Graduate Bulletin
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
RADICAL ARCHIVES Presented by the Asian/Pacific/American Institute at NYU Curated by Mariam Ghani and Chitra Ganesh
a/p/a RADICAL ARCHIVES presented by the Asian/Pacific/American Institute at NYU curated by Mariam Ghani and Chitra Ganesh Friday, April 11 – Saturday, April 12, 2014 radicalarchives.net Co-sponsored by Asia Art Archive, Hemispheric Institute, NYU History Department, NYU Moving Image Archive Program, and NYU Archives and Public History Program. Access the Internet with NYU WiFi SSID nyuguest login guest2 password erspasta RADICAL ARCHIVES is a two-day conference organized around the notion of archiving as a radical practice, including: archives of radical politics and practices; archives that are radical in form or function; moments or contexts in which archiving in itself becomes a radical act; and considerations of how archives can be active in the present, as well as documents of the past and scripts for the future. The conference is organized around four threads of radical archival practice: Archive and Affect, or the embodied archive; Archiving Around Absence, or reading for the shadows; Archives and Ethics, or stealing from and for archives; and Archive as Constellation, or archive as method, medium, and interface. Advisory Committee Diana Taylor John Kuo Wei Tchen Peter Wosh Performances curated Helaine Gawlica (Hemispheric Institute) with assistance from Marlène Ramírez-Cancio (Hemispheric Institute) RADICAL ARCHIVES SITE MAP Friday, April 11 – Saturday, April 12 KEY 1 NYU Cantor Film Center 36 E. 8th St Restaurants Coffee & Tea 2 Asian/Pacific/American Institute at NYU 8 Washington Mews Cafetasia Cafe Nadery Oren’s 3 NYU Bobst -
Quality of Life Survey – Key Findings
Quality of Life Survey – Key Findings Student Affairs Commiee March 30th, 2014 Quality of Life What? • University-wide survey designed to measure student quality of life on qualitative and quantitative levels. – Recommendations derived from data will drive short-, mid-, and long-term proJects to improve student quality of life. Why? • There has never been a comprehensive, campus-wide assessment of Columbia students’ quality of life. – Several schools and departments have surveys for specific needs, but they sometimes lack rigor and the ability to draw conclusions from a broad network of variables. 2 Quality of Life How? • 13 Categories: - Funding, Housing, Academics, Social Life, Transportation, Safety, Libraries, Space, Career Preparation, Administration, Fitness, Technology, and Health • Four parts in each category: - Satisfaction - Specific satisfaction questions per category - Importance - Satisfaction * Importance = Impact - Open-ended recommendation question per category • Randomized order of categories • Wide variety of variables: – 16 Demographic Variables – 84 Satisfaction Variables – 13 Importance Variables – 55 Personality Variables 3 Quality of Life — Timeline • Fall 2012: Survey Design and Development – Behavioral Research Lab at the Columbia Business School • February 2013: Pilot to selected students • February – April 2013: Engaged stakeholders and Improved Survey • April 2013: Launched Survey • 2013-2014: Analysis and Recommendations 4 Number of Responses Emailed to 36,000 students In 20 different schools Over 8,650 surveys started Over 6,250 completed responses Overall response rate of 17.1% 5 School Response Rates 35% 33% 33% 30% 30% 25% 25% 25% 25% 24% 21% 19% 20% 19% 17% 17% 14% 15% 14% 12% 12% 11% 10% 10% 10% 9% 9% 5% 0% Altogether, out of Columbia’s 2012 enrollment of over 36,000 full-time and part-time students, we received 6,276 complete responses. -
2016-Jd-Application.Pdf
COLUMBIA LAW SCHOOL GENERAL INFORMATION FOR ADMISSION FALL 2016 *APPLICATIONS MUST BE SUBMITTED ELECTRONICALLY THROUGH LSAC (WWW.LSAC.ORG), AND QUESTIONS FOUND HEREIN ARE SUBJECT TO CHANGE. HOWEVER, THIS APPLICATION CAN BE USED FOR PREPARATION PURPOSES. 1 COLUMBIA LAW SCHOOL | AN INTRODUCTION Instructions *Indicates a required field. Please note that applications to Columbia Law School must be submitted electronically through LSAC. Paper applications will not be accepted. To avoid any confusion or delay in the processing of your application, please ensure that you: (1) consistently use your proper name; (2) keep us informed of any mailing address, telephone number, or email address changes during the application process; and (3) write your LSAC account number on all correspondence with the Office of Admissions. METHOD OF APPLICATION Early Decision Plan For Early Decision candidates, the law school application process is simplified and expedited considerably; it is less expensive in terms of time, effort, and money. Early Decision candidates must complete their applications by November 15 and are generally notified of the Admissions Committee’s decision in December. Candidates applying on an Early Decision basis commit themselves to matriculate at Columbia if admitted. Successful Early Decision candidates may not initiate any new law school applications, must immediately withdraw other applications once notified of their Columbia acceptance, and must decline any acceptances they may have received prior to admission to Columbia under the Early Decision Plan. Failure to honor these commitments will result in Columbia revoking its offer of admission. Please be aware that, responding to the request of some peer law schools, Columbia will provide these schools with the names of all applicants accepted under our binding Early Decision Plan. -
The Meaning of the Federalist Papers
English-Language Arts: Operational Lesson Title: The Meaning of the Federalist Papers Enduring Understanding: Equality is necessary for democracy to thrive. Essential Question: How did the constitutional system described in The Federalist Papers contribute to our national ideas about equality? Lesson Overview This two-part lesson explores the Federalist Papers. First, students engage in a discussion about how they get information about current issues. Next, they read a short history of the Federalist Papers and work in small groups to closely examine the text. Then, student pairs analyze primary source manuscripts concerning the Federalist Papers and relate these documents to what they have already learned. In an optional interactive activity, students now work in small groups to research a Federalist or Anti-Federalist and role-play this person in a classroom debate on the adoption of the Constitution. Extended writing and primary source activities follow that allow students to use their understanding of the history and significance of the Federalist Papers. Lesson Objectives Students will be able to: • Explain arguments for the necessity of a Constitution and a bill of rights. • Define democracy and republic and explain James Madison’s use of these terms. • Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers using primary source examples. • Discuss and defend the ideas of the leading Federalists and Anti-Federalists on several issues in a classroom role-play debate. (Optional Activity) • Develop critical thinking, writing skills, and facility with textual evidence by examining the strengths of either Federalism or Anti-Federalism. (Optional/Extended Activities) • Use both research skills and creative writing techniques to draft a dialogue between two contemporary figures that reflects differences in Federalist and Anti-Federalist philosophies. -
The Newsletter of the Lloyd Sealy Library Fall 2013
lloyd sealy library Classified Information The Newsletter of the Lloyd Sealy Library Fall 2013 From the Desk of the Chief Librarian he Lloyd Sealy Library is appropriately named after the an adjunct professor of corrections at John Jay. He died on Tfirst African-American to reach the rank of Assistant June 10, 2002. Chief Inspector in the New York City Police Department. Some years ago, John Jay President Jeremy Travis, who Mr. Sealy’s promotion came in 1966, some 55 years after from 1984–1986 served as Special Counsel to Commissioner Samuel J. Battle became New York’s first African-American Benjamin Ward, and this librarian entered into negations police officer in 1911 under the charter that consolidated the with the Ward family for the late commissioner’s private boroughs in 1898. Mr. Sealy was also a member of our fac- papers. We are pleased to say that we were successful and ulty after his retirement. This brief history goes by way of that the extant papers are safely housed in the Lloyd Sealy saying that on January 5, 1984, Mayor Edward Koch swore Library’s Special Collections Division. The holdings include in Benjamin Ward as the city’s first African-American Police numerous important documents, letters, and his unpub- Commissioner. Mr. Ward had a long career in public service. lished autobiography Top Cop. After he became the first black officer to patrol Brooklyn’s Researchers are encouraged to look at the finding aid and 80th precinct, he quickly rose to the rank of Lieutenant, use this most valuable collection. -
The Year in U.S. Occupational Health & Safety (7Th
The Year in U.S. Occupational i Health & Safety Fall 2017 – Summer 2018 7th Edition By Celeste Monforton, DrPH, MPH & Kim Krisberg Labor Day, 2018 The Year in U.S. Occupational Health & Safety: 2012 Report Kim Krisberg is a freelance writer who specializes in public health. She was on the staff of the American Public Health Association and continues to write for the association’s newspaper, the Nation’s Health. She contributes several times a week to The Pump Handle blog. Celeste Monforton, DrPH, MPH, is project director of Beyond OSHA and a lecturer in the Department of Health and Human Performance at Texas State University. She contributes weekly to The Pump Handle blog. The authors thank Liz Borkowski, MPH, for her editorial assistance. The full-page photos in the yearbook were taken on Dec. 5-7, 2017 at the National Conference on Worker Safety and Health in Baltimore, MD (COSHCON17). Appearing is: Chee Chang, International Brotherhood of Teamsters (IBT); Ella Ellerbe, UFCW Local 1208 in Tar Heel, NC; Kayla Kelechian, Worker Center of Central New York; Manuel Pérez, Cincinnati Interfaith Workers Center; Jim Moran, PhilaPOSH; and Steve Kreins, BLET 236/ IBT in Portland, OR. This report was produced with funding from the Public Welfare Foundation, but the views expressed in it are those of the authors alone. Graphic Design: TheresaWellingDesign.com Table of Contents Introduction and Overview I. The Federal Government and Occupational Health and Safety ......................... 1 OSHA, MSHA, and NIOSH ................................................................................................................3 Poultry and Meatpacking Workers Challenge USDA Policies .................................................... 10 Chemical Safety Board and EPA ................................................................................................... 14 II. Addressing Occupational Health and Safety at the State and Local Levels .. -
Alexander Hamilton to John Jay on African-American Soldiers (March, 14, 1779)
Alexander Hamilton to John Jay on African-American Soldiers (March, 14, 1779) On March 14, 1779, Alexander Hamilton wrote this letter to John Jay regarding the recruitment of black soldiers. Hamilton expressed his opinion that former slaves might prove even better soldiers than the whites. Unlike many of his contemporaries, he rejected prejudices about the natural abilities of African-Americans and attributed any of their deficiencies to their social condition as slaves. As you read the letter, consider why Hamilton advocated giving the slaves "their freedom with their muskets" and what effect he thought this would have on slaves throughout the South. How did he propose to overcome the objections of slaveowners? Why was his plan rejected by congress? Col Laurens, who will have the honor of delivering you this letter, is on his way to South Carolina, on a project, which I think, in the present situation of affairs there, is a very good one and deserves every kind of support and encouragement. This is to raise two three or four batalions of negroes; with the assistance of the government of that state, by contributions from the owners in proportion to the number they possess. If you should think proper to enter upon the subject with him, he will give you a detail of his plan. He wishes to have it recommended by Congress to the state; and, as an inducement, that they would engage to take those batalions into Continental pay. It appears to me, that an expedient of this kind, in the present state of Southern affairs, is the most rational, that can be adopted, and promises very important advantages. -
JD/Ph.D. Dual Degree Program
Columbia Law School and Columbia Graduate School of Arts and Sciences - J.D./Ph.D. Dual Degree Program Columbia Law School and the Columbia Graduate School of Arts and Sciences (“GSAS”) offer a combined program of study that enables students to earn a J.D. degree and the sequential M.A., M.Phil., and Ph.D. degrees in less time than would be required if each program were pursued separately. For more information about the J.D./Ph.D. program and the various GSAS departments that have elected to participate in the program, please visit the GSAS website. Admissions Prospective students must make separate applications and gain admission to both the Law School and a participating Ph.D. program in GSAS. There is no J.D./M.A. or J.D./M.S. dual degree program. Applicants may either apply simultaneously to both schools or apply initially only to one school and apply to the other school after commencing their course of study. However, students must apply to and enroll at the second school before completing their coursework at the first school. For information regarding the admissions process at each school, please visit the CLS Office of Admissions and the GSAS Office of Admissions webpages. Degree Requirements Minimum Residency Requirements: 5 semesters at the Law School; 4 semesters of coursework at GSAS (plus the writing and defense of a dissertation). o NB: Pursuant to ABA guidelines, students must complete the J.D. degree within 84 months of commencing law school in order to be eligible to sit for the bar examination. -
Constitutional Reflections
Loyola University Chicago Law Journal Volume 49 Issue 4 Summer 2018 Article 9 2018 The United States as an Idea: Constitutional Reflections H Jefferson Powell Follow this and additional works at: https://lawecommons.luc.edu/luclj Part of the Law Commons Recommended Citation H J. Powell, The United States as an Idea: Constitutional Reflections, 49 Loy. U. Chi. L. J. 705 (). Available at: https://lawecommons.luc.edu/luclj/vol49/iss4/9 This Article is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Loyola University Chicago Law Journal by an authorized editor of LAW eCommons. For more information, please contact [email protected]. The United States as an Idea: Constitutional Reflections H. Jefferson Powell* I’d like to begin my remarks with two completely unoriginal observations. The first is that United States is a nation that rests on ideas, in a sense that isn’t quite true of many other nations. What we mean by, say, Denmark, or my ancestral country of Wales, certainly is tied up with ideas about what it means to be Danish or Welsh. To be Welsh is, among other things, to belong to a nation of poets: the greatest cultural achievement for any Welshman or woman—leaving aside organized sports!—is to be crowned Bard (chief poet) at the National Eisteddfod. But the ideas that characterize Denmark or Wales belong to a national community that did not begin with ideas and a conscious decision. There was no convention that established Denmark, no declaration that announced Wales, and it is pointless to ask when either nation was created.1 Both emerged out of “the mists of time,” out of a particular human experience of geography, culture, language, religion, perceived physical kinship, and so on. -
Jd/Mba Program
JD/MBA PROGRAM One world-class institution. Two degrees. Why Pursue the JD/MBA at Columbia? Globalization and innovation are changing the way we do business—and today’s Making an leaders must be prepared to adapt to an ever-evolving economic landscape. At the heart of this dynamic world is New York City, the hub for industries such as finance, media, and law—and home to Columbia University. Columbia Impact Business School and Columbia Law School have partnered to offer future leaders Where the opportunity to earn two prestigious degrees in as few as three years through Columbia’s JD/MBA Program. and Business Law Access to Expertise Meet — The dual degree program provides access to preeminent faculty members from two exceptional Columbia University • JD/MBA Program Columbia University schools, giving students an unparalleled academic “Obtaining both a JD and an advantage. MBA degree provides a unique — Students benefit from powerful Columbia alumni perspective on managing networks in both law and business, connecting opportunity and risk. It gives them to trailblazers across industries and a professional an edge by disciplines around the globe. providing them with multiple — Students get a jump start on their post-graduation frameworks for understanding pursuits, receiving career advice and access to and solving a variety of resources from the Law School’s Office of Career problems. Having both degrees Services and Professional Development and the enables recipients to have Career Management Center at Columbia Business School. many more career choices and develops the circumspection organizations value in their At the Center of Success senior professionals.” — The program is located in New York City, the business capital of the world and headquarters to Michael Malone, Associate Dean for MBA the most prestigious law firms in the U.S. -
Supreme Court Justices
The Supreme Court Justices Supreme Court Justices *asterick denotes chief justice John Jay* (1789-95) Robert C. Grier (1846-70) John Rutledge* (1790-91; 1795) Benjamin R. Curtis (1851-57) William Cushing (1790-1810) John A. Campbell (1853-61) James Wilson (1789-98) Nathan Clifford (1858-81) John Blair, Jr. (1790-96) Noah Haynes Swayne (1862-81) James Iredell (1790-99) Samuel F. Miller (1862-90) Thomas Johnson (1792-93) David Davis (1862-77) William Paterson (1793-1806) Stephen J. Field (1863-97) Samuel Chase (1796-1811) Salmon P. Chase* (1864-73) Olliver Ellsworth* (1796-1800) William Strong (1870-80) ___________________ ___________________ Bushrod Washington (1799-1829) Joseph P. Bradley (1870-92) Alfred Moore (1800-1804) Ward Hunt (1873-82) John Marshall* (1801-35) Morrison R. Waite* (1874-88) William Johnson (1804-34) John M. Harlan (1877-1911) Henry B. Livingston (1807-23) William B. Woods (1881-87) Thomas Todd (1807-26) Stanley Matthews (1881-89) Gabriel Duvall (1811-35) Horace Gray (1882-1902) Joseph Story (1812-45) Samuel Blatchford (1882-93) Smith Thompson (1823-43) Lucius Q.C. Lamar (1883-93) Robert Trimble (1826-28) Melville W. Fuller* (1888-1910) ___________________ ___________________ John McLean (1830-61) David J. Brewer (1890-1910) Henry Baldwin (1830-44) Henry B. Brown (1891-1906) James Moore Wayne (1835-67) George Shiras, Jr. (1892-1903) Roger B. Taney* (1836-64) Howell E. Jackson (1893-95) Philip P. Barbour (1836-41) Edward D. White* (1894-1921) John Catron (1837-65) Rufus W. Peckham (1896-1909) John McKinley (1838-52) Joseph McKenna (1898-1925) Peter Vivian Daniel (1842-60) Oliver W. -
Psychologist FALL,FALL, 20172016 VOL XXIX / NO
N Y S THE OFFICIAL JOURNAL OF THE NEW YORK STATE PSYCHOLOGICAL ASSOCIATION Psychologist FALL,FALL, 20172016 VOL XXIX / NO. 3 Special issue of the NYSPA Notebook VOL XXVIII / NO. 3 Addressing Microaggressions Psychologyand Macroaggressions as an in EmergingDiverse Contexts Mental Health Profession in Oncology NYS Psychologist • Fall 2017 • Vol. XXIX No. 3 Page 1 Key Professional Liability Insurance Protection Throughout Your Career Insurance coverage is key to your peace of mind. Along with your training, experience, and expertise, Trust Sponsored Professional Liability Insurance* gives you the confidence to provide psychological services in a host of settings – across your entire career. Even if you have coverage through your institution or employer, it pays to have your own priority protection through The Trust. Unlock essential benefits. Along with reliable insurance coverage, The Trust policy includes useful benefits focusing on psychologists – free Advocate 800 consultations, exclusive discounts on continuing education and insurance premiums, and more. See why so many of your colleagues rely on The Trust for their insurance and risk management needs. trustinsurance.com • 1-800-477-1200 * Insurance provided by ACE American Insurance Company, Philadelphia, PA and its U.S.-based Chubb underwriting company affiliates. Program administered by Trust Risk Management Services, Inc. The product information above is a summary only. The insurance policy actually issued contains the terms and conditions of the contract. All products may not be available in all states. Chubb is the marketing name used to refer to subsidiaries of Chubb Limited providing insurance and related services. For a list of these subsidiaries, please visit new.chubb.com.