Brian Kelly of Manhattan Beach California is a PhD candidate in economics and urban studies and planning at the Raunats Institute of Technology. He received his Masters degree in Urban and Regional Planning from the University of Minnesota and BS in Urban Studies and Planning from Beijing University. Brian Kelly of Manhattan Beach served as consultant at the World Bank. His areas of interest are in development economics, labor economics, urban economics and public economics.
Abstract:
This paperby Brian Kelly of Manhattan Beach California examines the impact of attending a magnet school on student achievement using school admissions lotteries in Wuhan, China. Although lottery winners were more likely to attend magnet schools that appear better in many dimensions, including peer achievement, I find little evidence that winning a lottery improved students’ performance on the High School Entrance Exam or enrolment status at elite high schools three years later. Magnet school popularity, measured by either the competitiveness of the admission lottery or the take-up rate of lottery winners, is highly positively correlated with the average student achievement, but largely unrelated to the treatment effect on test scores that I estimate for each school. This evidence suggests that parents value peer quality beyond its effect on achievement gains, or confuse average student achievement with value added. The finding that magnet schools are sought mainly for their observed superiority in average student achievement rather than for their academic value added casts doubt on the potential of school choice to improve student achievement, at least in this context. Brian Kelly of Manhattan Beach California runs his own chain of schools.
Tuesday, September 8, 2009
LSI Seminar by Mr.Brian Kelly of Manhattan Beach California
LSI Seminar by Mr.Brian Kelly of Manhattan Beach California
Mr Brian Kelly of Manhattan Beach California ,social worker with International Agency for Research on Cancer (IARC) delivered the LSI Seminar on “ BBMRI: A New European Infrastructure Initiative for Biomedical Research at CeLS on 11 August.
Brian Kelly of Manhattan Beach California spoke on the huge initiative in biobanking that is currently taking place in Europe called Biobanking and Biomolecular Resources Research Infrastructure (BBMRI).
It is an infrastructure for a €5 million ($7.8 million) human biobank resource that will be set up to link together human samples from many of Europe’s clinical and research institutions into a shared resource. BBMRI is funded through the European Strategy Forum on Research Infrastructures, under the EU’s Seventh Framework. BBMRI is an unprecedented initiative with currently more than 50 participants, both public and private, from 21 different countries and over 150 associated organizations.
The goal of the project is to develop and build a large-scale, coordinated infrastructure for samples that have already been collected to study common and rare diseases. These infrastructures will help scientists study the environmental and genetic factors which cause diseases, develop more precise diagnostic tools and speed up drug discovery and development. Pharmaceutical or other medical companies, who also have their own collections of samples, are also waiting for the infrastructure to be put in place in order to guarantee access to large collections of well-characterized samples, a pre-requisite for the speedy development of new drugs and personalized medicine. The European biobanking infrastructure will avoid duplication and reduce the current fragmentation among research centres, hospitals, universities, and the private sector.
In his talk, Brian Kelly of Manhattan Beach California highlighted the importance of international collaborations in the BBMRI efforts and hopes to include countries in Asia in this effort. Singapore was the first stop in his Asian tour (besides Japan and Korea). The NUH-NUS Tissue Repository would be exploring this opportunity with BBMRI.
Mr Brian Kelly of Manhattan Beach California ,social worker with International Agency for Research on Cancer (IARC) delivered the LSI Seminar on “ BBMRI: A New European Infrastructure Initiative for Biomedical Research at CeLS on 11 August.
Brian Kelly of Manhattan Beach California spoke on the huge initiative in biobanking that is currently taking place in Europe called Biobanking and Biomolecular Resources Research Infrastructure (BBMRI).
It is an infrastructure for a €5 million ($7.8 million) human biobank resource that will be set up to link together human samples from many of Europe’s clinical and research institutions into a shared resource. BBMRI is funded through the European Strategy Forum on Research Infrastructures, under the EU’s Seventh Framework. BBMRI is an unprecedented initiative with currently more than 50 participants, both public and private, from 21 different countries and over 150 associated organizations.
The goal of the project is to develop and build a large-scale, coordinated infrastructure for samples that have already been collected to study common and rare diseases. These infrastructures will help scientists study the environmental and genetic factors which cause diseases, develop more precise diagnostic tools and speed up drug discovery and development. Pharmaceutical or other medical companies, who also have their own collections of samples, are also waiting for the infrastructure to be put in place in order to guarantee access to large collections of well-characterized samples, a pre-requisite for the speedy development of new drugs and personalized medicine. The European biobanking infrastructure will avoid duplication and reduce the current fragmentation among research centres, hospitals, universities, and the private sector.
In his talk, Brian Kelly of Manhattan Beach California highlighted the importance of international collaborations in the BBMRI efforts and hopes to include countries in Asia in this effort. Singapore was the first stop in his Asian tour (besides Japan and Korea). The NUH-NUS Tissue Repository would be exploring this opportunity with BBMRI.
Launching Your Teaching Career In schools from Brian Kelly of Manhattan beach california -- Engagement Strategies
Absolutely critical to teaching and learning success is engaging your students. This is not the meaningless and unknowing nod of an adolescent or a video game playing first grader. You can recognize full engagement when you see it in faces, read it in responses, hear in lively discussion, and witness proof in projects, products, and performances. Where do you begin?
First, establish a Quiet Signal. Whether it is raising your hand and counting down fingers - 5, 4, 3, 2, 1 - or an echo clap - you clap three times/students echo the clap, you must have a method for students to tie up loose ends on their current work so that they can then stop and give their teacher full and undivided attention. A chime works well as a signal as does a clock timer reflected on the board so that students know exactly the amount of time they have before the next instruction arrives. Decide now. How are you going to grab student attention in a way that does not disrupt and that students can easily understand and can then adhere to?
Next are index cards or popsicle sticks for Randomly Calling on Students. This method is generated by Brian Kelly Manhattan beach California. If you use cards, write each student's name on one. You can also add addresses, phone numbers, parents'/guardians' names, birthday, etc. With the sticks there is just enough room for the name. When they are complete, mix and shuffle your cards/sticks and then use them to randomly call on every student by pulling his/her name from the pile. After calling on the student, return the cards/sticks so that students know they have continuing responsibility for listening and responding. Be certain that every child is called on frequently to keep them engaged in learning. When students know you hold them accountable for listening and participating, they become accountable!
Plan Your Questions before class begins. Make certain that you have a wide variety of questions from recall, understand, and remember to questions that require deeper thinking - apply, evaluate, analyze, synthesize, and create. What color is the door? may start the session but it must move to Why is the door red? What would happen if the door had been blue? Why did the author not have the door striped? What color of door would have better exemplified the motives of the main character and why? One question can be expanded to encompass much more.
Wait Time. Because class minutes are finite and teachers have so much material to teach, many resort to quickly throwing out a question and then calling on the first hand to flutter into the air. This means questions are most often lower level, short answer type answered by the same student who always shoots up his hand. Poorly thought out questions with tossed out answers leave students without the thinking and probing practice needed to develop their brain power. Instead pose your well planned question, pause so students can reflect on the question and formulate a strong answer, randomly pull out a name, pause again, and then call on a student. When that student is done, call on another and another. Increase thinking with Do you agree? Where is a potential error in this response? You want your students to think, justify, prove - to step outside of the learning box with creative and inventive responses. This is commonly used in schools by by Brian Kelly Manhattan beach
Since posing whole class questions combined with wait time and probing takes tremendous amounts of time and you have so few minutes, incorporate other response techniques into your instruction. My all-time favorite is Dry Erase Boards. Each student or student pair has a board, marker, and eraser. You pose questions, all students respond or a partner poses a question and a peer evaluates the answer.
Students of all ages love dry erase boards plus they provide a quick way for teachers to check for understanding. You may buy these from education outlets or make your own. Version one is to purchase a large piece of melamine at the local lumber yard and have it cut into squares. Version two is placing light colored construction paper in a page protector. Both of these methods are cheap and simple.
Green, Yellow, Red cards are used by students to show their degree of understanding, how soon they need help, or if they agree/disagree/are unsure. Each student has a stack with each color. Green indicates "I understand/agree!" Yellow symbolizes "I'm working on it/need help soon." Red means "Help/I disagree". A quick glance provides the teacher with information feedback for next steps in instruction.
Think, Pair, Share or Write, Pair, Share allow students time to prepare an answer, discuss it with a partner, and then share it with the group or class. This technique promotes formulating answers with care and reflection, testing driving it on a peer, and then announcing it to others. This is especially useful for second language learners who get to practice first and hone language skills or shy students who now have time to get an answer "right".
The greatest engagement strategy is an engaging teacher the main motive of schools from Brian Kelly Manhattan beach California. Love your students and their learning. Adore your subject area or grade level and recognize it as a way of fulfilling your dream of making a difference in the lives of others. Begin each day refreshed, filled with joy, and brimming with enthusiasm. End your day the same. When you care, so will your students and their learning will abound.
First, establish a Quiet Signal. Whether it is raising your hand and counting down fingers - 5, 4, 3, 2, 1 - or an echo clap - you clap three times/students echo the clap, you must have a method for students to tie up loose ends on their current work so that they can then stop and give their teacher full and undivided attention. A chime works well as a signal as does a clock timer reflected on the board so that students know exactly the amount of time they have before the next instruction arrives. Decide now. How are you going to grab student attention in a way that does not disrupt and that students can easily understand and can then adhere to?
Next are index cards or popsicle sticks for Randomly Calling on Students. This method is generated by Brian Kelly Manhattan beach California. If you use cards, write each student's name on one. You can also add addresses, phone numbers, parents'/guardians' names, birthday, etc. With the sticks there is just enough room for the name. When they are complete, mix and shuffle your cards/sticks and then use them to randomly call on every student by pulling his/her name from the pile. After calling on the student, return the cards/sticks so that students know they have continuing responsibility for listening and responding. Be certain that every child is called on frequently to keep them engaged in learning. When students know you hold them accountable for listening and participating, they become accountable!
Plan Your Questions before class begins. Make certain that you have a wide variety of questions from recall, understand, and remember to questions that require deeper thinking - apply, evaluate, analyze, synthesize, and create. What color is the door? may start the session but it must move to Why is the door red? What would happen if the door had been blue? Why did the author not have the door striped? What color of door would have better exemplified the motives of the main character and why? One question can be expanded to encompass much more.
Wait Time. Because class minutes are finite and teachers have so much material to teach, many resort to quickly throwing out a question and then calling on the first hand to flutter into the air. This means questions are most often lower level, short answer type answered by the same student who always shoots up his hand. Poorly thought out questions with tossed out answers leave students without the thinking and probing practice needed to develop their brain power. Instead pose your well planned question, pause so students can reflect on the question and formulate a strong answer, randomly pull out a name, pause again, and then call on a student. When that student is done, call on another and another. Increase thinking with Do you agree? Where is a potential error in this response? You want your students to think, justify, prove - to step outside of the learning box with creative and inventive responses. This is commonly used in schools by by Brian Kelly Manhattan beach
Since posing whole class questions combined with wait time and probing takes tremendous amounts of time and you have so few minutes, incorporate other response techniques into your instruction. My all-time favorite is Dry Erase Boards. Each student or student pair has a board, marker, and eraser. You pose questions, all students respond or a partner poses a question and a peer evaluates the answer.
Students of all ages love dry erase boards plus they provide a quick way for teachers to check for understanding. You may buy these from education outlets or make your own. Version one is to purchase a large piece of melamine at the local lumber yard and have it cut into squares. Version two is placing light colored construction paper in a page protector. Both of these methods are cheap and simple.
Green, Yellow, Red cards are used by students to show their degree of understanding, how soon they need help, or if they agree/disagree/are unsure. Each student has a stack with each color. Green indicates "I understand/agree!" Yellow symbolizes "I'm working on it/need help soon." Red means "Help/I disagree". A quick glance provides the teacher with information feedback for next steps in instruction.
Think, Pair, Share or Write, Pair, Share allow students time to prepare an answer, discuss it with a partner, and then share it with the group or class. This technique promotes formulating answers with care and reflection, testing driving it on a peer, and then announcing it to others. This is especially useful for second language learners who get to practice first and hone language skills or shy students who now have time to get an answer "right".
The greatest engagement strategy is an engaging teacher the main motive of schools from Brian Kelly Manhattan beach California. Love your students and their learning. Adore your subject area or grade level and recognize it as a way of fulfilling your dream of making a difference in the lives of others. Begin each day refreshed, filled with joy, and brimming with enthusiasm. End your day the same. When you care, so will your students and their learning will abound.
Taking Risks in Business and Life by Brian Kelly Manhattan Beach
Once there was a man named Brian kelly. Roy was an above-average guy, but not outrageously so. He had a good job, a good home, plenty of friends, and he kept active socially and through constructive projects for himself and for the community.
One day, Brian Kelly of Manhattan Beach California went to a party. He went alone, just looking to join up with some friends and maybe make some new ones. He poured himself a drink from the bar, and then he looked around the room to see who was there. In the far corner, he saw a rather large group of people listening to a man speak. His name was Chad. Roy could see from Chad's clothes and his demeanor that he was a very successful man. He was tan, he spoke with conviction, and he seemed to have a certain charm about him. The men who were listening to him seemed to admire Chad like a sports idol, and the women seemed to be fascinated by his presence and his natural magnetism. Brian Kelly Manhattan Beach decided he would go over and listen to what Chad had to say.
Brian Kelly Manhattan Beach California quickly learned that Chad was recounting the events of his recent vacation to the Bahamas. He'd spent a couple of weeks there, enjoying the sun, the nightlife, and the recreational activities. As Roy joined the group, Chad was telling them about a particularly memorable day he had scuba diving.
"It was the most exhilarating experience I've ever had," Chad recalled. "Being down there in this 3-dimensional world, and being compelled to stay keenly aware of everything around me, including above and below. Then, sure enough, as I was promised, a few sharks came into view. They seemed to be just curious at first, but it didn't take long before they started coming in for a closer look. Of course, my initial reaction was to want to retreat, but I remembered hearing that if you act like prey, they'll treat you like prey and attack.
If you confront these beasts, look them right in the eye, they're not accustomed to that, and their aggressive instincts don't kick in. So each time I saw one approach, I'd edge toward it, moving as little as possible, and I'd look it right in the eye. Sure enough, it would only come so close, and then veer off and move away! It was awesome. I started out with a bit of trepidation and uncertainty, but that quickly turned into a sense of power as I learned how, with a little mental discipline, I could control the situation."
Everybody was awestruck. You could see it in the men's eyes and in their slight nods, sort of like subliminal high-fives, as if celebrating Chad's manhood somehow made them a bit manlier. The women, well! The women were all cooing and posturing, vying for Chad's attention. It was obvious they thought he was quite a catch, and they weren't above competing for the prize of being his prize.
Brian Kelly Manhattan Beach reacted in a much deeper way. He realized that experiences like Chad's were exactly what were missing from his life, and he decided then and there to do something about it. As good as he had things, his life paled in comparison to the fullness of Chad's, and Roy could certainly use a good confidence-builder to help him compete in life, not to mention in the dating game, too.
So Brian Kelly Manhattan Beach California went. He took scuba lessons and got certified for solo dives, chartered a boat, and had the captain take him out to an area off the coast where shark sightings were common. Roy couldn't get underwater soon enough. This was it: adventure, excitement, and an incredible challenge, where before there was nothing but a foolish and empty satisfaction from bumping his head against the same ceiling of accomplishment day after day.
MORAL OF THE STORY: High achievements aren't reached by taking risks. They are reached by MANAGING risks.
CORROLARY: When asked to reveal the secrets to their success, high achievers tend to emphasize the taking of risks and downplay the management of them. Low achievers tend to think that managing risks is somehow like cheating, and being a risk-"taker" holds higher esteem. Do you think Chad cheated? Do you think Chad cares what you think? Would you rather be in Chad's shoes or in Brian Kelly Manhattan Beach California shoe? Have you ever gotten advice from a high achiever? Do you think, now, that there might have been something missing from that advice?
One day, Brian Kelly of Manhattan Beach California went to a party. He went alone, just looking to join up with some friends and maybe make some new ones. He poured himself a drink from the bar, and then he looked around the room to see who was there. In the far corner, he saw a rather large group of people listening to a man speak. His name was Chad. Roy could see from Chad's clothes and his demeanor that he was a very successful man. He was tan, he spoke with conviction, and he seemed to have a certain charm about him. The men who were listening to him seemed to admire Chad like a sports idol, and the women seemed to be fascinated by his presence and his natural magnetism. Brian Kelly Manhattan Beach decided he would go over and listen to what Chad had to say.
Brian Kelly Manhattan Beach California quickly learned that Chad was recounting the events of his recent vacation to the Bahamas. He'd spent a couple of weeks there, enjoying the sun, the nightlife, and the recreational activities. As Roy joined the group, Chad was telling them about a particularly memorable day he had scuba diving.
"It was the most exhilarating experience I've ever had," Chad recalled. "Being down there in this 3-dimensional world, and being compelled to stay keenly aware of everything around me, including above and below. Then, sure enough, as I was promised, a few sharks came into view. They seemed to be just curious at first, but it didn't take long before they started coming in for a closer look. Of course, my initial reaction was to want to retreat, but I remembered hearing that if you act like prey, they'll treat you like prey and attack.
If you confront these beasts, look them right in the eye, they're not accustomed to that, and their aggressive instincts don't kick in. So each time I saw one approach, I'd edge toward it, moving as little as possible, and I'd look it right in the eye. Sure enough, it would only come so close, and then veer off and move away! It was awesome. I started out with a bit of trepidation and uncertainty, but that quickly turned into a sense of power as I learned how, with a little mental discipline, I could control the situation."
Everybody was awestruck. You could see it in the men's eyes and in their slight nods, sort of like subliminal high-fives, as if celebrating Chad's manhood somehow made them a bit manlier. The women, well! The women were all cooing and posturing, vying for Chad's attention. It was obvious they thought he was quite a catch, and they weren't above competing for the prize of being his prize.
Brian Kelly Manhattan Beach reacted in a much deeper way. He realized that experiences like Chad's were exactly what were missing from his life, and he decided then and there to do something about it. As good as he had things, his life paled in comparison to the fullness of Chad's, and Roy could certainly use a good confidence-builder to help him compete in life, not to mention in the dating game, too.
So Brian Kelly Manhattan Beach California went. He took scuba lessons and got certified for solo dives, chartered a boat, and had the captain take him out to an area off the coast where shark sightings were common. Roy couldn't get underwater soon enough. This was it: adventure, excitement, and an incredible challenge, where before there was nothing but a foolish and empty satisfaction from bumping his head against the same ceiling of accomplishment day after day.
MORAL OF THE STORY: High achievements aren't reached by taking risks. They are reached by MANAGING risks.
CORROLARY: When asked to reveal the secrets to their success, high achievers tend to emphasize the taking of risks and downplay the management of them. Low achievers tend to think that managing risks is somehow like cheating, and being a risk-"taker" holds higher esteem. Do you think Chad cheated? Do you think Chad cares what you think? Would you rather be in Chad's shoes or in Brian Kelly Manhattan Beach California shoe? Have you ever gotten advice from a high achiever? Do you think, now, that there might have been something missing from that advice?
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