Political genes?

Other deadlines interfered with my good intention to post on climate change on Blog Action Day yesterday. But, deadline behind me, I've spent some time reading what others posted. It led me to this post on Planetizen.

The post sheds some light on what I've often thought of as people being born with a Republican or Democrat gene. "Egalitarian" and "individualist" may be a better description, though, and linking such disputes to "clusters of values that form competing world views" is more useful than waiting for science to discover the politics gene.

in reference to:

"Some of my acquaintances believe that climate change may end human life (or at least civilization) and that the only way to save humanity is to massively reduce economic growth and consumption. Other acquaintances believe that climate change is, if not an outright hoax, a minor problem—and that even the slightest attempt to regulate emission-creating industries will itself destroy American civilization.
Whole lotta head-shakin’ going on.Most of these people are not scientists (let alone scientists specializing in climate-related science), so I strongly suspect that their opinions come from Al Gore’s movie and Rush Limbaugh’s talk show, rather than from a comprehensive review of the footnote-filled scientific papers addressing climate change. Nevertheless, they are as certain in their opinions as real scientists are. How come?"
- The genesis of the climate change stalemate | Grist (view on Google Sidewiki)

Learning to Work Schools Offer Alternative Routes to Graduation

CHANCELLOR KLEIN ANNOUNCES MORE THAN 10,000 STUDENTS HAVE GRADUATED FROM “LEARNING TO WORK” SCHOOLS AND PROGRAMS SINCE 2005

Program Allows Students Who Have Dropped Out or Fallen Behind to Earn High School Diplomas While Participating in Paid Work Internships

Schools Chancellor Joel I. Klein announced in September that 10,629 students have graduated from schools and programs where students participated in Learning to Work, the City’s innovative career development initiative. Learning to Work was launched in September 2005 to help students who are academically behind by at least two years graduate from high school while receiving in-depth job-readiness training, including paid internships. Today, Learning to Work is offered at 25 transfer high schools, 21 Young Adult Borough Centers where evening classes are offered for students who cannot attend school during the day, and 10 GED programs. Of the 10,629 students who have graduated from a Learning to Work school or program, 9,484 received a high school diploma and 1,145 earned a GED. The success of Learning to Work will be discussed in Washington, D.C., at the America’s Promise Alliance national Grad Nation Action Forum on drop-out prevention beginning tomorrow.

“Today we mark a real milestone in celebrating more than ten thousand students who have turned their lives around with the help of Learning to Work schools and programs,” Chancellor Klein said. “When we launched Learning to Work in 2005, traditional forms of outreach and intervention were failing to bring back the many students—predominantly poor and black and Hispanic—who dropped out of City schools every year. Learning to Work makes school more relevant for students who have difficulty in traditional high schools by enhancing academics with paid internships and career counseling. I am thrilled that Learning to Work is recognized today as a national model for helping at-risk students get back on track.”

ACE, Olympus Academy, and Staten Island Young Adult Borough Center

The NY Center operates two Learning to Work programs with the NYC Department of Education. Olympus Academy in Carnarsie and SI YABC in Tottenville currently provide seats for over 200 students. In addition, the Center operate the ACE program which provides job readiness training and GED preparation for out-of-school and out-of-work young people.

Outcomes for over-age and under-credited students—those who are more than two years behind academically—are much more positive for students who participate in Learning to Work programs than for similar students who remain in traditional high schools. Historically, only 19 percent of over-age, under-credited students earned diplomas in traditional high schools. According to the 2007-08 progress reports, the vast majority of transfer schools have more than doubled this rate for over-age, under-credited students, and the highest performing transfer school with Learning to Work achieved a six-year graduation rate of 72 percent. The graduation rate for Young Adult Borough Centers with Learning to Work is 44 percent, which is also an improvement over graduation rates at Young Adult Borough Centers prior to the launch of Learning to Work.

The program is more successful than the system as a whole at re-engaging and graduating poor students, African American and Hispanic students, and male students. In 2008, 45 percent of graduates system-wide were male, compared to 51 percent of graduates from Learning to Work schools and programs. That same year, 87 percent of Learning to Work students were African-American or Hispanic, compared to 71 percent citywide, and 80 percent of students enrolled in Learning to Work schools and programs were eligible for free or reduced-price lunch, compared to 72 percent citywide.

Participants in Learning to Work have access to a broad range of paid internships in the public, private, and non-profit sectors, with placements tailored to match their interests and career goals. Students express high levels of satisfaction with the program, with more than 90 percent of students reporting that their internships would help them obtain jobs after graduation. Additionally, many students reported that the overall Learning to Work program supported key career development skills—such as identifying career goals, constructing résumés, and applying for jobs—compared with programs they previously attended.

Expansion of Learning to Work programs has been a priority of this Administration. This year, there are 11,530 seats in Learning to Work transfer schools, Young Adult Borough Centers, and GED programs, up from 4,560 seats in the 2005-06 school year, the first year of the initiative.

Updates from the NY Center Training Institute

How do we keep busy at the Training Institute? Here are a few of the things we've been up to lately.

On September 1^st & 2^nd , Sequoia Stalder, Director of the CDRC & the Training Institute, trained 15 staff members from Olympus Academy, the transfer high school NYCID operates in collaboration with the DOE, in conflict resolution techniques. Participants gave the training high marks. One advocate counselor stated, “ I feel as though my classroom management skills will be improved with this knowledge”. All staff were very enthusiastic about using these conflict resolution skills back at school with their students.

In July 2009, The Training Institute lead two work readiness workshops with 17 Olympus Academy students, helping them to be successful in their summer jobs by learning new communication, time management and decision making skills.]

Since July 2008, 200 parents have attended the Parent ACT Class – Assisting Children through Transition. This is a 6-hour state mandated class where parents who are going through a divorce or separation learn new skills to manage conflict and support their children through this challenging period. Parents have stated that attending this class has given them hope and a new way to look at their difficult situation. Classes are taught monthly and advance registration is required. Our schedule for the remainder of 2009 is: September 26, October 14 & 21, November 14, December 1 and 8. The 2010 class schedule will be announced shortly.

In June 2009, the Training Institute completed their first school year of working with the Gaynor McCown Expeditionary Learning High School, training staff and students to conduct and manage a Peer Mediation program. The Training Institute provided over 50 hours of trainings, support sessions and skill-building workshops to 16 students and 6 staff members over the 2008 – 2009 school year. McCown High School is a new school on Staten Island, which opened its doors in August 2008.

In August 2009, the Training Institute Collaborated with Safe Horizon to provide leadership workshops to students in the Relationship Abuse Prevention Program (RAPP) at Truman & Lehman High Schools in the Bronx.

Over the course of the 2008 – 2009 school year, the Training Institute provided the McKee High School staff & students with the following Workshop Series: Peer-To-Peer Public Speaking Program & Peace Power Conflict Resolution Workshops for peer mediators; Peace Power Conflict Resolution Workshops for students in jeopardy of truancy, detention and suspension.

If you are interested in having the NY Center Training Institute customize training for your school or organization, contact Regina Shields.

The News From Olympus

Image via Wikipedia

Olympus Academy is off to a great start to our second year.

We’re nearly at our enrollment goal of 200 students and will have a full roster of Advocate Counselors by the end of the month.

There is a palpable change in the school culture. Advisory classes have been phenomenal, with record attendance and tremendous excitement about the curriculum.

The Learning to Work program received rave reviews from the businesses we worked with this summer and all of them are signed on for this year. In addition the Brooklyn Public Library has given us access to new job opportunities ranging from tech support to helping younger children with homework.

The NY Center and the NYC Department of Education operate Olympus Academy, a transfer school in Carnarsie, as partners, each bringing their expertise to support young people who can benefit from an alternative to the traditional school structure.

Our "official" school website is still pretty bare, but you can find it here.

The students and staff are enthusiastic about the new year and all the possibilities it holds.

Remembering September 11th

The morning of 9-11 began as any other workday on the 8:45 ferry into Manhattan, with a newspaper and a bottle of water in hand, I took my usual seat enjoying a beautiful late summer morning. It didn’t take long into the usually very quiet journey across the bay to begin noticing that something wasn’t right.

A number of people had left their seats and were peering out the window towards the city. It wasn’t long before I joined them and saw what everyone was looking at and talking about, a huge fire was in the North World Trade Tower.

As unreal as it all seemed, you could feel the collective confusion, anxiety and fear hanging in the air. Some were listening to the radio and necks were craned to hear about what had occurred. The radio announcer began explaining about a plane hitting the tower. People started spreading the word that it was possibly terrorism.

Around nine, those of us whose heads were in the ferry windows saw a low flying plane coming towards us. We asked, why is it flying so low? We watched as it passed our ferry heading straight towards the Towers. I looked at the person next to me and said, oh no, it can’t be. Within moments we watched in horror as the plane exploded into the South Tower.

The radio announcers were now describing it as terrorism, a nation under attack. We couldn’t imagine it being anything else.

A silence fell upon the boat larger than usual with the exception of the tears and wailing unbridled by the events of the morning. The ferry Captain came on the loudspeaker to say that the boat was being turned around to bring us back to Staten Island. Things were serious and out of control.

Once back on Staten Island, I found my way down Bay Street to the Staten Island AIDS Task Force Offices that overlook the harbor from Bay Street. We watched in shock and dazed by what we were witnessing as the Towers burned and eventually fell. We watched as more and more people got off the ferry and were walking down the street covered in a white dust from head to toe. We watched and watched, not knowing what to say or how to react and knew everyone else felt the same.

I left there and began talking to a couple of guys from New Jersey who thought they could get home more easily from Staten Island. I took them to DeJoy’s Taxi’s where we quickly learned that nothing was available. I brought them to my home, ordered a pizza. believe it or not, and watched the events unfolding on TV. After a time we decided to try and get them home. I drove them onto the SI Expressway and onto the West Shore Expressway. Eventually you could see that the West Shore was a parking lot and somehow I had to get off to try and reach the Outer Bridge Crossing. I put the car in reverse and backed up until I got to the past exit and high tailed it onto the local roads. I was able to reach the Bridge only to discover it was closed coming back into Staten Island.

I got out and asked an officer if he would take the two guys across the bridge. Amazingly, he said he would and off they went.

Later that evening I learned that my best friend’s brother, Carlton, was in the Tower on a floor, we eventually found out, that was hit directly by a plane.

As we all know now, none of our lives have ever been quite the same in a post Towers world. At the time I was working for the Mayor’s Office and in the days following I was afforded access to lower Manhattan around the fallen Towers that others were not. The stench across lower Manhattan and the sheer magnitude of the disaster was hard to comprehend. I wandered around for a week or so bewildered more each time I approached the site. I had to stop.

On this day of reflection and remembrance my friend Gary, his beloved brother Carlton and his family are on my mind. For those of you who have any connections to those who were lost, my heart is with you as well.

In Peace,
Robert

Robert Busan
Director of Community Development

Photo by BL1961

See the Wizard of Oz Wednesday, August 5th

Hello everyone,
Well, we are rapidly approaching the big day.

Wizard of OZ
Performed by the participants in the NY Center Drama Camp
WEDNESDAY EVENING @ 7 PM,
200 Adelaide Ave. in Oakwood –

TICKETS ARE $10

The cast has been rehearsing, sets have been designed and built; there is excitement is in the air and it is being felt all over Staten Island.

We hope you are planning to attend to see what incredible work is done by our drama teacher, Tracy Rosenberg, and our dance instructor, Lee Tanenbaum. Then, of course, there is the amazing and wonderful work the young people have poured into making the production a reality.

I have attached a few pictures of the production crew preparing the sets. Note the great houses created for the Munchkins. Isn’t it great? It is not to be missed!

Will you be there? I hope so. Robert

Caring for those less fortunate

HPIM0322
Originally uploaded by R. Wahtera

In the News:

NY 1 and the Staten Island Advance highlighted students in our after school program at Curtis.

Students have been making blankets for children who are seriously ill, traumatized or otherwise in need through Project Linus. Led by two wonderful students, Khaleda Akter and Jillian Christy, they began in January and have made hundreds of blankets for the children. What a wonderful project! The Staten Island Advance was there to take pictures as well so look for that story in the paper.

Pictured here, the NYCID After School participants at Curtis High School recently delivered some of the blankets they made for homeless children to a staff member at Project Hospitality.

Readers' Theater performs monologues

NY Center's after school program at PS 30 has been in the spotlight. The Readers Theater children, grades 3-5, performed monologues from award winning author and poet, Shel Silverstein's book, Where the Sidewalk Ends and Falling Up.

The Dance Center Spring Performance

The Dance Center participants, grades 3 to 5, performed several dances of their own choreography, applying the skills they learned. The performance, at the NY Center's after school program at PS 30, was under the direction of NY Center staff person, Dana Guariglia.

Job Openings at the NY Center

Image by Egan Snow via Flickr

Do you know someone who'd like to work for the NY Center?

Program Associates - part-time positions open working in elementary after school programs. Candidates must have some college and experience with elementary aged children. Salary $8-$10 per hour. Send cover letter/resume to Robert Busan

Administrative Assistant- part-time position open at Olympus Academy in Brooklyn. Candidates must have some college and experience with at-risk high school students. Salary $10-13 per hour. Send cover letter and resume to Erin Neubauer-Keyes.

If you know someone interested in one of these positions, have them email their resume to Candace Gonzalez.

Bring your wallet to the NY Center Auction on June 4th

Fund Raising Auction and Dinner
for the NY Center for Interpersonal Development

Thursday, June 4, 2009
Temple Israel

Honoring our past board members who led the way in helping us grow:
Larry Beslow
Ralph DeMayo
Diane DiResta
Kathy Feola
Anthony Giacobbe
Elaine Gregorio
Dr. Mohammed Khalid
Bill Orlando
Loulou Saleem

Join us for a wonderful evening with many exciting items for auction, a simple but delicious dinner, and great company -- all to help the NY Center continue to provide Staten Island services that help resolve conflicts, build community, and strengthen relationships.

Event tickets: $25 per person

Links to: Sponsorship :: Journal Ad :: Donate auction items

Contact Mike Baver at 947-4121 for information

The Committee: John Minardo, Board Chair and Honorary Auction Chair
Terry Baver, Colleen Kennedy, Jon DelGiorno, Christine Olivari, Robert Busan, Mike Candella,
Maryann Lauria, Marlene Markoe-Boyd, Dominick Brancato, Candace Gonzalez, Mike Candella, Mike Baver,
Mary Castellana, and Ruth Wahtera

Learning to write

Image via Wikipedia

From Robert Busan: In celebration of April as National Poetry month our elementary after school programs at PS 13, PS 30, and PS 50, are writing poems about their heritage and diversity. Here are poems by two of the students from PS 13 as a sample of what our children are writing.

Where I come from by Quadir Gatling, 2nd grade

I come from Africa

it’s a wonderful place it feels

like a new heaven.

My Skin

My skin is tan, my skin is tan

it doesn’t matter what are skin

color is. So we are all safe.

My Life

My life is great but some

people make fun of me about

my skin but I just walk

past them.

my friends

are all colors it’s good too

have friends like that because we

learn about each other.

My Family by Zene’ Ezell, 5th grade

My family is from everywhere

all around the globe

even though we’re scattered

New York is our home

from Kingston Jamaica

to California, L.A.

these places aren’t close

but they aren’t far away

half of us are Christians

Jehovah Witnesses too

even though people don’t like us

for each other, we come through

people can be racists

my family doesn’t care

we think & know we’re special

we won’t be afraid of a bear

each family is different

in their own special way

from all the places we come from

New York is our home to stay

Lost Generation

Have you seen this video, Lost Generation? Over 5million people have. 8600 took the time to give it five stars. 4500 people posted comments. Take a look.





This video by metroamv was created for the AARP U@50 video contest and placed second.

If you would like to see the reverse video political advertisement that inspired this video you can find it here

The Young Adult Borough Center at Tottenville High School

A partnership between the Department of Education and the New York Center for Interpersonal Development

• Earn your High School Diploma in a full -time evening setting
• Gain Valuable Work Experience
• Individual Counseling
• Academic Tutoring
• Group Workshop

What is the YABC?
The YABC is a full time high school program designed to serve students ages 17 ½ - 21 who have earned (17) credits. Students must be in their fifth year of High School to be considered. The center welcomes students who are not thriving in a traditional school setting, as well as young people who might have already "dropped out" of high school and have come to realized how important a High School Diploma is in today's world.


The Learning to Work Experience
"Learning to work" is an in-depth job readiness and career exploration component supported by the New York Center of Interpersonal Development. Our students are given the opportunity to explore potential careers by working in a paid internship. The YABC internship can also be used for elective credit. Our goal is to assist our students in zeroing in on the right career! The NYCID Job Developer and Career Counselor are on hand to offer Workshops such as "What do do on an Interview," "Resume Building," and "After You Have the Job Skills."


The Individual Counseling Element
With the help of the New York Center of Interpersonal Development, the YABC is able to provide personalized "one on one" counseling. NYCID counselors, spend time each week with students discussing "real life issues" and are on site to ensure that each student has all the tools he or she needs to succeed both personally and professionally.


The Academic Tutoring Element
The NYCID staffs a team of professional tutors who are on hand to offer FREE "one on one" tutoring for all YABC students. Additionally, SAT/ACT study periods are available.


Group Workshops
The NYCID staff conducts weekly "Real Life" workshops for the YABC students. Each workshop is geared toward ensuring that graduates of the program are aware of the important aspects of adult life. With workshops such as "Stress Management," Money Management," "Family Living," "Conflict Resolution" and many other topics, the NYCID staff is committed to educating and enhancing the perspectives of their students.


How to apply to the YABC

• You must be between the age of 17 ½ - 21
• You must be enrolled in a NYC High School
• You must have a minimum of 17 credits
• You must have completed four years of high school

Students who meet this criteria can contact their high school Guidance Counselor and request a referral to the YABC.


Young people who are currently not enrolled in high school must contact the school they were discharged from and re-register before requesting a YABC referral.


The New York Center for Interpersonal Development Staff can be reached at (718)947-4065 or (646) 678-1806.

How to talk with teens about current events

Image by Slaff via Flickr

Whether you’re a parent, grandparent, teacher, or employer, we encourage you to talk with the teens you know about current events.

· BUILD IN TIME TO TALK together about world events frequently. News about war, terrorism, the economy, politics and natural disasters is everywhere. They need a chance to make sense of what they hear. President Kennedy’s father held a daily discussion of current events at the dinner table.

· ASK WHAT THEY’RE HEARING FROM OTHERS – sometimes that’s an easier place to start. Correct inaccurate information, or research issues together on the internet.

· CONNECT THE ISSUES TO PEOPLE THEY KNOW -- Who has lost their job? Who is serving in Iraq? Or, how could this effect people we know? Teens master abstract issues by connecting them to their own lives.

· SHARE YOUR PLAN FOR COPING, if the impact is on you and your family. Have a plan teens can participate in. Whether it’s a plan for how to connect with family in a catastrophe or how the family will cut expenses to deal with the economic changes, teens need a role.

· BE AWARE OF THE IMPACT ADULTS CONVERSATIONS MAY HAVE on teens and children who overhear them. Give them a chance to participate in the discussion then, or in a follow up conversation later.

· EXPLORE THE PROS AND CONS OF MANY POINTS OF VIEW. Learning to think for yourself requires trying ideas on for size and accepting or rejecting them in whole or in part.

· ACT AS A MODEL FOR YOUR CHILDREN. Always show respect for differing views, including theirs. You know you’re being respectful if your teen can have a different point of view without you trying to “win” the conversation as though it were a debate. Acknowledge that in a democracy like the US people can have strong and differing opinions about momentous events.

For more information about how to talk with teens about difficult topics, check out these sites:

Kiplinger.com Talking to Teens About the Financial Crisis

Tips for Parents/Teachers/Emergency Response workers for talking about Traumatic Events – links to a number of articles



Coping with Traumatic Events: Parent Guidelines for Talking with Teenagers about War and Terrorism from SAMHSA’s National Mental Health Information Center