The document summarizes the activities of the Nelson A. Rockefeller Center for Public Policy and the Social Sciences at Dartmouth College for the 2011-2012 year. It discusses hosting the Republican presidential debate on campus in October 2011. It also describes the Policy Research Shop program where students conduct policy research and brief state legislators in New Hampshire and Vermont. Financially, the center had revenues of $2.09 million from gifts, grants, and its endowment and spent $2.27 million on operations, curriculum and research, and student programs.
The two-day workshop organized by the Asia-Pacific Center for Security Studies will examine issues of identity and security in Southeast Asia's diverse region in the context of cyberspace. On day one, participants will discuss the challenges of identity-based extremism and how it functions to radicalize groups. Day two focuses on opportunities and constraints for regional cooperation in the cyber domain. The goal is to facilitate discussions between subject matter experts and alumni to develop common perspectives on challenges in the region and ways to strengthen cooperative security initiatives for addressing identity-based issues.
This document provides guidance on writing an autobiography. It recommends focusing on key events and people from one's past, using vivid details to engage readers. Writers should understand the significance of their experiences and convey meaning through careful word choices. While revealing aspects of oneself, one should choose a topic they are comfortable sharing publicly and avoid unwanted self-disclosures. The process of writing and revisiting memories can provide insight into how writers portray themselves. Models in textbooks can be used to empower writing skills, and words should be taken seriously as they can set things in motion.
This style guide provides recommendations for 150-200 word student bios, including tone, content, format, and sample bios. Bios should be updated yearly and can use an informal tone for undergraduates using first names, becoming more formal after graduation using last names. Content should present a well-rounded picture of academic and extracurricular accomplishments without adjectives. Bios should begin with name, class year, hometown, then high school and Dartmouth experiences, focusing on academics, activities, and future plans.
The document describes several experiential learning programs at Dartmouth's Nelson A. Rockefeller Center. It discusses programs that engage students in public policy experiences like internships, research, and leadership development programs both during and between academic terms. These programs provide hands-on experiences that enhance classroom learning and prepare students for future careers in public service. The Center aims to cultivate civic leadership and many programs involve mentorship from Dartmouth alumni in public and policy fields.
The document summarizes the activities of the Nelson A. Rockefeller Center at Dartmouth College for the 2012-2013 academic year. It discusses the Center's Policy Research Shop program, in which over 50 students produced policy briefs on various topics that were utilized by policymakers. It also highlights the Center's support for student internships, including at the White House, and its educational programming that engaged over 400 students in public policy courses and other leadership activities. The Center aims to develop the next generation of public policy leaders through hands-on learning opportunities.
Strategies For Impact And Policy Relevance V2RECOUP
The document discusses six key lessons learned by the Overseas Development Institute about enhancing the impact of research on policymaking:
1. Policy processes are complex with many actors and stages that do not always follow a linear process.
2. Research-based evidence often plays a minor role in policymaking compared to other factors like values, experience, and pragmatism.
3. It is possible for research to contribute to impactful policies through understanding contexts and building relationships between researchers and policymakers.
CPR is one of India’s leading public policy think tanks housing renowned academics and policy experts who produce some of the most insightful analysis and tools guiding policy in India today. As one of the country’s first independent non-profits focused on creating robust public discourse, CPR has been creating multiple platforms for dialogue between academia and policymakers since 1973.
Calling the Roll: Study Circles for Better SchoolsNatalie Aflalo
Policy Research Report. A two-year evaluation by the Southwest Educational Development Laboratory of statewide study circle programs that addressed education issues in Arkansas and Oklahoma. This study places special emphasis on the role of policymakers in study circles.
The two-day workshop organized by the Asia-Pacific Center for Security Studies will examine issues of identity and security in Southeast Asia's diverse region in the context of cyberspace. On day one, participants will discuss the challenges of identity-based extremism and how it functions to radicalize groups. Day two focuses on opportunities and constraints for regional cooperation in the cyber domain. The goal is to facilitate discussions between subject matter experts and alumni to develop common perspectives on challenges in the region and ways to strengthen cooperative security initiatives for addressing identity-based issues.
This document provides guidance on writing an autobiography. It recommends focusing on key events and people from one's past, using vivid details to engage readers. Writers should understand the significance of their experiences and convey meaning through careful word choices. While revealing aspects of oneself, one should choose a topic they are comfortable sharing publicly and avoid unwanted self-disclosures. The process of writing and revisiting memories can provide insight into how writers portray themselves. Models in textbooks can be used to empower writing skills, and words should be taken seriously as they can set things in motion.
This style guide provides recommendations for 150-200 word student bios, including tone, content, format, and sample bios. Bios should be updated yearly and can use an informal tone for undergraduates using first names, becoming more formal after graduation using last names. Content should present a well-rounded picture of academic and extracurricular accomplishments without adjectives. Bios should begin with name, class year, hometown, then high school and Dartmouth experiences, focusing on academics, activities, and future plans.
The document describes several experiential learning programs at Dartmouth's Nelson A. Rockefeller Center. It discusses programs that engage students in public policy experiences like internships, research, and leadership development programs both during and between academic terms. These programs provide hands-on experiences that enhance classroom learning and prepare students for future careers in public service. The Center aims to cultivate civic leadership and many programs involve mentorship from Dartmouth alumni in public and policy fields.
The document summarizes the activities of the Nelson A. Rockefeller Center at Dartmouth College for the 2012-2013 academic year. It discusses the Center's Policy Research Shop program, in which over 50 students produced policy briefs on various topics that were utilized by policymakers. It also highlights the Center's support for student internships, including at the White House, and its educational programming that engaged over 400 students in public policy courses and other leadership activities. The Center aims to develop the next generation of public policy leaders through hands-on learning opportunities.
Strategies For Impact And Policy Relevance V2RECOUP
The document discusses six key lessons learned by the Overseas Development Institute about enhancing the impact of research on policymaking:
1. Policy processes are complex with many actors and stages that do not always follow a linear process.
2. Research-based evidence often plays a minor role in policymaking compared to other factors like values, experience, and pragmatism.
3. It is possible for research to contribute to impactful policies through understanding contexts and building relationships between researchers and policymakers.
CPR is one of India’s leading public policy think tanks housing renowned academics and policy experts who produce some of the most insightful analysis and tools guiding policy in India today. As one of the country’s first independent non-profits focused on creating robust public discourse, CPR has been creating multiple platforms for dialogue between academia and policymakers since 1973.
Calling the Roll: Study Circles for Better SchoolsNatalie Aflalo
Policy Research Report. A two-year evaluation by the Southwest Educational Development Laboratory of statewide study circle programs that addressed education issues in Arkansas and Oklahoma. This study places special emphasis on the role of policymakers in study circles.
Policy Research Report. A two-year evaluation by the Southwest Educational Development Laboratory of statewide study circle programs that addressed education issues in Arkansas and Oklahoma. This study places special emphasis on the role of policymakers in study circles.
The document discusses experiences communicating health and development research to policymakers and practitioners. It focuses on case studies from sexual and reproductive health, HIV, and AIDS research.
Key points from the articles include:
1) Researchers in South Africa worked to build partnerships and communicate results from HIV prevention trials, even when results did not find the intervention effective, to increase understanding of research and build trust.
2) A study in Ghana influenced legislative change by working with parliamentarians to include free medical treatment for sexual violence survivors in a domestic violence bill based on research findings.
3) The Research and Development Division in Ghana builds ownership of research by collaborating with stakeholders throughout the research process and ensuring findings are disseminated
The Second Youth Forum focused on justice and peace in the SDGs system. It consisted of three training workshops: an exchange of issues session, a consensus meeting, and a youth forum. The exchange of issues session aimed to explore key topics and clarify differences through moderated discussions. The consensus meeting sought to analyze current issues, related problems, and possible solutions. The youth forum featured expert panels and a general seminar to conceptualize recommendations and actions for youth. Topics of discussion included housing, transportation, labor, and energy policies. The forum also provided opportunities for students to receive prizes through participation and developing output from the training workshops.
The 2017 AFI DOCS Impact Lab was a two-day intensive program that trained 10 filmmakers and 21 participants on best practices for using documentary films to create social and political change. The lab provided training from experts in political advocacy, grassroots organizing, and Capitol Hill outreach. Participants developed campaign plans and had over 20 meetings with Congressional offices to advocate for the issues in their films. Feedback from participants showed the lab was successful in helping filmmakers maximize the impact of their issue-driven films.
The First-Year Fellows Program at Dartmouth College provides students with public policy internships in Washington D.C. through placements with Dartmouth alumni. Students gain real-world experience, learn about the policy process, and are mentored by professionals in fields like government, advocacy, and law. The highly competitive program selects 20 first-year students who attend training in D.C. and complete 8-10 week summer internships. Upon returning to campus, Fellows share their experiences and are expected to implement a campus event their sophomore year.
Project on alternatives_in_education-goodlad-tyler-nea-1981-76pgs-gov-eduRareBooksnRecords
The Project on Alternatives in Education (PAE) aims to conduct comprehensive research on alternative schools in the United States to determine which alternative programs work best for which students and in relation to which educational values. Building on lessons from prior innovations like the Eight-Year Study, PAE will examine promising alternative programs through in-depth, multi-perspective research over four years. The research will employ various quantitative and qualitative methods to answer the central question of which alternatives serve which students best and in relation to what values. It also aims to involve alternative school staff, students, and participants in the research and establish a national network for information exchange. The goal is educational reform by providing clearer evidence of what works for different learners and legitim
Four-month, part-time programme in Policy, Data & Behaviour ChangeIndian School
Lokneeti (4-month public policy course in India) is providing new career options to the students with a wide range of opportunities and evaluating public policy program.
The document summarizes the Global Go-To Think Tank Index report produced by the Think Tanks and Civil Societies Program. It provides an overview of the report, which ranks think tanks worldwide based on a survey of over 1,500 experts. It discusses the scope and methodology of the rankings. The top 5 think tanks in several global and regional categories are listed as examples, including Brookings Institution, Chatham House, and Carnegie Endowment as top ranked think tanks worldwide.
This article proposes adding "Interdependence" as a ninth critical element for 4-H positive youth development. For over 15 years, eight critical elements have guided 4-H programs, but research now supports including interdependence. In 1998, a group identified the original eight elements from youth development research. In 2002, the National Research Council identified similar features. While the elements and features overlap substantially, research now emphasizes interdependence. The author calls for a think tank to update the critical elements based on the latest research.
The Spectrum of Community-Based Action ResearchEverettProgram
This document discusses community-based action research and community-based participatory research. It provides definitions and objectives of these research approaches, which aim to conduct research that is collaborative, democratic, and seeks to promote social change. A case study is presented on a research project in Santa Cruz County that examined low-wage workers. The benefits of such an approach include ensuring the research question comes from the community, increasing trust and participation, enhancing validity, improving interventions and dissemination of findings to benefit the community.
This document provides a summary and comparison of volunteer policies in the United States, Denmark, Estonia, and England, with a focus on student volunteers and service learning. It finds that while the concept of "service learning" is not widely used terminology abroad, students in these other countries can still participate in volunteer activities through student unions, business consultations, and internships. The document examines volunteer opportunities for students, best practices for non-profits managing volunteers, and governmental/organizational policies regarding volunteerism. Overall it determines that while terminology may differ, policies promote volunteerism globally and contribute to its uniform practice internationally.
This document discusses policy influence experiences in Asia related to information and communication technologies (ICT). It provides examples of how research organizations in Asia have influenced ICT policy through their work. In one example, a group provided data that changed a proposed mobile phone tax from a flat rate to one scaled based on income level. In another, an organization shifted another group's approach to disaster response from relief to early warning systems. The document also describes the Communication Policy Research South (CPRsouth) initiative, which aims to develop long-term policy capacity in ICT issues through training, conferences, and mentorship. CPRsouth has seen increasing participation and policy outputs from its participants over time, demonstrating its impact on expanding policy knowledge and engagement
The document outlines the agenda and activities of a policy engagement tutorial held in Dakar, Senegal. It includes:
- Storytelling exercises where participants shared experiences engaging with policy processes
- Identification of 6 key lessons for effective policy engagement based on collective experiences
- Presentation of frameworks for analyzing the political context, evidence, and links between policy and research communities when influencing policy
- Discussion of tools for strategic policy engagement including the Alignment, Interest and Influence Matrix to map stakeholders and prioritize targets.
This document provides an agenda and biographies for speakers at a symposium on the Directors of Central Intelligence held at George Mason University on September 13, 2012. The agenda includes a keynote speech by General Michael Hayden and panels on the personal perspectives of former DCIs and the relationship between the DCI, White House and Congress. Speaker biographies are provided for Louis Fisher, Porter Goss, General Michael Hayden and others involved in intelligence and national security. The event aimed to increase understanding of the history and role of the DCI position.
This document outlines a research project to measure the economic impact of social action. It will establish impact indicators and priority sub-sectors in year 1. In years 2-3 it will deliver research projects in partnership with higher education institutions and social organizations. In year 4 it will disseminate the findings to influence policy and practice. The project involves stakeholders from higher education, social organizations, and commissioners to advise on the research and ensure its findings are shared.
This document summarizes a forum that brought together public diplomacy practitioners, policy makers, and public opinion researchers. The forum aimed to foster discussion around the relationship between public diplomacy and world public opinion, with a focus on bridging the gaps between these communities. It included leaders from polling organizations, foreign policy think tanks, and academia. The resulting papers explore opportunities for greater collaboration between those who study public opinion and those who practice public diplomacy.
This document discusses public engagement with research and provides guidance on how to effectively engage the public. It emphasizes that public engagement is a two-way process that involves interaction and listening to generate mutual benefit. It outlines various forms of public engagement like outreach, widening participation, and knowledge exchange. It advises researchers to carefully consider who their audience is, how to communicate with them effectively, and why public engagement is important for their specific research. The document also shares examples of public engagement from different university departments and lessons learned from reviewing past public engagement case studies.
Dr Sumi David, Strategy and Development Manager for Research Impact and Secto...IrishHumanitiesAlliance
From the IHA Impact in the Humanities event 8 June held in QUB and co-sponsored by InterTradeIreland.
Panel Three: Impact: How should we capture it?
From the perspectives of analytics, science and policy: how should we capture and measure Impact, how should the definition of Impact incorporate academic perspectives and what role can the humanities play in policy?
This document provides an overview of key issues shaping New Hampshire's future, including its economy, demographics, education, health care, budget, and infrastructure. It finds that while New Hampshire has a strong economy, it faces challenges from an aging population, rising health care and education costs, and underfunded infrastructure needs. The state will need to address these issues to ensure future prosperity and quality of life for its residents.
Policy Research Report. A two-year evaluation by the Southwest Educational Development Laboratory of statewide study circle programs that addressed education issues in Arkansas and Oklahoma. This study places special emphasis on the role of policymakers in study circles.
The document discusses experiences communicating health and development research to policymakers and practitioners. It focuses on case studies from sexual and reproductive health, HIV, and AIDS research.
Key points from the articles include:
1) Researchers in South Africa worked to build partnerships and communicate results from HIV prevention trials, even when results did not find the intervention effective, to increase understanding of research and build trust.
2) A study in Ghana influenced legislative change by working with parliamentarians to include free medical treatment for sexual violence survivors in a domestic violence bill based on research findings.
3) The Research and Development Division in Ghana builds ownership of research by collaborating with stakeholders throughout the research process and ensuring findings are disseminated
The Second Youth Forum focused on justice and peace in the SDGs system. It consisted of three training workshops: an exchange of issues session, a consensus meeting, and a youth forum. The exchange of issues session aimed to explore key topics and clarify differences through moderated discussions. The consensus meeting sought to analyze current issues, related problems, and possible solutions. The youth forum featured expert panels and a general seminar to conceptualize recommendations and actions for youth. Topics of discussion included housing, transportation, labor, and energy policies. The forum also provided opportunities for students to receive prizes through participation and developing output from the training workshops.
The 2017 AFI DOCS Impact Lab was a two-day intensive program that trained 10 filmmakers and 21 participants on best practices for using documentary films to create social and political change. The lab provided training from experts in political advocacy, grassroots organizing, and Capitol Hill outreach. Participants developed campaign plans and had over 20 meetings with Congressional offices to advocate for the issues in their films. Feedback from participants showed the lab was successful in helping filmmakers maximize the impact of their issue-driven films.
The First-Year Fellows Program at Dartmouth College provides students with public policy internships in Washington D.C. through placements with Dartmouth alumni. Students gain real-world experience, learn about the policy process, and are mentored by professionals in fields like government, advocacy, and law. The highly competitive program selects 20 first-year students who attend training in D.C. and complete 8-10 week summer internships. Upon returning to campus, Fellows share their experiences and are expected to implement a campus event their sophomore year.
Project on alternatives_in_education-goodlad-tyler-nea-1981-76pgs-gov-eduRareBooksnRecords
The Project on Alternatives in Education (PAE) aims to conduct comprehensive research on alternative schools in the United States to determine which alternative programs work best for which students and in relation to which educational values. Building on lessons from prior innovations like the Eight-Year Study, PAE will examine promising alternative programs through in-depth, multi-perspective research over four years. The research will employ various quantitative and qualitative methods to answer the central question of which alternatives serve which students best and in relation to what values. It also aims to involve alternative school staff, students, and participants in the research and establish a national network for information exchange. The goal is educational reform by providing clearer evidence of what works for different learners and legitim
Four-month, part-time programme in Policy, Data & Behaviour ChangeIndian School
Lokneeti (4-month public policy course in India) is providing new career options to the students with a wide range of opportunities and evaluating public policy program.
The document summarizes the Global Go-To Think Tank Index report produced by the Think Tanks and Civil Societies Program. It provides an overview of the report, which ranks think tanks worldwide based on a survey of over 1,500 experts. It discusses the scope and methodology of the rankings. The top 5 think tanks in several global and regional categories are listed as examples, including Brookings Institution, Chatham House, and Carnegie Endowment as top ranked think tanks worldwide.
This article proposes adding "Interdependence" as a ninth critical element for 4-H positive youth development. For over 15 years, eight critical elements have guided 4-H programs, but research now supports including interdependence. In 1998, a group identified the original eight elements from youth development research. In 2002, the National Research Council identified similar features. While the elements and features overlap substantially, research now emphasizes interdependence. The author calls for a think tank to update the critical elements based on the latest research.
The Spectrum of Community-Based Action ResearchEverettProgram
This document discusses community-based action research and community-based participatory research. It provides definitions and objectives of these research approaches, which aim to conduct research that is collaborative, democratic, and seeks to promote social change. A case study is presented on a research project in Santa Cruz County that examined low-wage workers. The benefits of such an approach include ensuring the research question comes from the community, increasing trust and participation, enhancing validity, improving interventions and dissemination of findings to benefit the community.
This document provides a summary and comparison of volunteer policies in the United States, Denmark, Estonia, and England, with a focus on student volunteers and service learning. It finds that while the concept of "service learning" is not widely used terminology abroad, students in these other countries can still participate in volunteer activities through student unions, business consultations, and internships. The document examines volunteer opportunities for students, best practices for non-profits managing volunteers, and governmental/organizational policies regarding volunteerism. Overall it determines that while terminology may differ, policies promote volunteerism globally and contribute to its uniform practice internationally.
This document discusses policy influence experiences in Asia related to information and communication technologies (ICT). It provides examples of how research organizations in Asia have influenced ICT policy through their work. In one example, a group provided data that changed a proposed mobile phone tax from a flat rate to one scaled based on income level. In another, an organization shifted another group's approach to disaster response from relief to early warning systems. The document also describes the Communication Policy Research South (CPRsouth) initiative, which aims to develop long-term policy capacity in ICT issues through training, conferences, and mentorship. CPRsouth has seen increasing participation and policy outputs from its participants over time, demonstrating its impact on expanding policy knowledge and engagement
The document outlines the agenda and activities of a policy engagement tutorial held in Dakar, Senegal. It includes:
- Storytelling exercises where participants shared experiences engaging with policy processes
- Identification of 6 key lessons for effective policy engagement based on collective experiences
- Presentation of frameworks for analyzing the political context, evidence, and links between policy and research communities when influencing policy
- Discussion of tools for strategic policy engagement including the Alignment, Interest and Influence Matrix to map stakeholders and prioritize targets.
This document provides an agenda and biographies for speakers at a symposium on the Directors of Central Intelligence held at George Mason University on September 13, 2012. The agenda includes a keynote speech by General Michael Hayden and panels on the personal perspectives of former DCIs and the relationship between the DCI, White House and Congress. Speaker biographies are provided for Louis Fisher, Porter Goss, General Michael Hayden and others involved in intelligence and national security. The event aimed to increase understanding of the history and role of the DCI position.
This document outlines a research project to measure the economic impact of social action. It will establish impact indicators and priority sub-sectors in year 1. In years 2-3 it will deliver research projects in partnership with higher education institutions and social organizations. In year 4 it will disseminate the findings to influence policy and practice. The project involves stakeholders from higher education, social organizations, and commissioners to advise on the research and ensure its findings are shared.
This document summarizes a forum that brought together public diplomacy practitioners, policy makers, and public opinion researchers. The forum aimed to foster discussion around the relationship between public diplomacy and world public opinion, with a focus on bridging the gaps between these communities. It included leaders from polling organizations, foreign policy think tanks, and academia. The resulting papers explore opportunities for greater collaboration between those who study public opinion and those who practice public diplomacy.
This document discusses public engagement with research and provides guidance on how to effectively engage the public. It emphasizes that public engagement is a two-way process that involves interaction and listening to generate mutual benefit. It outlines various forms of public engagement like outreach, widening participation, and knowledge exchange. It advises researchers to carefully consider who their audience is, how to communicate with them effectively, and why public engagement is important for their specific research. The document also shares examples of public engagement from different university departments and lessons learned from reviewing past public engagement case studies.
Dr Sumi David, Strategy and Development Manager for Research Impact and Secto...IrishHumanitiesAlliance
From the IHA Impact in the Humanities event 8 June held in QUB and co-sponsored by InterTradeIreland.
Panel Three: Impact: How should we capture it?
From the perspectives of analytics, science and policy: how should we capture and measure Impact, how should the definition of Impact incorporate academic perspectives and what role can the humanities play in policy?
Similar to 2011 - 2012 Nelson A. Rockefeller Center Annual Report (20)
This document provides an overview of key issues shaping New Hampshire's future, including its economy, demographics, education, health care, budget, and infrastructure. It finds that while New Hampshire has a strong economy, it faces challenges from an aging population, rising health care and education costs, and underfunded infrastructure needs. The state will need to address these issues to ensure future prosperity and quality of life for its residents.
Nushy Golriz graduated among the top 5% of her high school class. She is majoring in Hispanic Studies and Geography at Dartmouth College, where she is president of the multiracial student club MOSAIC. Through an internship funded by the Rockefeller Center, Nushy worked at the National Network for Immigrant and Refugee Rights, where she researched corporate influence on immigration policy and border security technology. The internship reinforced Nushy's interest in immigration law and refugee rights issues.
Rebecca was funded by the Rockefeller Center for a winter 2015 internship, with generous support from the E. John Rosenwald Jr. '52 Public Affairs Fund.
The 12 students in Wheelan’s Global Policy Leadership Practicum, offered through the Nelson A. Rockefeller Center for Public Policy and the Social Sciences, spent the fall term studying the political history of Northern Ireland and the period of violent sectarian conflict beginning in the 1970s and known as “the Troubles.”
During the break following fall term, the class traveled to London, Dublin, and Belfast, meeting with dozens of people who were involved in the conflict, in peace negotiations, or in efforts to rebuild civil society after the conflict. Over two weeks in December, the group met the former prime minister of Ireland, community activists, scholars, business leaders, British military veterans, former partisans from the Irish Republican Army and Unionist militias, and a fair number of outspoken cab drivers.
The objective of the practicum is for the group to collaborate on a policy paper that applies the lessons of the 1998 Northern Ireland peace process to other sectarian conflicts. Wheelan, a senior lecturer and policy fellow at the Rockefeller Center, required that the recommendations, directed to a hypothetical group of senior government officials, be as specific and actionable as possible.
This summary provides the key details from the document in 3 sentences:
Former Chief Justice John Broderick gave remarks thanking the Rockefeller Center at Dartmouth College for the opportunity to serve as a Perkins Bass Fellow. He discussed his unique connection to Perkins Bass, whose company once employed Broderick's grandfather. Broderick went on to describe how his childhood and family history inspired his interest in public service, and recounted experiences like meeting President John F. Kennedy that reinforced his commitment to a career in public life.
The document describes the Rockefeller Global Leadership Program (RGLP) at Dartmouth College. The program prepares students to work in a global environment through activities and discussions aimed at improving intercultural communication, developing cross-cultural understanding, and enhancing critical thinking within a global framework. Students participate in a weekend learning experience in Montreal, Boston, or New York City. Past participants say the program has equipped them with skills for engaging with other cultures and made them more aware of diversity. The program benefits any student wishing to work effectively in an international workplace.
Logan was funded by the Rockefeller Center for a Summer 2014 internship, with generous support from the Mr. E. John Rosenwald Jr. ’52 Public Affairs Internship Fund.
Adam was funded by the Rockefeller Center for a Summer 2014 internship, with generous support from the Perkins Bass ’34 Public Affairs Internship Fund.
Fakoneiry Perez graduated from The Beacon School in New York with honors in mathematics and language. She is currently a student at Dartmouth College where she has held several leadership positions. Perez interned at the U.S. Department of Education's Office of Early Learning during the winter of 2014 and summer of 2014, funded by the Rockefeller Center and Henry Leach '28 Memorial Fund. At the Department of Education, she assisted with developing and administering the new Preschool Development Grant program. The internship experience provided Perez valuable insights into education policy and federal education programs to help further her career goals in the education field.
Katherine Crane graduated from Hotchkiss School where she was on the honor roll and involved in environmental organizations. She is majoring in geography and environmental studies at Dartmouth where she teaches and plays club hockey. She has interned with non-profits in Ghana and for an urban planning organization. Katherine interned at the San Francisco Planning Department through the Rockefeller Center where she focused on the Eco-Districts program and researched sustainability projects for different neighborhoods. She created a report with recommendations and a booklet of project options based on her interviews. Katherine is grateful for the opportunity and skills gained from the internship and Rockefeller Center program.
Laura McCulloch interned at the New America Foundation, where she assisted Rear Admiral Susan Blumenthal with global health issues and public health policy initiatives. Her duties included researching topics like health reform, women's health, and disease prevention. She also helped write articles, speeches, and grant proposals. The internship confirmed Laura's interest in pursuing a career in global and public health policy. She gained valuable skills and experience that she will apply to her classes and future career as a public health professional.
Amanda Toporek graduated from The Spence School where she was head of Model Congress and an award-winning debater. She served on Student Council for three years including as Vice President her junior year. At Dartmouth, Amanda is studying Government and Environmental Studies and Education. She interned for Senator Charles Schumer through the Rockefeller Center internship program where she researched legislative issues, answered constituent calls, and gave tours of the Capitol building. The internship helped Amanda gain skills in policy research and writing and gave her a greater appreciation for public service work.
Autumn Brunelle graduated as valedictorian from Cass Lake-Bena High School in Minnesota where she was captain of multiple sports teams and involved in many extracurricular activities. She is now a student at Dartmouth College studying Environmental Studies and Native American Studies. Through an internship funded by the Rockefeller Center and John French Memorial Internship Fund, Autumn worked as an Outreach Coordinator for the Center for Environmental Leadership where she helped bring awareness to climate issues facing indigenous coastal communities and recruited students to the organization. The internship provided Autumn valuable experience working for a non-profit organization and insight that will help guide her career path.
Amanda Toporek graduated from The Spence School where she was head of Model Congress and an award-winning debater. She served on Student Council for three years including as Vice President her junior year. At Dartmouth, Amanda is intending to major in Government with minors in Environmental Studies and Education. She interned for Senator Charles Schumer through a Rockefeller Center internship funded by the Mr. E. John Rosenwald Jr. ’52 Public Affairs Fund. Through her internship, Amanda gained legislative research, writing, and constituent relations experience and developed a passion for public service reform.
Katherine Crane graduated from Hotchkiss School where she was on the honor roll all four years and involved in environmental and service organizations. She is majoring in Geography and Environmental Studies at Dartmouth and has interned with organizations focused on community development and urban planning. For her spring 2014 internship, funded by Rockefeller Center, Katherine worked with the San Francisco Planning Department on sustainable urban planning issues. She focused on the Type 3 Eco-District program for established neighborhoods and conducted interviews with local leaders to inform recommendations on goals, development and outreach for the program. Her work included a report and resource booklet to support community sustainability projects.
The document provides information about funding available through the Rockefeller Public Policy Internship Funding Program for Dartmouth students interning in public policy-related roles. Students can receive up to $4,000 for approved internships lasting 8-10 weeks during summer or winter breaks. Eligible internships include positions at advocacy organizations, non-profits, and think tanks focused on research, policy analysis, and public education. Campaigns and for-profit internships do not qualify for funding. The application process involves submitting a written proposal, online application, faculty recommendation, and supervisor acceptance form, followed by an interview.
The document provides information about eligibility and the application process for public policy internship funding from the Rockefeller Center at Dartmouth. Students can receive up to $4,000 to intern in organizations related to public policy research, analysis, or advocacy. Eligible internships are for 30-40 hours per week over 8-10 weeks and cannot provide the intern with a wage. The application requires a written proposal, online application, faculty recommendation, and supervisor acceptance form. Interviews may also be required. Application deadlines are in July, October, January, and April.
More from Rockefeller Center for Public Policy at Dartmouth College (20)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
2011 - 2012 Nelson A. Rockefeller Center Annual Report
1. The Nelson A. Rockefeller Center
for public policy and the social sciences
2011-2012
Annual Report
The 2011 Republican Debate at Dartmouth
The Rockefeller Center was one of the host organizations for the The debate was a great success and a memorable experience for
Republican Presidential Candidates Debate on October 11, 2011, students of all political persuasions. In the words of Andrew
in Spaulding Auditorium. Eight GOP candidates participated Samwick, professor of economics and Rockefeller Center director,
in the event, which focused primarily on the economy. It was “Young people are what politics are all about, and there’s no better
broadcast worldwide by Bloomberg Television, streamed online way to teach them about politics than to get them involved with
hosting a debate that’s part of the free speech that leads to an
by the Washington Post, and broadcast locally by WBIN in Derry,
informed citizenry.”
NH. More than 2,500 tickets were distributed to students, faculty,
and the Upper Valley community to attend the two-hour debate or A video showcasing student engagement at the debate is available
Student Watch Party. Additional class visits and events took place on our YouTube channel at http://bit.ly/2011-debate
before and after the debate itself.
photo by Z ach ary Ingbre tsen ’11
Professor Ron Shaiko, Senior Fellow and Associate Director for
Curricular and Research Programs at the Rockefeller Center,
facilitated a focus group of 16 students who met before and
after the debate to
discuss and share their
“I’ve never seen a live political
impressions. Sixteen Dartmouth undergraduates participated in a focus group prior to and
event before. It’s reasons like this immediately following the Republican Presidential Debate at Dartmouth College.
Nearly 200 students that I came to this school.” photo by Jeff Woo
volunteered to assist
~ Carly Christian ’15
with logistics, with
members of the
Dartmouth College Republicans, Democrats, and Libertarians
involved in debate planning. As John Turro ’12, who was student
dward
coordinator of the debate and Student Watch Party host, says,
“You really need to be able to work together with people. You
need to understand that this is a national event and that teamwork The candidates gather on the stage before the beginning of the debate held in
is the biggest and most important thing.” Spaulding Auditorium.
inside: Policy Research Shop • Rockefeller Leadership Fellows • Rocky by the Numbers • Financials
2. Rocky by the Policy Research Shop
Numbers
Students graduated with a Public Policy Minor
39 The Policy Research Shop
(PRS), an innovative
Students enrolled in Public Policy classes program begun in 2004, is
456 (includes cross-listed courses) designed to give students
real-life experience in
Internships funded
public policy research
60 (excluding First-Year Fellows)
and offers them the
Participants in the Policy Research Shop (PRS) opportunity to interact
51 with and present their
findings to state legislators
PRS briefs produced
PRS students Michael Danaher ’13, Amy Couture ’14, and Tina
and policymakers from
18 the two states of New
Meng ’14 pose for a photo with NH Gov. John Lynch following
Senior honors thesis grants awarded their presentation in the Executive Council chambers. Hampshire and Vermont.
11
In 2011 and 2012, their policy briefs have included presentations to:
Dartmouth-Oxford exchange participants • The New Hampshire Department of Safety;
12 • The New Hampshire House of Representatives Election Law Committee;
Organizations hosting interns • The New Hampshire House Special Committee on Public Employee Pensions
62 (includes First-Year Fellow hosts) Reform;
• The Legal Aid Referral Center of Hew Hampshire;
Civic Skills Training participants
• The Grafton County (NH) Jail Task Force; and
31 (includes First-Year Fellows)
• The Vermont House of Representatives Committee on Natural Resources
First-Year Fellows and Energy.
20
Policy briefs have addressed such diverse issues as healthcare, homelessness,
Rockefeller Leadership Fellows
education, transportation, criminal justice, mental health, child poverty, and
22 business taxes.
Student discussion leaders
This past year, PRS exceeded its goals for
17 “Nothing compares to
participation (more than 51 students have
Faculty grants awarded been involved) and research reports (more solving real-world problems
7 than 18 studies have been conducted).
and knowing your research
Faculty workshops offered
A highlight of 2012 was the invitation of
33 has a direct impact.”
four PRS students to brief New Hampshire
Classroom enhancement grants awarded Governor John Lynch on their study ~ David Lumbert ’12
18 of performance measurement for state
governmental agencies.
Public programs offered
28
The PRS program connects students directly with the issues that confront those
Management & Leadership Development who live, work, and govern in two New England states. Through their research
Program participants and direct contact with lawmakers, students have the opportunity to influence
112 and impact lives in these communities. The PRS is supported by a grant from the
Note: This is a compilation of statistics on our programmatic Fund for the Improvement of Postsecondary Education (FIPSE).
activities during the 2011-2012 fiscal year.
Rockefeller Leadership Fellows
Alumni Conference
Learn. Reconnect. Reflect.
Aug. 2011
SEPT. 2011
OCT. 2011
MAR. 2012
APR. 2012
Center hosts 10th Center welcomes 2011 Republican 101 students complete 5th Annual NH State
Anniversary RLF Class of 2015 at Presidential Debate PBPL 5: Introduction to of the State Poll
Alumni Conference Annual Open House at Dartmouth Public Policy completed
3. Rockefeller Leadership Fellows
“RLF is a linkage for
students between theory
and practice, between
the classroom and the
wider world.”
~ Nathaniel C. Fick ’99
In 2011, the Rockefeller Leadership
Fellows (RLF) program proudly
Rockefeller Center
celebrated its 10th anniversary. The
program, which is open to students
Income Statement
during their senior year, addresses
leadership and its connection to citizen
involvement, civic engagement, and
community dialogue.
2012
“RLF embodies my freshman-year Jay Davis ’90, Director of the Summer
Revenues
Enrichment at Dartmouth and the First-Year
vision of Dartmouth: engaging Student Enrichment Programs, leads a RLF
Gifts Endowment
session on facilitative leadership.
Accounts
with students who have very Focusing on the styles, theories,
$436,206
$1,130,722
different perspectives from me in teamwork, and practical skills that
will prepare participating students
order to improve ourselves and the for future leadership roles, the RLF External
program emphasizes the individual Grants
world around us.” as a leader, the individual operating $143,092
~ Michelle Shankar ’12 within a team, and the individual
working as a team member within
an organization. A unique aspect of the program is that Fellows learn from the
Dean of the
insight and experience of distinguished guests as well as from each other. Faculty
$383,424
A three-day, commemorative
conference (“Learn—Reconnect— “RLF taught me that followership Total before use of Reserves: $2,093,444
Reflect”) was held in August, is just as important [as leadership] Net Change in Reserves: $180,986
2011. Participants were RLF Total Funds used to Support Expenses: $2,274,430
alumni from the Class of 2001 and that I can make a difference by
through the Class of 2011. The Expenses
conference, which featured motivating others around me and
presentations by Rockefeller being myself.” Curriculum
Operations and Research
Center leadership, Tuck School of $516,497
Business faculty, and outside guest ~ Christabell Dorcas Makokha ’11 $799,129
speakers, offered:
• Sessions to RLF alumni on management and leadership topics;
• Opportunities for RLF alumni to provide career advice to each other; and
• Initiatives to establish or strengthen relationships between RLF alumni and
the Rockefeller Center.
Additionally, RLF alumni from the fields of education, law, medicine, and finance
provided sessions on career advising for sophomores on campus.
Student and
To date, more than 220 students have participated in the RLF program, preparing Public Programs
$958,804
them to be effective leaders who will play important roles in shaping the world’s
future. TOTAL: $2,274,430
May 2012
May 2012
june 2012
june 2012
RLF gives presentation More than 350 students have now Center says congratulations Students in the Class
at Alumni Council participated in our Management & to Class of 2012 at of 2015 attend CST in
meeting Leadership Development Program Senior BBQ Washington, DC