Additional Ways to Graduate Quick Reference Guide
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COVID-19 Vaccine News & Info
September 27, 2021 COVID-19 Vaccine News & Infoi TIMELY UPDATES • New York State launched an outreach and implementation plan to ensure the availability and accessibility of booster doses statewide on Monday, September 27, 2021. The plan also includes a new dedicated website: NY.gov/Boosters • The director of the Centers for Disease Control and Prevention on Friday, September 24, 2021 reversed a recommendation by an agency advisory panel that did not endorse booster shots of the Pfizer-BioNTech Covid vaccine for frontline and essential workers. Occupational risk of exposure will now be part of the consideration for the administration of boosters, which is consistent with the FDA determination. See: CDC Statement CDC recommends: o people 65 years and older and residents in long-term care settings should receive a booster shot of Pfizer-BioNTech’s COVID-19 vaccine at least 6 months after their Pfizer-BioNTech primary series, o people aged 50–64 years with underlying medical conditions should receive a booster shot of Pfizer-BioNTech’s COVID-19 vaccine at least 6 months after their Pfizer-BioNTech primary series, o people aged 18–49 years with underlying medical conditions may receive a booster shot of Pfizer-BioNTech’s COVID-19 vaccine at least 6 months after their Pfizer-BioNTech primary series, based on their individual benefits and risks, and o people aged 18-64 years who are at increased risk for COVID-19 exposure and transmission because of occupational or institutional setting may receive a booster shot of Pfizer-BioNTech’s COVID-19 vaccine at least 6 months after their Pfizer-BioNTech primary series, based on their individual benefits and risks. -
Hand Gesture and Mathematics Learning: Lessons from an Avatar
UC Riverside UC Riverside Previously Published Works Title Hand Gesture and Mathematics Learning: Lessons From an Avatar. Permalink https://escholarship.org/uc/item/9rk0m1x3 Journal Cognitive science, 41(2) ISSN 0364-0213 Authors Cook, Susan Wagner Friedman, Howard S Duggan, Katherine A et al. Publication Date 2017-03-01 DOI 10.1111/cogs.12344 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Cognitive Science 41 (2017) 518–535 Copyright © 2016 Cognitive Science Society, Inc. All rights reserved. ISSN: 0364-0213 print / 1551-6709 online DOI: 10.1111/cogs.12344 Hand Gesture and Mathematics Learning: Lessons From an Avatar Susan Wagner Cook,a Howard S. Friedman,b Katherine A. Duggan,b Jian Cui,c Voicu Popescuc aDepartment of Psychological and Brain Sciences, Delta Center, University of Iowa bDepartment of Psychology, University of California, Riverside cDepartment of Computer Science, Purdue University Received 30 September 2014; received in revised form 7 August 2015; accepted 11 September 2015 Abstract A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co- vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer-generated animated pedagogical agent to control both verbal and non-verbal behavior. Children viewed lessons on mathematical equivalence in which an avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. -
Download the Know Your Rights Brochure
RESOURCES KNOW YOUR RIGHTS LGBTQ Youth in Foster Care ACS LGBTQ Youth Resources HOTT (Health Outreach to Teens) – If you are having a problem in foster care or juvenile Callen-Lorde Community Health Center and Juvenile Justice Systems justice systems because of your sexual orientation, Free or low cost medical and mental health care/ gender identity, or gender expression, contact us. counseling, including physical exams, gynecological www.nyc.gov/acs/LGBTQ (212) 676-9421 exams, and STD/HIV treatment and testing to LGBTQ and homeless youth ages 13-24. Hormone therapy The Ali Forney Center available for youth ages 18-24. The nation’s largest and most comprehensive organization www.callen-lorde.org (212) 271-7200 dedicated to providing support and services for homeless LGBT youth, aged 16-24, to escape the streets and begin Hetrick-Martin Institute/Harvey Milk High School to live healthy and independent lives. The Supportive Services Department provides group, www.aliforneycenter.org (212) 206-0574 family and individual counseling for LGBT youth and families. Also offers assistance with after school programs, The Lesbian, Gay, Bisexual, and Transgender intern placement, GED assistance, peer counseling, Community Center – Center Youth/YES Program pantry and clothing. The second-largest LGBT community center in the world www.hmi.org (212) 674-2400 providing a full range of support, education, arts, and leadership programming to LGBTQ and allied youth The Trevor Project – Trevor Lifeline ages 13-21 through the Center Youth/YES program. A free and confidential hotline offering trained counselors www.gaycenter.org (212) 620-7310 available and equipped to support LGBTQ young people in crisis, feeling suicidal, or in need of a safe The Door and nonjudgmental place to talk 24/7. -
For Students on the Autism Spectrum
What YOU Can Do... A Message from Staten Island Borough President James P. Molinaro •Be well informed about your child and his or her needs. There are many resources in this guide that are available to help. Autism Spectrum Disorder (ASD) •Don’t wait if you have concerns. is the fastest-growing developmental Contact any of the agencies listed inside. disability in America today. While parents of children with ASD often learn early on what kind of treatment and •Know your child’s rights. services are needed, it can be difficult to gain access to them. It is crucial Reach out to your legislators and let them that effective services, treatment, and • education for children and adults with know how important services are for your ASD are accessed as quickly as possible. child or yourself. The earlier they receive appropriate services, the better the prognosis. Help raise autism awareness. • To help parents take action after their child has been The more we can educate our community, diagnosed with ASD, Staten Island’s autism services providers the easier it will be for our children. worked together to compile our Borough’s first-ever comprehensive resource guide to better support and inform local families and Find out where your elected officials stand on professionals. This handy booklet provides detailed contact • information for autism organizations on Staten Island that offer issues relating to autism. Don’t forget to VOTE. services to both children and adults. Finding the right place for autism treatment and services can be a difficult process, but we •Stay involved. -
Dnalc-Nyc-City-Tech-Directions.Pdf
Mail to: 1 Bungtown Road Cold Spring Harbor, NY 11724 Phone: (516) 367-5170 Fax: (516) 367-5182 Internet: dnalc.cshl.edu Email: [email protected] DIRECTIONS DNALC NYC at City Tech Enter at: 259 Adams Street, Brooklyn, NY 11201 (516) 719-1296 (Alternative: 516-367-5170) By subway: 2, 3, 4, 5: Get off at the Borough Hall station and walk towards Borough Hall to 259 Adams St. A, C, F, R: Get off at Jay Street-Metro Tech station and walk towards Borough Hall to 259 Adams St. MTA Subway map: http://www.mta.info/nyct/maps/submap.htm By bus: B26, B37, B38, B41, B51, B52, B54, B61, B67 or B75. MTA Bus Map: https://new.mta.info/maps/bus Driving Directions: Manhattan/Bronx: FDR Drive to the Brooklyn Bridge. When you exit the bridge the DNALC NYC at City Tech is just past Tillary Street on the left, drop off is 259 Adams Street entrance. Queens: Long Island Expressway west to the BQE. Follow the sign to downtown Brooklyn. Exit at Tillary and stay in the center lane past the Flatbush Avenue Extensions; 3 more blocks and turn left on Tillary. DNALC NYC at City Tech will be on the left, drop off is 259 Adams Street entrance. Brooklyn: Belt Parkway to the Brooklyn-Queens Expressway and get off at the Atlantic Avenue exit. Turn right on Atlantic; continue for five blocks to Smith Street. Make a left onto Smith; continue across Fulton where Smith becomes Jay. Make left on Johnson Street, and a right onto Adams St/Brooklyn Bridge Blvd. -
Manhattan Borough President's Office FY 2020 Schools Capital Grant Awards- Sorted by Community Board
Manhattan Borough President's Office FY 2020 Schools Capital Grant Awards- Sorted by Community Board School Name School Number Project Title Project Address CB CD FY 20 Award 55 Battery Place Battery Park City School 02M276 Technology Upgrade 1 1 $75,000 New York, NY 10280 Lower Manhattan Arts 350 Grand Street 02M308 Technology Upgrade 1 1 $75,000 Academy New York, NY 10002 75 Broad Street Millennium High School 02M418 Classroom Projectors 1 1 $75,000 New York, NY 10004 201 Warren Street Public School 89 02M089 Technology Upgrade Room 208 1 1 $80,000 New York, NY 10282 55 Battery Place Public School 94 75M094 Technology Upgrade 1 1 $75,000 New York, NY 10280 Richard R. Green High 7 Beaver Street 02M580 Technology Upgrade 1 1 $75,000 School of Teaching New York, NY 10004 345 Chambers Street Stuyvesant High School 02M475 Theater Lights 1 1 $75,000 New York, NY 10282 University Neighborhood 200 Monroe Street 01M448 Bathroom Upgrade 1 1 $50,000 High School New York, NY 10002 10 South St Urban Assembly New 02M551 Electrical Upgrade Slip 7 1 1 $52,000 York Harbor School New York, NY 10004 131 Avenue of the Americas Chelsea CTE 02M615 Technology Upgrade New York, NY 10013 2 3 $100,000 High School 16 Clarkson Street City-As-School 02M560 Technology Upgrade 2 3 $75,000 New York, NY 10014 2 Astor Place Harvey Milk High School 02M586 Technology Upgrade 3rd Floor 2 2 $100,000 New York, NY 10003 High School of Hospitality 525 West 50th Street 02M296 Technology Upgrade 2 3 $75,000 Management New York, NY 10019 75 Morton Street Middle School 297 02M297 Hydroponics Lab 2 3 $50,000 New York, NY 10014 411 Pearl Street Murray Bergtraum 02M282 Water Fountains Room 436 2 1 $150,000 Campus New York, NY 10038 NYC Lab School for 333 West 17th Street 02M412 Technology Upgrade 2 3 $150,000 Collaborative Studies New York, NY 10011 P.S. -
Cost Timeline 1-2 Years Relief Center Criteria Potential Sites LOCATION
F. Create Relief/Communication Hub Project Description: Rationale: Create a relief center to house the coordination of emergency services during a The Office of Emergency Management (OEM) functions best during disasters when it executes plans and priorities that have been agreed to disaster, such as access to food, water, health and medical services. Relief center prior to a disaster. While relationships between OEM and local community organizations already exist, there are areas where organizations could is not an evacuation center or shelter; rather, it provides a central location for be leveraged to lend greater support to their communities, particularly if they are able to partner prior to an event and clearly establish roles and information and community gathering and services during an emergency. Be- responsibilities for a specific operation. Relief centers can provide important emergency functions such as: bring together a range of local social cause emergencies are unpredictable and irregular events, relief centers should services, formalize efforts to reach out to vulnerable populations, help OEM evaluate community needs and efficiently distribute resources. be housed within an existing building or organization that provides year-round community services. (Actual siting subject to evaluation Potential Sites and selection process) Timeline Cost Queens Public Library Relief Center Criteria 1-2 years $3.4 million to implement per hub over LOCATION ORGANIZATION and ramp-up two years • Outside of extreme flood-risk zone • Has a long -
Statement of the New York City Transit Riders Council To
Testimony of the New York City Transit Riders Council to the Board of the Metropolitan Transportation Authority on Proposed Fare Increases and Service Reductions The Marriott Hotel at the Brooklyn Bridge, Brooklyn, N.Y. January 28, 2009 My name is Toya Williford and I am a member of the New York City Transit Riders Council (NYCTRC). The Council was created in 1981 to represent the users of the New York City Transit system and consists of fifteen volunteer members appointed by the Governor upon the recommendation of the Mayor, the Public Advocate and the five Borough Presidents. As representatives of transit riders in New York City we find the proposed fare increases and service cuts that are before you to be unacceptable. We also know that in the face of inadequate funding this Board has little choice but to propose substantial fare increases, but this reality does not make the fare increases any more acceptable. It is particularly offensive to hold paratransit customers, many of whom can scarcely afford their current cost of travel, hostage to a potential $6.00 fare. We have called and will continue to call forcefully upon our elected representatives to support new funding sources for the MTA that will ensure that these unacceptable fare increases will no longer be necessary. We demand that each MTA Board member does the same. The proposed fare increases under consideration are dire, but the proposed service cuts are even worse. Holding the line on fare increases isn't meaningful to the rider if a service he or she depends upon no longer exists, and this will be the situation for many transit users if these proposals are implemented. -
Downloads.Php Enrollment Database)
UCLA K-12 Integration and Diversity Title NYC School Segregation Report Card: Still Last, Action Needed Now! Permalink https://escholarship.org/uc/item/5fx616qn Author Cohen, Danielle Publication Date 2021-06-10 Data Availability The data associated with this publication are available upon request. Peer reviewed eScholarship.org Powered by the California Digital Library University of California NYC School Segregation Report Card Still Last, Action Needed Now By Danielle Cohen, with a foreword by Gary Orfield June 2021 Cover art by Taylor McGraw ©UCLA Civil Rights Project/Proyecto Derechos Civiles Table of Contents List of Figures ................................................................................................................................. ii List of Tables ................................................................................................................................. iii Foreword ......................................................................................................................................... 1 Executive Summary ........................................................................................................................ 9 Introduction ................................................................................................................................... 15 Harmful Effects of Segregation ................................................................................................ 16 History of Segregation in NYC Public Schools ........................................................................... -
President's Report 2012 – 2014
VISION ACTION RESULTS Bronx Community College of The City University of New York 2012-2014 President’s Report Mission Bronx Community College serves students of diverse backgrounds and aspirations by providing them with an education that is both broad in scope and rigorous in its standards. We offer students access to academic preparation that provides them with the foundation and tools for success in their educational and/or professional plans and instill in them the value of informed and engaged citizenship and service to their communities. Vision Bronx Community College will effectively invest in each student’s success by engaging with them in an integrative and supportive environment that facilitates the development and achievement of their educational and career goals. Graduates will be prepared to understand, thrive in and contribute to a 21st century global community marked by diversity, change and expanded opportunities for lifelong learning and growth. Message from the President In 2011, I had the honor of becoming the fifth president I am proud that we have been able to extend vital assistance of Bronx Community College. This report is a look back to students who came to this country as the children of at how far we’ve come since then and a look forward to the undocumented immigrants and who are passionately challenges ahead. American in everything but their paperwork. BCC is a participant in TheDream.US, a new multimillion dollar The driving force behind the various initiatives described in scholarship that provides financial aid for the “dreamers” these pages is a student-centered philosophy. Every decision whose status cuts them off from many other grants. -
Access the 2020-2021 Student Handbook Here
1 TABLE OF CONTENTS Fire Policy 46 Gainful Employment 46 I. Student Resources Gender Neutral Bathroom Locations 47 BCC Mission Statement, Values and Goals 3 Handicap Accessible Bathrooms 47 Accreditation 3 Identification 48 Academic Calendar 4 Non-Smoking Policy 48 Academic Departments 6 Preferred Name Protocol 48 Campus Map 7 Pregnancy and/or Pregnancy Emergency Closing 8 Related Medical Conditions 48 How to get to Campus 8 Service Animal Policy 48 Where to Go for What Student Resources 10 Student Complaint Procedure 49 Welcome from the Associate Dean 11 Student Ombudsperson 49 Title IX 50 Student Bill of Rights 50 II. Department and Divisions Sexual Misconduct Policy 51 Academic Advising 12 SPARC Notice 51 Academic Success Center 13 Vending Machines 51 Access Resource Center (ARC) 13 ASAP Program 14 Athletics 14 VI. Academic Policies and Procedures Office of the Bursar 14 Appeals Process Guidelines 53 Office of Career Development 15 Class Attendance 54 Lateness 54 College Discovery (CD) 15 CUNY Edge 16 Committee on Academic Standing 54 Disability Services 16 Dismissal Guidelines 54 Early Childhood Center 18 Grading Policy 54 Financial Aid 18 **F Grade Policy 54 Financial Aid- Scholarships 19 Graduation 56 First Year Program 19 Office of Health Services 20 VII. Tuition and Fees Lactation Room 21 Office of the Bursar 57 Impact- Male Empowerment Network (MEN) 21 Payment Plans for Tuition & Fees 57 International Student Services 21 Fall 2020/Spring 2021 Tuition & Fees 58 Learning Commons 22 Non-Instructional Fees 59 Library 22 Refunds 60 Math Start 22 Personal Counseling 23 ** This handbook is current as of June 30, 2020. -
National Venture Capital Association Venture Capital Oral History Project Funded by Charles W
National Venture Capital Association Venture Capital Oral History Project Funded by Charles W. Newhall III William H. Draper III Interview Conducted and Edited by Mauree Jane Perry October, 2005 All literary rights in the manuscript, including the right to publish, are reserved to the National Venture Capital Association. No part of the manuscript may be quoted for publication without the written permission of the National Venture Capital Association. Requests for permission to quote for publication should be addressed to the National Venture Capital Association, 1655 North Fort Myer Drive, Suite 850, Arlington, Virginia 22209, or faxed to: 703-524-3940. All requests should include identification of the specific passages to be quoted, anticipated use of the passages, and identification of the user. Copyright © 2009 by the National Venture Capital Association www.nvca.org This collection of interviews, Venture Capital Greats, recognizes the contributions of individuals who have followed in the footsteps of early venture capital pioneers such as Andrew Mellon and Laurance Rockefeller, J. H. Whitney and Georges Doriot, and the mid-century associations of Draper, Gaither & Anderson and Davis & Rock — families and firms who financed advanced technologies and built iconic US companies. Each interviewee was asked to reflect on his formative years, his career path, and the subsequent challenges faced as a venture capitalist. Their stories reveal passion and judgment, risk and rewards, and suggest in a variety of ways what the small venture capital industry has contributed to the American economy. As the venture capital industry prepares for a new market reality in the early years of the 21st century, the National Venture Capital Association reports (2008) that venture capital investments represented 2% of US GDP and was responsible for 10.4 million American jobs and 2.3 trillion in sales.