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Chapter 5.1: Land Use, Zoning, and Public Policy A. INTRODUCTION
Chapter 5.1: Land Use, Zoning, and Public Policy A. INTRODUCTION This chapter describes existing land use, zoning, and public policies applicable to the proposed project and evaluates potential significant adverse effects that may result from implementation of the proposed flood protection system. Potential significant adverse effects to land use as a result of implementing the flood protection system are also evaluated. Potential land use issues include known or likely changes in current land uses within the study area, as well as the proposed project’s potential effect on existing and future land use patterns. Potential zoning and public policy issues include the compatibility of the proposed project with existing zoning and consistency with existing applicable public policies. PROJECT AREA ONE Project Area One extends from Montgomery Street on the south to the north end of John V. Lindsay East River Park (East River Park) at about East 13th Street. Project Area One consists primarily of the Franklin Delano Roosevelt East River Drive (FDR Drive) right-of-way, a portion of Pier 42 and Corlears Hook Park as well as East River Park. The majority of Project Area One is within East River Park and includes four existing pedestrian bridges across the FDR Drive to East River Park (Corlears Hook, Delancey Street, East 6th Street, and East 10th Street Bridges) and the East Houston Street overpass. Project Area One is located within Manhattan Community District 3, and borders portions of the Lower East Side and East Village neighborhoods. PROJECT AREA TWO Project Area Two extends north and east from Project Area One, from East 13th Street to East 25th Street. -
A Brief History of Occupy Wall Street ROSA LUXEMBURG STIFTUNG NEW YORK OFFICE by Ethan Earle Table of Contents
A Brief History of Occupy Wall Street ROSA LUXEMBURG STIFTUNG NEW YORK OFFICE By Ethan Earle Table of Contents Spontaneity and Organization. By the Editors................................................................................1 A Brief History of Occupy Wall Street....................................................2 By Ethan Earle The Beginnings..............................................................................................................................2 Occupy Wall Street Goes Viral.....................................................................................................4 Inside the Occupation..................................................................................................................7 Police Evictions and a Winter of Discontent..............................................................................9 How to Occupy Without an Occupation...................................................................................10 How and Why It Happened........................................................................................................12 The Impact of Occupy.................................................................................................................15 The Future of OWS.....................................................................................................................16 Published by the Rosa Luxemburg Stiftung, New York Office, November 2012 Editors: Stefanie Ehmsen and Albert Scharenberg Address: 275 Madison Avenue, Suite 2114, -
The Occupy Wall Street Movement's Struggle Over Privately Owned
International Journal of Communication 11(2017), 3162–3181 1932–8036/20170005 A Noneventful Social Movement: The Occupy Wall Street Movement’s Struggle Over Privately Owned Public Space HAO CAO The University of Texas at Austin, USA Why did the Occupy Wall Street movement settle in Zuccotti Park, a privately owned public space? Why did the movement get evicted after a two-month occupation? To answer these questions, this study offers a new tentative framework, spatial opportunity structure, to understand spatial politics in social movements as the interaction of spatial structure and agency. Drawing on opportunity structure models, Sewell’s dual concept of spatial structure and agency, and his concept of event, I analyze how the Occupy activists took over and repurposed Zuccotti Park from a site of consumption and leisure to a space of political claim making. Yet, with unsympathetic public opinion, intensifying policing and surveillance, and unfavorable court rulings privileging property rights over speech rights, the temporary success did not stabilize into a durable transformation of spatial structure. My study not only explains the Occupy movement’s spatial politics but also offers a novel framework to understand the struggle over privatization of public space for future social movements and public speech and assembly in general. Keywords: Occupy Wall Street movement, privately owned public space (POPS), spatial opportunity structure, spatial agency, spatial structure, event Collective actions presuppose the copresence of “large numbers of people into limited spaces” (Sewell, 2001, p. 58). To hold many people, such spaces should, in principle, be public sites that permit free access to everyone. The Occupy Wall Street (OWS) movement, targeting the engulfing inequality in the age of financialization and neoliberalization, used occupation of symbolic sites to convey its message. -
Do Not Take Diller's Thirty Bucks
The Voice of the West Village WestView News VOLUME 11, NUMBER 7 JULY 2015 $1.00 Do Not Take Diller’s Thirty Bucks By George Capsis will disturb the breeding ground of the Striped Bass, but because it is gratuitously I was taking a vacation from my morn- expensively and ugly—which is what hap- ing Times while at Bridgehampton, when pens when a pretentious designer caters to MaggieB. emailed me a June 11th article the taste of a rich and pretentious client. byveteran Times writer Charles Bagli (he Filing the action against Diller Island writes a lot about real estate), with a title is the City Club of New York, a group of that gave me a quick shot of joy—“Civic independently minded citizens who act Group Sues to Halt Hudson River Park when the city process fails (they stopped Backed by Barry Diller”—oh wow! the destruction of Grand Central Station). As we fought to save St. Vincent’s an oc- Their volunteer attorney, Michael Gruen, casional wave of deep sadness would over- spent days working his way through a come me—we were a lone, very small voice lengthy “signed” lease between Diller and that nobody was listening to. Now, here is a the Hudson River Park to uncover some noted and powerful voice, The City Club of surprises. New York, filing a court action to halt con- According to the lease, the city and state struction of Diller Island “until it undergoes have to contribute an embankment and a new environmental review and is approved two bridges to the island which will cost by the State Legislature”—wow again. -
Phase IA Archaeological and Architectural Assessment Lecount
Phase IA Archaeological and Architectural Assessment LeCount Square Urban Renewal Project Bounded by North Avenue, Huguenot Street, Anderson Street and LeCount Place Including Block 231, Lots 9, 15, 19, 23, and 27 and the adjacent roadbeds of Anderson Street and LeCount Place New Rochelle, Westchester County, New York Phase IA Archaeological and Architectural Assessment LeCount Square Urban Renewal Project Bounded by North Avenue, Huguenot Street, Anderson Street and LeCount Place Including Block 231, Lots 9, 15, 19, 23, and 27 and the adjacent roadbeds of Anderson Street and LeCount Place New Rochelle, Westchester County, New York Prepared For: Cappelli Enterprises, Inc. 115 Stevens Avenue Valhalla, NY 10595 Prepared By: Historical Perspectives, Inc. P.O. Box 3037 Westport, CT 06880 Author: Julie Abell Horn, M.A., R.P.A. September 2005 MANAGEMENT SUMMARY SHPO Project Review Number (if available): None Involved State and Federal Agencies: New York State Department of Environmental Conservation, United States Postal Service Phase of Survey: Phase IA Archaeological and Architectural Assessment Location Information Location: Block 231, Lots 9, 15, 19, 23, and 27 in New Rochelle, Westchester County, New York. The block is bounded by Huguenot Street on the northwest, North Avenue on the southwest, Anderson Street on the southeast, and LeCount Place on the northeast. The project site also includes land south of Anderson Street between North Avenue and LeCount Place, formerly known as Block 228, Lots 19 and 20, but which is now unlotted and is designated as “city open space.” Last, the project site includes two roadbeds: Anderson Street from North Avenue to LeCount Place, and LeCount Place from Anderson Street to Huguenot Street. -
NEW YORK CITY DEPARTMENT of HEALTH and MENTAL HYGIENE Mary T
NEW YORK CITY DEPARTMENT OF HEALTH AND MENTAL HYGIENE Mary T. Bassett, MD, MPH Commissioner 2018 DOHMH Advisory #8: Tickborne Disease Advisory Please share with your colleagues in Internal and Family Medicine, Pediatrics, Infectious Disease, Infection Control, Laboratory Medicine, Hematology, Cardiology, Neurology, Rheumatology, Critical Care and Emergency Medicine. Tickborne diseases, with the exception of Rocky Mountain spotted fever (RMSF), are associated primarily with travel outside of New York City (NYC). Locally acquired cases of Lyme disease and babesiosis continue to be reported from Staten Island and smaller numbers have been reported from the Bronx. Isolated cases of locally acquired anaplasmosis and ehrlichiosis have also been reported from Staten Island. The following tickborne diseases are reportable in NYC: Lyme disease, RMSF, babesiosis, anaplasmosis, ehrlichiosis, and Powassan disease. Refer to the Reference Manual for Physicians on Tickborne Diseases in the New York City Area for extensive details and guidance on identification, diagnosis, treatment and prevention available at: http://www1.nyc.gov/assets/doh/downloads/pdf/ehs/tick-borne-dx-physician.pdf. Call 311 to order copies. May 30, 2018 Dear Colleagues, New York City (NYC) clinicians should be on the alert for patients with tickborne diseases. This advisory presents key epidemiologic findings regarding reportable tickborne diseases in NYC and reminds clinicians of reporting requirements. Please refer to the revised 3rd edition of the Reference Manual for Physicians on Tickborne Diseases in the New York City Area for details and guidance on identification, diagnosis, treatment and prevention available at: http://www1.nyc.gov/assets/doh/downloads/pdf/ehs/tick-borne-dx-physician.pdf or call 311 to order copies. -
International Tour Management Institute Catalog
The premier institute for tour and travel professionals since 1976. ADMINISTRATIVE HEADQUARTERS 625 MARKET STREET, SUITE 810 SAN FRANCISCO, CA 94105 (800) 442-4864, FAX (415) 957-9474 [email protected], www.itmisf.com TRAINING FACILITIES NIKKO HOTEL 222 MASON STREET SAN FRANCISCO, CA 94105 APPROVAL DISCLOSURE STATEMENT The International Tour Management Institute, Inc., (ITMI) a private institution at 625 Market Street, Suite 810, San Francisco, CA 94105 was granted institutional approval from the California Bureau for Private Postsecondary Education (BPPE). This approval means that the institution and its operation comply with the standards established under the law for occupa- tional instruction by the Bureau for Private Postsecondary Educational. Institutional approval must be reapproved every five years and is subject to continuing review. Any questions a student may have regarding this catalog that have not been satisfactorily answered by the institution may be directed to the Bureau for Private Postsecondary Education, 2535 Capitol Oaks Drive, Suite 400, Sacramento, CA 95833, toll free at (888) 370-7589, by fax (916) 263-1897 or at www.bppe.ca.gov. As a prospective student you are encouraged to review this catalog prior to signing an enrollment agreement. You are also encouraged to review the International Tour Management Institute School Performance Fact Sheet, which must be provided to you prior to signing an enrollment agreement. Approved are the courses: Tour Guide Training for a total of 53 hours; Tour Director / Manager Training for a total of 72 hours. Instruction is in residence and the field with class size up to 28 students. A diploma is awarded for successful completion of total course. -
Spring 2005 Newsletter of the Middlesex County Historical Society Historical Society Launches Web Site
Spring 2005 Newsletter Of the Middlesex County Historical Society Historical Society Launches Web Site Boot up your computer. Click on www.middlesexhistory.org. The Middlesex County Historical Society’s Web site is live and well! The just-launched Internet site is chockfull of information about upcoming events, exhibits, local history and Historical Society resources. The site is laid out in six sections—About Us, News & Programs, Local History, Collections, Kids & Teachers and Participate —with each section boasting five to ten individual pages. Visitors can learn about future walking tours, how General Mansfield died—even what’s for sale in the museum gift shop. The centerpiece of the new Web site is Their Own Stories: Voices from Middletown’s Melting Pot, a virtual tour of the acclaimed museum exhibit that graced our galleries from 2001-2003. On this special microsite, viewers can click through 350 years of our community’s history as told through the stories of families representing nearly a dozen different ethnic groups that made Greater Middletown their home. TheTheir Own Stories site was made possible through a generous grant from the Middlesex County Community Foundation. “With our new Web site, we can reach people all over the globe,” said Marnie Goodman, president of Historical Society, who spearheaded the development of the site. “The great characteristic of online technology is that “Whether people want information about our city’s past a Web site is infinitely expandable,” said Marnie. “Unlike or simply the starting time of our next walking tour, they a hard copy catalogue or book, we can add sections and can find it quickly and easily with a click of the mouse.” update information without significant expense. -
DOCUMENT RESUME ED 345 924 RC 018 702 TITLE Color
DOCUMENT RESUME ED 345 924 RC 018 702 TITLE Color Your Classroom VI. UniqueIdeas: A Guide to Innovative Teaching. INSTITUT:ON Mississippi Materials S ResourceCenter, Gulfport. SPONS AGENCY Department of Education, Washington,DC.; Mississippi State Dept. of Education, Jackson. PUB DATE 88 NOTE 139p.; Product of MississippiMigrant Education. For related documents, see Er 241223 and RC 018 699-703. PUB TYPE Guides - Classroom Use- Instructional Materials (For Learner) (051)-- Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Art Activities; *BulletinBoards; Class Activities; Curriculum .r.uides; ElementarySecondary Education; *Learning Activities; *MathematicsSkills; *Migrant Education; Oral Language;*Reading Skills ABSTRACT This curriculum guidepresents ideas for classroom use with migrant studeni. Instructional bulletin board ideas are provided for reading, oral language, and math. Ideas fordecorating window shades are illustratedfor each of the nine monthsof the school year. Examples of shades that reinforce specificskills are also presented. A section on calendars offers suggestionsfor using monthly calendars as decorations as well as learning tools. "TheBook Section" contains instructions and patterns for artactivities which motivate students in reading and creative writing. Activitiesinclude bookmaking, for example: zip-lockbag books, "shape" books, and bookmarks. The final sectionof special projectsprovides directions for screen printing, filmmaking, color-lifttransparency, -
Summer Promotion
TraditionMEMBER NEWSLETTER – JULY 2015 Spread theEXECUTIVE Word! MEMBERSHIP Summer Promotion Your friends and contacts can join the Madison Club this summer and get their first 3 months free! Special applies to the Executive Membership, our most popular membership, and offer is good through August 31, 2015. Tell your friends to sign up now for 15 months of membership for the price of 12! THE MADISON CLUB IS THE PLACE FOR YOUR FRIENDS THIS SUMMER! Wouldn't membership be more fun with friends? A Madison Club membership allows your contacts access to unmatched summer activities, including fantastic special events, family activities, networking opportunities, wine tastings, golf reciprocity, gourmet dining, private meeting rooms and more. Spread the word and let your family, friends and colleagues know that they can receive 15 months of membership for the price of 12. Their first three months are free when they join the Madison Club this summer! After 3 months, membership is only $120 per month with a $300 quarterly spending minimum. DETAILS: • 15 months of membership for the price of 12 • First 3 months free (a savings of over $300!) • Access to the Madison Club, Churchill’s Restaurant and our top-notch events • Reduced meeting room rental fees • Reciprocal privileges, including golfing privileges at numerous area country clubs, and special member- exclusive discounts For more information, please contact Krista Laubmeier, Membership Director: [email protected] or 608-255-4861. CLUB HOURS Monday - Friday: 7 AM - 11 PM save the date Saturdays: -
Chapter 4: Social Conditions
Chapter 4: Social Conditions A. INTRODUCTION AND METHODOLOGY This chapter addresses a variety of issues that support social conditions, including population and housing characteristics, community facilities and open spaces, and neighborhood character. The discussion of social conditions considers the entire MESA study area (depicted in Figure 3-1 in Chapter 3, above) with particular focus on the project corridor—the routes proposed for the various project alternatives—where the greatest potential for change would occur. Because none of the project alternatives have the potential to change social conditions in the secondary study area, where Build Alternatives 1 and 2 would add service along an existing subway line, this analysis is of the primary study area only. The analysis was conducted by first compiling existing data for population and housing, com- munity facilities and open spaces, and neighborhood character. The source for the population and housing data is the 1990 Census of Population and Housing. The inventory of community facilities is based on Community District Needs (1997) for Manhattan’s Community Boards, the Department of Parks and Recreation’s Property Lists (dated November 4, 1996), supplementary information provided by the various Community Boards within the study area, and the informa- tion gathered for the analysis of land use, zoning, and public policy in Chapter 3. The assessment of neighborhood character is based on information gathered for other chapters of this document, particularly including the analyses of land use (Chapter 3) and visual and aesthetic considerations (Chapter 6). After assessing the existing conditions in the study area, the expected changes in the future are considered, based on information compiled in Chapter 3. -
Bartow-Pell: a Family Legacy
Lesson Plan: Bartow-Pell: A Family Legacy Architect: Minard Lafever, with John Bolton, local carpenter, both friends of the Bartow family. Site: Bartow-Pell Mansion Curriculum Link: High School US History and Government (this is a review activity that brings together several units of study) Unit Two: A:2:a and c The peoples and peopling of the American colonies (voluntary and involuntary)—Native American Indians (relations between colonists and Native American Indians, trade, alliances, forced labor, warfare) and Varieties of immigrant motivation, ethnicities, and experiences. A:4 The Revolutionary War and the Declaration of Independence D:1 The Constitution in jeopardy: The American Civil War 7th and 8th Grade Social Studies I. European Exploration and Settlement D. Exploration and settlement of the New York State area by the Dutch and English 1. Relationships between the colonists and the Native American Indians 4. Rivalry between the Dutch and English eventually resulting in English supremacy Project Aim: Through an investigation of the long history of the Bartow-Pell estate, students discover the far-reaching influence of this family in American history throughout their long occupation of this property. Students will also be able to contextualize history as a series of events that are caused by and effect the lives of real people. Students will be able to imagine the great events of American history through the lens of a family local to the Bronx. Vocabulary: Greek Revival: A style of art that was popular in the 19th Century that was a reaction to Baroque Art. This style was derived from the art and culture of ancient Greece and imitated this period’s architecture and fascination for order and simplicity.