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The City College of New York Commuter & Resident
The City College of New York Commuter & Resident Dining Services Meal Plan Welcome new freshman, transfer students and residents of The Towers residence hall. As a new first year student and or resident, we expect you will have questions regarding dining on campus and options offered as residents in The Towers. Rest assured we have you covered in each of these areas. Allow me to introduce you to the voluntary CCNY commuter and resident meal plan program which is available to all CCNY students. City College partners with Metropolitan Food Service who has served CCNY and other CUNY colleges and universities for years. We are confident that you will find meals, snacks and beverages to your liking and preference at each of our five campus dining locations. Our dining locations open as early as 7:00 a.m. while some stay open as late as 8:30 p.m., Monday thru Thursday with Friday and Saturday hours too. We are confident students and visitors will find abundant varieties of breakfast, lunch and dinner fare at reasonable prices. We offer a selection of healthy choices including a well‐stocked self‐serve salad bar, fresh hot entrées, grill items, sandwiches, Panini’s, Sushi and much more to satisfy most tastes and palates. Our “We Proudly Brew Starbucks” kiosks provide that in‐between or morning pick‐me‐up for those on the run. Our chefs will work with customers that may have dietary restrictions, whether gluten‐free, food allergies, vegetarian and more. Just let us know of your need and we will make every effort to accommodate you. -
PUBLIC SCHOOL 72, 1674 Lexington Avenue, Aka 1674-1686 Lexington Avenue and 129- 131 East 105Th Street, Borough of Manhattan
Landmarks Preservation Commission June 25, 1996, Designation List 273 LP-1836 PUBLIC SCHOOL 72, 1674 Lexington Avenue, aka 1674-1686 Lexington Avenue and 129- 131 East 105th Street, Borough of Manhattan. Built 1879-82; Architect David I. Stagg, Superintendent of Public School Buildings, New York City Board of Education Landmark Site: Borough of Manhattan Tax Map Block 1633, Lot 13. On July 15, 1991 , the Landmarks Preservation Commission held a public hearing on the proposed designation as a Landmark of the Public School 72 and the proposed designation of the related Landmark Site (Item No. 3). The hearing had been duly advertised in accordance with the provisions of law. A total of eleven speakers testified in favor of the proposed designation; eight of those speakers were in favor of this as well as other items on the calendar at the hearing, but urged the Commission to continue its work in Harlem. Three speakers declined to take a position regarding this proposed designation until such time as that work continues. Summary Built in 1879-82, Public School 72 was the work of David I. Stagg, whose career in public school architecture spanned more than half a century and who was Superintendent of Public School Buildings for the New York City Board of Education from 1872 to 1886. A rare and almost completely intact example of a late nineteenth-century public school building in Manhattan, it was designed to meet the needs of a once-densely populated immigrant neighborhood in East Harlem. The school, which displays the range of sharply articulated detailing and angular ornament characteristic of the neo-Grec style, is an excellent example of that style as it was used in New York public school design during the late 1870s and 1880s. -
The Pulitzer Prizes 2020 Winne
WINNERS AND FINALISTS 1917 TO PRESENT TABLE OF CONTENTS Excerpts from the Plan of Award ..............................................................2 PULITZER PRIZES IN JOURNALISM Public Service ...........................................................................................6 Reporting ...............................................................................................24 Local Reporting .....................................................................................27 Local Reporting, Edition Time ..............................................................32 Local General or Spot News Reporting ..................................................33 General News Reporting ........................................................................36 Spot News Reporting ............................................................................38 Breaking News Reporting .....................................................................39 Local Reporting, No Edition Time .......................................................45 Local Investigative or Specialized Reporting .........................................47 Investigative Reporting ..........................................................................50 Explanatory Journalism .........................................................................61 Explanatory Reporting ...........................................................................64 Specialized Reporting .............................................................................70 -
New York City's Small Public Schools: Opportunities for Achievement. INSTITUTION New York Networks for School Renewal, NY
DOCUMENT RESUME ED 430 767 RC 021 998 AUTHOR Brownell, Carol, Ed.; Libby, Joan TITLE New York City's Small Public Schools: Opportunities for Achievement. INSTITUTION New York Networks for School Renewal, NY. SPONS AGENCY Annenberg Foundation, St. Davids, PA. PUB DATE 1999-00-00 NOTE 24p.; Other funding by the New York City Board of Education; Time Warner, Inc.; Aaron Diamond Foundation; Charles Hayden Foundation; Ford Foundation; The Chase Manhattan Foundation; Carnegie Corporation of New York; Stella and Charles Guttman Foundation; Viacom, Inc.; and Nippon Steel U.S.A., Inc. Photographs and map may not reproduce adequately. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Academic Achievement; Diversity (Student); Educational Change; Educational Environment; Educational Practices; Elementary Secondary Education; *Outcomes of Education; Parent Participation; Participative Decision Making; Partnerships in Education; Public Schools; *School Community Relationship; *Small Schools; *Urban Schools IDENTIFIERS *New York City Board of Education; *New York Networks for School Renewal; Reform Efforts ABSTRACT In 1994, four New York City school reform organizations joined to form the New York Networks for School Renewal (NYNSR) and received the first Annenberg Challenge urban grant. NYNSR goals are to expandthe number of small, excellent public schools in New York City neighborhoods, particularly those with few educational options; encourage the spreadof practices that help students succeed; build supportive small school networks; and advocate for increased school autonomy. Whether as new schools or as large schools redesigned into small units, small scale has been the key. NYNSR schools average 300 students. Many schools utilize servicelearning and internships, and all have partnerships with local organizations and universities to connect students to the responsibilities of citizenship and work. -
467384274-Virtual-Salute-To-Graduates-2020.Pdf
THE CITY COLLEGE OF NEW YORK VIRTUAL SALUTE TO GRADUATES JUNE 30, 2020 THE CITY UNIVERSITY OF NEW YORK VIRTUAL SALUTE 2020 | 1 PRESIDENT’S MESSAGE Dear CCNY Graduates of the Class of 2020, There are moments in our history that impress an indelible mark upon us, when we are called to do extraordinary things under the press of an indescribable moment. Anyone graduating in the midst of the COVID19 pandemic will be marked by this extraordinary moment. But even among that national class graduating in 2020, you are different. At a time when the inequitable imprint of this scourge underscores the other inequities in our society, the City College—and those who work study and graduate from it—stand apart. You graduate from an institution established to redress inequality, an institution that each generation has the responsibility of scanning the social and Vince Boudreau political landscape, and setting its sights on rectifying that which sits most uneasily in President the light of that responsibility. It has been over fifty years since we have faced the kinds of challenges we face today to our democracy, to the fabric of our society, and to the health and security of our people. As an institution, we were made for this moment. As graduates of CCNY, you now shoulder the responsibility of giving voice to your vision of that just society, a vision we have worked to develop and instill in you all the days of your work with us. You have struggled, sometimes mightily and against long odds, to reach this day, and we beam with pride at your accomplishment. -
E: [email protected] | P: 646.664.3550 | W: Cuny.Edu/Grad | @Cunygradstudies WHO WE ARE
2019/2020 Graduate Programs Overview E: [email protected] | P: 646.664.3550 | W: cuny.edu/grad | @cunygradstudies WHO WE ARE OUR MISSION Every year, hundreds of thousands of students choose The City University of New York for a multitude of reasons that can be summed up as one: opportunity. Providing accessible education of value, regardless of background or means, has been CUNY’s mission since 1847. CUNY’s combination of quality academics, affordability, and 15 graduate campuses throughout New York City’s ve boroughs offers a unique educational experience to 30,000 graduate students. New York City is a cultural and economic powerhouse that functions as a dynamic and vibrant classroom. It serves as an incubator for ideas big and small and provides an opportunity to work with and learn from the best in the world. FACTS & FIGURES 24,000 3,600 1,400 . Master’s Students Doctoral Students Advanced Certicate Students 500 50 150 Master’s Degree Doctoral Degree Advanced Certicate Programs c Programs Programs 110 countries represented 90% of doctoral students receive m 160 research centers & institutes p ve-year fellowship packages 23% of doctoral students are international GRADUATE ADMISSIONS OFFICES For general questions, please contact the CUNY Ofce of Graduate Studies at [email protected] or 646.664.3550 College Phone Email Baruch College: Marxe School of Public & International Affairs 646.660.6750 [email protected] Baruch College: Weissman School of Arts & Sciences 646.312.4490 [email protected] Baruch College: -
448809103-The-City-Experience.Pdf
TheCity Experience Welcome to U.S. News & World Report One of the nation’s Most Ethnically Diverse institutions (2016, 2017) Among Top Three in Alumni Giving in City the North (2016) “CCNY has been a rewarding and enlightening experience; I am able to submerge myself with different cultures, ethnicities, and personalities of people. This has enabled me to broaden my knowledge in a scholarly and social manner, thus making me a stronger, more intelligent, and more The Princeton Review adaptable person. I believe these qualities will Among the nation’s Best Colleges help me immensely in my professional career in (2013, 2014, 2015, 2016, 2017) the future.” One of the best “colleges that pay you back” Tashrique Khandaker (2016, 2017) Class of 2017 Among the country’s greenest colleges (2016) “170 years ago, City College embarked on a then- audacious mission to provide an education to anyone with talent, regardless of who they were. Today, we proudly continue that tradition, buoyed by our faith that when you educate the whole people, you get a more just society, a wiser public policy, a richer culture, and a more capable and Military Friendly innovative economy. Wherever you were born, #1 among Public Universities with more than whatever you believe, and however you came here, 10,000 enrolled students nationwide (2017) we’ve built a community that will celebrate your Designated Military Friendly College (2016) experiences, your perspectives, and your identity. And, when you graduate into this global society, you’ll be prepared for leadership with strengths built on this most global of campuses.” Vincent Boudreau, PhD Interim President of The City College of New York Forbes One of America’s Top Colleges (2013, 2014, 2015, 2016) CITY COLLEGE AT A GLANCE History and Distinctions The City College of New York is the oldest and most comprehensive public higher-education institution in New York City. -
2018–19 (Full PDF)
Bulletin 2018–19 Bulletin The Graduate Center The City University of New York 2018–19 Volume Forty-One / NUMBER ONE 365 Fifth Avenue, New York, NY 10016-4309 www.gc.cuny.edu General: 1.212.817.7000 Admissions Office: 1.212.817.7470 (TDD users should call the New York Relay Center at 1.800.662.1220.) 2018–19 Bulletin, The Graduate Center, City University of New York NOTICE OF POSSIBLE CHANGES The City University of New York reserves the right, because of changing conditions, to make modifications of any nature in the academic programs and requirements of the University and its constituent colleges without advance notice. Tuition and fees set forth in this publication are similarly subject to change by the Board of Trustees of The City University of New York. The Uni- versity regrets any inconvenience this may cause. ACCREDITATION The City University of New York is registered by the New York State Department of Education: Office of Higher Education and the Professions, Cultural Education Center, Room 5B28, Albany, NY 12230; Telephone: 1.518.474.5851; http://www.nysed.gov/heds/IRPSL1.html. The Graduate Center has been accredited by the Commission on Higher Education of the Middle States As- sociation of Colleges and Schools since 1961, last reaffirmed in 2010. Seehttp://www.gc.cuny. edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Policies/General/Accreditation.pdf. 2 THE GRADUATE CENTER CALENDAR 2018–19 FALL 2018 August 1 (Wed.) ........................ Financial aid registration deadline. Last day for returning students to register full time in order to ensure fellowship payment during the first week of classes. -
ENGINEERING (Ph.D.)
ENGINEERING (Ph.D.) Executive Officer: Associate Dean Ardie D. Walser The Grove School of Engineering The City College Convent Avenue and 138th Street New York, NY 10031 212.650.8030 Email: [email protected] http://www1.ccny.cuny.edu/prospective/engineering Note: The Ph.D. Program in Engineering at the Graduate Center is no longer accepting any new applications. The Graduate Center is providing the opportunity for continuing students to com- plete their degrees. Prospective students may apply to the Grove School of Engineering at The City College of the City University of New York. See http://www1.ccny.cuny.edu/prospective/ engineering/. For information, please contact Associate Dean Ardie D. Walser: awalser@gc. cuny.edu. FACULTY Andreas Acrivos n Anil Kumar Agrawal n Samir A. Ahmed n Daniel L. Akins n Harold Alexander n Robert R. Alfano n Mohamed A. Ali n Yiannis Andreopoulos n Neophytos Antoniades n Sanjoy Banerjee n CharusheelN. Bapat n Joseph Barba n Jacques E. Benveniste n Marom Bikson n Adele L. Boskey n G.Donald Brandt n Candido Cabo n Nancy Camacho n Raymond L. Camisa n Luis Cardoso Landa n Cynthia Chen n Michael Conner n Carl J. Costantino n Alexander Couzis n Stephen Cowin n David T. Crouse n Zeev Dagan n Feridun Delale n Vasil Diyamandoglu n Roger Dorsinville n Shayesteh Esmaeila-Mahani n Erlan H. Feria n John Fillos n Susannah P. Fritton n Bingmei M. Fu n Peter Ganatos n Swapan Kumar Gayen n Michel Ghosn n M. Lane Gilchrist n Robert A. Graff n Barry Gross n Marilyn R. -
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. -
Educational Priorities Panel Capital Promises
EDUCATIONAL PRIORITIES PANEL CAPITAL PROMISES: WHY NYC CHILDREN DON’T HAVE THE SCHOOL BUILDINGS THEY NEED July 2007 This report was made possible by grants to the Educational Priorities Panel from The New York Community Trust and The Scherman Foundation and additional funding from the Schott Foundation for Public Education. Printing assistance for review copies of this report was provided by the office of NYC Councilmember Robert Jackson. Author: Noreen Connell SUMMARY AND INTRODUCTION The objective of this report is to answer the big questions about whether in the foreseeable future most school overcrowding in New York City will be eliminated and all city children will have class sizes and access to school libraries, science labs, art/music rooms, and physical fitness activities that are the norm for students in the rest of the state. The short answer is maybe, but not within the next few years. The Educational Priorities Panel (EPP) tackled these questions in the wake of a state budget agreement in the spring of 2006 to provide more school facilities funding to New York City. Instead of adopting a more ambitious BRICKS facilities plan fashioned by plaintiffs in a 14- year Campaign for Fiscal Equity (CFE) lawsuit, the NYS Legislature and the Governor created an EXCEL plan. This plan essentially met the Mayor’s demand that the financing of the city’s $13.1 billion Children First 2005-09 capital plan be restructured to ensure that at least half the funding be provided by the state. If the BRICKS plan had prevailed, the state would have provided the city school system with an additional $9.2 billion above the state’s $6.5 billion commitment for half of the city’s capital plan funding. -
UC Riverside UC Riverside Electronic Theses and Dissertations
UC Riverside UC Riverside Electronic Theses and Dissertations Title Saving Carnegie Hall: A Case Study of Historic Preservation in Postwar New York City Permalink https://escholarship.org/uc/item/3x19f20h Author Schmitz, Sandra Elizabeth Publication Date 2015 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA RIVERSIDE Saving Carnegie Hall: A Case Study of Historic Preservation in Postwar New York A Thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts in Art History by Sandra Elizabeth Schmitz June 2015 Thesis Committee: Dr. Patricia Morton, Chairperson Dr. Jason Weems Dr. Catherine Gudis Copyright by Sandra Elizabeth Schmitz 2015 The Thesis of Sandra Elizabeth Schmitz is approved: Committee Chairperson University of California, Riverside Acknowledgements I would like to thank my thesis advisor, Dr. Patricia Morton, for helping me to arrive at this topic and for providing encouragement and support along the way. I’m incredibly grateful for the time she took to share her knowledgeable insight and provide thorough feedback. Committee members Dr. Jason Weems and Dr. Catherine Gudis also brought valuable depth to my project through their knowledge of American architecture, urbanism, and preservation. The department of Art History at the University of California, Riverside (UCR) made this project possible by providing me with a travel grant to conduct research in New York City. Carnegie Hall’s archivists graciously guided my research at the beginning of this project and provided more information than I could fit in this thesis. I could not have accomplished this project without the support of Stacie, Hannah, Leah, and all the friends who helped me stay grounded through the last two years of writing, editing, and talking about architecture.