A Decade of Making Dreams into Reality: Lessons from the I Have A Dream Program

Ten years ago, Eugene Lang startled a graduating class of East Harlem sixth-graders by promising to pay for their college educations. He had been advised by their principal that most of the students would drop out before completing high school; Lang hoped the tuition promise would motivate them to stay in school. But Lang soon discovered he needed to provide more than money to make the distant prospect of college a reality for his students, whom he called Dreamers. To augment his promise, Lang rented a meeting space and hired Johnny Rivera, a young caseworker with a neighborhood social service organization, to coordinate support services for the Dreamers and their families. Over the next ten years, Lang and Rivera worked closely with the students, as mentors and motivators. Most importantly, they built caring, personal relationships with their Dreamers. The original inspiration of the scholarship promise, combined with a decade of guidance and support, produced striking results

A Decade of Making Dreams into Reality: Lessons from the I Have A Dream Program

Ten years ago, Eugene Lang startled a graduating class of East Harlem sixth-graders by promising to pay for their college educations. He had been advised by their principal that most of the students would drop out before completing high school; Lang hoped the tuition promise would motivate them to stay in school. But Lang soon discovered he needed to provide more than money to make the distant prospect of college a reality for his students, whom he called Dreamers. To augment his promise, Lang rented a meeting space and hired Johnny Rivera, a young caseworker with a neighborhood social service organization, to coordinate support services for the Dreamers and their families. Over the next ten years, Lang and Rivera worked closely with the students, as mentors and motivators. Most importantly, they built caring, personal relationships with their Dreamers. The original inspiration of the scholarship promise, combined with a decade of guidance and support, produced striking results

Supplementary Figure 5 from Genome-Wide Gene–Environment Interaction Analyses to Understand the Relationship between Red Meat and Processed Meat Intake and Colorectal Cancer Risk

Functional annotation plots for the two genome-wide gene-interaction main results.</p

Supplementary Methods from Genome-Wide Gene–Environment Interaction Analyses to Understand the Relationship between Red Meat and Processed Meat Intake and Colorectal Cancer Risk

File contains the supplementary methods with appropriate citations and bibliography.</p

Supplementary Figure 2 from Genome-Wide Gene–Environment Interaction Analyses to Understand the Relationship between Red Meat and Processed Meat Intake and Colorectal Cancer Risk

Quantile-quantile plots of the genome-wide interaction scans for red meat and processed meat.</p

Supplementary Figure 4 from Genome-Wide Gene–Environment Interaction Analyses to Understand the Relationship between Red Meat and Processed Meat Intake and Colorectal Cancer Risk

Locus Zoom plots for the two polymorphisms reported in the genome-wide gene-interaction main results.</p

Supplementary Figure 1 from Genome-Wide Gene–Environment Interaction Analyses to Understand the Relationship between Red Meat and Processed Meat Intake and Colorectal Cancer Risk

Forest plots of meta-analysis of association between read meat and processed meat intake with colorectal cancer, and funnel plots for read meat and processed meat intake.</p

Supplementary Figure 3 from Genome-Wide Gene–Environment Interaction Analyses to Understand the Relationship between Red Meat and Processed Meat Intake and Colorectal Cancer Risk

Plots for the association of red meat intake and colorectal cancer risk stratified by the genotypes of the two SNPs obtained from genome-wide interaction analysis.</p