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Summer Program for Boston Adult Technical Academy (BATA) Graduates:
Becoming a Freshman: Planning and Working for College Success
EDR is Helping the Graduates of Boston Adult Technical Academy to Apply and to Succeed in College
From June 21 – July 14, EDR ran a new Summer School Program “Becoming a Freshmen: Planning and Working for College Success”. The program aims to help graduates of Boston Adult Technical Academy (BATA) to become successful college freshmen. The content and the classes of the program were especially designed to help students increase self-confidence; improve skills in self-motivation and self-discipline; and advance students’ understanding of academic offerings including majors and course requirements. Twelve (12) BATA graduates attended the program organized and offered free of charge by EDR. Classes were held at UMass Boston and Harvard to give students chances to experience a college campus life throughout the program.
While enrolled in the program, participants also received ESL support so that they may prepare for college and share their rich cultural backgrounds with the community (e.g., Colombia, Cape Verde, Haiti, and El Salvador). Program courses included Academic Writing and Oral Presentation in the Sciences. Oral Presentation in the Sciences course acquainted students with communication skills necessary in an academic setting through practicing self-introduction, science presentations, and providing feedback; the Academic Writing course allowed students to practice written self-representation, email communication with professors, practicing essays, and writing posts for discussion forums on different topics.
Taught by seasoned instructors of English and Science, the immigrant students, who are also ESL learners, were able to boost self-confidence and self-motivation by improving their learning, studying and communication skills. At the end of the program, students explained on how the program helped them to understand the expectations of college life, and how to take the needed steps to ensure their own success.
Below are some testimonials from BATA students who participated in the program:
Peterson Desmoulin, “It was a grand pleasure for me to participate into the summer [program]. I have learned the experience of many fact about life after high school and visited places, where I learned a lot about what is going on outside the earth, and learned new skill that will help me for my future learning. I can’t thank enough people who made the program possible, also I wish this program countinue for next summer vacation and more student can learned and experience what life look like after high school”.
Correa Marin Jhovana, “…The program is close to end and I was thinking in what I learned while I was on it, then I will tell you that I learned a lot new information such as to have clear goals in my life, listen to my peers when they have something to say, how to see beyond of something, like to see any picture and imagine what it really want to make you think, and use our sense to figure it out. Another important thing is what kind of person I want to be and why is important to be a role model. I learned a lot new information such as to have clear goals in my life, listen to my peers when they have something to say, how to see beyond something…Another important thing is what kind of person I want to be and why is important to be a role model… something I will remember is the class from July 12 when we visited MIT and saw a beautiful project in our space named CHANDRA. It was very important because I did not have idea of the importance that it can be for the source of our existence. I loved to hear from all the people who work with CHANDRA because they share with us they knowledge. The only thing that I would change is the time, only have more time, more days to know people and learned from them. Then I conclude that if I want to continue learning, the college can be the best way to do it, because it was like a short college experience that I hope I will make reality”.
Luz Agudelo, “What I like about the program is all the dedication that give to all the students and the help, when we have a question the answer and we also went to other places like Harvard and MIT, what I remember the most from the program is when we went to MIT, because I learn more about science and is also something I was interested to know about it, was something different for us the students and I am glad that we went there, what I have learned during this four week, I improve in my writing skills, also about history and science, i think I will not change anything about the program, all was great and I really liked”.
EDR (www.edrworld.org) is a nonprofit organization 501(c)(3) that strives to create a global community where anyone can achieve his or her dream and live in harmony through education.
Working Paper on Security and Stability on the Korean Peninsula
Ash Center for Democratic Governance and Innovation, Harvard Kennedy School
The stability of Kim Jong-un regime and the Korea’s Trust-Building Strategy toward North Korea
The death of Kim Jong-il in late 2011 was an epoch event related to the political situation on the Korean Peninsula, especially due to the extreme tension built up on the Peninsula by consecutive armed provocations such as the 2009 nuclear test, the 2010 Cheon-an sinking, and the Yeon-pyung shelling. Amid the sanctions imposed on North Korea by the UN Security Council, Kim Jong-un has promptly built up his own succession system. He made his official debut as the North’s supreme leader by dominating all top positions of the ruling party, government, and the military of North Korea. Under such circumstances, South Korea set up a new policy toward North Korea, the so-called “Trust-Building Process” in early 2013 when Park Geun-hye was elected President of South Korea.
This paper, firstly, reviewed whether or not the current Kim Jong-un regime can be stable. It include the process of which Kim Jong-un has consolidated his power by executing his uncle, Jang Sung-thaek, who played a central role as his guardian while setting up his power structure, and whether or not Kim’s regime will be settled in a stable manner in the long term. Secondly, it review the policy toward North Korea of the United States with Barack Obama who is in his second term of office, and the China’s policy toward North Korea with Xi Jin-ping as the one of the most influential stakeholders in the Korean Peninsula issues and the South Korean strategy as a member of the Six-Party talks as well. Lastly, this paper makes recommendations on how the South Korean government’s “Trust-Building Process” policy should be implemented in accordance with the degree of how stable the current Kim Jong-un regime will be.
Book on Policy and Leadership behind the Rise of China to the G2
China, Taking a Leap in the Global Era (2014)
Publisher: Mannam-Gwa-Chiyu, South Korea
China has implemented ‘reform and open policy’ since 1978 by Deng Xiaoping. After that, it also included Hong Kong and Macao into its territory in 1997 and 1999, respectively. In the 2000s it joined the WTO based on a stable and strong new leadership. For about 10 years since joining in WTO, China was able to enjoy exponential economic growth which was over 10% every year. The expansive growth along with the 2008 Beijing Olympic became the catalyst for China’s current position as the world’s strongest economic nation.
This book, firstly, talks about the foundation and development of the Chinese Communist Party, the establishment of the new People’s Republic of China, and Deng Xiao Ping’s reform and open policy after the Cultural Revolution. Secondly, the book not only explains the political and economic reform, the social and cultural policy, and the foreign policy of the current Chinese government, but also proposes the problems that showed up during the execution of these policies. In the last chapter, the background of how China has emerged as the G2 is explained; and the challenges that the 5th generation’s new leadership (Xi jin-ping regime) will encounter, as well as their solutions, are proposed.
The US education system has seen a massive increase in the number of multilingual students. In Boston Public School system, more than 40% of students speak a language other than English at home. With an increasing number of English Language Learners (ELLs) attending public schools, it is critical to provide additional learning opportunities to overcome linguistic and cultural barriers. ELLs have scored significantly lower on standardized exams than their native English speaking peers. Consistent underperformance results in low self-esteem, lack of motivation and discipline- problems that follow these students throughout their life.
EDR believes that all students have the ability to succeed if provided the adequate resources and support, and plans to introduce the STEP UP program to ELLs in local communities, which was developed and successfully implemented by TAHS, a partnering private educational institution.
STEP UP recognizes that academic achievement is not simply a function of cognitive ability and language proficiency but the result of a number of complex non-cognitive factors as well. Participants in the program learn to be responsible, disciplined and proactive about their own learning.
The mission of the STEP UP program is to instill low performing ELLs with adequate learning skills and confidence to help them succeed academically and professionally.
EDR successfully organized 2014 Boston Science Seminar for two week from Oct 20th to 30th for 99 young minds of the prestigious Korea Science Academy of KAIST. These 11th grade students divided into three groups and took classes in mathematics, environmental science, green chemistry, biology, biochemistry and biophysics specially designed for them in three tracks on rigorous daily schedule.
The objectives of the program were: 1) understand the original meaning of science, or the search for truth, through a direct experience of an American science education approach and methodology; 2) gain an accurate understanding of American academic culture and tradition rooted in the worlds’ best universities in Boston; 3) develop self-confidence required to foster their global leadership potential and widen their career opportunities related to science; and 4) study better o improve their intellectual power through directly engaging with students of world-renowned universities such as Harvard, MIT, UMass Boston, Tufts, and Boston College.
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