activist. Here's how she made money and what her net worth is, from 'Baywatch' to her new book and doc.
|
en
|
/_assets/design-tokens/womenshealthmag/static/images/favicon.dea226e.ico
|
Women's Health
|
https://www.womenshealthmag.com/life/a42721931/pamela-anderson-net-worth/
|
There’s no doubt that Pamela Anderson was one of the most iconic actresses in the ‘90s. From modeling for Playboy to becoming the face of , she cashed in big time—literally.
The Canadian-American actress, model, producer, author, and activist was discovered at 22 when she was featured on the Jumbotron at a British Columbia Lions football game wearing a Labatt’s beer shirt, per Us Weekly. Soon enough, she got an audition for Playboy and eventually became their October 1989 cover girl. She would pose for the magazine for the next 22 years, the outlet reported.
While juggling different acting and modeling gigs, Pamela met and married drummer Tommy Lee in early 1994. Their three-year relationship was tumultuous, especially after their sex tape was stolen and sold for millions. (But more on that later.)
Now, Pamela has come forward to tell her story her own words in her new Netflix documentary, Pamela, A Love Story, and a memoir, , which both came out Jan. 31.
It's understandable to have a lot of questions about Pamela, including the major cash she made modeling and acting. So, if you want to brush up on your Pamela Anderson knowledge, including how much money she made and what her net worth is today, here's what you need to know:
Pamela got her start modeling.
After auditioning for Playboy, she became their cover girl, then their Playmate of the Month in the , per Entertainment Weekly. She went on to appear on the front of their magazine 14 times, a record she still holds, per Life & Style.
While it’s unclear how much money she garnered from this gig, Kennedy Summers earned $100,000 when she was Playmate of the Year in 2014, per TMZ, so it’s possible Pamela made a similar amount.
Pamela at a Playboy benefit party in 1994.
Baywatch made her lots of money.
Initially, she made $1,500 per episode playing Casey Jean “C.J.” Parker on the show’s first season, pulling in a total of $33,000 over 22 episodes, according to Celebrity Net Worth. But at the show's peak, Pamela was making $300,000 per episode, totaling $6.6 million per season (or $12 million per season today when adjusted for inflation), the outlet reported.
Still, this was far less than the producers, as well as co-star David Hasselhoff, made on the show, per The New York Post.
Prior to Baywatch, she acted in in 1991 to start off her career, and she went on to also star in other shows: (1992), (1997), (2003), and more, per IMDb, but it’s unclear how much money she made from them.
She had stints in reality television, too.
Pamela had her own reality show on E! called Pam: Girl on the Loose!, that ran for one season in 2008, according to IMDb. It’s unknown how much she made from the show.
She also competed on in 2010, and that same year, she starred on the fourth season of , the Indian version of , according to The Hindustan Times, which put $550,000 in her pocket for her three days in the house.
Pamela has a lot of pricey real estate.
Tommy Lee bought an $837,000 Malibu mansion in the weeks after marrying Pamela and the couple spent an “obscene” amount of money renovating and re-renovating the home, which led to former carpenter Rand Gauthier stealing the safe with their sex tape in it, per Celebrity Net Worth. (Pamela didn’t profit off of her sex tape itself.) It’s unclear how much money they spent on renovations, but Tommy eventually sold the home in 2005 for $2.5 million, according to the outlet.
In 2000, Pamela bought a Malibu home for $1.8 million, per PEOPLE, then spent $8 million on renovations, per Celebrity Net Worth. She was unsuccessful at trying to sell the home in 2013 when she put it on the market for $7.75 million. Instead, she rented the home in 2017 for $50,000 per month for several years, per Architectural Digest, before selling it in 2021 for $11.8 million, Celebrity Net Worth reported. (Dang!)
Did Pamela make money from her sex tape with Tommy?
Nope—apparently it made $77 million in under a year, but neither Pam, Tommy, nor Rand earned a profit from it, per Parade.
Pamela also got in a bit of financial trouble.
In 2010, Pamela made an appearance on the list of California's 250 residents with the biggest tax debts, owing state tax authorities $493,144 in unpaid personal income taxes, starting in 2009, per ABC News. By 2012, that number had totaled $524,241, according to The Los Angeles Times.
Pamela was married Jon Peters for 12 days in 2020, and part of the reason their relationship ended was because Pamela was allegedly in $200,000 of debt, which Jon paid off for her, per Page Six. (Pamela has denied this, but she has confirmed he gave her $100,000, the outlet reported.)
Pamela has also donated her money to good causes.
Pamela urging KFC to stop their cruel treatments of chickens with PETA in 2008.
She’s known to donate money to causes like the National Domestic Violence Hotline, where she donated $60,000 in 2015, per PR Newswire, and PETA, where she donated $100,000 in 2021, per Plant Based News. She even has her own charity foundation for human, animal, and environmental rights.
Plus, she's an author.
She’s written several books: (2004), (2005), (2005), (2015), (2018), and (2023)—but more on this one later. So, she’s probably gotten a nice book deal or two.
And she’s branching out in her career now.
In 2022, Pamela made her Broadway acting debut as Roxie Hart in Chicago, per PEOPLE. It’s unclear how much she made from the venture.
Most recently, she’s telling her story through her new Netflix documentary, Pamela, A Love Story, and her new memoir, Love, Pamela, which both came out Jan. 31. I can't say for sure, but I'm thinking she brought in a lot of money from those deals. (Get it, Pam!)
So, what’s Pamela’s net worth today?
Her net worth is currently $20 million, according to Celebrity Net Worth.
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