#HedgePapers No.6: Daniel Loeb — Hedge Clippers

#HedgePapers No.6: Daniel Loeb — Hedge Clippers:

#HEDGEPAPERS NO.6: DANIEL LOEB

19 MAR 2015•HEDGEPAPERS

DANIEL LOEB: BAD BEHAVIOR, BAD POLITICS, BAD KARMA

A yoga devotee is calm, spiritual and concerned about the welfare of others—unless the yoga devotee in question is Dan Loeb, who is known for publicly excoriating executives and relentlessly pursuing the accumulation of more wealth than most people could spend in a hundred lifetimes.

Is there some a quest for cosmic karma behind Loeb’s penchant for yoga? Does he need spiritual cover to offset an excess of materialism? Does the search for inner peace stem from an incident in Cuba in which he was detained for striking a child with a car?[1]

Or does Loeb, whose wife is a former yoga instructor, approach yoga the way his hedge funds approach corporate operations? You take some elements of yoga and dump the inconvenient ones, you split apart a company and jettison some jobs. » read more 

BAD KARMA: A LAVISH LIFE OF LUXURY (OFF THE NOBLE PATH)

A rising member of the Forbes list of “The World’s Billionaires,” Loeb’s net worth is now estimated at $2.5 billion.[2]

If it seems hard to reconcile this unbelievable fortune with Loeb’s enlightened persona, take this quote from Loeb himself:[3]

“Going around India with a begging bowl is the easy way out… It’s an excuse for not doing anything with your life, and that’s not my style. … Companies are short, management’s trying to defraud us, and I’m like Rambo in the office, headset on, three computers in front of me, mowing them all down… Yoga is all about focus and perfect aim.”

To reconcile his yoga interest and his cutthroat approach to business, Loeb must invoke logical contortions that require far more flexibility than any yoga position.

However, it’s hard to square Loeb’s actions and words with the teachings of his former yogi,[4] Pattabhi Jois, who said, “Yoga is universal…but don’t approach yoga with a business mind looking for worldly gain.”[5]#HedgePapers No.6: Daniel Loeb — Hedge Clippers:

WHO ARE THE HEDGE CLIPPERS?

The Hedge Clippers are working to expose the mechanisms hedge funds and billionaires use to influence government and politics in order to expand their wealth, influence and power.  We’re exposing the collateral damage billionaire-driven politics inflicts on our communities, our climate, our economy and our democracy.  We’re calling out the politicians that do the dirty work billionaires demand, and we’re calling on all Americans to stand up for a government and an economy that works for all of us, not just the wealthy and well-connected.

The project is supported by the Strong Economy for All Coalition, a coalition of labor unions and community groups working to fight income inequality and build shared prosperity and economic & social justice in New York and around the country.

http://hedgeclippers.org/

Commonwealth Court grants injunction to Pennsylvania teachers union | Pittsburgh Post-Gazette

Commonwealth Court grants injunction to Pennsylvania teachers union | Pittsburgh Post-Gazette:

Commonwealth Court grants injunction to Pennsylvania teachers union

 By Eleanor Chute / Pittsburgh Post-Gazette

The home addresses of public school employees are private, at least until a state Supreme Court decision.

Commonwealth Court this week issued an order in the case which began in 2009 when the Pennsylvania State Education Association filed a court petition after the state Right to Know Law was passed. The PSEA has been seeking a declaration that the addresses of school employees are exempt from disclosure under the state Constitution and state law.

The most recent order provides an injunction preventing the release of addresses until the state Supreme Court decides whether to issue its own injunction. So it remains to be seen whether the injunction will last until the top court resolves the case itself.

Tom Scott, an attorney representing the PSEA, said, “I believe that the case is important because the public’s right to know the affairs of government has to stop at the front door of the homes of public employees. There is no need for anyone to know where a teacher lives or a principal lives or where, frankly, anybody else lives.”

While address information can be found by name in voter or real estate records, he said there is no single place where all of the information, along with place of employment, is linked in a list of the employees of a school district.

“If you know where I live and you know what time I go to work and come home from work, you’re Commonwealth Court grants injunction to Pennsylvania teachers union | Pittsburgh Post-Gazette:

Testing backlash: Students and parents chaffing at explosion of standardized tests | Deseret News National

Testing backlash: Students and parents chaffing at explosion of standardized tests | Deseret News National:



Testing backlash: Students and parents chaffing at explosion of standardized tests

Parents Can Opt Out - United Opt Out National

Click Here to go to United Opt Out National: 

Click Here to go to the Website- United Opt Out Team

Click Here to go to the Website FairTest

When Ethan Rediske was on his deathbed in January of 2014, the state of Florida wanted him to take a standardized exam. A severely disabled 11-year-old, Ethan was blind and mostly deaf. He had never talked or walked and was fed through a tube.

In his final weeks, his special-needs teacher, who had become attached to him and he to her, came to his home to work with him, read to him, and lift his spirits.

But then, in mid-January, the school district said that Ethan needed to take the annual educational progress exam or get a waiver. A simple note from the doctor would not do. The only way Ethan was getting out of the test was if his parents could provide full medical records and evidence of the boy's current physical problems.

And so in Ethan’s final weeks, the family scrambled to file paperwork so he wouldn't have to take the test. The final letter from the hospice to the school was dated Jan. 28. Ethan died on Feb. 7 from complications of cerebral palsy.

“The school had a choice to make,” Ethan’s mother, Andrea Rediske, said. “They could say, ‘We love Ethan. We are so sorry, and don’t worry about this anymore and let his family spend their last days with him in peace.' Or they could insist on the paperwork. They chose the paperwork.”

Ethan’s case is an extreme example of one of the central tensions playing out in America's schools today: how the push for accountability and a noble desire to improve schools in the most underprivileged neighborhoods has resulted in a byzantine system of standardized testing that strikes many as counterproductive.

Florida is ground zero for America’s standardized testing movement, a distinction that reaches back beyond George W. Bush’s No Child Left Behind to the state-level reforms of his brother, former Florida Gov. Jeb Bush.

It was Jeb who pushed through the hard-nosed policy changes that inspired the Obama administration’s $4 billion Race to the Top program, which was announced in 2009 and offers cash incentives for states which adopt test-based school and teacher performance standards. Jeb’s reforms included grading schools based on test scores, requiring passing scores to move to the next grades and performance pay for teachers.

With the 2002 passage of NCLB, the federal government got behind the accountability movement, using the carrot and stick of federal education funds to control state and local education policy to an unprecedented degree. The Obama administration followed the direction set by the Bush White House, imposing stiff requirements for curriculum, testing and teacher accountability.

As states floundered under NCLB's ambitious demands, the Obama administration offered waivers to schools that used standardized tests to measure teacher performance

Read more at http://national.deseretnews.com/article/3818/Testing-backlash-Students-and-parents-chaffing-at-explosion-of-standardized-tests.html#JxqbPDDzv58RDTyD.99

Chicago Mayor's Race Reveals Deep Divide In Democratic Party ‪#‎Chuy2015‬ ‪#‎imwithchuy‬

Chicago Mayor's Race Reveals Deep Divide In Democratic Party : It's All Politics : NPR:

Chicago Mayor's Race Reveals Deep Divide In Democratic Party

One of the nation's savviest politicians is in an unexpected fight.

Chicago Mayor Rahm Emanuel, President Obama's former White House chief of staff, is in an unprecedented runoff election next month.

Chicago Race Exposes Progressive, Wall Street Wings Of Democratic Party

The challenger, Cook County Commissioner Jesus "Chuy" Garcia, contends that Emanuel favors the rich and powerful over working-class Chicagoans. But Emanuel is firing back, attacking Garcia for having no plan to deal with the city's deep financial problems.

Emanuel is the first incumbent Chicago mayor to be forced into a primary runoff — and it's a race that's signaling a deeper, growing divide between liberal and more moderate Democrats.

Several national progressive groups, including Democracy for America, MoveOn.org and the American Federation of Teachers, have banded together to take the fight to Emanuel in what they see as a fight between the "Elizabeth Warren Wing" and the "Wall Street Wing" of the Democratic Party.

Taking It To The Streets

Garcia walked through the Englewood neighborhood on the city's South Side with a natural ease that comes from three decades in Chicago politics, shaking hands with residents, talking with them about their jobs, families, and schools. And, of course, asking for their support.

For many residents of this mostly African-American community, the attention is welcome.

"I'm a neighborhood guy," he told residents.

That is the key distinction Garcia is trying to make in his campaign to unseat Emanuel, the first-term mayor: that he is of the neighborhoods and for the neighborhoods, while Emanuel's policies benefit the wealthy downtown.

"Chicago neighborhoods are hurting," he said. "They haven't seen much recovery since the recession, and that will be the paradigm shift under my administration."

Garcia walked door to door on this block during recent campaigning, in particular because it's home of one of the 50 schools Emanuel's administration closed two years ago.

Carrissa Johnson, 38, who works in the Social Security Administration, says her son now has to walk a longer, more dangerous route to school. And she's also upset about the lack of investment in Englewood and neighborhoods like it under Emanuel.

"I don't think that he really cares about the inner community," she said. "I think everything goes more so up north than comes here."

Johnson admitted she "really doesn't know too much about" Garcia, but she added, "I don't think that it can get any worse, because Emanuel is not really doing his job, so I think that a change is very much needed."

Money Talks

Progressives have highlighted the millions of dollars Emanuel has spent to underscore the perception that he favors the well-heeled and well-connected.

Campaign finance reports show Emanuel has raked in about eight times as much as Garcia has. Emanuel has raised close to $20 million, including a recent $1.4 million haul from just eight wealthy donors, as of Wednesday.

Garcia, meanwhile, has raised $2.6 million, much of it from the Chicago Teachers Union, other unions, and progressive groups such as Democracy for America.

Looking to boost those figures, Garcia has a trip scheduled Thursday to Los Angeles to Chicago Mayor's Race Reveals Deep Divide In Democratic Party : It's All Politics : NPR:

Toward Fiscal Sustainability: A New Approach in Prudent Fiscal Management of Chicago

Click here to go to Jesus "Chuy" Garcia for Mayor of Chicago Website

‪#‎Chuy2015‬ ‪#‎imwithchuy‬

Bill de Blasio: We're fixing our schools at the root - NY Daily News

Bill de Blasio: We're fixing our schools at the root - NY Daily News:

Mayor de Blasio: We need Albany to extend mayoral control so we can fix our schools at the root

CHRISTIE M FARRIELLA/FOR NEW YORK DAILY NEWS

De Blasio says that Mayoral Control makes it clear: The buck stops with him.

For too long, our schools have been divided into “good” and “bad.”

Every public school parent, myself included, knew what a bad school looked like: few resources, the best teachers didn't want to work there, and parents were shut out.

That’s why we’re reforming our schools, so all children get the education they need to succeed.

I recently met Marlon Glynn, the scholarship winner heading to college from long-struggling Boys and Girls High, who was profiled in The News’ series Sunday.

He told me what it meant to see his school re-energized, with a new principal who cares about his future. Friends who thought they wouldn't make it to graduation are catching up — and moving ahead.

SPECIAL REPORT - FIGHT FOR THEIR FUTURE: THE DAILY NEWS INVESTIGATES NYC SCHOOLS IN CRISIS

These are the kinds of successes we’re driving with our $150 million Renewal Schools plan, at Marlon's school and 93 others.

We're expanding kids’ learning time at the end of the day and on weekends. We’re bringing in master teachers and learning coaches to improve instruction, and expanding professional development so teachers can better help struggling students. And we’re holding schools and teachers accountable for success by bringing in new leaders, moving out teachers who fail our kids, and tracking progress in real time.

To keep driving change, cities like ours must get their fair share of education funding from Albany 

But that’s just one piece. This fall, every 4-year-old in New York City will have access to free, full-day, high-quality pre-K. We’ve doubled after-school programs for middle schoolers. And we’re launching more than 120 “community schools” that bring in social services, mental health, and medical staff to remove barriers to learning.

None of this could have happened without the accountability of Mayoral Control.

Mayoral Control makes it clear: The buck stops with me. We need Albany to extend it, and make it a permanent part of our education system.

FIGHT FOR THEIR FUTURE: NYC STUDENTS CAUGHT IN CUOMO, DE BLASIO BATTLE ON EDUCATION

To keep driving change, cities like ours must get their fair share of education funding from Albany so 

 Bill de Blasio: We're fixing our schools at the root - NY Daily News:

How So-Called "Education Reformers" Have Learned the Art of War | EdCircuit

How So-Called "Education Reformers" Have Learned the Art of War | EdCircuit:

How So-Called “Education Reformers” Have Learned the Art of War

 By David Greene

David Greene is a former 38-year Social Studies teacher and coach. He is also a program consultant for WISE Services, an organization that helps high schools create and run experiential learning programs for seniors. In addition, the author of “Doing the Right Thing: A Teacher Speaks,” is Treasurer of Save Our Schools, and an active blogger and speaker. His blogs have appeared in Diane Ravitch’s website, Education Weekly, US News and World Report, and the Washington Post. You can visit David Greene’s blog at http://dcgmentor.wordpress.com and follow him on Twitter@dcgmentor

I have been in education since 1970.  I have observed a great many reforms, changes in curricula, and reversals in methodologies. I have watched an attack on public education since“A Nation At Risk” was published in 1983 grow in leaps and bounds. That attack started small, almost inconspicuously. Now it has burgeoned with ferocity few saw coming and fewer know how to combat.

One of the major problems in the fight to save public education has to do with understanding strategies. For example, the Washington Post’s Valerie Strauss recently posted an article about a fabulous teacher who won a contest to appear on “Live With Kelly and Michael” who had to quit because she could no longer “drill and kill” to prepare for PARCC exams. The issue stressed by Strauss was PARCC.

Here is the really sad thing: By forcing her and thousands out of teaching, the reformers win. Why? Because they get to replace great teachers with drones who know no better.

I have been active on Facebook groups against Common Core, against standardized tests, for teachers, for parents, or against charter schools. Each site has its own myopic view of the issue. I have witnessed fights, harassment, and division between parents and teachers on many of these subjects. Few have a long view. Few see besides their own particular “hurtful” issue.

On the other hand, the “Education Deformers” do a great job at long-term planning. While we squabble among each other about which thrust they use against public education, they know they are on their way to their end game: destroying public education. So while they divide parents and teachers or elementary school people with secondary by having us branch off vs. Charter Schools, CCSS or PARCC, or OPTING OUT…. they march forward forcing good teachers and administrators out, increasing charter schools, so that even when we win our battles vs. these, they will have won the war, unless we see it and resolve not to let them do that to us.

They know and understand this idea from Sun Tzu’s Art of War. “All men can see these tactics whereby I conquer, but what How So-Called "Education Reformers" Have Learned the Art of War | EdCircuit:

7 things to know about PARCC's effect on teacher evaluations | NJ.com

7 things to know about PARCC's effect on teacher evaluations | NJ.com:

7 things to know about PARCC's effect on teacher evaluations

New Jersey parents and students may have heard that data extracted from the new state tests in English and math will count in the performance evaluation of some teachers for this school year.

That much is simple to explain.

But how that data is calculated, which teachers will have it applied to their evaluation and how it can affect a teacher's performance rating is much more complicated.

As students across the state continue taking the new Partnership for Assessment of Readiness for College and Careers (PARCC) exams, here's seven things to know about how PARCC affects teachers evaluations.

1. Not all teachers will have PARCC data factored into their evaluations: Teachers who could have their performance rating affected by PARCC in 2014-15 are those teaching math in grades 4-7 or English/Language Arts in grades 4-8.

2. For those teachers, the data from PARCC will count as a 10 percent weight in their evaluation The rest of their performance rating will be based 70 percent on observation and 20 percent on other measures of student achievement.

Next year, PARCC data may count for 20 percent of those teachers' evaluations and observation would be lowered to 60 percent, according to the state.

3. The student score factored into teacher valuations is based on academic growth, not overall performance: Students who take the test will receive a score on a 100-point scale to measure their annual academic growth. It's a percentile comparison of how much progress they have made versus other students across the state with similar academic histories.

A student with a low or moderate score on PARCC can still earn a high mark for growth. This year's growth scores will compare a student's performance on PARCC with their performance on NJ ASK in 2013-14.

4. The median student growth score from a teacher's class is the score that is factored into that teacher's evaluation: So, for example, if Mrs. Smith has 25 students take PARCC, the 13th best student growth score is the one that would count for toward her performance rating. That score is converted to a scale of 1-4 and counts for 10 percent of a teacher's evaluation.

5. If a teacher's median student growth score in 2014-15 is lower than prior years, it won't be counted alone: What if Mrs. Smith's median growth score of her 25 students this year is 55, but her score from last year's 24 students was 75? Since this year's score is lower, the state will calculate the median growth score of all 49 students she taught over the past two years. If the two-year median growth score is higher than her median growth score for this year, the state will use the two-year number toward her evaluation.

6. A teacher can't be fired based on one year of PARCC data: Under New Jersey's tenure reform, a teacher must have substandard, or "partially effective," overall rating in two consecutive years to be in jeopardy of losing tenure.

7. Principals are also evaluated based on PARCC data: Principals of schools 7 things to know about PARCC's effect on teacher evaluations | NJ.com:

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• Search for PARCC leaks raises new questions about test security measures
• Students' social media pages are monitored during PARCC exams, N.J. superintendent learns
• 7 things to know about PARCC's effect on teacher evaluations

Teaching History the Pearson Way | Alan Singer

Teaching History the Pearson Way | Alan Singer:

Teaching History the Pearson Way

I reviewed a copy of the teacher guide toPearson My World Social Studies: The Growth of Our Country at the New York State Council for the Social Studies annual conference. Curiously (a word I will use throughout this post) the hard-copy teacher guide does not identify a grade level, butonline it is designated for 5th grade.

Online Pearson also includes a price list. Nothing is free, although the curriculum package repeatedly tells students about the benefits of "free enterprise." The student edition of myWorld costs $25.97 each but includes a one-year digital course which you probably have to pay for again if you want it for another year. The workbook costs $24.97, a student atlas is $16.97, for a total of $67.91 per student. Each teacher guide is an additional $245.47. A school district can get a package of activity cards for $46.97, "leveled readers" for $877.47, leveled reader lesson plans for $53.47, an activity kit bundle for $429.97, a student edition DVD-ROM for $44.97, an exam DVD-ROM for $122.47, a myStory DVD-ROM for $190.97, and a Digital Courseware 1-year license for $15.97. I figure for a class of 25 fifth-graders, the entire Pearson myStory package with all the extras would cost a school district $3,725.48, but this bill is just for social studies and for one class. Pearson is also selling packages for all the other subjects.

The Pearson package begins with the statement:

This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes and schools. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted.

I guess this statement is supposed to scare everyone and Pearson appears to be serious. In New Jersey, Pearson was monitoring social media after the recent PARCC exams to see if any students were discussing the Pearson PARCC tests. ApparentlyPearson complained to the New Jersey Department of Education that they had actually caught three students who discussed specific questions and they felt were violating Pearson's copyright.

Let me make this perfectly clear from the start. My purpose in reviewing their curriculum package is not to destroy its integrity because I could not find very much integrity in the package. If Pearson does not like the review, they can sue me.

On the same page as the copyright threat and on page vi there are rejoinders Teaching History the Pearson Way | Alan Singer:

Nine Billionaires Are About to Remake New York’s Public Schools—Here’s Their Story. | The Nation

Nine Billionaires Are About to Remake New York’s Public Schools—Here’s Their Story. | The Nation:

Nine Billionaires Are About to Remake New York’s Public Schools—Here’s Their Story.

A Nation investigation reveals how a group of hedge funders are about to get exactly what they paid for.

 Hedge-fund manager Whitney Tilson stands at a Harvard club podium in midtown Manhattan, facing a room full of investors eating eggs and bacon, and eager to learn more about charter schools. The walls of the wood-paneled room are lined with the portraits of Tilson’s Harvard forefathers. Above the podium where Tilson stands hangs an ornamental gold ship, swaying. In the corner of the room is a large screen, on which the logos of the day’s sponsors, the Bill and Melinda Gates Foundation and the Sam Walton Foundation, float like guardian angels. Two large stone fireplaces dominate the west end of the room. Their exaggerated mantelpieces are each decorated with two empty crests and a laurel—symbols of power drained of any purpose.

Tilson begins an enormous PowerPoint presentation, speaking of the inequities black and Latino children face in the public school system. “Your entire prison population is in these red bars,” he explains, showing red bars indicating the high percentage of poor black and Latino children who could not read at a fourth-grade level. No such children, nor their parents, seemed to have been invited to this presentation.

Despite the role poverty plays in determining whose kids gets stuck in those red bars, Tilson declares to the room of Ivy League investors, “This is not rocket science. Notice on my list there’s no #5, no Spend More Money. You get new facilities and smaller classrooms but nothing changes. Nobody believes anymore that if you give us more money we’ll solve all the problems.”

Something is Rotten in the State of New York

These exact talking points were echoed in Democrat Andrew Cuomo’s State of the State address, last January, where the governor commanded the legislature, “Don’t tell me that if we only had more money [for education], it would change. We have been putting more money into this system every year for a decade and it hasn’t changed and 250,000 [failing children] will condemn the failing schools by this system.”

Putting his money, or lack thereof, where his mouth is, Cuomo has banked his gubernatorial legacy on a budget that would again fail to meet the state’s public-school funding requirements, instead increasing the privatization of New York’s education system and weakening New York State’s once powerful teachers’ union, NYSUT. Cuomo’s education reform proposal would tie 50 percent of teacher evaluations to student test scores, based on a controversial practice calledValue-Added Modeling, drastically weaken teachers’ opportunity for tenure, expedite the firing of teachers, make room for a hundred more charter schools, and promote state takeover of “failing” (or poor) school districts—a tactic that has been used to expand charter school growth without the consent of elected school boards across the country. In his 2014 re-election bid, Cuomodeclared that as governor he would work to enact long-term measures to “break” public education, which he called “one of the only remaining public monopolies.” His pledge will be put to the test when the state legislature votes on his budget proposals at the end of this month.

The consensus that New York public schools do not require more funding is curious, given the landmark 2006 Campaign for Fiscal Equity court ruling and subsequent statewide resolution ordering the state to correct its inequitable school-funding formula to provide every student their constitutional right to “sound basic education.” In 2007, Governor Spitzer and the New York Nine Billionaires Are About to Remake New York’s Public Schools—Here’s Their Story. | The Nation:

Eva et al. flunk the fairness test | The Thomas B. Fordham Institute

Eva et al. flunk the fairness test | The Thomas B. Fordham Institute:

Eva et al. flunk the fairness test

Michael J. Petrilli

March 17, 2015

In the pre-Common Core era, we had a big problem. Most state tests measured minimal competency in reading and math. But we failed to communicate that to parents, so they reasonably thought a passing grade meant their child was pretty much where they needed to be. Little did they know that their kid could earn a mark of “proficiency” and be reading or doing math at the twentieth or thirtieth percentile nationally. Frankly, we lied to the parents of too many children who were well below average and not at all on a trajectory for success in college or a well-paying career.

Playing games with proficiency cut scores provided much of the impetus behind Common Core. States raised standards and started building tests pitched at a much higher level. Most states are giving those tests for the first time right now, though New York and Kentucky made the transition two years ago. As of 2013, New York’s tests were the toughest in the country, according to a new analysis by Paul Peterson and Matthew Ackerman in Education Next, matching—if not exceeding—the performance standards of the National Assessment of Educational Progress.  

That may solve the “proficiency illusion” issue. But now we have a new problem. Some education reformers and media outlets are already using the results of the new, tougher tests to brand schools as “failing” if most of their students don’t meet the higher standards. Note, for instance, the Daily News’s special report, “Fight for their Future,” which leads with the provocative headline “New York City is rife with underperforming schools, including nearly two-thirds of students missing state standards.” This line of attack closely resembles the talking points of Eva Moskowitz and Jeremiah Kettridge of Families for Excellent Schools, who both promote the notion that in New York, “800,000 kids can’t read or do math at grade level” and “143,000 kids are trapped in persistently failing schools.”

These statements are out of bounds, and reformers should say so. They validate the concerns some educators voiced all along: that we would use the results of the tougher tests to unfairly label more schools as failures.

***

Let me be clear: I don’t mind calling schools out as “persistently failing.” Such schools exist, and they should be subject to aggressive interventions, including closure. And I’d be thrilled if they were replaced by high-performing charters like Eva’s Success Academies. But as I’ve argued ad nauseam (and the Shanker Institute’s Matthew Di Carlo has patiently and persuasively explained for years), evaluating schools based on proficiency rates alone is bad math. (Moskowitz and Kittredge define a “persistently failing school” as one in which 10 Eva et al. flunk the fairness test | The Thomas B. Fordham Institute: