Objective. The purpose of this study is to examine the relationship between the COVID-19-related waivers and the number of Summer Food Service Program (SFSP) meals served, accessibility of SFSP sites, and implementation of the SFSP sponsored by the Office of Food and Nutrition Service (OFNS) of the New York City Department of Education (NYC DOE). Methods. This study is a convergent parallel mixed methods study. In the quantitative component, there are two research questions (“research question 1” and “research question 2”); the design is a non-experimental, one-group, completely within-subjects design; and the unit of analysis is NYC DOE geographic districts (n = 32). Research question 1 is “Among NYC DOE geographic districts, was there a significant difference in the number of SFSP meals served during the summers when the COVID-19-related waivers were used compared to the summers without the waivers?” Research question 2 is “Among NYC DOE geographic districts, was there a significant difference in the accessibility of SFSP sites during the summers when the COVID-19-related waivers were used compared to the summers without the waivers?” Both research questions 1 and 2 compare the first summer of the waivers (2020) to the six summers prior to the waivers (2014-2019) and the second summer of the waivers (2021) to the six summers prior to the waivers (2014-2019). In the qualitative component, there is one research question (“research question 3”); the methods consist of a document analysis of the policy memos for the waivers (n = 8) using the READ approach for document analysis of health policies. Research question 3 is “What were the intended relationships between the COVID-19-related waivers and SFSP participation, site accessibility, and implementation according to the policy memos for the waivers?” Data Analysis. For research question 1, the statistical tests are the repeated-measures analysis of variance (ANOVA) omnibus test and post-hoc analysis with Bonferroni adjustment. The primary outcome is the total number of SFSP meals served per student. For research question 2, the statistical tests are the repeated-measures ANOVA omnibus test and post-hoc analysis with the Bonferroni adjustment when the full sample is analyzed (n = 32), and the Friedman test and sign test with the Bonferroni adjustment when high poverty districts (n = 16), high non-White districts (n = 16), and high enrollment districts (n = 16) are analyzed. The primary outcome is the number of SFSP sites per 1,000 students. For research question 3, the analysis consists of deductive coding, inductive coding, and identification of themes. Results. For research question 1, the results show a significant increase in the number of SFSP meals served per student during the first summer of the waivers compared to summers 2016-2019 (p ≤ 0.01). However, there were no significant differences in the number of SFSP meals served per student during the second summer of the waivers compared to summers 2014-2019. Among the secondary outcomes, there was a significant increase in the number of breakfast meals served in August per student during both the first and second summer of the waivers compared to summers 2014-2019 (p < 0.05). For research question 2, the results show a significant decrease in the number of SFSP sites per 1,000 students during the first summer of the waivers compared to summers 2014-2019 (p < 0.01). Similarly, there was a significant decrease during the second summer of the waivers compared to summers 2015-2019 (p < 0.01). For research question 3, the results show that the Meal Service Time Flexibility Waiver may address pre-pandemic barriers in the SFSP, but the Parent/Guardian Meal Pickup Waiver may cause implementation issues. Conclusions. Among NYC DOE geographic districts, the waivers may increase the reach of breakfast meals served in August while decreasing the number of SFSP sites and making SFSP implementation easier. There is a need for a pilot study or more controlled study to establish causal relationships. Policymakers should consider making the Meal Service Time Flexibility Waiver and the Non-Congregate Feeding Waiver permanent flexibilities for summer meal programs.

Trans and queer children are experiencing discrimination starting in the earliest years of schooling. In a paradoxical era of increased support for transgender and queer children on the one hand, and persistent gender violence on the other, this study examines how the New York City Department of Education (NYCDOE) gender policy is taken up in Early Childhood Education practice. In particular, I ask: (a) What are early childhood teachers’ understanding of NYCDOE’s policy? (b) How do the larger social and material contexts, shape teachers’ enactments of the policy? (c) What do teachers’ understandings and enactments of NYC gender policy look like in their everyday classroom practices? I use a critical policy-as-practice conceptual framework that does not take policy for granted but understands that embedded in all the policy processes, there is always a great deal of negotiation of power, where some stakeholders are empowered and other perspectives are silenced. Through semi-structured interviews with district policymakers, school administrators, and early childhood teachers, this study unveils how different actors took up NYCDOE’s gender policy in their practice, in accordance with their own ideas, motivations, and broader social and material contexts. Findings indicate that the policy formation processes excluded the knowledge and perspectives of school communities and grassroots trans activist movements. Principals and teachers had little knowledge of the Guidelines on Gender and resources available, while several policy content and procedures reproduced gender and racial violence. Moreover, the sediment construct of childhood innocence shaped early childhood teachers’ gender-justice practices. Shifting understandings of gender, without revising understandings of childhood, this study concludes, hinders the possibility of transformative change.

No description available.

The purpose of this thesis is to explore the role and influence imagination plays on a building for the arts. The American Film Institute is considered to be a building for the production and study as well as the presentation of film. Because imagination is the most important tool the film maker possesses and is that which the general audience becomes a part of, this thesis strives to produce a building which enhances this tool. Steel and glass have been chosen as two of the three primary materials in the film institute for their reflective properties as well as their specific properties to distort reflections. Concrete was chosen as the third primary material not only for its compressive strength, but for its many possible finishes and its compatibility (being non-reflective) with the other two primary materials. The institute will be created in such a way that even in their permanence they will provide for a changing space which will make for a re-occurring newness each time it is visited, thus sparking the imagination. To the user of the institute, the space will each time be new. It takes on this characteristic as its users encounter their own reflection as well as the reflections - sometimes distorted - of others. This is enhanced as movement occurs not always in a straight line nor only at one level. Shade and shadow from stationary light, as further enhance the imagination. “The spatial area, whatever it may be—room, stage, garden, street—is the screen; the moving objects and people are the picture-in-solution reconstituted as a transient entity in time and space.”³ / Master of Architecture

"It is one thing to delimit space by structural devices such as walls. It is quite another to infuse the space with a spirit which relates to the activities that take place in it and which stirs the senses and emotions of the people who USC it. Architecture encompasses both." - Edmund N. Bacon, Design of Cities This quote reflects how I feel about architecture and anything I do. A building can be made of four walls and a roof, but that is all it is. Architecture occurs when you as a designer create spaces in which people can experience a whole range of emotions, learn something not only about architecture, but about themselves and go away feeling more in tune with what is around them. I wanted to convey an attitude about architecture: the idea of how architecture can express the function of a building. In this case the government of the Town and Village of Ossining, New York. / Master of Architecture

Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2011-2012 / Les grandes métropoles sont des lieux entendus d'instabilités et de démesure. La théorie sociale et architecturale sur les 'grandes villes' trouve un déséquilibre équivalent dans la condition psychologique métropolitaine. Le corps humain, naturellement éveillé aux moindres sons ou mouvements, se retrouve forcé, dans la cohue et la congestion urbaine, à une attitude inconsciemment blasée. Cette résistance contre la sur-stimulation devient un acte de distanciation intellectuelle, un décalage mental entre l'individu et la foule, l'individu et la ville, et entre l'individu et sa propre subjectivité. Au-delà du blasé se trouve la vie aliénée décrite par Georg Simmel : la vie sous la structure hautement organisée de la ville d'argent et d'échanges. Cette recherche regarde ensuite les produits de modernisation de trois grandes capitales de la modernité, soit Paris, Berlin et New York, y montrant l'évolution de la rationalité moderne avec les grands boulevards, les foules, les monuments, les expositions, la neurasthénie, l'électricité, les gratte-ciels ou les amusements. Un vertige métropolitain devient une situation de transgression urbaine, un asynchronisme entre la subjectivité et la métropole rationnelle de la modernité.

Three historic communities with varying levels of social, economic and historic preservation issues are studied in the following chapters to determine motivations for negotiating community benefits agreements (CBAs), and to determine motivations for the specific benefits outlined within each community’s respective CBA. The case study research examines the historic preservation language within each CBA as well as how the development itself and the other benefits prescribed in the CBAs will positively or negatively impact each community. The case study communities demonstrate that CBAs can be used as historic preservation planning and implementation tools. By including thoughtful and transparent community benefits language, a community will be able to use the tools – i.e. financing, technical assistance, advice and guidance, etc. – provided to them within the CBA to successfully carry out the benefits promised within the CBA. / Department of Architecture

This study explores various youth empowerment programs for young people aging out of foster care in the U.S. Youth Empowerment Programs (YEPs) are interventions that encourage youth to make meaningful decisions about program design, implementation, and/or evaluation. This dissertation employed three methods to contribute to the evidence-base on the effect of YEPs for youth aging out of foster care: a qualitative historical study, a comprehensive literature review, and a quantitative cross-sectional survey that utilized a contemporaneous comparison group. The historical study examined the different program aspects of the Children's Aid Society (CAS) to see if there were any empowering parts. CAS was the precursor to the modern day foster care system in the U.S. The study found that much of the programming that occurred in the Boys Lodging Houses in New York City could be classified as youth-led or youth-informed. Specifically, the children's bank, lending library, and military cadet companies provide detailed examples of youth participating in meaningful programmatic decision-making. Other program aspects in the boys lodging houses could be classified as youth dominated or anarchical. The child placement process was found to be disempowering. There was very little evidence of younger children and girls engaging in programmatic decision-making. The literature review included four studies from 2,631 potentially relevant titles and abstracts. Three of the four studies were qualitative and no randomized controlled trials were found, thus meta-analysis was not possible. The review found that the state of the evidence of the effectiveness of YEPs for youth aging out of foster care is sparse and methodologically weak. All four studies found that YEP participation improved various youth development outcomes. One study reported three iatrogenic effects for a subset of youth. The cross-sectional survey examined the level of psychological empowerment of 193 foster care alumni (ages 18-25) who did (n= 99) and did not (n=94) participate in at least one YEP in Florida. Those who participated in a YEP experienced significantly higher perceived control (B = .25, p =.007), motivation to influence their environments (B = .30, SE B =.09, p =.001), self-efficacy for socio-political skills, and participatory behavior (B = .586, SE B= .136, p =.000), than non-YEP participants even when controlling for age at program entry, gender, race, time in foster care, number of placements, and Pinellas County location. Findings from this dissertation suggest that youth empowerment is possible in child welfare and might be beneficial. Implications for research and practice are discussed.

Cette thèse porte sur l'intégration des technologies en milieu scolaire et défavorisé. Spécifiquement cette étude s'est déroulée à Harlem (New York) dans une école secondaire dont les élèves sont majoritairement hispaniques. L'objet de cette thèse est de comprendre l'usage des technologies en milieu scolaire et particulièrement leur possible contribution à la réduction des inégalités en favorisant l'apprentissage de cette technologie par les élèves et par leur usage pédagogique. Pour ce faire, nous avons réalisé une étude de cas dans une école en milieu défavorisé de New York ou la direction et des enseignants ont mis sur pied un projet d'établissement fondé sur l'usage des technologies informatiques dans les pratiques pédagogiques. À cet égard, nous avons constaté que cet objectif n'a été atteint que tardivement, d'où l'intérêt de suivre la mise en œuvre du projet afin de comprendre la fluctuation des effets. Dès lors, une première question consistait à s'interroger sur les modes d'implantation et d'intégration des technologies dans l'école en milieu défavorisé? Sur le plan théorique, nous avons orienté notre travail en reprenant les grandes catégories de l'évaluation sociale des technologies en milieu scolaire. L'analyse de l'implantation y est conceptualisée comme l'articulation entre les nouvelles technologies et les caractéristiques organisationnelles de l'établissement scolaire. Une de celles-ci est la transformation des modes de régulation des écoles par la mise en œuvre de nouvelles politiques éducatives. Ces nouveaux modes ont largement imprimé la trajectoire que prendra l'implantation du projet. Le projet proposé vise explicitement la réduction des inégalités. Afin de réellement saisir si cet objectif est atteint ou non, il nous fallait savoir si ses dimensions fondatrices pour agir sur la réduction des inégalités. Deux voies théoriques ont été empruntées. Nous avons repris quelques grandes lignes des sociologies des inégalités scolaires afin de saisir comment les inégalités étaient produites. Nous avons aussi tenu compte des travaux sur l'école efficace qui ont identifié des facteurs favorables à la réduction des inégalités. Les sources de cette analyse qualitative proviennent principalement de documents publiés, de statistiques, d'une observation désengagée dans l'école et d'entretiens. Ces entrevues se sont déroulées en deux temps, car l'école a fait l'objet d'une restructuration, et le personnel de l'école et ses projets ont changé avant et après la mise en place de cette politique. Un premier terrain a été effectué en 2004 et complété par des entrevues en 2009. Pour cette étude essentiellement qualitative, nous avons effectué des entrevues auprès du personnel de l'établissement. Ces entrevues ont été complétées par une recherche documentaire axée essentiellement sur les politiques d'éducation de la ville de New York. Nous ne pouvons pas généraliser notre conclusion à toutes les écoles en milieu défavorisé ayant recours à la technologie. Il reste qu'un résultat de cette thèse est d'avoir dégagé des conditions institutionnelles et organisationnelles qui modulent la contribution des technologies à la lutte aux inégalités scolaires et à la réussite scolaire. Notre recherche a montré que les meilleurs résultats des élèves ne sont pas dus à l'intégration des technologies dans l'école, mais plutôt des dimensions mises en évidence par les travaux sur les écoles efficaces ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Harlem, réussite, projet, école efficace, technologie, projet, régulation, mobilisation, école, éducation.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Joseph R. McElrath, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Oct. 29, 2003). Includes bibliographical references.