55, of Pleasantville, NJ, died suddenly on June 2, 2017. Born in Port-au-Prince, Haiti, Marc immigrated to the United States in 1980 where he resided in Miami Florida and Bayonne before settling in Pleasantville for the past 7 years. He was employed as a bus driver for the Yorkie Bus Company in Egg Harbor Township. Marc was predeceased by his parents Lhrreson and Simone (Bernedette) Anicet and his sister Vivian Samidy. Left to cherish his memory are his 2 daughters, Stephanie and Elizabeth Anicet; 3 sons, Marc Steven, Marc Billy and Marc Anicet; 3 sisters, Monique Anicet, Barcelone Beirette, and Laura Joseph; 3 brothers, Dwight Vivien, Louis Thierie Anicet and Jackson Samidy; Also survived by many nieces and nephews. Funeral arrangements by DWORZANSKI & SON Funeral Home, 20 E 22nd St.
× 1 / 2 Nader Rezai 2 / 2 Meng Wang ❮ ❯ 1 / 2 Nader Rezai 2 / 2 Meng Wang ❮ ❯ Among teams, sales associate Nader Rezai and his team led the Weichert sales region in dollar volume, revenue units and sales. The team shared top honors in the listings category with the sales team helmed by Meng Wang.These neighborhood specialists can be reached in Weichert’s Jersey City Downtown office at 273 Grove Street, or call (201) 333-4443 for more information. Joe Cubias, regional vice president of Weichert, Realtors, announced that Weichert’s Jersey City Downtown office and two top-producing sales teams were recognized for outstanding performance in October.The Jersey City Downtown office, which is managed by Robert Sanchez, led the Weichert sales region in dollar volume, revenue units and sales for the month. The region is comprised of offices throughout Hudson County and parts of Bergen County.
Finding the humor in politics, barely It also highlights many of the soft skills that can be transferred to the work world, like being an engaged and active listener and being able to process information and react. If something comes up unexpectedly, these improvvers are ready to address it.“[Improv] shows that you can solve problems in real time and come up with solutions,” said IGP member Tucker Flodman ’19. “That’s basically what improv is — going onstage and not knowing what’s going to happen and just feeling confident that you’ve trained yourself to deal with that.”Some of the players specifically mention that improv can build social and interpersonal skills.“I can relate to people a lot better,” said Emma Choi ’22, who this year joined IGP, one of four improv groups on campus. “The characters that we play help us understand a lot more different kinds of people and a lot of ways of thinking, especially when you’re interacting with new kinds of people. It’s easier to get in their heads and think, ‘In this scenario are they comfortable, are they excited, are they happy?’ And seeing that and recognizing that. It’s really helpful to adapt to new scenarios really quickly.”“Improv definitely flexes the social muscles,” said Garland, who can attest to the confidence this form of comedy instills in its practitioners. It’s made him more outgoing and allowed him to interact more easily with others. “It has certainly helped me be more willing to engage with the world and talk to people, look people in the eye when they’re talking to me — the sort of thing that can make a conversation or socializing [easier].”For similar reasons, companies, nonprofits, and universities routinely hire improv troupes for custom workshops to help employees improve these skills. Lawyers-in-training are sometimes coached on how to interview and cross-examine witnesses with actors playing the role on the stand. Doctors-in-training have worked with actor-patients. And schools have hired improv actors to run mock counseling sessions with social-workers-in-training. At Harvard University, the Bok Center Players — who use theatrical methods to educate audiences as part of the applied theater initiative at the Bok Center for Teaching and Learning — have, through improv, addressed challenging topics such as race, gender, and identity.One company, Collective Capital, works with businesses and organizations to run customized improvisation workshops as professional development. Co-founded in 2014 by Mona Thompson, a master’s candidate at the Harvard Graduate School of Education (HGSE), the group’s workshops have helped teams in San Francisco and Boston.“In terms of skills employers are looking for… some of the themes that have come up are around really listening and being curious, trusting your instincts, building on the ideas of others, taking risks, learning from mistakes, and telling stories to convey a message,” Thompson said. “We work with a lot of companies that are growing, adding new employees, and are trying to get their teams to build trust. Improv has been a wonderful tool to facilitate this kind of authentic and playful connection.”Thompson recently brought her improv training to HGSE, running an “Improv for Educators” course in January that helped participants hone skills that are necessary in the classroom but can also be applied beyond it.“The whole [improv] thing functions as a metaphor for other things you encounter in your life,” Thompson said. “It’s really fun to be in this playful and generous space where you can try out ideas and think as you step out of it about what you can carry forward and how you can take it into your life and your [work].” Heard the one about the comedy writer? The Daily Gazette Sign up for daily emails to get the latest Harvard news. Comedy Central’s Jordan Klepper talks new show – and divided nation – at Kennedy School Related Nell Scovell ’82 schools students in the art of joke writing Your word is creamed corn.With that prompt, the common room inside Dunster House transformed into a barnyard as Elise Chenevey ’22 and Frank Garland ’20, members of Harvard College’s Immediate Gratification Players (IGP), acted out a comedic scene of a city-dwelling niece visiting her uncle’s farm.“I’m glad to have you here, Annie,” Garland said in a Southern drawl as he operated some kind of invisible churn. “I’ve always said the farm sure could use a helper, and having my own niece here with her city skills, well, sure does wile away the time, I’ll tell you that.”“Yeah, well, you know, I didn’t have [anyplace] else to go since my parents’ divorce so… thank you for having me, Uncle Ed? I guess,” Chenevey said, her character clearly uninterested in being there.“Well, sure thing,” Garland responded cheerily. “I think there’s nothing better to take a little girl’s mind off her own woes than a li’l bit of corn mashing at dusk every evening.”The three-line scene ended with chuckles from other IGP members attending the troupe’s rehearsal as the next pair of performers stepped up for their own scene with a new prompt. These two hid from dragons in an imaginary fort. Another pair argued over the best way to capture vampire bats with their bare hands. Each scene was an example of on-the-fly creation, grounded with characters and scenarios that were instantly recognizable, ridiculous in some way, and, perhaps surprisingly, an activity involving skills they could one day use to land a job.,Improvisation (or improv) — a form of live theatre where the plot, characters, and dialogue are made up in the moment — has been used as a springboard for some of the biggest names in comedy. Will Ferrell, Tina Fey, Amy Poehler, Chris Farley, Steve Carell, and Stephen Colbert all had their start on an improv stage.But the form can go beyond entertainment. The skills performers learn in improv — teamwork, collaboration, listening, communication, and the ability to adapt and problem-solve — can translate to social and professional skills sought after in many workplaces. They are at the core of what makes an improv show soar.In improv, audience members provide words or prompts that the troupe riffs on to create an entire show. To do that, troupe members need to be in sync, building off ideas already introduced and then efficiently adding new twists. Most importantly, like all work teams, performers need to trust and support one another to be successful.“In a show, you’re going to be out there at some point saying something completely ridiculous,” said Garland, “and if no one on your team is going to support you then you’re going to look like a fool. A lot of the skills that help you in improv help you support other people.”To build that trust and rapport, members practice a number of “games” to get mentally loose. One is “Whoosh,” a warm-up in which players verbally pass an invisible “whoosh” around a circle, changing direction every time a person says “whoa.” Rules are added on top of this to keep players on their toes. At IGP’s rehearsal, for example, when someone called out “Star Trek,” everyone responded in unison, “I am a Klingon warrior!” When another player shouted, “Hope, sing us a song!” Hope Green ’20 belted out lyrics from the first tune that popped into her head.“It’s just meant to be a fun way to build up energy and practice saying ‘yes’ to your team no matter what ridiculous thing they ask you to do,” Garland said. “A lot of the skills that help you in improv help you support other people.” — Frank Garland
Harvard wins $10M NIH Center of Excellence grant Gift from Saul Zaentz Charitable Foundation supports first program of its kind Related BARTHOLET: I’d like to see a radical transformation of the homeschooling regime. I would not ban all homeschooling but would require that parents demonstrate that they have a legitimate reason to homeschool — maybe their child is a super athlete, maybe the schools in their area are terrible. They should also demonstrate that they’re qualified to provide an adequate education and that they would provide an education comparable in scope to what is required in public schools. And for parents granted permission to homeschool, I would still require that their kids participate in at least some school courses and extracurricular activities so they get exposure to a set of alternative values and experiences.Honestly, if legislators felt free to decide what to do based on what they think makes sense for children and society, I think they would radically reform the current regime. But legislators aren’t engaged in that kind of rational policymaking — they are simply responding to the homeschooling lobby’s overwhelming pressure. I see my article as an attempt to expose the reality of unregulated homeschooling. With more exposure, we might get some action. Even since I’ve written the article, I’ve been in touch with a lot of people around the country who share my concerns and have a range of ideas about how to pursue reform. My hope is that some of us can work together to develop a meaningful action agenda with the goal of better protecting our children’s rights to education and to protection against maltreatment.This interview has been edited and condensed for length and clarity. Nationally renowned child welfare expert Elizabeth Bartholet wants to see a radical transformation in homeschooling. In an article in the Arizona Law Review, “Homeschooling: Parent Rights Absolutism vs. Child Rights to Education & Protection,” she argues that the lack of regulation in the homeschooling system poses a threat to children and society. The Gazette sat down with Bartholet, the Morris Wasserstein Public Interest Professor of Law and faculty director of the Child Advocacy Program at Harvard Law School (HLS), to talk about the problems.Q&AElizabeth BartholetGAZETTE: How did homeschooling in the U.S. develop into such a fast-growing phenomenon over the past few decades?BARTHOLET: Behind the rapid growth of the homeschooling movement is the growth in the conservative evangelical movement. Conservative Christians wanted the chance to bring their children up with their values and belief systems and saw homeschooling as a way to escape from the secular education in public schools. They had fought the battle with public school systems to have their children exempted from exposure to alternative values in the schools and lost. When they started withdrawing their children for homeschooling, this propelled expansion of the homeschooling movement.GAZETTE: Could you compare the homeschooling phenomenon in the U.S. to other countries?BARTHOLET: If we look at what goes on in other countries, the U.S. stands out as the anomaly. When other countries allow homeschooling, they regulate it much more strictly. They demand that parents show they are qualified to teach and that they turn in the curricula they plan to use. Other countries impose home-visit requirements, which are both a protection against child maltreatment and also a check on whether the parents are actually providing the education they say they are. They also mandate that the homeschooling curriculum provides an education equivalent to public education and includes teaching about the fundamental values of our society. Some countries like Germany effectively ban homeschooling altogether. In the U.S. there is essentially no effective regulation.GAZETTE: Your article says that homeschooling in its current unregulated form represents a danger to both children and society. What evidence do you have to support that?BARTHOLET: One is the danger of child maltreatment, and we have evidence that there is a strong connection between homeschooling and maltreatment, which I describe in my article. Other dangers are that children are simply not learning basic academic skills or learning about the most basic democratic values of our society or getting the kind of exposure to alternative views that enables them to exercise meaningful choice about their future lives. Many homeschooling parents are extreme ideologues, committed to raising their children within their belief systems isolated from any societal influence. Some believe that black people are inferior to white people and others that women should be subject to men and not educated for careers but instead raised to serve their fathers first and then their husbands. The danger is both to these children and to society. The children may not have the chance to choose for themselves whether to exit these ideological communities; society may not have the chance to teach them values important to the larger community, such as tolerance of other people’s views and values.GAZETTE: Given the current circumstances, with schools canceled due to the coronavirus pandemic, many parents are homeschooling their kids. Does this massive shift to homeschooling pose any risks for children? “The homeschooling lobby may be even more powerful than the gun lobby today, because at least with the gun lobby we see a lot of pushback. When it comes to homeschooling, the victims are all children so it’s harder to mount a political movement.” Ed School launches major early childhood initiative Three students recall lessons of less traditional classrooms BARTHOLET: My article was written and submitted for publication prior to the COVID-19 crisis. When that crisis hit I was totally in support of the orders shutting down schools as obviously schools then presented a serious danger of spreading the virus, and of course I believe that the overwhelming majority of parents are capable of providing at least a minimal education at home without presenting any danger of abuse or neglect. I do think, though, that the present near-universal home education situation is illuminating. The evidence is growing that reports to Child Protective Services (CPS) have plummeted nationwide, because children are removed from the mandated reporters that schools provide. As my article says, school staff constitute the largest group of reporters to CPS. I wrote an op-ed article in the Boston Globe in which I note that many experts on child abuse believe that the rates of abuse are much higher now as a result of children being kept at home and the various tensions families are suffering. Evidence is beginning to surface that abuse is in fact escalating in amount and seriousnessGAZETTE: Let’s focus on the legal landscape of homeschooling. You said homeschooling exists in a legal void. Who makes sure children are being educated?BARTHOLET: Nobody. There’s a shocking lack of regulation in this area. And that’s a product of the homeschooling lobby, which has fought for several decades now to eliminate any existing restrictive regulation and to oppose any proposed new legislation even in the face of horrific child abuse scandals. For example, in about a dozen states homeschooling parents aren’t even required to register. They can just keep their children at home rather than send them to school. Only about 10 states require that homeschooling parents have any educational qualifications whatsoever. The handful of states that do require qualifications typically demand no more than a high school degree. Some states require that parents submit the curricula they plan to use, but there’s almost no check on what parents actually teach through home visits or meaningful testing requirements. All this despite the fact that we have laws and constitutional provisions in 50 states that guarantee children the right to education.GAZETTE: Why has the homeschooling lobby become so strong?BARTHOLET: The homeschooling lobby may be even more powerful than the gun lobby today, because at least with the gun lobby we see a lot of pushback. When it comes to homeschooling, the victims are all children so it’s harder to mount a political movement. Initially, homeschooling was a really interesting mix of left and right thinking — left-progressive views that children’s natural creativity was being ruined in schools and right-wing religious views. Over the past decades, right-wing Christian conservatives became the dominant group in terms of numbers, and they completely took over in terms of political activism. Their power has to do with their ideological fervor, their tactics, and the absence of any significant organized opposition. Many academics and the biggest teachers’ unions in the country have found homeschooling deeply problematic. Homeschooling graduates have formed organizations documenting some of the maltreatment and other problems their members suffered and calling for regulatory reform. But these groups have not constituted an effective political force. The homeschooling lobby believes passionately in its cause, and it uses extremely aggressive tactics in dealing with state legislators. If a state legislator, in response to a child abuse scandal, proposes some modest increase in regulation, the next day they may find 200 homeschooling parents in their office, and the day after that they withdraw the legislation. That has been the pattern for decades. The other reason why the homeschooling lobby has been so successful is that the whole system is stacked in favor of parents’ rights. Our federal Constitution provides parents with powerful constitutional rights to raise their children, but provides children with no countervailing rights to nurturing parenting or to education. This is by contrast to other countries, which recognize child rights as central in their constitutions. The homeschooling lobby wants to make parents’ rights even more powerful, which is why my article’s title talks of “parents’ rights absolutism.” They have taken the position that the United States should not ratify the Convention on the Rights of the Child, which every other country in the world has ratified. They have proposed an amendment to the federal Constitution to make it even more protective of parents’ rights than it now is.GAZETTE: What is the impact of the lack of legal supervision on children’s well-being in regard to possible abuse and neglect?BARTHOLET: We have laws in 50 states that say children are to be protected against abuse and neglect. The laws also say that teachers are mandated reporters — they have to report suspected abuse and neglect to child protective services (CPS). But if parents decide they want to keep their kids at home and abuse them, there’s really no check on that. There is no system in place in any of the 50 states to check with CPS to see if the parents have previously been found guilty of child abuse. There’s no requirement that homeschooled children ever see anybody who’s a mandated reporter of child abuse. Effectively, there’s a right to abuse your child and to not educate your child, so long as you homeschool.GAZETTE: Supporters of homeschooling can point to examples of successful homeschooled kids such as those who are studying in Ivy League institutions or the Grammy-winner Billie Eilish. How do you respond to those critiques?BARTHOLET: Of course, in a large population, there are going to be some success stories. But we have zero evidence that, on average, homeschooled students are doing well. There’s actually no way to learn how they do on average because homeschoolers don’t exist as a visible population due to the lack of regulation. There are claims being made in what is really junk social science that homeschooled students do just as well as kids in regular schools. But there is no justification for those claims. People making those claims are looking at a subset of the most successful homeschooled students. They’re looking at the ones who actually apply to college and go to college, and are assessing how they do in college compared to kids coming from public schools. Those studies tell us nothing about how well homeschoolers do on average.GAZETTE: What’s your take on Tara Westover, who wrote about being homeschooled in her best-selling book “Educated”?BARTHOLET: I’d say that Tara Westover’s story is an overwhelming indictment of homeschooling. She describes growing up in a family where her father and brother were seriously mentally ill and subjected her to traumatic physical assaults, while she was taught essentially no educational skills. The absence of effective regulation meant that she could be raised in these conditions with no check. There are some amazingly resilient and brilliant children who manage eventually to thrive despite outrageous maltreatment. Tara is one of them. But we have no documentation of the success or failure of her siblings. And we know that children subject to the kind of maltreatment and educational deprivation characteristic of many homeschooling situations generally do not do well in life.GAZETTE: Finally, you call for a presumptive ban on homeschooling. What do you mean by this? What do you hope to achieve with this paper? Homeschooled en route to Harvard Will develop cutting-edge chemical libraries