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Relevant bibliographies by topics / New York School for the Deaf

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Academic literature on the topic 'New York School for the Deaf'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "New York School for the Deaf"

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Goldstein, Andrew. "Dr Eric L. Friedland z’l." European Judaism 54, no. 1 (March 1, 2021): 145–49. http://dx.doi.org/10.3167/ej.2021.540113.

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Eric Friedland was born in New York City in 1941. Soon after birth it was found he had defective hearing and his mother faced hardship as his father left home six months later. His mother moved to Boston to be near relatives. She made the decision that Eric would not learn sign language as she said this would destine him to move largely among deaf people. Instead he became proficient in lip reading. Initially he did go to a school for the hearing impaired, but his life took off when he moved to Hebrew Teachers College in Boston. Here was founded his deep and wide Jewish knowledge, as all lessons were taught in Hebrew. He graduated from Brookline High School in 1957 and from Boston University in 1960.

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Hiestand, Wanda C. "Frances U. Reiter and the Graduate School of Nursing at the New York Medical College, 1960–1973." Nursing History Review 14, no. 1 (September 2006): 213–26. http://dx.doi.org/10.1891/1062-8061.14.213.

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In 1960, at the age of fifty-six, Frances U. Reiter (Figure 1) became dean of the newly established Graduate School of Nursing, New York Medical College, Flower and Fifth Avenue Hospitals. For Reiter, this bold venture in professional nursing education marked the attainment of a dream. Here at last was a graduate school of nursing requiring the baccalaureate degree for admission, under the direction of a nurse, and focused on education for advanced clinical practice. This paper tells the story of Reiter, the Graduate School of Nursing at New York Medical College, the development of an educational program for advanced nurse-clinician practice, and the belief that personal care of the patient is the heart of nursing.

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Isaac, Jeffrey C. "The Politics of Inequality in the Face of Financial Crisis." Perspectives on Politics 11, no. 1 (March 2013): 1–7. http://dx.doi.org/10.1017/s1537592712003611.

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I entered college in September of 1975, a working class kid from Queens whose father, Hyman Isaac, was an unemployed linotype operator (I wonder how many of our younger readers even know what that is; it's a typesetter, a trade that no longer exists), and whose mother, Sylvia Isaac, was an office secretary. I thus enrolled at Queens College, the neighborhood school, part of the City University of New York which, in 1975, offered free tuition to all New York City high school graduates. A month later, on October 30, the New York Daily News carried one of the most famous newspaper headlines of the century: “Ford to the City: Drop Dead.” The Ford in question was Gerald Ford, the unelected President of the United States who had acceded to the office from the House of Representatives when first the Vice-President (Spiro Agnew) and then the President (Richard Nixon) resigned amid scandal and disgrace. And his “drop dead” to “the city”—New York City—was a strong declaration that the US government would not bail New York out of the severe fiscal crisis in which it was mired. That same autumn, the State of New York passed the New York State Financial Emergency Act of The City of New York, placing the city in receivership, under the fiscal control of a state-appointed Emergency Financial Control Board: EFCB. That acronym, and a second with which it was conjoined—MAC, or “Big MAC,” the Municipal Assistance Corporation, the bond authority led by Felix Rohatyn that became the veritable executive office of the city—is indelibly stamped on the psyches of all who lived in and around New York in those years. For me, a teenage college student, the most palpable effect of all of this was the abolition of tuition-free higher education in New York City in 1976—a sour note during that year's bicentennial celebration of American freedom.

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Elliot, Lisa B., Susan Foster, and Michael Stinson. "A Qualitative Study of Teachers' Acceptance of a Speech-to-Text Transcription System in High School and College Classrooms." Journal of Special Education Technology 18, no. 3 (June 2003): 45–59. http://dx.doi.org/10.1177/016264340301800303.

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Student success using an assistive technology may be partially attributed to educators' acceptance of the technology. High school and college educators in New York and California participated in a qualitative study of the implementation of a speech-to-text support service for students who are deaf or hard of hearing. Educators' interviews were analyzed using criteria from Rogers (1995) model of diffusion of innovations. Educators accepted the support service due to its relative advantage to other notetaking services, perceived simplicity of the system, and perceived potential for students. Acceptance was less clear-cut in the domains of compatibility and trialability. Educators were less certain that it was compatible with their expectations for student learning in the classroom and trialability of the service was influenced by educators' perceptions of how they were approached for the trial of the service in their classrooms. Results of this study suggest that successful implementation of assistive technology depends on the ability to satisfy both student needs and educators' values.

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Posamentier, Alfred S. "Letter from the Dean of the School of Education, The City College of New York." New Educator 1, no. 1 (February 2005): iii—iv. http://dx.doi.org/10.1080/15476880590906075.

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Bayley, Robert. "THE POWER OF BABEL: TEACHING AND LEARNING IN MULTILINGUAL CLASSROOMS.Viv Edwards. Stoke-on-Trent, UK: Trentham Books, 1998. Pp. 88. £11.95 paper." Studies in Second Language Acquisition 22, no. 2 (June 2000): 284. http://dx.doi.org/10.1017/s0272263100222067.

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As a result of large-scale migrations from the less developed to the more developed countries, the multilingual, multicultural school is becoming a reality, not only in cities with traditionally large immigrant populations such as New York, Los Angeles, and Toronto, but throughout North America and Western Europe. Indeed, the 1990 U.S. Census shows that one in every seven children between the ages of 5 and 17 comes from a home where a language other than English is spoken. These major demographic changes have left many teachers and other school personnel unprepared to deal with the new realities of the multilingual, multicultural classroom. Edwards' brief volume is directed to mainstream classroom teachers who, if current trends continue as expected, will spend much of their careers in even more linguistically and culturally diverse schools than exist currently. Edwards' intent is to counter widespread myths about second language learning and bilingualism, and to assist teachers maximizing the rich educational resource that the multicultural, multilingual school represents.

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Thomas, Chantal. "Introductory Remarks by Chantal Thomas." Proceedings of the ASIL Annual Meeting 112 (2018): 175. http://dx.doi.org/10.1017/amp.2019.99.

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Without further ado, our really fabulous group of speakers. We will begin with Professor Alex Aleinikoff. He is the university professor and director of the Zolberg Institute on Migration and Mobility at The New School in New York City, formerly the United Nations (UN) deputy high commissioner for Refugees, and before that dean of the Georgetown Law School here in Washington. After that we will be hearing from Alice Thomas, who is the climate displacement program manager for Refugees International. And then Michelle Leighton, who is the chief of the Labor Migration Branch of the International Labor Organization.

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Gamoran, Adam, Andrew C. Porter, John Smithson, and Paula A. White. "Upgrading High School Mathematics Instruction: Improving Learning Opportunities for Low-Achieving, Low-Income Youth." Educational Evaluation and Policy Analysis 19, no. 4 (December 1997): 325–38. http://dx.doi.org/10.3102/01623737019004325.

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Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of “transition” math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth.

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Pappas, Liza N. "Is deliberation a laudable goal when policy is a done deal? The Habermasian public sphere and legitimacy in a market era of education policymaking." education policy analysis archives 24 (December 5, 2016): 121. http://dx.doi.org/10.14507/epaa.24.2409.

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The state mandated public hearings concerning school closing proposals in New York City provide a window into a diverse set of policy actors and their deliberations. Opposition to school closures is often cast as entrenched interests, emotional attachment, support for the status quo or at worst negligence. However, content analysis reveals that testimony offered by parent, community, and educator leaders contained a range of substantial critiques of school closing proposals, their motivations, justifications, and expected results. I argue that the hearings did not fully constitute a public sphere by Habermasian criteria, nor a counterpublic by Fraser and Dawson criteria. In fact, the hearings had contradictory effects; one school successfully fought closure by both resisting and reifying neoliberal logic in education policymaking. Some data demonstrates that this school’s market-based argument resonated with state authorities, while other data indicates that this market-based argument coincided with the state’s own interest to defend its legitimacy in policymaking.

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Coulehan, Jack. "Anatomy of Anatomy, by Meryl Levin. New York: Third Rail Press, 2000. 133 pp." Cambridge Quarterly of Healthcare Ethics 11, no. 4 (August 30, 2002): 415–17. http://dx.doi.org/10.1017/s0963180102004164.

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Camaraderie is what I remember most about my anatomy course in medical school. There were six of us to the cadaver; six strangers who, during the course of endless hours of dissection and study, formed unique bonds. As time went on, we developed closer friendships with others, but none of these included that special sense of having been together at the beginning. We named our cadaver Ernest so we could kid about telling our parents that we were working in dead earnest. I can still visualize the man's sharp, rough face, gray and emaciated. I see his ravaged black lungs. As I write this review, the trenchant odor of formaldehyde reaches out from 36 years in the past and makes my eyes water. Nowadays, I could no more list the skull's foramina than I could speak Sanskrit, but I haven't forgotten most of the lessons that Ernest taught me.

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Dissertations / Theses on the topic "New York School for the Deaf"

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Gritt, Sam. "The New York School as poetic community." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285102.

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Padalino, Paul J. "Superintendent job satisfaction in New York State." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009padalino_p.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Dr. Myers, Department of Educational Administration, Sage Graduate School." Suggested keywords: superintendent; school district administration; job satisfaction; occupational stress; retention; recruitment; future pool of leaders; education reform; leadership Includes bibliographical references.

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Rosen, Jane Ehrenberg. "The ways women lead school districts in New York, New Jersey, and Connecticut /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353910.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Francis A. J. Ianni. Includes tables. Includes bibliographical references (leaves 171-189).

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Mabogoane, Thabo Walter Yinger John. "Understanding attrition in New York State public education." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Cantres, Dianah. "School-Wide Factors in New York State High School Counseling Program Readiness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1378.

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While current accountability regimes in U.S. public education focus on the job performance of individual school professionals, research in industrial/organizational psychology has established the importance of system-wide factors for organizational outcomes. The purpose of this study was to identify school-wide factors that predict guidance program readiness in New York State high schools. This nonexperimental, quantitative study was based on a survey sample of 97 guidance counselors in New York State. Multivariariate analyses of variance showed that two school-wide independent variables-urbanization of school location and counselor-student ratio-predict scores on guidance program readiness, measured using the American School Counselor Association Readiness Survey. This instrument assesses program readiness on seven subscales-community support, leadership, guidance curriculum, staff/time use, counselor's beliefs and attitudes, counselor's skills, district resources-and overall program readiness. Because prior research shows that this instrument predicts guidance program effectiveness, the findings of the present research have important implications for school reform debates. Specifically, it would appear that school-wide factors significantly influence guidance program outcomes, calling into question the adequacy of accountability systems based on the job performance of individual guidance counselors and other education professionals. This research contributes to a growing body of evidence in support of the whole system paradigm of school reform, which seeks to improve both individual and system outcomes through system transformation.

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Descoteaux, William R. "First Fundamentalist Baptist School : a sociological inquiry." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720154.

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This research describes the social structure of a fundamentalist Baptist Christian School, labeled as First Fundamentalist Baptist School (FFBS). The case study is based on field research extending from August, 1985 through June, 1987. The methodology consisted primarily of qualitative measures: non-participant observation, semi-structured and informal interviews, thematic analysis and historical research. Additionally a brief quantitative survey was given. The methodology's components produce "thick description."The findings place First Fundamentalist Baptist Church (FFBC), the organization which operates the school, in the context of American Protestant fundamentalism. The church and school are shown as representing a separatist fundamentalist category. Discussion of the development of Christian schools in the United States, since the mid-1960's, along with the causes prompting the movement and the specific founding of FFBS embody chapter two. The thematic analysis of FFBS's fundamentalist curricula, based on an inerrant Bible as the pervasive controlling integrator, is the topic of chapter three. Chapter four examines the organization's relationship with the larger society: other churches, public educational authorities, the state and the larger world. Social control mechanisms functioning to reinforce the group's unique subcultural identity are detailed in the fifth chapter.The theoretical premises proposed to explain the FFBS are: 1) fundamentalism is an enduring conservative movement in reaction to modernity; 2) the FFBS-FFBC community is representative of a countercultural subculture; and 3) FFBS is a component of FFBC's sect-like orientation.Fundamentalism, once 'thought doomed to extinction as a result of the forces of modernity, remains a vital movement. Evidence of the movement's strength includes the presence of a conservatively estimated four million fundamentalists, political activism, tele-evangelism and the rise of Christian schools. Modernity, rather than extinguishing fundamentalism, has evoked strong reactions reinforcing the movement. FFBS is a component of these reactions.
Department of History

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Dedrick, Charles S. "Politics, practicality and personality : superintendent succession planning in New York State /." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009dedrick_c.PDF.

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Thesis (E. Ed.) -- The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Ann Myers, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: succession; succession planning; superintendent succession; leadership succession; superintendent turnover; passive absorption; transition planning; internal candidate; external candidate; superintendent search; vertical preparation; horizontal preparation. Includes bibliographical references: (p. 84-88).

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Sills, Rachel Marianne. "The city, art and death in the poetry of Frank O'Hara." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266142.

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Silverberg, Mark Andrew. "Beyond radical art, the New York School poets and the neo-avant-garde." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ60668.pdf.

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Watkin, David Watkin. "In the process of poetry : the New York School and the avant-garde." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287397.

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Books on the topic "New York School for the Deaf"

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New York (State). Division of Audits and Accounts. State Education Department, New York State School for the Deaf at Rome, New York, financial management practices. [Albany, N.Y.]: The Office, 1986.

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Eastman, Gil. Deaf mosaic. Washington, D.C: Gallaudet University, Dept. of Television, Film & Photography, 1990.

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New York (State). Division of Audits and Accounts. Saint Joseph's School for the Deaf, settlement of state aid, July 1, 1977-June 30, 1984. [Albany, N.Y.]: The Office, 1985.

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Boles, James M. Dr. Skinner's remarkable school for "colored deaf, dumb, and blind children," 1857-1860. Buffalo, N.Y: People Ink Press in association with Museum of disABILITY Museum, 2010.

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Services, University of the State of New York Office for Special Education. New York State guidelines for educational interpreting. Albany, N.Y. (12234): University of the State of New York, State Education Dept., 1994.

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Silverberg, Mark, ed. New York School Collaborations. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572.

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Eastman, Gil. Deaf mosaic. Washington, D.C: Gallaudet University, Dept. of Television, Film & Photography, 1989.

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8

Willard, Eliza. New York Minute (New York Minute #1). New York: HarperEntertainment, 2004.

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Goldberg, Robert M. New York State history. Englewood Cliffs, N.J: Globe Book Company, 1988.

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Fisher, Ellen S. New York School of Interior Design home. New York: Clarkson Potter/Publishers, 2017.

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Book chapters on the topic "New York School for the Deaf"

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Silverberg, Mark. "Introduction." In New York School Collaborations, 1–16. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_1.

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Chevaillier, Flore. "“Everything Turns into Writing”: Rhizomes and Poetry Re-Processings in Ted Berrigan’s Sonnets." In New York School Collaborations, 199–213. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_10.

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Kaufman, Erica. "Giant Creatures Sculpted Here: Collectivity, Gender, and Performance in the Collaborations of Eileen Myles." In New York School Collaborations, 215–40. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_11.

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Hickman, Ben. "“Our Program Is the Absence of Any Program”: The New York School Reading the Past." In New York School Collaborations, 17–33. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_2.

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Diggory, Terence. "Ballet, Basketball, and the Erotics of New York School Collaboration." In New York School Collaborations, 35–57. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_3.

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Rosenbaum, Susan. "“Permeation, Ventilation, Occlusion”: Reading John Ashbery and Joe Brainard’s The Vermont Notebook in the Tradition of Surrealist Collaboration." In New York School Collaborations, 59–89. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_4.

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Levy, Ellen. "Slippery Subjects: Thoughts on the Occasion of Ashbery and Koch’s “Death Paints a Picture”." In New York School Collaborations, 91–112. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_5.

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Lamm, Kimberly. "Fair Realism: The Aesthetics of Restraint in Barbara Guest’s Collaborations." In New York School Collaborations, 113–40. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_6.

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Quilter, Jenni. "Life without Malice: The Minor Arts of Collaboration." In New York School Collaborations, 141–61. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_7.

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Gehlawat, Monika. "“An Opposite Force’s Breath”: Medium-Boundedness, Lyric Poetry, and Painting in Frank O’Hara." In New York School Collaborations, 163–82. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280572_8.

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Conference papers on the topic "New York School for the Deaf"

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Baglione, Melody, Nicholas Wong, Hannah Clevenson, Bridget O’Meara, and James Baker. "Creating an Interactive Light Studio for the American Sign Language and English Lower School." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64374.

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The Cooper Union for the Advancement of Science and Art created an Interactive Light Studio for pre-kindergarten students at The American Sign Language and English Lower School (P.S. 347) in New York City. Specific goals included designing a space for science exploration and creating ways for both deaf and hearing students to explore light and sound. Deaf and hearing impaired students, in particular, benefit from the design of a sound-to-light installation that uses microphones to provide visual feedback. Another installation includes a network of circuits, which imitate the interaction of fireflies when placed in various configurations by the children. The Interactive Light Studio promotes science to young children and engages a diverse student population in science and engineering. The project offers undergraduate engineering students an opportunity to improve their technical and professional skills and develop a broader appreciation of the role of engineers in bettering society.

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Baglione, Melody, Dale Short, Caitlin Correll, and David Tan. "Developing Installations and Activities for an Interactive Light Studio at the American Sign Language and English Lower School." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86438.

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Students from The Cooper Union for the Advancement of Science and Art created new installations and activities for an Interactive Light Studio for pre-kindergarten students at The American Sign Language and English Lower School (P.S. 347) in New York City. The studio creates ways for both deaf and hearing students to explore light and sound while simultaneously promoting science and technology to students at a young age. Improvements to the studio in the 2011–12 school year strove to further the educational mission of the project while introducing new and exciting interactive multimedia installations. A digital projection system was created using easily assessable sensors, electronics, and open-source computer software creating an interactive play and learning environment that encourages self-driven discovery. The project engages young children, including minorities, girls, and disabled children, in active science learning while providing Cooper Union students with an opportunity to work on a real world project in their community.

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Khandaker, Nazrul I., Sol De leon cruz, Ariel Skobelsky, Matthew Khargie, Chinenye B. Nwaweluozor, Nashurdeen Siddiq, Sukjoo Michael Jang, et al. "NASA MUREP AEROSPACE ACADEMY ENGAGING HIGH SCHOOL STUDENTS IN ROBOTICS WITH GEOSCIENCE APPLICATIONS: YORK COLLEGE, QUEENS, NEW YORK CITY." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-355543.

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Vazquez Batisti, Anita, and Michael E. Pizzingrillo. "Beyond Degree Programs: How a Major University Immersed Itself in the Educational Landscape of New York City." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.

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In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administrators and parents throughout New York City. We outline how each phase of Fordham’s involvement and work developed during New York City’s major educational reform agenda, resulting from the New York State Legislature’s granting the City’s Major control of New York City’s 1,500 public schools in 2002.

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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)

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van Geen, Alexander, James Gibson, Chaukim Peters, Franziska C. Landes, Brian J. Mailloux, and Tyler Ellis. "SCREENING HOMES FOR SOURCES OF LEAD EXPOSURE CONDUCTED BY HIGH SCHOOL STUDENTS IN NEW YORK AND NEW JERSEY: COMBINING CITIZEN SCIENCE WITH SCIENCE EDUCATION TO STUDY URBAN GEOCHEMISTRY." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-319987.

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Lai, Heather L., and Laura Bryant. "Mechanical Engineering Student Developed Lego Engineering Design Learning Activity for 6th Grade Science Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87499.

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A linkage synthesis and analysis project from a 3rd year mechanical engineering Kinematics of Machines course at SUNY New Paltz was used by the ASME student section to develop a Lego based middle school activity to teach engineering design as a part of the new 6th grade New York State Science Learning Standards. This activity was brought to a local middle school, where mechanical engineering students from the ASME student section led the learning activity in four 6th grade science classes. The activity involved the building and testing of a mechanized soccer goalie, which included several design parameters selected by the 6th grade students based on the results of experimental measurements, using an engineering decision making process. The development and refinement of this activity is presented along with guidance for its implementation elsewhere.

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Kopman, Vladislav, and Maurizio Porfiri. "A Miniature and Low-Cost Robotic Fish for Ethorobotics Research and Engineering Education: I—Bioinspired Design." In ASME 2011 Dynamic Systems and Control Conference and Bath/ASME Symposium on Fluid Power and Motion Control. ASMEDC, 2011. http://dx.doi.org/10.1115/dscc2011-6005.

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The development of underwater biomimetic robots has recently become an active research topic due to their stealth, performance, and maneuverability. In this two-part paper, we present the system design and characterization of a multipurpose, miniature, bioinspired low-cost robotic fish implemented in a fun-science activity for pre-high school students at the New York Aquarium; the activity is aimed at igniting K-12 students’ interest in science, technology, engineering, and mathematics (STEM) and to attract them toward engineering careers. The robot features a servomotor-actuated modular caudal fin for selection of swimming modality and thrust optimization. The thrust produced by various caudal fin geometries is experimentally quantified, reported, and discussed. In addition to its applications in K-12 education, this robotics platform is utilized for several robot-live fish interaction studies, where the effect of robot leadership in fish shoals is investigated.

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Çelik, Hüseyin, Ahmet Duran Çelik, and Mahir Fisunoğlu. "Poverty and The Millennium Development Goals Between 1990-2015: The Case of Turkey." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01757.

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As a definition; poverty is a situation that people’s basic needs are not being met to sustain their life which is many countries facing today. In recent years, fighting against poverty has become one of the most important issues in the world. One of the steps taken by the United Nations to fight against poverty is Millennium Development Goals. In 2000, a millennium development meeting took place with many countries’ participation in New York. During the meeting, many goals were set such as eliminating poverty and famine, decreasing child death, providing primary education for all and dealing with epidemic diseases. In this study, progress level of The Millennium Development Goals, the steps which have taken and their effects were examined in Turkey. Data was collected from UNDP and TSI (Turkish Statistical Institute). The millennium development goals globally have been reached at a certain level between 1990 and 2015. Today, primary school accessibility level is around 90% in developing countries. Even though poverty was reduced by half, there are still 1,2 billion people who live in extreme poverty. In Turkey, there have been promising developments towards Millennium Development Goals. While level of people who live under extreme poverty line (1$ per day) was 0,2% in 2002, this rate was decreased to 0% by 2006. The poverty rate (below 4,3 $ per capita per day) in 2014 was 1,62%, and primary school enrollment rate was 99%. In addition to this, mother and children death rate was largely decreased.

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Reddy, T. Agami, and Itzhak Maor. "The Importance of Proper Scheduling of Energy Equipment in Combined Heat and Power Plants for Buildings: A Case Study." In ASME 2009 3rd International Conference on Energy Sustainability collocated with the Heat Transfer and InterPACK09 Conferences. ASMEDC, 2009. http://dx.doi.org/10.1115/es2009-90004.

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There is increasing interest in using Combined Heat and Power (CHP) systems to supply the energy needs in commercial/institutional buildings. However, due to the large diurnal and seasonal variability in building thermal and electric loads, such systems in buildings (BCHP) require more careful and sophisticated operation as compared to those in industrial CHP. Operating such systems consists of two separate issues: (i) equipment scheduling which involves determining which of the numerous equipment combinations to operate, i.e., is concerned with starting or stopping prime movers, boilers and chillers; and (ii) the second and lower level type of control, called supervisory control, which involves determining the optimal values of the control parameters (such as loading of primemovers, boilers and chillers) under a specific combination of equipment schedule. This paper is concerned with both these aspects, and presents case study results of a school under real-time electrical pricing (RTP) located in New York City, NY. A school has been selected for study because of its high diurnal and seasonal load variability. The approach first involved simulating the buildings using a detailed building energy simulation program to obtain hourly electrical and thermal loads which were then used to size the BCHP system components. Subsequently, a certain number of days in the year were identified, and simulation runs were performed for optimal scheduling control as well as for all the feasible (but non-optimal) equipment combinations. The energy and cost implications of operating the BCHP system in a non-optimal manner under various scheduling combinations are presented and discussed.

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Reports on the topic "New York School for the Deaf"

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Krueger, Alan, and Pei Zhu. Another Look at the New York City School Voucher Experiment. Cambridge, MA: National Bureau of Economic Research, January 2003. http://dx.doi.org/10.3386/w9418.

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Dizon-Ross, Rebecca. How Does School Accountability Affect Teachers? Evidence from New York City. Cambridge, MA: National Bureau of Economic Research, May 2018. http://dx.doi.org/10.3386/w24658.

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Bitler, Marianne, Thurston Domina, Emily Penner, and Hilary Hoynes. Distributional Effects of a School Voucher Program: Evidence from New York City. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19271.

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Robinson, Marian, Claire Passantino, Marsha Acerra, Lauren Bae, Katie Tiehen, Eric Pido, Patricia Kannapel, Mark Duffy, and Connie Langland. School Perspectives on Collaborative Inquiry: Lessons Learned From New York City, 2009-2010. Consortium for Policy Research in Education, November 2010. http://dx.doi.org/10.12698/cpre.2010.rr67.

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Galenson, David. The New York School vs. the School of Paris: Who Really Made the Most Important Art After World War II? Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9149.

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Abdulkadiroglu, Atila, Parag Pathak, and Alvin Roth. Strategy-proofness versus Efficiency in Matching with Indifferences: Redesigning the New York City High School Match. Cambridge, MA: National Bureau of Economic Research, April 2009. http://dx.doi.org/10.3386/w14864.

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Health hazard evaluation report: HETA-2004-0081-3002, New York University School of Medicine, New York City, New York. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, June 2006. http://dx.doi.org/10.26616/nioshheta200400813002.

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Health hazard evaluation report: HETA-93-1000-2406, Ithaca City School District, Transportation Department, Ithaca, New York. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, March 1994. http://dx.doi.org/10.26616/nioshheta9310002406.

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Health hazard evaluation report: HETA-2005-0033-2984 and HETA-2005-0234-2984, Liberty Central School District, Liberty, New York. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, November 2005. http://dx.doi.org/10.26616/nioshheta200500332984.

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