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__label__wiki	0.961053	0.961053	About Men Radio Tag Archives: Poughkeepsie Mele's Musings, Movies An Interview With Terence Michos, Vermin From “The Warriors” September 12, 2015 Christopher Mele Terence Michos walks from the parking lot wearing an aqua blue V-neck shirt, khaki pants and sunglasses. From a distance, it’s hard to reconcile that the man headed toward you is, in fact, the actor who played Vermin in the hit 1979 movie “The Warriors.” Gone is the baby fat in the face. The curly locks are missing. The shoulders are not quite as broad. But when he gets closer, and he smiles, the disarming and mischievous face of the lothario that Michos once played is unmistakable. At 61, Michos would be the envy of men half his age. He’s fit and trim. His midriff is even more flat now than when he bared it while wearing the leather vest of the Warriors. And even with crow’s feet at play around his eyes, his face exudes a youthful vitality. Michos is going to need some of that energy on Sunday when he and other cast members gather for what promises to be a blowout reunion in Coney Island. Expect to see a huge turnout of fans, many replicating the costumes of some of the colorful gangs featured in the movie. Think of it as cosplay for hardcore junkies of “The Warriors.” But what’s not to like about this gritty, of-its-era depiction of New York City at its nadir in the 1970s? The movie, with its haunting nighttime footage set against a foot-tapping syntho soundtrack, was a safe way for non-New Yorkers to view the stew of the city’s graffiti-covered subways, runaway crime and the specter of street violence. And for those who grew up in the city in that decade, it was a chance to glimpse real-life neighborhoods and subway stations on film while rooting for underdogs. (The Warriors are falsely accused of fatally shooting a charismatic leader who, at a summit in the Bronx, seeks to unite all the city’s gangs. The Warriors then have to make their way from the Bronx to their home turf in Coney Island, all the while crossing through rival gang territory and being pursued by the cops.) For Michos, the all-day appearance at “The Warriors: Back to Coney,” signing autographs and interacting with fans will be a throwback to the intense experience of what it was like to make the movie. “It was a wild, wild grueling time,” he recalled of the filming, which took place at numerous New York City locales. The crew filmed in the middle of the night and the physical demands on the actors were not for the faint of heart. Those scenes of Michos and other members of the Warriors being chased by other gang members and running at a full-out sprint? Scenes like those were shot over and over again, 20 or 30 times a night, to get it just right. And the scene at the Lizzies’ hangout where a night of amorous adventure turns to gunfire and mayhem? Michos was hurling himself over that couch 15 or 20 times – without the benefit of padding. In fact, he said he did all of his own stunts, with the exception of when his character got thrown into the mirror in the subway station men’s room. He recalled going with some of his co-stars, hat brims pulled low, to theaters where the movie was playing and watching as movie-goers erupted in cheers and excitement at the fisticuffs. Laughing, Michos remembers seeing real-life gang members sitting in the theater and saying to their girlfriends: “I can fight, but I can’t fight like those guys do!” Michos was relieved not to be recognized, lest real life imitate fiction and he and his co-stars be challenged to a brawl. Michos was 25 when the movie was shot. His co-stars were also young. It was a time of heavy partying, Studio 54 and cocaine, he said. But not for him. “I was probably more boring than all the other guys on the set,” he said. He would tell his movie mates: “‘I’m going home. You guys hold it together.’ I would be telling them about my relationship with God. They loved me. They wouldn’t bring me to their parties, but they loved me.” But lest you think he was all a goody two-shoes, Michos was quick to note that he shared with his character a weakness for the ladies. “That was always there,” he said with a grin. For Michos, the role of Vermin was almost not to be. He’s got the hit TV show “Taxi” to thank with propelling him to “Warriors” fame. Here’s what happened: The movie auditioned thousands and originally did not pick Michos. The actor Tony Danza also tried out, and those doing the casting liked him, so he got the part. Michos went home, had dinner with his girlfriend and cried. While coming to terms with the rejection, he said he prayed. “I said, ‘Lord, I’m yours.’” Danza got a starring role in “Taxi,” which pulled him out of “Warriors” and Michos was called back for a second audition. The movie-makers settled on him for Vermin, who, while a lover, was also a fighter. “I think it was a good role for me because I think the film was enhanced by that little comedic twist, those little jokes that lightened things up a little.” He said it’s not unusual six times a day to hear fans recite their favorite pieces of his dialogue back to him: “Those cats were some desperate dudes.” “I got the big one.” “I’m sick of waiting for trains.” His sense of comedic timing was nowhere better on display than in the tense moments leading up to the brawl in the men’s room. Mercy, played by Deborah Van Valkenburgh, objects to being led into the restroom by the Warriors’ warlord, Swan. “Wait a minute,” she says. “I can’t go in there. It’s a men’s room.” Vermin’s retort is “Are you kidding?” but Michos said the line lacked punch. So he delivered the line but also improvised. “I just reached out and grabbed her and she went flying and the house came down.” He grew up in what was then a much more rural Poughkeepsie, N.Y. He was interviewed at a playground and recreational field in the Town of Poughkeepsie in his old neighborhood. He pointed to the field and recalled how he and his friends would play ball and use a beer can as first base, an empty beer case as second base “and, if we found one, a dead skunk for third base.” It was a community of IBM and Central Hudson workers, professors and doctors. Growing up, he had no ambition to be a member of a gang much less exposure to one. Still, Michos described himself as a punk. “I had a chip on my shoulder. If people talked to me wrong, I hit them in the nose, hit them in the face. I hit teachers.” He was raised Catholic but was less than observant. (He recalled being an altar boy and pilfering the sacramental wine to try to get a buzz.) He said he had a spiritual awakening in the year that “The Exorcist” was released. Michos said he was fearful — “don’t ask me why or how” — of becoming demonically possessed. “One night the presence of God came into my room and totally transformed me in a way I could never, ever imagine.” He said he became a whole new person. “I committed my life to Christ,” said Michos, who is a pastor at an evangelical church. “I tripped and fell a number of times but I picked myself up and I press on towards the mark.” Michos, who enjoyed a career on stage and in TV, turned his attention from acting to being a husband and father. He and his wife have four children, including one who is developmentally disabled. For 16 years, he served as a news director and anchor for a cable TV station that covered the Hudson Valley and then was communications director for former U.S. Rep. Nan Hayworth in her Washington, D.C., and district offices. Now, among other things, he does political consulting. But for better or for worse, Michos will long be remembered as Vermin. He said he remains close to his castmates and has appeared at numerous reunion events but none that have caught on like the one taking place on Sunday. He described the first time they got together in more than 20 years: “The minute we saw each other, it was like nothing had passed, not a beat had passed. We get together and we just care about each other.” And as for the movie’s appealing legacy? “We were likeable bad guys,” he said, citing a comparison of “The Warriors” to “The Wizard of Oz”: It’s all about trying to get home. Yeah, we can dig it. Read more blog posts at www.aboutmenradio.com and at http://aboutmenradio.net Like us on Facebook at https://www.facebook.com/AboutMenRadio and follow us on Twitter at https://twitter.com/aboutmenradio Have a question or a comment? Write us at amr@aboutmenshow.com Coney IslandNew York CityPoughkeepsieSubwaysTerence MichosThe Warriors Adirondack Daily Enterprise Tony Horton Jim DWYER: A LUCKY GUY REMEMBERING DICK DEPUY — MORE THAN A PUBLIC OFFICIAL, A MENTOR How Real Men Deal With the Stress of Quarantine Celebrating local journalism with two anniversaries WOODSTOCK 50 YEARS LATER About Men AMR Fitness Challenge Dispatches From Australia Guest Blogger: John Roche Guest blogger: Linda Fite Guest Blogger: Meg McGuire Guest blogger: Michelle Davies Kaiser's Korner Mele's Musings Padre John's Sermons Postcards From Australia Super Dad TBone's Pickins Not All Men. Just Us Men. About Men Radio is a show about men. Not all men, mind you, but specifically about a group of lifelong friends coping with rapidly changing gender roles and how they interact with their partners, their kids, their co-workers and each other. It's funny, feisty, smart-assed and very, very real.	cc/2021-04/en_head_0057.json.gz/line1
__label__wiki	0.736796	0.736796	VIDEO-ISIL affiliate claims attack on Egypt military in Sinai \| euronews, world news A group linked to the self-proclaimed Islamic State organisation has claimed it carried out attacks in Egypt’s Sinai region which killed five members of the security forces on Saturday. Several mortar rounds hit two military checkpoints near the northern town of Sheikh Zuweid. North Sinai is the epicentre of an insurgency by militants supporting ISIL. Its Egyptian affiliate, known as Sinai Province, says it attacked an Egyptian naval vessel in the Mediterranean Sea on Thursday. The group claimed it fired a missile that struck the ship. Egypt’s military said one of its vessels caught fire following clashes with jihadists, but said no-one was injured. The jihadist group has killed hundreds of soldiers and police since the overthrow of Islamist President Mohammad Mursi two years ago. http://www.euronews.com/2015/07/19/isil-affiliate-claims-attack-on-egypt-military-in-sinai/	cc/2021-04/en_head_0057.json.gz/line4
__label__cc	0.619084	0.380916	America’s economy has swung out of balance. It’s getting harder to get by, let alone get ahead. Everyday Americans are working more than ever before. Our work has created record wealth for an economic recovery that’s been everywhere but ordinary peoples’ wallets. Our economic rules unfairly favor corporate CEOs and the rich because they manipulate the rules in their favor. Almost no one stands up for average Americans these days, and now there is a Supreme Court case that threatens to make it even worse. Everyone who works should be able to make ends meet, have a say about their futures, and have the right to negotiate together for better wages and benefits that can sustain their family. Friedrichs v. California Teachers Association is being pushed by special interests and corporate CEOs in an attempt to damage protections for hard working families and our communities… Enough is enough! It’s time to stop attacking working people. Corporate CEOs and the wealthy special interests cannot stop us from banding together and forming unions to make our lives better. Maya Walker, CA As the library technician at Hayward High School, I get the opportunity to work with students and teachers every day. It’s my responsibility to ensure that our library has the books, resources and materials that not only help students succeed in school and life, but also reflect the diversity of our students. Reagan Duncan, CA As a Kindergarten and first grade teacher at Maryland Elementary School, I get to work with wonderful students and their families who come from all walks of life. At my school, 89% of our students are English learners, and just as many are low socioeconomic status families receiving free and reduced lunch. Peter MacKinnon, MA I am a child protective supervisor with the Massachusetts Department of Children and Families and I see the work my colleagues and I do as the frontline for children’s safety in our state. I chose to pursue a career in social work because I care deeply about helping families provide safe homes for children. Stronger Unions Are the Way to Rebalance Our Economy Thousands of Americans who work in fast-food restaurants walked off their jobs for a day again earlier this month, once more disrupting breakfast, lunch, and dinner hours in neighborhoods around the country. Their strikes have provoked a broad debate over minimum wage levels at local and national levels, which is long overdue. But that’s just part of what this movement is about. From the beginning, the fast-food cashiers and cooks who launched the “Fight for $15” declared that they have a vision for how they can turn their jobs into work that sustains their families and frees them from depending on public assistance: a union. Who’s Behind Friedrichs? By: Adele M. Stan As the current term of the U.S. Supreme Court opens this autumn, looming on the docket is Friedrichs v. California Teachers Association, a case designed to decimate public-sector unions. While it may not come to that—even the most knowledgeable Court-watchers are unsure how the justices will rule—the stakes are high. A decision is expected before the term ends in June. What’s at stake with the ‘Friedrichs’ case A few weeks ago, I started an online petition to a group called the Center for Individual Rights — an organization backed by the Koch brothers, other right-wing 1 percenters, and even white supremacists — to tell them to stop attacking working people and our right to join a union. I wasn’t shocked when over 100,000 people signed my petition, and I wasn’t shocked at the response my brothers and sisters got from the Center for Individual Rights when they tried to deliver the petition signatures today. Follow @amworkstogether 1800 Massachusetts Avenue NW Washington, DC 20036	cc/2021-04/en_head_0057.json.gz/line6
__label__cc	0.714715	0.285285	The Two-Way Pager Final paper for the class Systems and Self, MAS 714J and STS 528J, Fall 1998 Professors: Mitchel Resnick and Sherry Turkle, Teaching assistant: Marina Umaschi Bers Stefan Marti The Media Laboratory 20 Ames Street, Cambridge, MA USA 02139 stefanm@media.mit.edu New: PDF file of this paper 3. Theoretical part 3.1. A Tool To Connect 3.2. Two-way paging in classrooms? 3.3. Two-way paging in professional environments 4. Fieldwork 4.1. Methodology 4.2. Survey results 4.2.1. Email forwarding 4.2.2. Notification, sixth sense, and rudeness 6. Footnotes This paper is about the two-way pager: what it is, what people think of it, and how it changes their life. This device has a substantial effect on my communication behavior, and it influences my social life through creating a feeling of comfortably and permanently being connected to my friends and the rest of the world—without being chained1. This paper includes the comments of five other two-way pager users. They talk about how they use it and how it shouldn’t be misused. When I came to the Media Lab a year ago, several people were carrying small, strange looking devices that caught my interest immediately. Part of it was because I still had the opinion that all people wearing small devices like radios or cellphones must be somehow important, so the high coolness factor of these devices whatsoever made the people using them special2. On the other hand, the devices with their trapezoid shape reminded me strongly of a small version of a very old fashioned Commodore PET computer of 1977 (e.g., [8]) But, of course, these devices were not old. People told me that these were alphanumeric two-way pagers, and that they were the newest toys they got. I didn't know what this meant, so they explained to me the difference between ordinary paging and this new way of paging3. Picture 1: PageWriter 2000 by Motorola First of all, alphanumeric paging. The pagers I knew up to then were numeric, and therefore, they were only good for sending a telephone number that one was supposed to call back. I always felt very uncomfortable with the idea of someone else remotely giving me the order to call back. Like that, anybody would be able to make me run away from what I was just doing, looking for a phone, perhaps spending money on the phone call—and all that without knowing if it was worth the hassle to me! Of course I could just ignore a page, but I was curious enough not to be able to do so. Perhaps it was really important this time! Most often, it wasn't. Later on, I heard of another use for numeric paging: secret codes. There was something mystic about it, and it reminded me of secret languages we invented when we were teenagers. But these new codes were mere numbers. I saw a list of them, ranging from “Happy B-Day!” (code 58) to “Get some milk in the grocery store” (code 834572 or something similar) (e.g., [4]). But who would remember them, since they were pretty much random? Eventually, I found a booklet that contained a long list. But how do I know that the other person has the same booklet, or at least understands my codes? This was very unsatisfying. But now, the new pagers are alphanumeric. What a relief! No more misunderstandings because of short, cryptic pages. Plain English is possible. Together with the fact that six lines, each thirty characters long, can be displayed, it became obvious that “normal” sentences can be transmitted: full-length messages, and therefore, standard email. Although there was originally no relation between “pages” and “email messages,” they became the same with alphanumeric pagers. It was also very obvious that an email based communication culture, like the one at MIT and in the Media Lab, would be extremely grateful for a device that enables one to read email even in the bathroom or sitting on a couch watching TV. What an increase of living quality! “Port able email”4 is probably the most important change the two-way pager made to my life as a student. The second novelty was the sending of messages. Part of the frustration with simple paging was due to the fact that one can listen, but not speak. What an unnatural way to communicate. It somehow resembles a nightmare of lying on a surgeons bed, being not enough anesthetized so that all the pain is suppressed, but being enough anesthetized so that one is paralyzed and not able to cry! Of course there are one way media, like radio and TV, but these are one-to-many media, not one-to-one. One-way paging degrades a human to follow another person who gives orders. One-way pagers are like very sophisticated remote controls for human beings. The underlying forces are very subtle, but nevertheless very powerful. Like me, most humans are curious enough to follow an order to call back without knowing what it is actually all about. In most of the cases, even after a long period of learning that makes clear that probably none of the orders to call back is as urgent as we assume, we still feel bad if we don't return a call immediately. I always thought that this was very humiliating. And now, this has come to an end! It is not only possible to reply to an email message immediately, but also to originate email messages from the pager. A big concern for the designers of the system5 was to make the pager technology opaque to people outside. This means, on one hand that every message sent from the pager, be it a newly written email message or a reply, should look like any other email message sent by this specific user. On the other hand, no one should have to worry about multiple email addresses. A user has only one email address, and the system decides autonomously if a message for this user will be forwarded to the pager. Another novelty was the idea of using a two-way pager not only as a remote email terminal, but also as a means of accessing our desktop computers. The idea is somehow orthogonal to the notion of decentralized computing and information storage. It is based on the assumption that our desktop computers already have a multitude of files and connection possibilities, and that we just have to access the desktop with portable devices. For example, there is a calendar file on UNIX desktop systems, an address book, and a to-do list. If we would have similar files on our portable devices, we would have the problem of how to update and synchronize them with the parent files on the UNIX system. To avoid this, one just caches all information on the portable device. There is no additional calendar or address book in the two-way pager; we just access the relevant files on the UNIX system. The same with other files and information chunks that are accessible locally on the LAN or further away on the Internet, e.g., a thesaurus, weather forecasts, traffic reports, or stock quotes. These things are already accessible on our desktop, so why don't we just use the pager to get access to this desktop? During the last year a system was developed for exactly this purpose [11,22]. And finally, a pager can obviously also have “normal” PDA functionality. One can use it, e.g., as a notebook. Due to the small but complete keyboard and the graphical LCD display, the built in email editor can be used as a simple word processor. However, like with the calendar and the address book, one tends to “store” the text by sending it as an email message to the desktop. To summarize it, there are three main functions of an alphanumeric two-way pager: Email handling: receive and send messages. Information requests: locally, on the LAN, and on the Internet, e.g., calendar events, translations, weather reports. Other PDA functions, e.g., word processor. So much for how it should work. We will look at what actual users say about the system a bit later in section 4.2. As we have seen, a two-way pager is a hybrid of a computer and a communication device, with characteristics inherited from uncle cellphone and aunt Nintendo video game. It is more similar to a cellphone than to a PC because of its form factor. Furthermore, almost all cellphones in Europe already have two-way paging capabilities, so the device that is used at the Media Lab is actually a stepbrother of a GSM cellphone. The size also makes it somehow similar to a Nintendo video game, together with its big graphical display and the big and prominent cursor key. As far as I know, there are also games available to play on the device. But although it is technically a computer, it is more important as an interface device. Rather than a Tool To Think With, I would look at it as a Tool To Connect, a gateway to cyberspace. It is “only” an interface, but a very powerful one. It is a magnifying glass, a knothole, allowing a (limited) view to other computational devices. As PalmPilot [1] users sometimes call their brains a cache for their PDA, a two-way pagers adds another layer, since it is a cache for a desktop computer. Therefore, one could call the brain of a two-way pager user a second level cache for cyberspace: the brain as a cache for the pager, and the pager as a cache for cyberspace. But this is only theory. In my survey, none of the participants mentioned such a one-way directed relationship. Since we do not only access the web passively, but also influence the cyberspace landscape actively by sending out messages, it is indeed an interaction device. As Fuhrer et al. [9] mentions, the internal and the external mind (culture) mutually cultivate or co-develop each other anyway. I personally think of the pager as an extension of my mind, since certain things are easily accessible through the pager, like my calendar. But my laptop in my bedroom with its permanent Internet connection is a much more powerful extension of my mind6. It is my never-ending source of knowledge. The pager could theoretically have the same function, but practical limitations prevent that. First of all, it is not real time. With the Canard pagers, it takes 70 seconds to get an answer from the desktop. Although other devices are faster, e.g., GSM phones with their SMS service have a response time of less than 20 seconds, it's still far away from the immediacy of a LAN connection or even a cable modem connection. Another problem is that the pager system we use right now can’t display graphics or play audio files. Although it is technically possible to transmit such files, it is just too slow to actually surf the Web. I have learned that this is not a limitation, since there indeed are advantages of text-based channels over multimedia channels. There are situations where it is much more effective to have characters and digits than a graphical representation of the same fact. For example, if I want to know the telephone number of a friend, a text message is the most appropriate means7. Imagine if all students of an elementary school class would have two-way pagers, what would happen to the classroom? One of the characteristics of such a device is permanent and easy access to the web. I think that Internet access in classrooms is very useful as an information resource. But students sitting in front of a computer screen during class all the time is not an option, since the main interaction should happen between them and their teacher. But two-way pagers have a user interface that is much less obtrusive than a normal PC. One can sit in a class and participate normally and, in parallel, look up information on the web. This is possible due to the small size of the device and the still usable keyboard and screen. Would they be allowed in schools? When I was in elementary school, the first pocket calculators were commercially available. I remember the discussions I had with my classmates about how funny it would be to hide one of these magic machines under the table during classes of mental arithmetic. The teacher could ask very difficult questions, and we would be able to answer them in almost no time. It was like having a James Bond gadget and sitting in a TV talk show as a genius. What a feeling of power! At this time, the concept of the pocket calculator modified my ideas about what was important in learning mathematics. I realized that calculating by hand or mental arithmetic can't be the main thing I have to learn. I realized that understanding the concepts of mathematics is much more useful than dumb number crunching. My teachers and my parents didn't quite agree. They said that calculating arithmetic expressions without “mechanical” help is important, since it shapes the understanding of the concept of numbers. Today, of course, I would agree. Twenty years ago, there was a discussion going on about when a student should be allowed to use a calculator in class or for homework. The same problem will appear with extensive two-way paging in classrooms. Suddenly, the action of accessing information on the Web and on the personal computer of the student is almost not detectable anymore by a teacher, since the use of a two-way pager is unobtrusive. As Fred, one of the persons I interviewed, said: “Sometimes I find myself discretely using it under the table—in many cases people don't find out or just ignore my geeky8 behavior.” The device itself is definitively small enough to be hidden behind an open book, or even just behind the table. Although the interface is very unobtrusive, a student using a pager secretly just doesn't pay the same attention to class as others. This leads to the discussion of undivided attention in general, an important issue of two-way paging. If two-way pagers are allowed in classes, the question will come up very quickly as to whether they are considered as cheating or not. Obviously, students who have these devices available have an advantage over others who haven't. So let's assume that every student has such a device. The nature of tests and finals has to change, since with the external help of the Internet, a test has to focus on the connections between knowledge rather than on the mere knowledge, on the understanding of the material rather than on single formulas and dates. With the help of a two-way pager and the Internet, it becomes very important if one is able to handle this information overflow. But this is not a new problem9, and elementary school students will eventually learn how to deal with it. I expect that unlike the controversy about if the use of computers significantly improves teaching and learning [16], two-way pagers will be used by students anyway. Unlike personal computers, pagers will be “real” personal devices, and since they are comparably cheap, students (or their parents) will get them themselves. This technology doesn't have to be introduced to classrooms, like it was the case with PCs and the Internet. It will be much more like cellphones or video games: the technology will find its way from the bottom up, not from the top down. In a professional environment, one could argue that laptops have already the same functionality as a two-way pager. This is not correct, since laptops “are awkward and slow to set up, the batteries may not last long enough, and there is a social stigma against typing during meetings.” [14] All these things are not true for two-way pagers. Even if the device runs continuously all day and night, the batteries will last for half a week. Once the pager runs, there is no starting up or shutting down procedure. Just open it, and one can start using it immediately. On the other hand, laptops with wireless LAN connections can browse the Web with an acceptable speed, and they are able to display pictures and play sound, which is currently not possible with pagers. However, one of the main uses of alphanumeric two-way pagers, email handling, is almost as comfortable as on laptops. Missing on the current pagers are the possibilities to quote certain lines of an email message, the lack of displaying multimedia attachments, as well as the retrieval of older messages10. Other very similar devices are PDAs like the PalmPilot by 3Com [1]. However, unless they are connected to a LAN via a wireless network (e.g., Minstrel by Novatel [13]), they are not comparable in their functionality. Being connected makes the big difference. Nevertheless it is obvious that very soon, PDAs will come with a built in wireless connection (e.g., Palm VII [17]). Picture 2: REX by Franklin Most probably these devices—PDA's, laptops, palmtops, multi functional cellphones (e.g., Nokia 9110 [15]), and two-way pagers—, will eventually converge into a device which combines all their features. However, there are doubts that one device, holding all these functions, is the thing users actually want. Eventually, everything will come down to the form factor. I personally agree with Marco who says, “I would pay big money to have a have a deal like that about the size of a credit card and no more than twice as thick.” (REX by Franklin [18] is pretty much what he describes.) If someone invented such a device that contained my cellphone, my two-way pager, my PDA, a Web browser, and a nice, readable color display together with some sort of input device, I guess it would be a killer product. To learn more about how users think of the alphanumeric two-way pager, I decided to make a small survey. It consisted of eight questions, sent out by email to a set of users who I know were actively using the device. Since I knew all of them personally, I mentioned only briefly or not at all that I would ask them to fill out the survey. The instructions for the survey were included in the email message and were as follows: I am currently writing a short paper about 2way pagers for the class Systems and Self (Mitchel Resnik and Sherry Turkle). In this context, I would like to know more about how people use 2way pagers and what they think of them. So, if you have time, could you please write a few lines to each of these questions? (You can write a s much as you want.) It would be extremely helpful to me! Thanks a lot. Of course all your answers are confidential, and if there are interesting things to quote, I will make sure your anonymity is guaranteed. And these were the eight questions I asked: Since when do you use a two-way pager? What configuration do you use? (Software, hardware) With your settings, which messages are getting forwarded to your pager? What is the advantage of having a two-way pager, for you specifically? Describe how you use it: How often, when, and what you do with it. Did you ever miss it? If yes, when and why? When is it appropriate to use the pager? Do you know situations where you think people misuse it? Give a short “etiquette” for pager users! Did other people ever tell you that your behavior concerning the pager is inappropriate? Did someone ever get upset because of your pager? If yes, why? (See note below ) Has your opinion towards the pager changed? If yes, how, and what caused the change? In short: What do you like about your pager, what do you hate about it? Note to question (6): Does it make a difference what you do with your pager, e.g., receive email, send email, use it as a PDA (look up calendar or address book, use it as a translator), request timely information like traffic reports, etc? Five subjects returned the survey filled out completely, which is 41% of the people I asked. Additionally, several people gave me further feedback on my questions, some of them answering specific questions, some of them giving me unstructured feedback on this issue, both orally and textually. The five main subjects are 20 to 50 years old; one of them is female11. They used two-way pagers for at least two months and up to thirty months, with an average time of approximately eight months. The first two questions were about which configuration the subjects use. All of them use the Canard system [6] with a PageWriter 2000 [21]. One subject uses Skytel service [20] as well. All except one use the additional Knothole service [11,22]. However, although the hard- and software settings seem to be similar, there are differences about which messages are being forwarded to the pager. Most of the subjects forward all the email messages they get to their portable device. This can mean that they don't get so many messages that selective filtering is necessary, or it can mean that they filter the messages otherwise, e.g., by just switching off the devices when they don't wish to receive messages12. In any case, the fact that the messages are free seems to be an important issue. The SkyTel user restricts the amount of messages sent through this commercial service much more than with the Canard system. The same effect with the people using commercial SMS service: since the amount of free messages per month is very low, almost no messages are routed directly to these two-way messaging capable cellphones. One user, Karen, has installed dynamic filtering, which means that only important messages are sent to the pager. The decision about if a message is important is made by a quite sophisticated system that looks at the users calendar, address book, and prior communication history [12]. It is interesting to see that no one uses the simple static filtering provided by Procmail [10]: with this UNIX program, one can define simple rules about which messages get forwarded. All in all, it looks like to set up the somewhat complicated dynamic and static filtering mechanisms seems not to be worth the hassle! A simple and easy to use routing mechanism might be a useful thing to develop13. Bill uses an interesting kind of static filtering. Although all email messages are getting forwarded, he makes the system add specific labels to important messages. Once received by the pager, messages with these labels are automatically put into specific input folders. These specific input folders are configured to make different sounds if a message arrives. Like that, filtering happens on the perceptual side of the system. Specific sounds indicate specific importance levels and origins for a message. However, he also complains about the fact that he has to change these settings constantly: “I hate that I have to change the notification settings all the time. I.e. put it in silent or vibe mode when I go into a class. The same with my cell phone. I have to change to silent/normal/outdoors always depending on the situation I'm in. And it can have very embarrassing consequences if I forget to put it in silent mode during a movie or something similar.” I personally never use any sound notification on my portable devices, and it still happens that I get in embarrassing situations. If the vibration mode is on, the device still can make a pretty loud sound depending on the resonance characteristics of the things it touches! If it lies on the table, the whole table starts to vibrate, and even if the pager is in my pocket touching my key ring, the sound can be too loud for quiet seminars or talks. This leads directly to the issue of unobtrusiveness and annoyance. One of the main questions I wanted to ask the subjects is if a two-way pager is annoying to people interacting with users carrying such devices. A two-way pager user, like any other one-way pager or cellphone user, is a normal person until she gets a message or a call. Almost everybody agrees that the more directed the notification is, the less obtrusive for the environment. This means, the lower the volume of an audio notification, the better. No audio notification is the best14. As Lucy says, “I think it is rude to have the pager vibrate or beep during a lecture, or movie, etc.” And Fred says: “... I find it distracting during a meeting or class, so I turn off all notification.” Unfortunately, the “expressive possibilities” of today's portable devices are limited to sound15 and vibration, and as we have seen, even vibration can be annoying! Several devices come with built in vibration notification (including the PageWriter 2000). However, the disadvantage is that the user has to be in close contact with the device all the time. A possible solution to this problem is to separate the actual vibration unit from the bigger communication device. Such small, so-called “vibracall” devices were very popular two years ago in Europe. These are tiny (2 1/2 x 1 x 1/2 inch.) stand alone vibration alarm boxes which “listen” to specific radio wave patterns and detect any incoming phone call within a short distance (up to 10 feet). Therefore, a cellphone can be in silent mode, and the user still “feels” a call in his pocket, even if the cellphone itself sits on the table or is hidden in the backpacker. Unfortunately, since these devices don’t distinguish between the owners’ cellphone and any other cellphone in close range, they vibrate on any incoming phone call in their surroundings. As the density of cellphones in commercial environments is growing in Europe, the practical use of these devices is declining. However, I don’t know why these very useful devices are not known in the States. Perhaps it is because the cellphone density in the States is not as high as in Europe. However, my vibracall device is far from being perfect. It registers not only incoming cellphone calls, but gives also a short signal if a message is sent successfully from my pager! Although the manufacturer did definitively not intend it, these two features give me a very interesting sixth sense, which I don’t want to miss anymore. It enables me to have a “radio wave awareness” of my close environment. The device is small enough to sit in my pocket all the time, the batteries last for months, I don’t have to take it out of my pocket to use it, and it talks to me on an almost subconscious level. With the growing amount of wireless communication devices (cellphones, cordless phones, wireless LAN, and pagers), and since a radio transmission means that the device is communicating, it is like having a touchable interface to cyberspace16. I am already capable of detecting different patterns of vibration and assigning them to specific devices. Together with the fact that, e.g., email arrives at my pager a few seconds before it gets to my UNIX inbox, and that the audio notification of cellphones is a few seconds after I feel an incoming call, I actually can predict events happening in the near future. The feeling that I get from my vibracall device is somehow related to the power and fascination of infrared or night-vision goggles. I can perceive things that others can’t! Public annoyance stemming from the notification is only the first of several ones. Asked about when it is appropriate to use the pager, Karen says: “The question should be, when is it appropriate to read the pager screen.” This makes clear that there are at least three different sources of “rudeness” with the use of two-way pagers. The first one is, as we have seen, obtrusive notification. The second one is pulling the device out, opening it, and reading the screen, and the third one is typing replies or information requests on the keyboard. When is it appropriate to pull out the device and read email? Although this action takes only a very short time—I guess my average time to look at a new incoming message is about 3 to 5 seconds—, it still can be inappropriate. Clifford says: “If the class is a seminar type class, besides it being more important to me than any mail, I would also consider it very rude to pull out my pager during the class discussion. On the other hand, if I have a very boring class, which I have to go to, having the pager to receive email is a way to pass the time. (In this case it is a classroom setup, as opposed to all sitting around a table, and I sit at the back.)” Karen has an even more detailed opinion about when it is appropriate to read pages: “[It] depends. During a quick conversation, not appropriate. During a longer conversation where I may have important interruptions, it’s OK. In a meeting, it’s generally OK. When I am doing the speaking, it’s generally not OK.” So, the shorter and the more personal the conversation is, the less appropriate it is to read email. Fred has a somehow different opinion. If the relationship is casual, checking email is not such a big issue. “Sometimes I've used it while having dinner with friends—it can be a bit impolite—but if they are really casual friends and you are waiting to hear from someone, it’s OK.” When is it appropriate to actually type a message? Clifford: “I find it rude, when talking to a person, for them to pull out their pager, most especially if they start answering the message.” Without any doubt, this is the activity that takes the most attention of the user. Interestingly, not many of the subjects type a lot on the keyboard. Clifford says: “In general, I mostly use it as a one-way pager. I receive my mail on it and occasionally send a short answer or request a weather report.” And Fred: “I mostly use it to receive messages—I have rarely utilized the two-way feature.” The subjects who don’t have a permanent Internet connection at home use the device as an email reading mechanism, and then dial up to the mail machine if they want to reply. Lucy: “It is great for checking email fast without having to set up a dialup Internet connection from home.” Fred: “It’s mostly helpful when I don't want to maintain a long-term connection.” However, most subjects like the possibility to send a message. Karen: “I use the two-way aspects to answer important messages, to coordinate activity and meeting times/places…” Nevertheless, writing messages from the pager seems to be awkward, and is therefore reserved for important, urgent, or timely events. Clifford: “I must admit that it was very cool once getting a ‘good luck’ message from my advisor just before a short talk I had to give!” But such things do not happen very often. Clifford again: “The advantage is of course ‘being connected.’ When I am at work, I am already very connected. The longest period of time in which I don't have access to email is 1.5 hrs if I am in a class. I don't usually take the pager when I go to class and if I do, I don't pay any attention to it. It is a matter of priority! I don't receive any mail about anything which can't wait an hour—so class is more important.” And Fred: “Also it is not easy to send messages or use its services. I often forget the commands. I need a simpler interface to send and use remote services , and some more custom replies that may allow me to use the two-way feature more often. It just takes too long to compose messages or request queries.” However, it seems like typing messages is seldom enough so that it is not an issue of annoyance. The reason why people might think that checking email from the pager is rude is actually very simple. One can compare it to other situations, like answering a phone during a conversation. Clifford: “It seems to me that if the phone went off, the person would usually say ‘excuse me’ or ‘just a second’ and then attend to it, or maybe just decide to ignore the phone. Basically, they do not attend to both threads of communication at the same time. Pager users often try to simultaneously share their attention between the person they are speaking to and the other person (via the device). This perhaps makes them more efficient although it is questionable if they can actually maintain attention or whether they are jumping back between the two sources.” Lucy: “My boyfriend hates the pager though, and I am pretty much forbidden to check it when I'm talking to him ... he hates to think other things demand my attention more than him!” Bill brings it to the point: “I don't think it's appropriate to divide your attention between another person and the pager. Perhaps it's OK when you're in a large lecture situation, but if you are having any sort of conversation with someone, eye-contact, etc., then I don't think it's appropriate. […] And more importantly, people still expect to have your undivided attention. Perhaps sometime in the future, people will expect this less, but we're not to that point yet.” I have encountered this issue of undivided attention several times. In a face-to-face conversation, people expect to get 100% attention from each other. Is this really necessary? Why isn’t it enough to get 90% of the partner’s attention? I would guess that 10% of my attention would be enough to check email on my pager. But this seems to be a very sensitive issue. I personally think that this will be a less problematic issue for our children. With the advent of wearable computing, especially heads up displays and free hand audio only interfaces17, they will get used to the fact t hat anybody might be multitasking during direct conversations. On the question if less than 100% attention is rude, Jesse answers that it would depend on the importance of the topic. If a conversation were about, e.g., a personal relation problem, then she would consider it to be rude. If it were just chatting about weather and random things, it would not. Only Michael mentions that the rudeness of pager use might depend partly on what kind of task is done with it. Reading email would be considered as rude, using it as a thesaurus perhaps not, and taking notes would be OK, but could be rather strange, depending on the subject of the conversation. If a two-way pager would be used by handicapped people, e.g., reminding autistic people of daily events, or even as a translator for non-native listeners, then it would be OK. Although I personally think that a two-way pager is a very useful thing18, two of my subjects explained that they were not excited at all about the idea of getting one. Fred says: “Initially, I was not inclined to use it. I had put off getting it for a while. But it became a part of my daily life I've come to accept.” Clifford was very negative about getting a two-way pager. Most probably because he felt that the use of two-way pagers can change the social behavior of human beings drastically. In a positive or a negative way? No one can tell right now. The following URLs were all visited last on Decemeber 9th, 1998, and were all functional by this time. 3Com Palm Computing [WWW Document]. URL http://www.palm.com/home.html. Advanced Messaging with the Inter@ctive Pager 950 [WWW Document]. URL http://www.rim.net/products/IP950/about.html. Ayad, K., Day, M., Foley, S., Gruen, D., Rohall, S., and Zondervan, Q. (1998). Pagers, Pilots and Prairie Dog: Recent Work with Mobile Devices at Lotus Research. Proceedings of the Workshop at CSCW'98 on Handheld CSCW, Seattle, 14 November 1998. Online at URL http://www.teco.edu/hcscw/sub/111.Day/hcscw.html. Beeper Codes [WWW Document]. URL http://cheapbeep.com/Codes.htm. BellSouth Interactive Pager Service [WWW Document]. URL http://www.bellsouthwd.com/ips/inf/index.html. Chesnais, Pascal R. (1997). Canard: A Framework for Community Messaging. Submitted to the International Symposium on Wearable Computing. URL http://canard.media.mit.edu/ CNET.com - Mr. Gadget's 7 simple rules of beeper etiquette [WWW Document]. URL http://cnet.com/Content/Gadgets/Guides/Beepers/. Commodore PET 2001-32B [WWW Document]. URL http://swift.eng.ox.ac.uk/rjm/museum/CommodorePET2001.html. Fuhrer, U., Josephs, I.E. (1998). The Cultivated Mind: From Mental Mediation to Cultivation. Developmental Review 18, pp. 279-312. Infinite Ink's Processing Mail with Procmail [WWW Document]. URL http://www.best.com/~ii/internet/robots/procmail/. Knotohole: Intelligent Paging [WWW Document]. URL http://www.media.mit.edu/~stefanm/pager/. Marx, M. and Schmandt, C. (1996). CLUES: Dynamic Personalized Message Filtering. Proceedings of CSCW '96, pp. 113-121. Minstrel Wireless IP modem [WWW Document]. URL http://www.novatelwireless.com/html/minstrel.htm. Myers, Brad A. (1998). Collaboration Using Multiple PDAs Connected to a PC. Short Paper as a Proposal to attend the Workshop on Handheld CSCW at CSCW '98. Online at URL http://www.teco.edu/hcscw/sub/103.Myers/pebblescscwworkshop.html. Nokia 9110 Communicator [WWW Document]. URL http://www.communicator.org/9110.htm. Oppenheimer, T. (1997). The Computer Delusion. The Atlantic Monthly, July 1997, pp. 45-62. URL http://www.theatlantic.com/issues/97jul/computer.htm. Palm Computing: connected organizers [WWW Document]. URL http://www.palm.com/pr/palmvii.html. REXworld [WWW Document]. URL http://www.franklin.com/rex/. Sawhney, N. (1998). Contextual Awareness, Messaging and Communication in Nomadic Audio Environments. M.S. Thesis, Program in Media Arts and Sciences, MIT Media Lab. Online at URL http://www.media.mit.edu/~nitin/msthesis/. SkyTel [WWW Document]. URL http://www.skytel.com/. SmartPagers by Motorola [WWW Document]. URL http://www.mot.com/MIMS/MSPG/SmartPagers/. Speech Interface Group projects [WWW Document]. URL http://www.media.mit.edu/speech/sig_projects.html. WolfeTech Corporation: Providing Internet access for wireless devices [WWW Document]. URL http://www.wolfetech.com/noframes/products.html. The distinction between being connected and being chained is originally introduced by [3]. Bill, one of the people I interviewed, told me that “I'm getting more comfortable using it in public situations. A lot of times I still feel uncomfortable using it, because I think it will attract attention to myself, because these devices are still generally a novelty to most people. They don't understand them, can't afford them, whatever the reason...” I just arrived from Switzerland, having written a 300-page thesis about how people use modern telecommunication technologies, having interviewed many people about their habits, and no one ever mentioned to me “alphanumeric two-way paging.” Therefore, I concluded, it must be really cool… Nevertheless, people think that the device itself is still too big to carry, which is reason enough just not to use it. As Marco said, “If I can't fit it into my wallet without bloating it, then I pretty much don't use it.” Here I am talking about the Canard system [6], as well as the modifications I made to the communication protocol in the context of my Knothole project [11,22]. There are commercial systems who are somehow related to these Media Lab projects, like PocketGenie by WolfeTech [23] and Inter@active by Bellsouth [5] and Research In Motion [2]. Actually, I use both of them, pager and laptop, in parallel in my bedroom, and I am not the only one. Fred, another person I interviewed, says: “I frequently wake up and check the a few messages to see if any urgent meetings are scheduled that day.” On the other hand, I am looking forward to having graphical representations for stock quotes, temperature curves, or radar maps. If elementary school students would call this behavior “geeky” as well is a very interesting issue that I unfortunately can't look at in this context, since I didn't talk to elementary school students. A very interesting collection of subjects for this question would be the young people having attended Junior Summit 1998. They were handed out a two-way pager for the use during their one-week summit at the Media Lab. I thought of interviewing them about their experiences, but although I was a “buddy” of one person, I had to realize that these young people were already very busy in their own activities. During my finals for my minor in Computer Science in Berne, all written and printed documentation was allowed. I went to these tests with two very big bags of books and all my notes I have ever taken during the classes. But the most important thing was how to organize these 30 kg of paper. During my one-year preparation for the finals, I made a card index with thousands of cards, each of them containing sophisticated entries about what knowledge was to find where in my books and notes. Of course today, it would be obvious to organize these things in a database on a laptop computer. Another option would be to leave the database on a desktop PC and look up the information from the two-way pager! Since all email messages sent to the pager are copies of the messages sent to the desktop, the designers of the pager systems did not intend to make the pager a full email client. Again, the idea behind it is caching the desktop email system. In this paper, name as well as sex of the subjects was changed randomly. This method works since the Canard system does not buffer the pages. If the pager is not ready to receive a message at the time it is sent, e.g., because the portable device is turned off or out of range, the message is lost. However, Knothole has a feature to compensate for that. This might be part of my forthcoming Master's thesis. The fourth rule of CNET.com’s Mr. Gadget's 7 simple rules of beeper etiquette says: “Use the Vibrate setting. If a jacket muffles the sound, it's somewhat better, but not much. You'll be less conspicuous and much less annoying if your pager quietly gives you, and only you, a gentle thrill. However, you must learn to control your unsightly beepilepsy when receiving a message. A Tourette's syndrome-like shriek or unsettling physical quiver announces to the world that you are an unstable person, not a mover and shaker with your finger on the pulse of the business world.” [7] It is perhaps not appropriate to say “limited to sound,” since the audio notifications, e.g., on my Nokia 6190 cellphone are extremely sophisticated. There are not only more than 35 different possibilities, but also complete classical pieces, ranging from Pour Elise to Ode to Joy to Mozart. Even more custom-made notifications are available on the Web, to be transferred via SMS! The Media Lab’s Tangible Media group is doing research on a closely related issue. E.g., Nitin Sawhney’s Nomadic Radio [19] Lucy got a pager when she had surgery and couldn’t access her email on a normal terminal. Send me some comments! Last updated Dec 13 1998.	cc/2021-04/en_head_0057.json.gz/line12
__label__wiki	0.850628	0.850628	News: Did Humans Colonize the World by Boat? Research suggests our ancestors traveled the oceans 70,000 years ago http://discovermagazine.com/2008/jun/20-did-humans-colonize-the-world-by-boat CIA Used Gun, Drill in Interrogation Atlantis Online > Forum > Past Events > Case for Bush Impeachment/War Crimes > Bush Administration Torture Scandal > CIA Used Gun, Drill in Interrogation Pages: 1 2 3 [4] 5 Go Down Author Topic: CIA Used Gun, Drill in Interrogation (Read 778 times) Lighthizer Re: CIA Used Gun, Drill in Interrogation Conyers and Nadler Applaud Appointment of Special Prosecutor Policymakers and Lawyers Must Also Be Held to Account House Judiciary Committee Chairman John Conyers, Jr. (D-Mich.) and Judiciary Constitution Subcommittee Chairman Jerrold Nadler (D-N.Y.) issued the following statements in response to the Department of Justice decision to appoint a special prosecutor to review certain cases of alleged abuse of detainees. "I applaud the Attorney General's decision to appoint a special US Attorney to review the interrogation abuse cases that were rejected for prosecution by George Bush's Justice Department," said Conyers. "The Obama Administration also deserves praise for the release of the 2004 CIA Inspector General report as well as related DOJ memos. These materials are truly disturbing, including the CIA's basic conclusion that 'unauthorized, improvised, inhumane, and undocumented detention and interrogation techniques were used' in its program. Reading about misdeeds such as threats to kill a detainees' children or the staging of mock executions leaves us appalled. "Today's release --- even of these still heavily redacted materials --- is thus an important step toward restoring the rule of law in this country, and rebuilding our credibility around the world. But much more remains to be done. The gruesome acts described in today's report did not happen in a vacuum. It would not be fair or just for frontline personnel to be held accountable while the policymakers and lawyers escape scrutiny after creating and approving conditions where such abuses were all but inevitable to occur. "I have long believed that Department rules require a special counsel to review the entire interrogation program to determine if any crimes were committed. An independent and bipartisan commission should also be convened to evaluate the broader issues raised by the Bush Administration's brutal torture program." "The CIA Inspector General's report on interrogation practices under the Bush administration is a disturbing record of abuse that details why this must never happen again and why action on the part of the Justice Department is essential," said Nadler. "Today's news that the Attorney General has listened to our many requests and is poised to appoint a special counsel is very much welcome. I applaud the Attorney General for this first step. But, we must go further. As I have said for many months, it is vital that this special counsel be given a broad mandate to investigate these abuses, to follow the evidence where it leads, and to prosecute where warranted. This must be a robust mission to gather any and all evidence without predetermination of where it may lead. Seeking out only the low-level actors in a conspiracy to torture detainees will bring neither justice nor restored standing to our nation." 'Inhumane' CIA terror tactics spur criminal probe By DEVLIN BARRETT and PAMELA HESS, AP Deputy White House Press Secretary Bill Burton conducts the daily press briefing of media at a makeshift filing center in the gym at the Oak Bluffs School in Oak Bluffs, Mass., Monday, Aug. 24, 2009. (AP Photo/Stephan Savoia) http://www.comcast.net/articles/news-general/20090822/US.CIA.Interrogations/ WASHINGTON — The Obama administration launched a criminal probe Monday into "unauthorized ... inhumane" interrogations of terror suspects during President George W. Bush's war on terrorism, spurred by newly declassified revelations of CIA tactics including threats to kill one suspect's children and to force another to watch his mother sexually assaulted. At the same time, President Barack Obama ordered changes in future questioning of detainees, bringing in other agencies besides the CIA under direction of the FBI and supervised by his own national security adviser. The administration pledged questioning would be controlled by the Army Field Manual, with strict rules on tactics, and said the White House would keep its hands off the professional investigators doing the work. Despite the announcement of the criminal investigation, several Obama spokesmen declared anew — as the president has repeatedly — that on the subject of detainee interrogation he "wants to look forward, not back" at Bush tactics. They took pains to say decisions on any prosecutions would be up to Attorney General Eric Holder, not the White House. Monday's five-year-old report by the CIA's inspector general, released under a federal court's orders, described harsh tactics used by interrogators on terror suspects after the Sept. 11, 2001, attacks. Seeking information about possible further attacks, interrogators threatened one detainee with a gun and a power drill and tried to frighten another with a mock execution of another prisoner. Attorney General Holder said he had chosen a veteran prosecutor to determine whether any CIA officers or contractors should face criminal charges for crossing the line on rough but permissible tactics. Obama has said interrogators would not face charges if they followed legal guidelines, but the report by the CIA's inspector general said they went too far — even beyond what was authorized under Justice Department legal memos that have since been withdrawn and discredited. The report also suggested some questioners knew they were crossing a line. "Ten years from now we're going to be sorry we're doing this (but) it has to be done," one unidentified CIA officer was quoted as saying, predicting the questioners would someday have to appear in court to answer for such tactics. The report concluded the CIA used "unauthorized, improvised, inhumane" practices in questioning "high-value" terror suspects. Monday's documents represent the largest single release of information about the Bush administration's once-secret system of capturing terrorism suspects and interrogating them in overseas prisons. White House officials said they plan to continue the controversial practice of rendition of suspects to foreign countries, though they said that in future cases they would more carefully check to make sure such suspects are not tortured. In one instance cited in the new documents, Abd al-Nashiri, the man accused of being behind the 2000 USS Cole bombing, was hooded, handcuffed and threatened with an unloaded gun and a power drill. The unidentified interrogator also threatened Nashiri's mother and family, implying they would be sexually abused in front of him, according to the report. Other interrogators told alleged Sept. 11 mastermind Khalid Sheikh Mohammed, "if anything else happens in the United States, 'We're going to kill your children,'" one veteran officer said in the report. Death threats violate anti-torture laws. The interrogator denied making a direct threat. In another instance, an interrogator pinched the carotid artery of a detainee until he started to pass out, then shook him awake. He did this three times. The interrogator said he had never been taught how to conduct detainee questioning. Top Republican senators said they were troubled by the decision to begin a new investigation, which they said could weaken U.S. intelligence efforts. Sen. Patrick Leahy, the Democratic chairman of the Judiciary Committee, said the revelations showed the Bush administration went down a "dark road of excusing torture." Investigators credited the detention-and-interrogation program for developing intelligence that prevented multiple attacks against Americans. One CIA operative interviewed for the report said the program thwarted al-Qaida plots to attack the U.S. Embassy in Pakistan, derail trains, blow up gas stations and cut the suspension line of a bridge. "In this regard, there is no doubt that the program has been effective," investigators wrote, backing an argument by former Vice President Dick Cheney and others that the program saved lives. But the inspector general said it was unclear whether so-called "enhanced interrogation" tactics contributed to that success. Those tactics include waterboarding, a simulated drowning technique that the Obama administration says is torture. Measuring the success of such interrogation is "a more subjective process and not without some concern," the report said. The report describes at least one mock execution, which would also violate U.S. anti-torture laws. To terrify one detainee, interrogators pretended to execute the prisoner in a nearby room. A senior officer said it was a transparent ruse that yielded no benefit. As the report was released, Attorney General Holder appointed prosecutor John Durham to open a preliminary investigation into the claims of abuse. Durham is already investigating the destruction of CIA interrogation videos and now will examine whether CIA officers or contractors broke laws in the handling of suspects. The administration also announced Monday that all U.S. interrogators will follow the rules for detainees laid out by the Army Field Manual. The manual, last updated in September 2006, prohibits forcing detainees to be naked, threatening them with military dogs, exposing them to extreme heat or cold, conducting mock executions, depriving them of food, water, or medical care, and waterboarding. Formation of the new interrogation unit for "high-value" detainees does not mean the CIA is out of the business of questioning terror suspects, deputy White House press secretary Bill Burton told reporters covering the vacationing president on Martha's Vineyard in Massachusetts. Burton said the unit will include "all these different elements under one group" and will be located at the FBI headquarters in Washington. The structure of the new unit the White House is creating would be significantly broader than under the Bush administration, when the CIA had the lead and sometimes exclusive role in questioning al-Qaida suspects. Obama campaigned vigorously against Bush administration interrogation practices in his successful run for the presidency. He has said more recently he didn't particularly favor prosecuting officials in connection with instances of prisoner abuse. Burton said Holder "ultimately is going to make the decisions." CIA Director Leon Panetta said in an e-mail message to agency employees Monday that he intended "to stand up for those officers who did what their country asked and who followed the legal guidance they were given. That is the president's position, too," he said. Panetta said some CIA officers have been disciplined for going beyond the methods approved for interrogations by the Bush-era Justice Department. Just one CIA employee — contractor David Passaro_ has been prosecuted for detainee abuse. Associated Press Writers Matt Apuzzo and Jennifer Loven in Washington and Philip Elliott in Oak Bluffs, Mass., contributed to this story. CIA interrogators threatened to kill children of 9/11 plotter Updated at: 0222 PST, Tuesday, August 25, 2009 http://www.geo.tv/8-25-2009/48174.htm WASHINGTON: Interrogators at secret CIA prisons threatened to kill the children of September 11 mastermind Khalid Sheikh Mohammed, official documents showed Monday. Interrogators, "said to Khalid Sheikh Mohammed that if anything else happens in the United States, 'We're going to kill your children,'" according to official CIA documents released by the Department of Justice. Mohammed, the alleged mastermind of the September 11, 2001 attacks on the United States, was held at secret CIA prisons until 2006 before his arrival at the US detention center at Guantanamo Bay, Cuba. CIA Withheld Medical Information From the Justice Department to Obtain Torture Approvals http://washingtonindependent.com/56278/cia-withheld-medical-information-from-the-justice-department-to-obtain-torture-approvals By Spencer Ackerman 8/24/09 4:58 PM It’s almost enough to generate sympathy for Jay Bybee and John Yoo, the two heads the Justice Department’s Office of Legal Counsel in 2002 who signed off on the infamous torture memos. According to the 2004 CIA inspector general’s report on torture, Bybee and Yoo didn’t make their decisions based on complete information, and information CIA provided to them on the efficacy of torture was, in some cases “appreciably overstated,” “exaggerated” and “probably misrepresented.” A few months before the March 2002 capture of Abu Zubaydah prompted discussion at the highest levels of the Bush administration as to what interrogation policy ought to be, the CIA in late 2001 solicited a report from James Mitchell and Bruce Jessen, two former SERE officials, about how to overcome “countermeasures” al-Qaeda developed to resist interrogation. As a result, the report states, the CIA’s Office of Technical Services “obtained data on the use of the proposed” torture techniques listed in Mitchell and Jessen’s report and the techniques’ “potential long-term psychological effects on detainees.” OTS also got input from the Defense Department’s Joint Personnel Recovery Agency, which oversees the SERE program, as documented in the Senate Armed Services Committee’s torture report from last year. That OTS report was the basis for the information about proposed torture techniques provided to the Justice Department in spring 2002 that Yoo and Bybee, in their August 2002 torture memos, consider for application to Abu Zubaydah. In the August 1, 2002 memo written by Bybee and Yoo, the lawyers summarize and refer repeatedly to what the CIA told them about how the “enhanced interrogation techniques” are supposed to work, as well as to assurances that the lawyers then consider material for whether the proposed actions violate U.S. laws. For instance, discussing waterboarding, they write, that water would be applied “in a controlled manner,” and that the CIA orally informed them that “this procedure triggers an automatic physiological sensation of drowning that the individual cannot control even though he may be aware that he is in fact not drowning.” Just one problem: CIA medical personal objected to the description that OTS gave to the Justice Department as factually inaccurate. Addressing the discrepancies between how waterboarding worked in the SERE school and how it worked at CIA and other torture techniques that changed between on-paper justification and in-the-field practice, a footnote to the inspector general’s 2004 report reads: According to the Chief, Medical Services, OMS [the CIA's Office of Medical Services] was neither consulted nor involved in the initial analysis of the risk and benefits of EITs [”enhanced interrogation techniques,” nor provided with the OTS report cited in the OLC opinion. In retrospect, based on the OLC extracts of the OTS report, OMS contends that the reported sophistication of the preliminary EIT review was probably exaggerated, at least as it related to the waterboard, and that the power of this EIT was appreciably overstated in the report. Furthermore, OMS contends that the expertise of the SERE psychologist/interrogators on the waterboard was probably misrepresented at the time, as the SERE waterboard experience is so different from the subsequent Agency usage as to make it almost irrelevant. Consequently, according to OMS, there was no a priori reason to believe that applying the waterboard with the frequency and intensity with which it was used by the psychologist/interrogators was either efficacious or medically safe. This is hardly the only time during the Bush administration where the CIA cut out of the loop elements from within its own ranks that might not ratify a decision desired by the Bush administration. During the lead-up to the war with Iraq — indeed, during this same time period of early-mid 2002 — the CIA’s chief analyst, Jami Miscik, cut out of CIA analysis on the alleged relationship between Saddam Hussein and al-Qaeda the agency’s own Mideast analysts, who were dubious of any substantive connection. It is unclear if Yoo or Bybee would have changed their analysis had they been treated to a full account of OMS’s perspective. But it’s crystal clear from the report that fateful decisions were made without the benefit of complete information. CIA Threatened To Kill Suspect's Children Interrogator Told Sheikh Mohammed If Any Other Attacks Happened, 'We're Going To Kill Your Children' Attorney General Eric Holder To Reopen Investigation http://cbs2.com/national/prisoner.abuse.probe.2.1142061.html?detectflash=false Aug 24, 2009 12:29 pm US/Pacific Khalid Sheikh Mohammed, arrested al Qaeda leader and mastermind of September 11 terrorist attacks, is seen on March 1, 2003, after capture during a raid in Pakistan. (File) Attorney General nominee Eric Holder testifies during his confirmation hearing in front of the Senate Judiciary Committee on Capitol Hill on Jan. 15, 2009, in Washington DC. A newly declassified CIA report says interrogators threatened to kill the children of a Sept. 11 suspect. The document, released Monday by the Justice Department, says one interrogator said a colleague had told Khalid Sheikh Mohammed that if any other attacks happened in the United States, "We're going to kill your children." Another interrogator allegedly tried to convince a different terror suspect detainee that his mother would be sexually assaulted in front of him - though the interrogator in question denied making such a threat. The report, written in 2004, examined CIA treatment of terror detainees following the terror attacks of Sept. 11, 2001. It has been declassified as part of a lawsuit brought by the American Civil Liberties Union. * CIA Used Inappropriate Interrogation Tactics? * Department Of Justice Office Of Professional Responsibility Meanwhile, Attorney General Eric H. Holder Jr. named John Durham, a Justice Department prosecutor, to investigate whether interrogators may have broken any laws by threatening terror suspects. "I don't think that the attorney general had much choice, politically anyway, but to take this step and launch this criminal investigation," writes CBS News legal analyst Andrew Cohen. "And even the CIA itself acknowledges that some of its agents, current and former, went beyond legal limits in interrogation. The question is whether crimes were committed and can be proven beyond a reasonable doubt." This is just an initial step," Cohen adds. "Just because there is now a prosecutor doesn't guarantee we'll see any CIA trials and certainly doesn't ensure any convictions. All of the problems that existed before-problems with classified information and inadmissible evidence-still remain." Obama campaigned vigorously against President George W. Bush's interrogation policies in his successful run for the presidency. He has said more recently he didn't particularly favor prosecuting Bush administration officials in connection with instances of prisoner abuse. But Holder's decision means the new administration will do precisely that: reopen several such cases with an eye toward possible criminal prosecution. Pages: 1 2 3 [4] 5 Go Up	cc/2021-04/en_head_0057.json.gz/line17
__label__cc	0.683998	0.316002	Magda promises more music in 2007 The DJ form M_Nus announced in a recent interview for Resident Advisor that she wants to focus more on musical productions. So we can expect this year that she comes back with better singles than "Run Stop Restore" from 2005. Magda is also the one who mixed the compilation "She's a Dancing Machine", a CD mix that has 70 tracks and was released at M_Nus in 2006. "I really have to be in the studio. I love DJing of course, but I really feel like I've had no time at all in the last six or seven months to do anything and I really need to. This is really the next goal – to just learn more and try to make something I'm happy with. I don't think I know enough yet as far as production goes", says Magda in the interview. Magdalena Chojnacka comes form Poland. She grew up in the United States, which made her change her perception about music in general. In the last months, Magda took part in some very important events in cities like Boston, Zurich, London, Frankfurt, New York, Chicago, Los Angeles. January 15, 2007 at 8:00 PM CET	cc/2021-04/en_head_0057.json.gz/line21
__label__cc	0.675718	0.324282	Softt All posts in history STEM vs. humanities: a conversational guide By: Sarah Campbell Tucker / November 5, 2015 / No Comments / Picture this: you’re sitting in the Blue Room munching on a French toast muffin alone and someone asks to join your booth. You of course say yes, and in an effort to make sharing a table a little less awkward with a complete stranger, you look to the notes they are pulling out to make small talk about their classes. But alas! It’s all chemistry and calculus, and all you know is humanities. Disillusioned, you are forced to return to the uncomfortable silence and weird looks when you accidentally play footsie with your STEM stranger. We all know and love and stress about Brown’s open curriculum, which gives us the freedom to take (or not take) whatever classes we choose. But the ability to focus on either STEM or humanities creates a gap in understanding our friends on the dark side (the dark side being up to interpretation). Those awkward pauses in conversation when you have no idea how to comment on some class a friend is complaining about, or straight up don’t know what they are talking, are avoidable. We want to help you navigate those conversations with confidence, so study up. CS 15: First of all, I had no idea what CS stood for, and in the interest of saving others from the embarrassment of having to ask, it’s computer science. CS 15 in particular is essentially Intro to Computer Science, and the bane of existence for those students, so be sure to express extreme sympathy for people complaining about it. Fishbowl: Where dreams go to die. It’s where are aforementioned CS students go to get help during TA hours, but are usually never heard from again. If your friend says they’re going there, send regular text updates assuring them they will some day see the real sun again. Labs: It’s not your high school lab where things changed color and that was it. Chemistry labs in particular take up entire afternoons, and the pre-lab and lab reports that go with it, so don’t expect to see friends in lab much. Why we call this weekend “Fall Weekend” By: Deena Butt / October 6, 2015 / 2 Comments / On April 7, 2009, Brown’s faculty voted to rename the annual holiday on the second Monday in October “Fall Weekend.” The vote was made at one of the faculty’s regular monthly meetings; under the rules of Brown’s governance, all decisions regarding the academic calendar are made by an all-faculty vote. Then-President, Ruth Simmons, and other university administrators were not involved in the decision, while then-chair of the Faculty Executive Committee, James Drier, professor of Philosophy, abstained from the vote. In their statement released the next day, the Committee noted that, “since fall 2008, faculty, staff and student committees at Brown have discussed proposals to eliminate the formal observance of Columbus Day. Following much discussion, the vote was not unanimous, reflecting the difficulty and complexity of this sensitive and symbolic issue.” Columbus Day became a federal holiday in 1937 to honor the supposed discoverer of America. His 1492 landing in the Bahamas marked the beginning of European colonization of the Americas, which would result in the death of entire indigenous populations within forty years, due to disease and warfare. Columbus’ history of genocide has in many ways been erased from our societal narrative, marginalizing many communities. Although Brown faced some criticism in the media following the renaming in 2009, many schools and even cities have made similar decisions. While the faculty ultimately made the decision to rename the holiday, the movement and strong desires that propelled that decision came from within the student body. “A small group of students who wanted the University to stop recognizing Columbus Day” worked on a project not unlike the sort we see on campus today; recognizing that there was a problem with a celebration named after Columbus, they engaged in months of dialogue with university administrators and faculty. Although the students initially asked that Brown instead give off another Monday of the month, it was decided that Fall Weekend would coincide with the national holiday to better accommodate the faculty and staff with children in local schools. The Herald poll from the time indicated that “the majority of Brown students disapproved of continuing to call the holiday Columbus Day.” This brief history lesson hopes to provide information on how we as a university and community came to refer to next weekend as “Fall Weekend.” For many, it may be a surprise how recent a change that was, or the work that past students and some current faculty put into making it happen. On Monday, there will be a demonstration on the Main Green hosted by the Native Americans at Brown with the goal of having the holiday renamed “Indigenous Peoples Day.” BlogDailyHerald will be providing coverage of the protest next week. While everyone on campus may not support the desires of some students on campus to rename Fall Weekend, we as publication think the topic deserves due coverage. The BlogDailyHerald of Wesleyan, Wesleying, published a post earlier this year called “Responsibility and Inclusion in the Argus and on Wesleying.” The article, which is definitely worth a read, makes the point that campus publications have a responsibility to the students they attempt to represent and report to. “Publications are not mere platforms for discussion, they are institutions that make choices.” BlogDailyHerald is, of course, not immune to making mistakes in neglecting topics that are relevant to underrepresented communities on campus, and in publishing content that does not properly represent the entire student body whom we hope to serve. As a campus life publication, we need to work hard to make sure we are providing content that speaks to all areas of campus life. We want to acknowledge our commitment to this responsibility. An afternoon in the Annmary Brown Memorial By: Kenji Endo / September 21, 2015 / No Comments / What are some buildings you’ve never set foot in at Brown? For some, it might be the Annmary Brown Memorial – that tomb-like, windowless building near Keeney and Health Services, a subject of much Brown folklore and ghost stories. Blog spent an afternoon in the famed memorial, and lived to tell the tale. The Annmary Brown Memorial, located at 21 Brown Street, was built in 1907 by General Rush Christopher Hawkins as a memorial to his wife. During the Civil War, General Hawkins (1831 – 1920) served as Colonel of the “Hawkins Zouaves,” the 9th New York Volunteer Infantry, and was named Brigadier General in 1865. Hawkins was a well-known book collector, fascinated by early print editions, and a collector of early modern representational paintings. Annmary Brown (1837 – 1903) was the daughter of Nicholas Brown III and granddaughter of Nicholas Brown II, for whom the university was named after. Brown and Hawkins married in 1860. Annmary was close with her sister, Carrie Brown Bajnotti, who is memorialized by the Carrie Tower on the Quiet Green. After her premature death from pneumonia in 1903, Hawkins decided to build a public memorial in her memory, to house belongings from their life together, Annmary Brown’s letters, as well as his Civil War memorabilia and art and book collections. Hawkins donated the memorial and the collection to the City of Providence in 1907. Brown was buried in the crypt in the rear of the building, and was joined by Hawkins, who died at the age of 89. The university acquired the memorial in 1948, which now houses the programs in Medieval Studies and in Renaissance and Early Modern Studies. Blogify: 20th Century Spring Weekend By: Julia Elia / April 15, 2015 / No Comments / In two days, the entire campus will transform for the 55th installment of one of Brown’s greatest traditions. Spring Weekend is definitely about tanks, sunshine (hopefully), and music, but it’s also about history. Since 1960, Brown has hosted some of the most significant musicians in the industry. Such formative headliners include Bob Dylan, Ella Fitzgerald, U2, Bruce Springsteen, Janis Joplin, Ike & Tina Turner, Bob Marley &The Wailers… BlogDH presents a playlist of some of the best acts from 1960-2000. By: Tomas Navia / April 14, 2015 / No Comments / On Sunday, after months of speculation, Hillary Clinton announced that she will be running as a candidate for the 2016 presidential election. The Atlantic’s “The 2016 Presidential Race: A Cheat Sheet” breaks down the candidates who have announced and people likely to do so in the near future. Things keep heating up as the time left until election day winds down. Browser not supported. Visit www.270towin.com The New York Times‘ Michael Sokolove followed around the Philadelphia 76ers this season trying to get to the bottom of one of their worst seasons in recent history. In “How Long Can the Philadelphia 76ers Go?“, Sokolove explores the team’s history starting four years ago in 2011. He traces their successes and failures, including this season’s opening 17-game consecutive losing streak, to explain the 76ers’ 2014-2015 season. A Letter from the Editor-in-Chief: BlogDailyHerald, 5 years on By: William Janover / May 25, 2014 / 3 Comments / Though it might be hard to believe, the school year has come to an end. The libraries are empty, the Main Green is silent, and the Class of 2014 has marched through the Van Wickle Gates. Congrats to the seniors on your graduation! We’ll miss you dearly, but we know you will be all kinds of successful in life outside College Hill. The end of the 2013-2014 academic year also marks the conclusion of BlogDailyHerald’s 5th year of production (do we even call it that?). It is sometimes hard to believe how young our web site is, especially given how far we have come in such a short time. The brainchild of some Brown Daily Herald editors back in 2009, Blog has become an organization unlike anything we could have dreamed of. For the 2011 BDH Commencement magazine, former Blog editors David Winer ’13 and Matt Klimerman ’13 painted a pretty extraordinary picture of what the site’s early days were like. There were no Sunday evening meetings. Blog had “day editors” who handled all of the site’s content for a single day of the week. And edit board meetings? Try “run-ins on the street and in the Ratty.” That year, Blog’s fearless first leaders revolutionized how the organization works. Our weekly writers’ meeting, daily time-wasters, and current managerial structure all came from these early days. Needless to say, we are all in great debt to the site’s earliest editors. Which "Stranger Things" character are you? The Ultimate Finals Playlist Is Your Favorite Christmas Song Lawful? Tips to Make it Out of Finals Alive (On the Inside, As Well!) Michael Bublé’s Christmas Songs Ranked 10 Reasons Why It’s Totally OK That You’re Procrastinating Right Now © Copyright 2021 BlogDailyHerald / Powered by WordPress	cc/2021-04/en_head_0057.json.gz/line22
__label__cc	0.693667	0.306333	SUNY Erie Foundation SUNY Erie One-Stop Career Center About SUNY Erie Spring 2018 Catalog [ARCHIVED CATALOG] Maintenance of Public Order Pursuant to Article 129-A of Educational Law Student Complaint Procedures Standards of Eligibility for Student Leadership Positions and Athletics Immunization Requirements for Registration and Attendance Copyright Infringement Policy and Sanctions Erie Community College is committed to equal opportunity in educational programs, admissions and employment. It is the policy of Erie Community College to provide equal opportunity for all qualified applicants, students and employees and to prohibit discrimination. Erie Community College prohibits discrimination based on race, color, religion, sex, national origin, age, disability, veteran status, marital status, sexual orientation, military status, domestic violence victim status, predisposing genetic characteristics, or any other protected class as defined by New York State or Federal Law. In cases where space is limited, Erie Community College does not discriminate in recruitment, admission or the employment of students as required by federal and state laws and regulations. Erie Community College finds that diversity of students, faculty, administrators, and staff is a crucial element of the educational process and is committed to enhancing education through initiatives to increase diversity at all levels. Erie Community College will continue efforts to recruit and retain minorities and women for jobs where they have previously been underrepresented. Inquires related to discrimination should be referred to the Title IX Section 504 ADA Compliance Coordinator Director of Equity & Diversity, SUNY Erie City Campus, 121 Ellicott Street, Buffalo, New York 14203 (716) 851-1118 . Students' Rights under Equal Employment/Diversity Policy Students have the right to a discrimination free educational program in course offerings and all campus activities. In 1964, the passage of the Civil Rights Act rendered discrimination on the basis of race in schools and other institutions illegal. In 1972, Title IX of the Education Amendments was enacted to prohibit discrimination on the basis of sex in educational institutions and programs. The Rehabilitation Act of 1973, section 504, as well as the Americans With Disabilities Act, protects the rights of students with disabilities, which means that particular efforts must be made to ensure accessibility to campus facilities and programs to persons with disabilities whether they matriculated, non-matriculated, undergraduate or graduate students, faculty or other employees. It means permitting access and full participation by persons with a wide range of disabilities through the elimination of architectural, public relations, program and attitudinal barriers. Students' rights include equal opportunity in admissions, financial aid and counseling. Differential treatment on the basis of gender or race, or any other protected class in the classroom which affects the performance of the student and which constitutes harassment is prohibited. If a student feels he or she has been discriminated against for the above reasons, the individual should contact the Associate Vice President/Chief Diversity Officer of Equity and Diversity or the Dean of Students. Individuals with Disabilities Including Veterans and Vietnam Era Veterans Policy It is the policy of the College to undertake outreach and positive recruitment activities to provide opportunities for qualified students with disabilities including qualified veterans with disabilities, veterans of foreign wars and veterans of the Vietnam Era. Reasonable accommodations shall be made as necessary to accommodate the physical and mental limitations of employees or applicants. The College shall offer both employment and promotion in employment to individuals with disabilities. Compensation shall be determined without regard to any disability income, pension or other benefits that the applicant or employee receives from any other source. Students or employees with chronic medical conditions which may render them "disabled" within the meaning of the Americans with Disabilities Act or New York Executive Law shall not be denied admission to the College on the basis of this disability. In addition, reasonable accommodations will be provided upon request as required by law. Students who are in need of a reasonable accommodation should contact Access Services . All medical information submitted in connection with an application for reasonable accommodation will be kept confidential, as required by law. Employees who are in need of a reasonable accommodation in connection with their employment should contact the Director of Human Resources at (716) 851-1840 . Harassment and Discrimination Policy Harassment is defined as any person's conduct which unreasonably interferes with an employee's or student's status or performance by creating an intimidating, hostile, or offensive working or educational environment based on a protected class. Unlawful harassment includes offensive or demeaning treatment of an individual where such treatment is based upon prejudiced stereotypes of a protected class or group to which that individual may belong. It includes, but is not limited to, objectionable epithets, threatened or actual physical harm or abuse, or other intimidating or insulting conduct directed against the individual because of his or her membership in a protected class. Similarly, offensive or demeaning treatment of an individual based upon sex, which includes offensive comments and gestures, sexual innuendos and other sexually offensive behavior is prohibited. Title VII and the New York Executive Law requires employers to take prompt corrective action to remedy unlawful discrimination or harassment based upon any protected class. Not every act that might be offensive to an individual or a group will be considered harassment. Whether the alleged conduct constitutes unlawful harassment depends upon the record as a whole and the totality of the circumstances, such as the nature of the conduct and the context within which the alleged incident occurs. Harassment does not include verbal expressions or written material that is relevant and appropriately related to course subject matter or curriculum. Sexual assaults may be criminal acts, and, as such, an investigation and processing by the criminal justice system, local police, campus security, and crisis intervention may supersede or occur in addition to the process developed under this policy. Consensual Relationships Policy Intimate relationships between supervisors and their subordinates and between faculty members and students are strongly discouraged due to the inherent inequality of power in such situations. These relationships could lead to undue favoritism or the perception of undue favoritism, abuse of power, compromised judgment, or impaired objectivity. Engaging in a consensual relationship with a student over whom the faculty member has either grading, supervisory, or other evaluative authority constitutes a conflict of interest. The faculty member must take steps to remove the conflict by assigning the student to a different teacher or terminating the relationship, at least while the student is in his/her class. It is a conflict of interest for a supervisor to engage in a consensual relationship with a subordinate over whom he/she has evaluative or supervisory authority. The supervisor must take action to resolve the conflict of interest by assigning another individual to supervise and/or evaluate the subordinate. Reporting Unlawful Harassment, Discrimination or Retaliation Policy Erie Community College will not tolerate unlawful harassment in the academic or work environment. SUNY Erie recognizes that all individuals have the right to study and work in an environment free from unlawful harassment. No individual shall retaliate or discriminate against another individual who has filed a harassment or discrimination complaint. These procedures may be utilized by any student, employee or applicant for employment who believes he or she has been subjected to unlawful harassment. All faculty members, students, and staff are subject to this policy. Any faculty member, student, or staff found to have violated this policy by engaging in behavior constituting unlawful harassment, discrimination, or retaliation will be subject to disciplinary action, which may include dismissal, suspension, termination, or other appropriate action. All faculty members, students, and staff, particularly management and supervisory personnel, are responsible for taking reasonable and necessary action to prevent and discourage unlawful harassment and are required to promptly report conduct that could be in violation of SUNY Erie policies and procedures. Such reporting should occur when information concerning a complaint is received from any source. All faculty and staff members are required to cooperate with investigations of alleged unlawful harassment. Failure to cooperate may result in disciplinary action being taken up to and including termination. Students are also required to cooperate with these investigations. Procedures for Reporting Harassment, Discrimination and Retaliation Erie Community College will properly and promptly investigate complaints and, when warranted, appropriate corrective action taken. In situations that require immediate action because of safety or other concerns, the institution may take any administrative action that is appropriate. Current or former students or student applicants shall present any complaint of harassment to a Dean of Students or Director of Equity and Diversity. The Director of Equity and Diversity is located in room 174 of the City Campus, 121 Ellicott Street, Buffalo, New York (716) 851-1118 . Allegations by one student against another student must be referred to the Dean of Students, at City Campus, 121 Ellicott, Buffalo New York, 14203, (716) 851-1120 ; at North Campus, 6205 Main, Williamsville, New York 14221, (716) 851-1420 ; or at South Campus, 4041 Southwestern Blvd., Orchard Park New York, 14127, and (716) 851-1620 . If the charge is against the Associate Vice President/Chief Diversity Officer of Equity & Diversity, please contact the Executive Vice President for Operations, South Campus, 4041 Southwestern Blvd., Orchard Park, New York, 14127, (716) 270-4434 . Every attempt will be made to obtain the details of the complaint either orally or in writing. The complainant shall include the circumstances giving rise to the complaint, the dates of the alleged occurrences, and names of witnesses, if any. If written, the complaint will be signed by the complainant. Even if the complaint is verbal, the matter will still be investigated and appropriate action taken. Complaints made anonymously or by a third party will also be investigated to the extent possible. No person seeking information, equal employment opportunity counseling or who files a complaint will be adversely affected in any manner because he or she utilizes these procedures. Complaints of retaliation based upon the utilization of the complaint procedure or as a result of participating in an investigation under this section will be investigated in the same manner as discrimination and harassment complaints and corrective action will be promptly taken, if substantiated. Any college employee or student who believes to have been aggrieved or unlawfully harassed may report such conduct to the Director of Equity and Diversity, or in the case of students, alternatively to a Dean of Students. The Director of Equity and Diversity will conduct an investigation into the matter and also seek to resolve the matter informally. The Director of Equity and Diversity will investigate all allegations of unlawful harassment whether verbal or in writing. An investigation shall be conducted to establish whether there has been a violation of the policy. The investigator shall interview the complainant, the respondent, and other persons believed to have knowledge related to the investigation. It is the responsibility of the investigator to weigh the credibility of all individuals interviewed and to determine the weight to be given information received during the course of the investigation. To the extent possible, the investigation will be conducted in such a manner to protect the confidentiality of both parties. However, the complainant, respondent, and all individuals interviewed shall be informed that the College has an obligation to address harassment, discrimination and retaliation, and that, in order to conduct an effective investigation, complete confidentiality cannot be guaranteed. Information may need to be revealed to the respondent and to potential witnesses. However, information about the complainant should be shared only with those who have a legitimate business need to know about it. If the complaint does not rise to the level of harassment or conduct that is improper under Erie Community College policies, the investigator may dismiss the complaint without further investigation, after consultation with Legal Affairs. The complainant should be informed of other available processes, such as the employee grievance/complaint process or a student grievance process, if applicable. When a person against whom the complaint is filed is a student, the Dean of Students will investigate the complaint in compliance with the procedures outlined in this policy and is in accordance with the Course Catalog, where applicable. If it is determined that a violation of the policy has occurred, any resulting action will be undertaken in compliance with SUNY Erie's student disciplinary procedures as outlined in this course catalog. The complainant, whether it is a student or employee, shall be notified as to whether the Director of Equity and Diversity has determined that unlawful harassment, discrimination or retaliation occurred. When a student is the complainant, the respondent, or an individual interviewed, all documentation referring to that student shall be subject to the provisions and protections of the Family Education Records and Privacy Act (FERPA). If the complainant is not satisfied with the findings, he or she may pursue the matter to either the United States Department of Education (www.ed.gov), New York State Division of Human Rights (www.dhr.state.ny.us) or United States Equal Employment Opportunity Commission (www.eeoc.gov), whichever administrative agency has jurisdiction to hear such complaints. Programs or Activities Receiving Federal Financial Assistance In addition to the protection of Title VII of the Civil Rights Act of 1964, Title VI of the Civil Rights Act prohibits discrimination on the basis of race, color, or nation origin in programs or activities receiving federal financial assistance. Employment discrimination is covered by Title VI if the primary objective of the financial assistance is a provision of employment or where employment discrimination causes or may cause discrimination providing services under such programs. Title IX of the Education Amendments of 1972 prohibits employment discrimination on the basis of sex in educational program or activities which receive federal assistance. If you feel that you have been discriminated against under any of the above laws, you should contact the Office of Equity & Diversity at the City Campus, 121 Ellicott Street, Buffalo, New York 14203, room 174, (716) 851-1118 . For additional information, go to Equity & Diversity on SUNY Erie's website. Rules for the Maintenance of Public Order Accordingly, the Board of Trustees of the State University of New York has adopted written rules (8 NYCRR §535) for the maintenance of public order on campuses and other associated properties used for educational purposes pursuant to NYS Education Law §6430. This policy encompasses rules for the maintenance of public order, prohibited conduct, freedom of speech, assembly, picketing and demonstration on campus, including penalties for violation of these rules. With respect to enforcement of these rules and regulations, we note that the Bylaws of the Board provide that THE PRESIDENT, with respect to his educational unit, shall: Have the affirmative responsibility of conserving and enhancing the educational standards of the college and schools under his jurisdiction. Be the adviser and executive agent of the Board and of his respective College Committee and as such shall have the immediate supervision with full discretionary power in carrying into effect the Bylaws, resolutions, and policies of the Board, the lawful resolutions of the several faculties. Exercise general superintendence over the concerns, officers, employees, and students of his or her educational unit. Prohibited Conduct-No person either singly or in concert with others shall: Willfully cause physical injury to another person, nor threaten to do so for the purpose of compelling or inducing such other person to refrain from an act which he or she has a lawful right to do or to do any act which he or she has a lawful right not to do; Physically restrain or detain any other person; Remove anyone from any place where he or she is not authorized to remain; Willfully damage or destroy property of the campus or property under its care; Remove property of the campus or property under its care; Use campus property or property in the campus's care without authorization; Enter into any private office of an administrative officer, member of the faculty or staff member without implied or explicit permission; Enter into and remain in any campus building or facility for any purpose other than its authorized uses or in such manner as to obstruct its authorized use; Remain in any building or facility after it is closed without authorization; Refuse to leave a campus building or facility after being required to do so by an authorized administrative officer; Obstruct the free movement of people and vehicles in any place to which these rules apply; Deliberately disrupt or prevent the peaceful and orderly conduct of classes, lectures and meetings or deliberately disrupt or prevent the freedom of any person to express his or her views, including invited speakers; Knowingly have in his or her possession upon the premises to which these rules apply, any rifle, shotgun, pistol, revolver, or other firearm or weapon without the written authorization of the Chief Administrative Officer, whether or not a license to possess the weapon has been issued to such the person; Willfully incite others to commit any of the acts prohibited in this section with the specific intent to procure them to do so; Take any action, create or participate in the creation of any situation, which recklessly or intentionally endangers the mental or physical health of anyone for the initiation into or affiliation with any organization; Supplementary Rules-The rules in section I.A. of this policy may be supplemented by additional rules for the maintenance of public order but only to the extent that such rules are not inconsistent with those listed here. The additional campus rules must be approved by the Board of Trustees of the State University of New York and filed with the commissioner of education and the Board of Regents within 90 days of adoption by the Board of Trustees. The establishment of supplementary rules for the maintenance of public order does not preclude the establishment of student behavior codes by College Councils in accordance with the procedures described in Board of Trustees Policy Student Conduct Regulation Guidelines. Hereafter, whenever this policy refers to the Rules for the Maintenance of Public Order, it shall also be deemed to include any supplementary rules promulgated here under. Applicability of the Rules - The rules and regulations contained in section I.A. of this policy govern the conduct of students, faculty, all other staff, licensees, invitees and all other persons, whether or not their presence is authorized, upon any University campus to which the rules apply. They also apply to the same individuals with respect to any other premises or property, under the control of the University or University campus, and that are used in teaching, research, administrative service, cultural, recreational, athletic or other programs and activities. Charges against any student for violation of the rules in section I.A. of this policy that result from alleged actions upon the premises of any other campus to which these rules apply shall be heard and determined at the campus where the student is enrolled. . Communication of the Rules - The rules in section I.A. of this policy as well as any approved additional campus rules for the maintenance of public order shall be provided to all students enrolled in the campuses of the University. Campuses shall promptly communicate with all members of the campus community (administration, faculty, staff and students) on issues related to the rules in section I.A. of this policy as well as supplementary rules adopted and approved by the Board of Trustees. To the extent that time and circumstances permit, such communication shall precede the exercise of the authority, discretion and responsibilities granted and imposed by the rules in this policy. Each campus, in matters such as these, shall employ such procedures and means, formal and informal, as will promote such communication. E. Freedom of Speech and Assembly; Picketing and Demonstrations. No student, faculty member or other staff member or authorized visitor shall be subject to any limitation or penalty for expressing his or her views or for assembling with others for such purpose; Peaceful picketing and other orderly demonstrations in public areas of campus grounds and buildings are not subject to interference, provided there are no violations of the rules in section I.A. of this policy. In order to provide maximum protection to the participants expressing their freedom of speech and to the campus community, each president shall: Promulgate procedures appropriate to that campus for provision of reasonable advance notice of the date and time of any planned assembly, picketing or demonstrations upon the grounds of the campus; the proposed location of the assembly or exercise; and the intended purpose; the procedures and processes shall be reviewed and revised periodically; the procedures and processes for advance notice shall not be made a condition precedent to any assembly, picketing or demonstration; and providing advance notice shall not automatically have permission to use a campus facility or building without also following the appropriate processes for obtaining permission to use campus facilities and buildings. II. Campus Procedures and Penalties for the Violation of the Rules of Maintenance of Public Order The Board of Trustees of the State University of New York has adopted campus procedures and penalties for the violation of the rules of maintenance of public order on campuses and other campus properties used for educational purposes pursuant to NYS Education Law §6430, as outlined herein. Procedures and Penalties for Different Categories of Individuals. The president shall inform any licensee or invitee who shall violate any provisions of these rules that his or her license or invitation is withdrawn and shall direct him or her to leave the property of the campus. In the event of a failure or refusal to leave the premises, the president shall cause the licensee or invitee's ejection from the campus. In the case of any other violator, who is neither a student nor faculty or other staff member, the president shall inform the violator that they are not authorized to remain on the property of the campus and direct them to leave the premises. In the event of a failure or refusal to leave the premises, the president shall cause the violator's ejection from the campus's property. Nothing in this subdivision shall be construed to authorize the presence of anyone at any time prior to such violation nor to affect his or her liability to prosecution for trespass or loitering as prescribed in the penal law. In the case of a student, charges for violation of any of these rules shall be presented and shall be heard and determined in the manner hereinafter provided in section II.3.b.and section II.3.c. of this policy. The policy Student Conduct Regulation Guidelines authorized by NYS Education Law §356(3)(g) and codified in 8 NYCRR §500 provides for College Councils to promulgate or review and ratify rules for student conduct subject to supervision of the Board of Trustees of the State University of New York. The rules so established in such local conduct codes are valid only if they are adopted by College Councils in the manner consistent with Trustee policy. The decision to charge a student under such rules in the campus's local conduct code or those rules contained in section I.A. of this policy must be made. Once the choice is made, the campus must completely adhere to and follow the procedures, processes and penalties described for the path elected. A campus cannot charge a student under both the campus local code of conduct and the rules and procedures set forth in this policy. Notice, Hearing and Determination of Charges against Students Whenever a complaint is made to the president or his designee of a violation by a student or students of the rules prescribed in section I.A. of this policy or whenever he or she has knowledge that such a violation may have occurred, he or she shall cause an investigation to be made and the statements of the complainants, if any, and of other persons having knowledge of the facts reduced to writing. If the president or his designee is satisfied from such investigation and statements that there are reasonable grounds to believe that there has been such a violation, he or she shall prepare or cause to be prepared charges against the student or students alleged to have committed such violation. The charges shall state the specific offense and section designation of the offense's prohibition and shall specify the ultimate facts alleged to constitute the offense. Such charges shall be in writing and shall be served on the student or students named therein by delivering the charges to the student or students personally, if possible, or if not, by mailing a copy of such charges by registered mail to the student or students at their usual place or places of abode while attending campus and also to their home address or addresses, if different. The notice of charges so served shall fix a date for a hearing of the charges not less than 10 or more than 15 days from the date of service which shall be the date of mailing where necessary to effect service by mail. Failure to appear in response to the charges on the date fixed for the hearing, unless there has been a continuance for good cause shown, shall be deemed to be an admission of the facts stated in such charges and shall warrant such action as may then be appropriate. Before taking such action, the hearing committee, referred to section II.3.c. of this policy, shall give notice to any student who has failed to appear in the manner prescribed in section II.3.b.iv. of this policy, of its proposed findings and recommendation to be submitted to the president and shall so submit such findings and recommendations 10 days thereafter unless the student has meanwhile shown good cause for his or her failure to appear, in which case the hearing shall be rescheduled. Upon demand at any time before or at the hearing, the student charged or his or her duly designated representative shall be furnished a copy of the statements taken by the president in relation to such charges and the names of other witnesses who will be produced at the hearing in support of the charges. The provision of the witness names and statements shall not preclude the testimony of witnesses who were unknown at the time of such demand. The president may, upon the service of charges, suspend the student named therein from all or any part of the campus's premises or facilities pending the hearing and determination thereof, whenever, in the president's judgment, the continued presence of such student would constitute a clear danger to himself or herself or to the safety of persons or property on the premises of the campus or would pose an immediate threat of disruptive interference with the normal conduct of the campus's activities and functions; provided, however, that the president shall grant an immediate hearing on request of any student so suspended with respect to the basis for such suspension. c. The Hearing Committee and Its Procedures for Charges against Students There shall be constituted at each campus a hearing committee to hear charges against students of violation of the rules for the maintenance of public order entailed to in section I.A. of this policy. Such committee shall consist of three members of the administrative staff and three members of the faculty, designated by the president, and three students who shall be designated by the members named by the president. The president shall appoint a chairperson of the committee. III. Mandates for Enforcement of the Rules for Maintenance of Public Order The Board of Trustees of the State University of New York has adopted enforcement policies for the rules and regulations for the maintenance of public order on campuses and other campus properties used for educational purposes pursuant to NYS Education Law § 6430 as outlined herein. Enforcement Program The president shall be responsible for the enforcement of the rules in § I.A. of this policy, and he or she may designate to other administrative officers authorization to take action in accordance with such rules when required or appropriate to carry them into effect. It is not intended by any provisions herein to curtail the right of students, faculty or staff to be heard upon any matter affecting them in their relations with the campus. In the case of any apparent violation of the rules in section I.A. of this policy by such persons, which, in the judgment of the president, does not pose any immediate threat of injury to person or property, the president may make reasonable effort to learn the cause of the conduct in question. They may make a reasonable effort to persuade those engaged therein to desist and resort to permissible methods for the resolution of any issues which may be presented. In doing so, the president shall warn such persons of the consequences of persistence in the prohibited conduct, including their ejection from any premises of the campus where their continued presence and conduct is in violation of these rules. In any case where violation of the rules in section I.A. of this policy does not cease after such warning and in other cases of willful violation of such rules, the president shall cause the ejection of the violator from any premises, which he or she occupies in such violation. The president shall initiate disciplinary action as provided in section II of this policy. The president may apply to the public authorities for any aid which he or she deems necessary in causing the ejection of any violator of these rules. The president may request the University counsel to apply to any court of appropriate jurisdiction to restrain the violation or threatened violation of such rules. There are no forms relevant to this policy. Advisory Committee on Campus Security Pursuit to the NYS Educational Law Article 129-A, section 6431, the Safety and Security Committee reviews current campus security policies and procedures and makes recommendations for their improvement. The committee specifically reviews current policies and procedures for: Educating the campus community, including security personnel and those persons who advise or supervise students, about sexual assault pursuant to section sixty-four hundred thirty-two of this article; Educating the campus community about personal safety and crime preventions; Reporting sexual assaults and dealing with victims during investigations; Referring complaints to appropriate authorities; Counseling victims, and Responding to inquiries from concerned persons. To provide a vehicle to educate the campus community (faculty, staff and students) on personal safety and security issues, particularly, matters related to prevention of sexual assault, reporting, and counseling of victims. To provide a platform for discourse on health, safety, and security college-wide concerns. To assess and recommend safety and security policy or matters to the Board of Trustees. To ensure institutional compliance with Education Law, specifically Article 129-A. AVP College Safety and Security Committee membership consists of the following: While the president has the authority to make all appointments to the committee under the Statute, some of the appointments must be made based upon lists provided by either the faculty organization (College Senate) and student governance organization (SGA). In the cases where you are making appointments off of a list, we recommend that asking for twice the number of those to be appointed to allow you some discretion in the selection. I. Student Membership (3 Students): A. One third of students must be appointed from a list of students that contains at least twice the number to be appointed, with the list to be provided by the largest student governance organization on campus. We recommend requesting 6 proposed names from SGA. II. Faculty Membership (3 Faculty): B. One third shall be appointed from a list of faculty members that contains twice the number to be appointed, with the list to be provided by the largest faculty organization on campus. We recommend requesting 6 names from the College Senate. III. Other Membership (3 Staff): C. One third of the committee shall be selected by the president. These are your appointees and you can appoint whomever you want in your discretion. IV. Female Membership (6 Female): D. Half of the total composition of members of the advisory committee must be female. The committee reports, in writing, to the college president or chief administrative officer on its findings and recommendations at least once each academic year, and such reports shall be available upon request. For more information regarding the Campus Safety and Security Committee, please contact the Vice President for Student Affairs at (716) 851-1205 , the Associate Vice President for College Safety and Security (716) 270-5612 , or the Associate Vice President of Human Resources at (716) 851-1844 . Sexual and Racial Harassment For information on sexual and racial harassment and procedures, please refer to the Equity & Diversity section. Consenting Relationships and Sexual Orientation For information on consenting relationships and sexual orientation and procedures, please refer to the Equity & Diversity section. Campus Crime Reporting and Statistics Pursuit to the NYS Educational Law Article 129-A, section 6433 a copy of the Erie Community College crime statistics as reported annually to the U. S. Department of Education will be provided upon request by the Associate Vice President for Security or a Dean of Students. Information can also be obtained from the U. S. Department of Education website at: http://ope.ed.gov/security/ and the Safety and Security website. http://www.ecc.edu/studentLife/supportservices/campussafety Investigation of Violent Felony Offenses and Reported Missing Students Pursuit to the NYS Educational Law Article 129-A, section 6434 Chapter 22 of the Laws of 1999 of the State of New York establishes certain requirements for investigation of violent felonies and reporting of missing students on college campuses in New York State. Violent Felony Offenses Reports of an on campus violent felony offense is received by the college or when a report of a violent offense involving a college student is received by the municipal police department, the recipient shall notify the Associate Vice President for Security as soon as possible. The police departments will work collaboratively and carry out appropriate investigative procedures and will determine the most efficient manner of continuing the investigation and shall provide mutual assistance when requested. Reported Missing Students Once a missing student report is filed with the Campus Safety and Security Department, the department will notify the municipal police department immediately. The department will conduct a preliminary investigation in order to verify the validity of the complaint and to determine the circumstances which exist relating to the missing student. If the student's absence is verified, the incident will be reported and shared between departments. Both departments will continue the investigation to locate the missing student. If, after further investigation, the missing student is not located, both departments will determine the most efficient manner of continuing the investigation. In any event, information relating to any report of a missing student shall be shared by both parties no later than one day from the time of the initial report. If the missing student is located or returns to the college at any time after the matter has been reported, each party shall notify the other immediately. Please refer to the Campus Safety and Security website for additional procedures http://www.ecc.edu/studentLife/supportservices/campussafety "Missing Student" means any student of the college subject to the provisions of Section 355(17) of the New York State Education Law, who resides in a facility owned or operated by the college and who is reported to the college as missing from his or her residence. "Violent Felony Offense" means a violent felony offense as defined in Section 70.02(1) of the Penal Law of the State of New York. Bias-Hate Related Crime Prevention Information Pursuit to the NYS Educational Law Article 129-A, section 6436, the Erie Community College mission is to protect all members of its community by preventing and prosecuting bias or hate crimes that occur within the campus's jurisdiction. Hate crimes, also called bias crimes or bias-related crimes, are motivated by the perpetrator's bias against an individual victim or group based on perceived or actual personal characteristics, such as their age, religion, ethnicity, gender, sexual orientation, or disability. Hate and bias crimes are more prevalent in today's society, particularly since the passage of the Federal Hate/Bias Crime Reporting Act of 1990 and the New York State Hate Crimes Act of 2000 (Penal Law Article 485). Copies of the New York law are available from the Safety and Security Offices on each campus. Penalties for bias-related crimes are very serious and range from fines to imprisonment, depending on the nature of the underlying criminal offense, the use of violence or previous convictions of the offender. Perpetrators who are students will also be subject to the college's Code of Conduct procedures where sanctions including dismissal are possible. In addition to preventing and prosecuting hate and bias crimes, Erie Community College also assists in discouraging bias and related activities that may be considered low level. These activities, referred to as bias incidents and defined as acts of bigotry, harassment, or intimidation directed at a member or group within the college community based on national origin, ethnicity, race, age, religion, gender, sexual orientation, disability, veteran status, color, creed, or marital status, may be addressed through the Equity and Diversity Officer or the campus conduct code. Incidents or reports shall be referred to the Equity and Associate Vice President/Diversity Chief Diversity Officer at (716) 851-1118 . If you are a victim of, or witness to, a hate and bias crime on campus, report Safety and Security by calling 911 in an emergency or calling or stopping by the Campus Safety and Security Office for each campus. Victims of bias crime or bias incidents are urged to contact the following offices for assistance: City Campus, Room 102, (716) 851-1133 ; North Campus, Room S-115, (716) 851-1433 South Campus, Room 5223-E, (716) 851-1633 Dean of Students Offices City Campus, Room 167, (716) 851-1120 North Campus, Room G157, (716) 851-1420 South Campus, Room 5218, (716) 851-1620 Equity and Diversity, City Campus, Room 174, (716) 851-1118 Student Support Service Centers City Campus, 45 Oak Street, Room 102 (716) 851-1188 North Campus, Room S213, (716) 851-1488 South Campus , Room 5206, (716) 851-1688 More information about bias-related and bias crimes, including up-to-date statistics on bias crimes is available from the ASVP for College Safety and Security, City Campus Room 114, (716) 270-5612 and at http://www.ecc.edu/studentLife/supportservices/campussafety Erie Community College, in concert with the New York State Education Department regarding Article 129-A of the Education Law, Section 6437 gives the College the opportunity to prohibit the marketing of credit cards to students on all Erie Community College campuses. Furthermore, this policy prohibits any advertising, marketing, or merchandising of credit cards to our college students. Erie Community College promotes and implements good credit management practices through college programs which include workshops, seminars, discussion groups, and film presentations. Inappropriate Use of Alcohol and Drugs As a result of the Drug-Free Schools and Communities Act Amendments of 1989 (Public Law 101-226), drugs and alcohol will not be tolerated. Members of the college will be charged appropriately and held accountable for their behavior while under the influence of alcohol and/or drugs. Students will be subject to disciplinary action for violations of the Code of Conduct. It is recognized that consumption of alcohol at any activity may be a pleasurable aspect of the program. It should not, however, be considered the primary purpose for which the event is sponsored nor should it be the central activity around which the program evolves. Normally, events at which alcohol is served may not be held on campus. Further, student activity fee money may not be used to purchase alcohol for any off-campus events. Drug-Free Workplace Policy Erie Community College is committed to the development and maintenance of a drug-free environment, and, in accordance with the Drug Free Workplace Act of 1988, prohibits the unlawful possession, use, manufacture, distribution and dispensation of controlled substances (drugs and alcohol) in and on Erie Community College owned or controlled property. Students charged with the possession, sale, or use of alcohol or a controlled substance will be subject to the full penalty of the law which is stated in all applicable Federal, State and Local laws. Reference: Title M, Article 220 and 221 of the New York State Law. Students found to be at risk of drug or alcohol abuse will be referred to local, public and private agencies that have a history of providing rehabilitation services. Students who are charged with unlawful use of alcohol or substance possession and/or sale may be subject to the following sanctions: Students whose presence on the campus poses a clear danger to other students, staff, or faculty may be prevented from continuing in their studies until such time as the charge has been heard. Given the nature and severity of the offense, students may be permitted to continue in class while undergoing voluntary rehabilitation services. Students involved in rehabilitation programming will remain on probation until such time as the program has been successfully completed, as attested to by the agency providing the service. Erie Community College is committed to a drug-free workplace and will work diligently to promote and enforce the following Erie County policies: The unlawful manufacture, distribution, disposition, possession, or use of a controlled substance during working hours at any county workplace is prohibited, and an employee engaging in such conduct shall be discharged in accordance with applicable employee bargaining unit contracts. The Erie County Employee Assistance Program shall offer substance abuse counseling and referral to rehabilitation programs for SUNY Erie employees. Each employee shall abide by the Federal Drug-Free Workplace Policy. It is the responsibility of each employee to notify his/her supervisor of any conviction or violation of any criminal drug statute arising out of actions at the employee's workplace, no later than five days after such conviction. The employee's supervisor shall, upon receipt of such notice: A. Notify any Federal contract officer within 10 days of such conviction; and, B. Impose the following sanctions and/or remedial measures within 30 days upon any employee who is convicted of drug violations in the workplace; C. Take appropriate disciplinary action against the employee, up to and including discharge; and/or, D. Require such employee to satisfactorily participate in a drug abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health law enforcement or other appropriate agency. In connection with this policy, employees are directed to note Rule #2 and Rule #15 of the Erie County Employee Handbook, which are Class A dischargeable violations. Erie Community College will make continuing efforts to maintain a drug-free workplace by strict enforcement of this policy and its requirements. Tobacco-Free Campus Policy To ban tobacco use in all SUNY Erie facilities and on all SUNY Erie property. To ban the sale or advertisement of tobacco products in all SUNY Erie facilities and on all SUNY Erie property. To provide a healthy, comfortable, and safe smoke- and tobacco-free environment for our students, faculty, staff, and visitors. Applicability: This policy applies to all members of the college community including but not limited to faculty, staff, students, volunteers, trainees, consultants, supplemental staff employed through contract agencies or outside trade unions, vendors, guests, and visitors. Secondhand smoke - a mixture of the smoke given off by the burning end of a cigarette, cigar, cigarillo, pipe, beedi, kretek, water pipe, bong, hookah, e-cigarette, or other tobacco product, and the smoke exhaled from the lungs of smokers. Smoking - burning any type of matter or substance that contains tobacco including but not limited to cigarettes, cigars, cigarillos, pipes, beedies, kreteks, water pipes, bongs, hookahs, e-cigarettes, or any other tobacco product. Tobacco-related - applies to the use of a tobacco brand or corporate name, trademark, logo, symbol, motto, selling message, recognizable pattern or colors, or any other indicia of product identical to or similar to, or identifiable with, those used for any brand of tobacco products or company which manufactures tobacco products. College-managed property - property or facilities either owned, leased or controlled by the college or its related (subsidiary) entities. College organizations - institutionalized organizations for students and/or staff that receive funding directly from the college, and which are coordinated or directed by college staff. Affiliate organizations include those societies, clubs or the like which are formed because of the special interest of any particular group of students. Erie Community College supports an environment where its students, employees, and visitors are not exposed to secondhand smoke. Therefore, smoking is prohibited on all college-managed property, both indoors and outdoors. This includes but is not limited to: all buildings on the North, South, and City campuses, classrooms, lecture halls, residences, residence halls, apartments, laboratories, offices, work areas, study areas, reception areas, meeting rooms, lobbies, hallways, stairwells, elevators, eating areas, lounges, restrooms; off-site satellites such as the Vehicle Technology Training Center, 45 Oak, and One-Stop Center; fields, open land areas, parking lots and garages, athletic fields, tracks, bleachers/grandstands, outdoor paths, and roads; all partially enclosed areas including, but not limited to covered and uncovered walkways, breezeways, bus stop shelters, loading docks, building entrances, and exterior stairways and landings; and all vehicles owned and leased by the college or its affiliated organizations. Organizers of and attendees at public events, such as conferences, meetings, lectures, social events, cultural events, and/or athletic events using college-managed property will be required to abide by the College Smoke-Free Policy. Organizers of such events are responsible for communicating this policy to attendees. This policy shall not be enforced against employees that choose to smoke in their personal vehicle, as long as no smoke escapes to the outside environment of the college. Employees that choose to smoke in their car do so at their own risk. Smoking is well known as a deadly habit. The college has no responsibility for an employee's decision to smoke, regardless of the location. Health risks associated with smoking are well documented. Research findings show that tobacco use, including smoking and breathing secondhand smoke, constitutes a significant health hazard. Smoking also contributes to institutional costs including fire damage, cleaning and maintenance, and costs associated with employee absenteeism, health care, and medical insurance. The tobacco industry spends a reported $41 million dollars per day promoting their products, targeting young people, specifically college-age students. Effective implementation of this policy depends on the courtesy, respect, and cooperation of all members of the SUNY Erie community. All members of the SUNY Erie community: Comply with this policy in a courteous, respectful, and cooperative manner. Supervisors (College and vendors): Communicate this policy to their employees and volunteers. Event Organizers: Communicate this policy to event attendees. Erie Community College shall be entirely tobacco-free effective January 1, 2013. Third-Party Vendors The sale of tobacco products on campus is prohibited. This includes the delivery of tobacco products to the campus by means of a delivery service of any kind. The free distribution of tobacco products or tobacco marketing products to college organizations is prohibited. College organizations and affiliated organizations are prohibited from accepting money or gifts from tobacco companies, directly or indirectly. This includes sponsorship of parties by tobacco companies, distribution of free, reduced, or full price tobacco products, or any promotional items. This does not apply to research funding. Tobacco-related advertising or sponsorship is not permitted: on College-managed property, including billboards or signage in stadiums or on campus, and at college-sponsored events; or in publications produced by the college. Tobacco-related advertising is permitted in a newspaper or magazine not produced by the college and which is lawfully sold, bought, or distributed on college-managed property; this includes student-run newspapers. Support and Education The college understands the addictive nature of smoking and the reality that breaking the habit is extremely difficult for many people. The college will make every effort to assist and encourage those who wish to stop smoking and will offer smoking cessation programs, accessible tobacco treatment, and counseling. Employees should contact the health office and students should contact the Student Government Association and Campus Deans of Students for assistance with smoking cessation. Violations of this policy will be addressed through educational and corrective measures. Education measures include smoking cessation programs, treatment, and counseling. Corrective measures shall follow established rules and regulations regarding policy violations and discipline procedure. All disciplinary actions shall proceed in accordance with the employee's collective bargaining agreement. In addition to being charged with violating the Tobacco-Free Policy, unresponsive individuals may also be charged with failure to comply with the reasonable request of a college administrator. Should someone not comply with a reasonable request, college Safety and Security may be involved. Students will be referred to the Student Conduct Judicial Board. Visitors, Guests, Volunteers, Trainees, Vendors, and Supplemental Staff employed through contract agencies or trade unions These individuals are expected to observe the Erie Community College Tobacco- Smoke Free Policy. Department heads, building coordinators, and sponsors/hosts of college events are responsible for notifying individuals of the policy, including the restrictions on the sale or distribution of tobacco products. Individuals who smoke will be requested to extinguish the tobacco product and will be informed of the policy. Refusal to do so will constitute a violation of the policy and may result in removal from or denial of re-admittance to the building or event. For further information, employees may contact Human Resources. Students may contact their respective Dean of Students' Office. Visitors and guests may contact College Safety and Security. Anti-Hazing Policy No student or any other person shall engage conduct which recklessly or intentionally endangers the mental or physical health or involves the forced consumption of alcohol or drugs for the purpose of initiation or affiliation into or affiliation with any organization. Immunization Statement: Every student born on or after January 1st, 1957 or later and is enrolled in six (6) or more credit hours at an accredited college or university is required by New York State Public Health Law 2165 to provide proof of immunity to measles, mumps, and rubella. Proof of immunity compliance is accomplished by providing official documentation of two (2) measles immunizations, one (1) mumps immunization, and one (1) rubella immunization or by submitting serological proof of immunity. New York State Public Health Law 2167 also requires colleges to distribute information about meningococcal disease and vaccination to all students regardless of age. Students are encouraged to review the materials provided to them. The Confidential Health Form must be completed and returned to your Campus Health Office indicating proof of vaccination or declination of immunization. Student Immunization Policy: Erie Community College reserves the right to withdraw students that do not meet New York State Department of Health regulations as outlined. Withdrawn students will not be able to return to the College that semester. The law requires that students be withdrawn from college if proof of immunity is not provided within thirty (30) days of the start of classes. Students who have been withdrawn can attend the following semester, once completion of New York State immunization requirements have been satisfied. Additional information concerning college policies for students deemed as non-compliant is available in the College Nurses' offices on each Campus. A. Copyright Law Copyright infringement is the act of exercising, without permission or legal authority, one or more of the exclusive rights granted to the copyright owner under section 106 of the Copyright Act (Title 17 of the United States Code). These rights include the right to reproduce or distribute a copyrighted work. In the file-sharing context, downloading or uploading substantial parts of a copyrighted work without authority constitutes an infringement. Unauthorized distribution of copyrighted material, including unauthorized peer-to-peer file sharing, is against the law and may subject users to civil and criminal liabilities. Peer-to-Peer (P2P) file sharing refers to the use of software that allows computer users to connect in to a network to search for shared files on the computers of other users (the "peers") connected to the network. B. Sanctions and Penalties for Violating Copyright Law Violators of this policy will be subject to the existing student disciplinary procedures of Erie Community College. Sanctions may include the loss of computing privileges. Illegal acts involving Erie Community College computing resources may also subject users to prosecution by State and Federal authorities. In general, anyone found liable for civil copyright infringement may be ordered to pay either actual damages or "statutory" damages affixed at not less than $750 and not more than $30,000 per work infringed. For "willful" infringement, a court may award up to $150,000 per work infringed. A court can, in its discretion, also assess costs and attorneys' fees. For details, see Title 17, United States Code, Sections 504, 505. Willful copyright infringement can also result in criminal penalties, including imprisonment of up to five years and fines of up to $250,000 per offense. For more information, please see the web site of the U.S. Copyright Office at www.copyright.gov. Student Right-To-Know Act Graduation Rate Disclosure Information On July 1, 1992, the Student Right-To-Know and Campus Security Act went into effect. Among its provisions is the requirement for institutions receiving federal student aid funds to make available to prospective students the college's graduation, retention, and attrition rates. This report, the Student Right-To-Know/Graduation Rate Disclosure, is available at all Admissions Offices college wide through the Call Center or directly from the college's Institutional Research Office at North Campus. Individuals with questions or seeking clarification related to any aspect of this report should contact the Director of Institutional Research, North Campus, Gleasner Hall, Room 156, (716) 851-1431 . The Dean of Students Office The role of the Dean of Students is to investigate alleged violations of the Code of Conduct. A student charged with a violation will be informed by the Dean of Students or the College Safety and Security Office. Any student who is charged with an offense shall have a reasonable opportunity to refute the charges to the Dean of Students. The Dean of Students decides disciplinary cases; however, the dean may choose to refer a case to the Judicial Committee as they deem appropriate. Expectations of Erie Community College Students Erie Community students are expected to conduct themselves in a manner that is conducive to learning, and respectful of the rights of others. As such, enrolled students are to be accountable to the Code of Conduct, rules and regulations of the College, and maintain appropriate behavior found in the Code of Conduct; Follow the course syllabus provided by each faculty member, respecting the right of faculty to teach and the right of students as consumers to learn; Be respectful of others; Comply with verbal and written directions from College officials, Student Code of Conduct and Discipline The purpose of this policy and procedure is to inform students of expected behavior, the right to due process for suspected violations of the student code of conduct, and the consequences for violations. Applicability of the Policy and Procedure The policy and procedure applies to all visitors and students enrolled in credit and non-credit course work. Erie Community College, sponsored by the County of Erie and under the supervision of the State University of New York, realizes that the rights and privileges exercised by any person are always a function of his/her relationship with others. Taken in the context of the college, this makes students responsible for their actions while members of the college community. The college has a responsibility in establishing a Student Code of Conduct to protect, as a whole, the unique properties of this college organization and to provide an atmosphere for sound academic and co-curricular learning. Therefore, Erie Community College expects its students to assume a professional attitude in their conduct. This simply implies that the student has a seriousness of purpose and is here to grow both personally and academically. By enrolling at Erie Community College, the student agrees to abide by all college regulations, and it is understood that he/she is aware of the Student Code of Conduct and its procedures. Any type of dishonest, abusive, or destructive behavior is subject to inquiry and may result in disciplinary action, and or a hearing. Loss of privileges, specified discipline action, or more severe sanctions, for example, separation from the college may be imposed on any student whose conduct on or off campus adversely affects his/her stature as a member of the academic community. The Deans of Students reserves the right to deny students the privilege of participating in student activities for disciplinary reasons, based upon the Code of Conduct. Violation of Law and Discipline Students charged with a violation of the Code of Conduct and the charges are also violation of any law, disciplinary action may be applied against a student without regard to any pending civil or criminal proceedings criminal arrest or prosecution at the discretion of the Campus Safety and Security. Violation of the Student Code of Conduct The following is a list of infractions of the Code of Conduct, which might lead to probation, suspension or dismissal: Physical or verbal abuse, including disorderly, loud, indecent, obscene conduct or expression toward fellow students or any and all members of the college staff. Sexual harassment, bullying, intimidation, or assault of any other person (person is defined by State or Federal law). This includes rape, regardless of the nature of the relationship between the persons involved, or engaging in hazing, stalking, harassment, bias or hate crimes or threats of violence based on, but not limited to, a person's ethnicity, national original religion, creed, sexual orientation, disability, age, or gender. Examples of hazing include, but are not limited to, paddling or other physical abuse or brutality, activities involving illegal acts of excessive fatigue and/or stress, and verbal and/or psychological abuse that compromise the dignity of individuals. Tampering with safety alarms or equipment, violation of specific safety regulations, possession or use on campus of firearms, knives, other weapons, explosives, or fireworks. Making a false report of a bomb, fire, or other emergency in any building, structure or facility on college property. Alter or make unwarranted use of firefighting equipment, safety devices, or other emergency safety equipment. Forcible disruption or obstruction of regular college activities, including administration, classes, campus services, and organized events interfering with free speech and movement of academic community members; or refusal to provide an identification card when requested or to obey any other legitimate instruction from a college public safety officer, faculty member, teacher, college administrator, or any other identified representative of the college. Dishonesty, such as cheating or plagiarism is handled by academics and will be referred to the appropriate department chair or head. Falsifying information to the college, such as forgery, alteration, or reporting felony convictions, intentional misuse of college documents, records or identification. Any conduct that constitutes a violation of the laws of the United States, the State of New York, County of Erie, City of Buffalo, or any other civil jurisdiction. Picketing, assembly, and demonstrations and all activities in the nature of peaceful picketing, assembly (other than scheduled and approved) and demonstrations on the part of students, faculty, staff, and visitors shall be confined to the exterior of the building, unless permission is granted by the appropriate vice president. Misuse of the name, seal, or logo of Erie Community College or claiming to speak or act in the name of the college without due authorization of the president or an approved representative. Unauthorized gambling in any form on the campus or in any of the College buildings. Open or public possession, sale, use or exchange of illegal substances or intoxicants on campus. Theft, abuse, or unauthorized use of public or private property, including unauthorized entrance into college facilities, and/or possessions of stolen property. Vandalizing, damaging, destroying, or removing personal property from another individual. Smoking tobacco products or use of is prohibited on all campuses. For further information, contact your campus Dean of Students Office. Activation of cellular telephones, pages or other communication devices in classrooms, libraries, or inappropriately use of such devices in violation of others. Cell phones may not be used in the libraries. According to the Acceptable Use Policy, students may not improperly use college computers for the purpose of accessing pornographic or obscene materials or websites, harassing or stalking. "Range of Educational sanctions" (May be assigned either alone or in combination if student is found to be in violation). Official Warning - An official warning is an oral notification to the student that his/her behavior is unacceptable in the College community and that repetition of that behavior will result in further disciplinary action. This sanction may be given by the Dean of Students without a formal hearing. Disciplinary Reprimand - A disciplinary reprimand is a written notification to the student that his/her behavior is unacceptable in the College community and that repetition of that behavior will result in further disciplinary action. This sanction may be given by the Dean of Students without a formal hearing. Restitution - Restitution requires the student to pay for all direct and indirect costs of damages caused to property or person. No amount beyond that, for example as a "fine," may be assigned. Restitution may be required by the Dean of Students without a formal hearing, if the student accepts responsibility. Loss of Privileges - Privileges within the College community may be revoked for a specified period of time, as long as they are consistent with the nature of the offense and the education of the student. This sanction may be given by the Dean of Students without a formal hearing. Alternative Educational Sanctions- Alternative educational sanctions are intended to contribute to the education of the student, the education of the College community, and/or to be a form of social restitution. Alternative sanctions are specifically designed to "fit" the individual student and the nature of the specific offense. They may include a requirement to present and education program for fellow students, to write and informative research article for the student newspaper, to perform a specified number of hours in community service, etc. In assigned educational sanction, care must be taken not to violate the individual student's constitutional rights. Disciplinary Probation - A disciplinary probation is a definite period of time during which the student is required to fulfill specified conditions or obligations, with the understanding that failure to meet the requirements of the probation or further infraction of College policy may result in more severe sanctions including suspension or dismissal. This sanction may be given by the Dean of Students without a formal hearing. Suspension - A suspension is a separation from the College, for a specified period of time, ranging from a portion or all of a given semester to a full academic year. Conditions for return to the College, if any, must be outlined at the time of suspension. In addition, restrictions on the suspended students' access to the campus during the period of suspension may be assigned including the assignment of a formal PERSONA NON GRATA status. This sanction may be given by the Dean of Students without a formal hearing. Dismissal/Expulsion - Dismissal/expulsion may be the permanent separation of the student from the College. It is reserved for the most serious of offenses against the College and/or the members of the College community. Student Code of Conduct Review Board Procedures Erie Community College, sponsored by the County of Erie and under the supervision of the State University of New York, realizes that the rights and privileges exercised by any person are always a function of his/her relationship with others. Taken in the context of the college, this makes students responsible for their actions while member of the college community. The college has a responsibility in establishing a Student Code of Conduct to protect as a whole the unique properties of this college organization and to provide an atmosphere for sound academic and co-curricular learning. Therefore, Erie Community College expects its students to assume a professional attitude in their conduct. This simply implies that the student has a seriousness of purpose and is here to grow both personally and academically. By enrolling at Erie Community College, the student agrees to abide by all college regulations and it is understood that he/she is aware of the Student Code of Conduct and its procedures. Any type of dishonest, abusive, or destructive behavior is subject to inquiry and may result in a disciplinary hearing. Loss of privileges, specified discipline requirements, or separation from the college may be imposed on any student whose conduct on or off campus adversely affects his/her status as a member of the academic community. The Deans of Students reserve the right to deny students the privilege of participating in student activities for disciplinary reasons, based upon the Code of Conduct. Title VII of the Civil Rights Act of 1964 as amended: prohibits discrimination based upon race, religion, national origin, sex, pregnancy, disability, color, or sexual preference. Discrimination of this nature is unacceptable and impermissible conduct which will NOT be tolerated. Erie Community College deplores such conduct as an abuse of authority. Allegations leading to conviction can result in suspension, termination of employment, or status as a student. The following is a list of infractions of the Code of Conduct which might lead to suspension or dismissal: Physical or verbal abuse, including disorderly, loud, indecent, obscene conduct or expression toward fellow students or any and all members of the college staff. Sexual harassment, bullying, intimidation, or assault of any other person (person is defined by State or Federal law). This includes rape, regardless of the nature of the relationship between persons involved, or engaging in hazing, stalking, harassment, bias or hate crimes or threats of violence based on, but not limited to, a person's ethnicity, national original religion, creed, sexual orientation, disability, age, or gender. Examples of hazing include, but are not limited to, paddling or other physical abuse or brutality, activities involving illegal acts of excessive fatigue and/or stress, and verbal and/or psychological abuse that compromise the dignity of individuals. Forcible disruption or obstruction of regular college activities, including administration, classes, campus services, and organized events interfering with free speech and movement of academic community members; or refusal to provide an identification with free speech and movement of academic community members; college public safety officer, faculty member, teacher, college administrator, or any other identified representative of the college. Picketing, assembly, and demonstrations and all activities in the nature of peaceful picketing, assembly (other than scheduled and approved) and demonstrations on the part of students, faculty, staff, and visitors shall be confused to the exterior of the building, unless permission is granted by the appropriate vice president. Activation of cellular telephones, pages, or other communication devices in classrooms, libraries, or inappropriately use of such devices in violation of others. Cell phones may not be used in the libraries. Procedures for Addressing Code of Conduct Infractions All charges of Code of Conduct infractions made by any member of the college community shall be submitted to the Deans of Students in writing and in complete detail. Within 10 working days following the submission of the charges, the student will be notified in writing of the charges including the time and date of the consultation with the Dean of Students. The Dean will render a decision on the case within 10 working days following the consultation. In cases where further investigation is deemed necessary by the Dean, a hearing may be convened. This hearing will take place no later than two weeks (10 working days) after meeting with the Dean. The hearing will be presided over by the campus Judicial Board in conjunction with the Deans of Students. The hearing will permit that witnesses be brought in by the college under the auspices of the Deans of Students and by the student charged with the code infraction. The members of the Judicial Board will be permitted to question the Deans of Students and any witness as well as be able to question the student charged with the code infraction and nay witnesses brought in by that student. The Judicial Board may choose to have witnesses speak not in the presence of any other witnesses for either side or may allow everyone to be present who will be offering testimony. The make-up of the Judicial Board will be the same as that of the student grievance procedure. Students will be afforded an opportunity to offer evidence during this process. Throughout proceedings involving such an accusation of sexual assault, domestic violence, dating violence, stalking, or sexual activity that may otherwise violate the institution's code of conduct, the right: For the respondent, accused, and reporting individual to be accompanied by an adviser of choice who may assist and advise a reporting individual, accused, or respondent throughout the judicial or conduct process including during all meetings and hearings related to such process. To a prompt response to any complaint and to have the complaint investigated and adjudicated in an impartial, timely, and thorough manner by the individuals who receive annual training in conducting investigations of sexual violence, the effects of trauma, impartiality, the rights of the respondent, including the right to a presumption that the respondent is "not responsible" until a finding of responsibility is made pursuant to the provisions of this article and the institution's policies and procedures, and other issues including, but not limited to domestic violence, dating violence, stalking, or sexual assault. To an investigation and process that is fair, impartial, and provides a meaningful opportunity to be heard and that is not conducted by individuals with a conflict of interest. To have the institution's judicial or conduct process run concurrently with a criminal justice investigation and proceeding, except for temporary delays as requested by external municipal entities while law enforcement gathers evidence. Temporary delays should not last more than ten days except when law enforcement specifically requests and justifies longer delays. To review and present available evidence in the case file, or otherwise in the possession or control of the institution, and relevant to the conduct case, consistent with institutional policies and procedures. To exclude their own prior sexual history with persons other than the other party in the judicial or conduct process or their own mental health diagnosis and/or treatment from admittance in the institution disciplinary stage that determines responsibility. Past findings of domestic violence dating violence, stalking, or sexual assault may be admissible in the disciplinary stage that determines sanction. To receive written or electronic notice, provided in advance pursuant to the college or university policy and under the circumstances of any meeting they are required to or are eligible to attend, of the specific rule, rules or laws alleged to have been violated and in what manner, and the sanction or sanctions that may be imposed on the respondent based upon the outcome of the judicial or conduct process, at which time the designated hearing or investigatory officer or panel shall provide a written statement detailing the factual findings supporting the determination and the rationale for the sanction imposed. To make an impact statement during the point of the proceedings where the decision maker is deliberating on appropriate sanctions. To simultaneous (among the parties) written or electronic notification of the outcome of a judicial or conduct process, including the sanction or sanctions. To be informed of the sanction or sanctions that may be imposed on the respondent based upon the outcome of the judicial or conduct process and the rationale for the actual sanction imposed. To choose whether to disclose or discuss the outcome of a conduct or judicial process. To have all information obtained during the course of the conduct or judicial process be protected from public release until the appeals panel makes a final determination unless otherwise required by law. During the hearing the Judicial Board will appoint one of its members to chair the hearing. This will be done in order to maintain order and adhere to procedures for questioning. The written decision of the body will be forwarded to the Dean of Students. The Dean of Students will review the Judicial Board's recommendation and make the final decision regarding any penalties imposed upon the student charged. The student may request an appeal of the decision of the Dean of Students to the Vice President for Student Affairs for alleged procedural error. Quite often a student conduct hearing will be held along with a student grievance hearing related to the same set of facts. If a member of the college community charges a student with violating the Code of Conduct, the student can counter charge the individual bringing the code of conduct action with a violation under the grievance procedure. When this occurs, it is the responsibility of the campus Dean of Students to preside over the judicial hearing. The same questioning procedures will exist as those stated in the student grievance section. The recommendation of the Judicial Board will be made to the Dean of Students where upon the Dean will review and check whether it is appropriate and make a determination upon the issues. Appeals of the resolutions may only be made regarding procedural concerns to the Vice President of Student Affairs. Campus Judicial Board procedures are available by accessing the quick links tab with the heading My Rights, Not Yours, and any of the respective Dean of Students Office. Please note* For crimes of violence, including, but not limited to, sexual violence, that meet the reporting requirements pursuant to the federal Cleary Act , a notation will be made on the student's transcript. * Status of Student Pending Final Action Pending action of charges, civil or college, the status of the student shall not be altered or his/her right to be present on the campus and attend class denied, except for reasons relating to the safety and well-being of students, faculty, college personnel, or college property as determined by the campus Dean of Students. Appeals must be in writing and any appeals are requested by the Vice President for Student Affairs in consultation with the Dean of Students. "Range of Education sanctions" (May be assigned either alone or in combination if student is found to be in violation). Restitution - Restitution requires the student to pay for all direct and indirect costs of damages caused to property or person. No amount beyond that, for example as a "fine", may be assigned. Restitution may be required by the Dean of Students without a formal hearing, if the student accepts responsibility. Alternative Educational Sanctions - Alternative educational sanctions are intended to contribute to the education of the student, the education of the College community, and/or to be a form of social restitution. Alternative sanctions are specifically designed to "fit" the individual student and nature of the specific offense. They may include a requirement to present an education program for fellow students, to write an informative research article for the student newspaper, to perform a specified number of hours in community service, etc. In assigned educational sanction, care must be taken not to violate the individual student's constitutional rights. Dismissal/Expulsion - Dismissal/expulsion may be at the permanent separation of the student from the College. It is reserved for the most serious of offenses against the College and/or the members of the College community. Student's Involuntary Removal from Campus(es) Due to Behavior When a student speaks or exhibits behavior that is perceived as deteriorating to the point of posing a direct threat to other members of the Campus community, the Dean of Students has the right to prevent a student from being on campus. This is a preventative action. Prior to the start of the next semester, or thereafter, the student must re-apply through the Admissions Department and present documentation to the Chairperson of the Admissions Review Committee that the source of the problem has been addressed/resolved in order to re-enroll for classes. The committee will then make a recommendation to regarding readmission. The Dean of Students will make the final determination. Should the behavior reoccur, the Dean has the right to permanently expel the student. Documentation Presented for Re-Admission after a Voluntary or Involuntary Removal from Campus A student who is presenting documentation of extenuating circumstances for a return to campus should present that documentation to the Admissions Department for review by the Admissions Review Committee. In the case of documentation related to a disability, that information should be submitted to the Campus Counselor for Students with Disabilities who will share pertinent information with the committee on a "need to know" basis. All documentation submitted is confidential. The Committee reserves the right to request additional documentation if they determine that what was submitted was adequate. If a student refuses to provide additional documentation, the student will continue with the assigned PERSONA NON GRATA status. Admission or Re-admission of a Student with a History of Violent Behavior As a component of its responsibility to protect all members of the college community, the college reserves the right to refuse admission or re-admission to any individual who has a history of violent behavior such as murder, rape, assault, molestation. Please note* For crimes of violence, including, but not limited to, sexual violence, that meet the reporting requirements pursuant to the federal Cleary Act , a notation will be made on the student's transcript. This applies to students who have been found responsible after a conduct process that they were "suspended after a finding of responsibility for a code of conduct violation." Or "expelled after a finding of responsibility for a code of conduct violation." For the respondent who withdraws from the institution while such conduct charges are pending and declines to complete the disciplinary process, institutions shall make a notation on the transcript of such students that they "withdrew with conduct charges pending." * The State University of New York and Erie Community College are committed to providing options, support and assistance to victims/survivors of sexual assault, domestic violence, dating violence, and/or stalking to ensure that they can continue to participate in campus programs and activities. All victims/survivors of these crimes and violations, regardless of race, color, national origin, religion, creed, age, disability, sex, gender identity or expression, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction, have the following rights, regardless of whether the crime or violation occurs on campus, off campus, or while studying abroad: Make a report to local law enforcement and/or state police. Have disclosures of domestic violence, dating violence, stalking, and sexual assault treated seriously. Make a decision about whether or not to disclose a crime or violation and participate in the judicial or conduct process and/or criminal justice process free from pressure by the institution. Participate in a process that is fair, impartial, and provides adequate notice and meaningful opportunity to be heard. Be treated with dignity and to receive from the institution courteous, fair, and respectful health care and counseling services, where available. Be free from suggestion that the reporting individual is at fault when these crimes and violations are committed, or should have acted in a different manner to avoid such crimes or violations. Describe the incident to as few institution representatives as practicable and not be required to unnecessarily repeat a description of the incident. Be protected from retaliation by the institution, any student, the accused and/or the respondent, and/or their friends, family, and acquaintances within the jurisdiction of the adviser of choice who may assist and advise a reporting individual, accused, or respondent throughout the judicial or conduct process including during all meetings and hearings related to such process. Exercise civil rights and practice religion without interference by the investigative, criminal justice, or judicial or conduct process of the institution. Options in Brief: Victims/survivors have many options that can be pursued simultaneously, including one or more of the following: Receive resources, such as counseling and medical attention; Confidentially or anonymously disclose a crime or violation; Make a report to: An employee with the authority to address complaints, including the Title IX Coordinator, or Dean of Students Local law enforcement; and/or Family Court or Civil Court. For more information, please review the links below: Sexual Violence Response Policy Options for Confidentiality in Disclosing Sexual Violence SUNY Policies on Sexual Violence Prevention and Response Definition of Affirmative Consent: Affirmative Consent is clear, unambiguous, knowing, informed, and voluntary agreement between all participants to engage in sexual activity. Consent is active, not passive. Silence or lack of resistance cannot be interpreted as consent. Seeking and having consent accepted is the responsibility of the person initiating each specific sexual act regardless of whether the person initiating the act is under the influence of drugs and/or alcohol. Consent to any act or prior consensual sexual activity between or with any party does not constitute consent to any other sexual act. The definition of consent does not vary based upon a participant's sex, sexual orientation, gender identity, or gender expression. Consent may be initially given but withdrawn at any time. When consent is withdrawn or cannot be given, sexual activity must stop. Consent cannot be given when a person is incapacitated. Incapacitation occurs when an individual lacks the ability to fully, knowingly choose to participate in sexual activity. Incapacitation includes impairment due to drugs or alcohol (whether such use is voluntary), the lack of consciousness or being asleep, being involuntarily restrained, if any of the parties are under the age of 17, or if an individual otherwise cannot consent. Consent cannot be given when it is the result of any coercion, intimidation, force, or threat of harm. Consent to any sexual act or prior consensual sexual activity between or with any party does not necessarily constitute consent to any other sexual act. Consent is required regardless of whether the person initiating the act is under the influence of drugs and/or alcohol. Consent may be initially given but withdrawn at any time. Consent cannot be given when a person is incapacitated, which occurs when an individual lacks the ability to knowingly choose to participate in sexual activity. Incapacitation may be caused by the lack of consciousness or being asleep, being involuntarily restrained, or if an individual cannot consent. Depending upon the degree of intoxication, someone who is under the influence of alcohol, drugs, or other intoxicants may be incapacitated and therefore unable to consent. Consent cannot be given when it is the result of any coercion, intimidation, force, or threat of harm. When consent is withdrawn or can no longer be given, sexual activity must stop. Policy for Alcohol and/or Drug Use Amnesty The health and safety of every student at Erie Community College is of utmost importance. Erie Community College recognizes that students who have been drinking and/or using drugs (whether such use is voluntary or involuntary) at the time that violence, including but not limited to domestic violence, dating violence, stalking, or sexual assault occurs may be hesitant to report such incidents due to fear of potential consequences for their own conduct. Erie Community College strongly encourages students to report domestic violence, dating violence, stalking, or sexual assault to institution officials. A bystander acting in good faith or a reporting individual acting in good faith that discloses any incident of domestic violence, dating violence, stalking, or sexual assault to Erie Community College officials or law enforcement will not be subject to Erie Community College's code of conduct action for violations of alcohol and/or drug use policies occurring at or near the time of commission of the domestic violence, dating violence, stalking, or sexual assault. Erie Community College (SUNY Erie) will systematically address student complaints received from enrolled and registered students. SUNY Erie recognizes the right of a student to lodge a complaint with the relevant academic and or student affairs department. Formal Complaint Process The formal complaint process is invoked when a student having difficulties with faculty or staff has been unable to achieve resolution through the informal complaint process. In the informal and formal process, students may opt to involve other staff to request that an issue be investigated with the goal of achieving a fair and equitable outcome. The Student Complaint Procedure offers both complainant and respondent the opportunity for mediation and resolution by following a systematic process. The Student Complaint Procedure is intended to resolve the complaints of students experiencing dissatisfaction. However, before filing a formal complaint, the student must have attempted to resolve the issue through the informal process following all of the steps outlined. Informal Complaint Process: Prior to filing a formal complaint, the student must first have attempted to resolve the issue with the instructor of the course. If the concern pertains to a final grade, the request for review must be made no later than three weeks after the final grade for the course is submitted. If a resolution is not reached with the instructor, the student must next attempt resolution with the Department Chair or Head of the department involved. If a resolution cannot be reached with the Department Chair or Head, the student may contact the Dean of Academics over the department to consider the student's request and attempt to negotiate an equitable resolution between the student and instructor at this point in the process. At the last level of appeal, a petition may be made to the Vice Provost of Liberal Arts or the Vice Provost of Health Sciences responsible for the academic unit. The decision reached at this level in collaboration with the faculty or staff member is final, as long as the student was afforded due process. Academic Matters: Grading Concerns In specific instances when a disagreement arises between a faculty member and a student over matters of academics and or grades pertaining to a course, the student's complaint may be reviewed (by the Dean of Academics, Vice Provost of Health Sciences or Vice Provost of Liberal Arts) to determine if a change in status is warranted. Other circumstances that impact the relationship between a faculty member and a student enrolled in a course may also arise, such as academic dishonesty, matters of course attendance, and the grading of an individual assignment (e.g., test, paper, project, mid-term, or final exam). Ideally, such matters should be dealt with between the faculty member and the student, except in case of an allegation of academic dishonesty with the potential consequence of disciplinary suspension and or dismissal. In this instance, students are entitled to due process. Due process is defined as an established course or process for judicial proceedings designed to safeguard the legal rights of the student. Please see the section below on this topic. Academic Dishonesty and Disciplinary Dismissal: In instances of alleged violations of academic dishonesty with a potential consequence of disciplinary suspension and or dismissal, SUNY Erie follows The State University of New York (SUNY) standard and law regarding due process. Due process is defined as an established course or process for judicial proceedings designed to safeguard the legal rights of the student i.e., that includes: (1) notice of the disciplinary process; (2) notice of the charge; (3) the arrangement of a meeting or hearing; and (4) a written explanation of the decision. In addition, all decisions are subject to substantive due process review. Faculty are encouraged to request a conference with the Dean of Students before taking any action regarding academic dishonesty in order to ensure that the student receives due process. For the full procedure regarding academic dishonesty and disciplinary dismissal, please contact the Dean of Students. Complaints Regarding Faculty Employees (Non-Grading Concerns): Please note that complaints regarding faculty members regarding matters other than grades cannot be pursued through the process outlined here. Student complaints concerning faculty members are subject to the grievance process outlined in the FFECC Bargaining Contract. Student complaints regarding faculty members shall be made to the Department Chair or Head, the Dean of Academics, Vice Provost of Liberal Arts or the Vice Provost of Health Sciences. Student Affairs Matters: Students may lodge a complaint involving matters outside of the classroom experience, involving a service or an interpretation of a policy or procedure or treatment by a staff person. The complaint may be reviewed (by the supervisor, director or a vice president over the area) to determine if the complainant received the optimal student experience. Student Rights and Responsibilities: Incoming new and transfer students are informed of their rights and responsibilities and appropriate student behavior during the mandatory new student orientation program called Support Through Advisement, Registration, and Transition (START). With the aim of addressing inappropriate student behavior, SUNY requires that all campuses confirm that students have been informed of their rights and responsibilities as an enrolled student, received a copy of the campus Student Code of Conduct and that students be made aware of guidelines for appropriate behavior and other expectations contained therein. Title IX Complaints: Discrimination, Harassment, Disabilities Complaints: The provisions of Title IX and the Americans with Disabilities Act (ADA) complaint procedure pertaining to discrimination, harassment, or disabilities concerns are designed to provide all members of the college community with a process to report incidents as well as to provide for prompt and effective resolution of any reports of such violations. For more information on Title IX or specific complaints relative to this process, contact the Equity and Diversity Office (716) 851-1118. Timelines: The formal complaint procedure is set up to take no more than thirty business days once a complaint has been filed. To obtain a remedy under the Student Complaint Procedure, complainants must be a current enrolled and registered student. A complaint must be filed no more than ninety days after the incident or complaint. Complaints older than ninety days will not be heard. Matters involving grades must be filed no more than three weeks after final grades are submitted. Advocates: Students may select their own advocate or ask for assistance in obtaining one on their behalf by contacting the Dean of Students, the Student Support Service Center or the Student Success Center. An advocate may assist the student with the informal or formal complaint process and or serve as a liaison during any meeting, discussion and or hearing. Record Keeping: All records of the informal and formal complaint process, including reports and other disposition documents, are the property of the college and will be tracked by the receiving academic and or student office for reporting purposes. No names or demographic data will be contained in the final aggregate Student Complaint Report. Academic Complaint Workflow Student Affairs Complaint Workflow Student Complaint Procedure Students who are members of executive boards of SGAs, student members of the ASC, editors of student publications, presidents of student clubs and the SGA President/Student Trustee are required to meet the standards of eligibility as outlined in the Student Government Association Policies and Procedures Manual. Student athletes participating on the intercollegiate level in any of the National Junior College Athletic Association (NJCAA) certified sports must be eligible to compete based on the requirements set forth by Erie Community College and the NJCAA. Student athletes are required to follow the Erie Community College Code of Conduct as well as Rules of Conduct established by the NJCAA. Students in leadership positions and student athletes will sign a release allowing their grades to be used to determine eligibility and for advisement purposes by college Counselors and Mentors. The Dean of Students monitors publications officers while the Activity Coordinators monitor Student Government Association officers and club-elected officers. Club advisers must present a list of student officers to the Student Activity Coordinators no later than October 1 for the fall semester and February 15 for the spring semester to verify grades. During the first month of each semester, club advisers' should inform all members that a 2.0 cumulative average is necessary in order to participate in club activities. The Activity Coordinator ensures that student voting members at SGA meetings meet the minimum grade point average of 2.0. The Dean of Students reserves the right to deny students the privilege of participating in student activities for disciplinary reasons, based upon the college Code of Conduct.	cc/2021-04/en_head_0057.json.gz/line24
__label__wiki	0.916612	0.916612	Seema Biswas is bored of serious roles By IANS-CT / June 30, 2010 Mumbai, June 23 (Calcutta Tube) Seema Biswas is tired of always being taken seriously! After doing strong character based-roles in ‘Bandit Queen’, ‘Khamoshi’ and ‘Water’, the talented actress wants to explore the lighter side of cinema. ‘I’m very bored of doing serious roles. That’s the only thing that is offered to me every time and I do it each time with utmost dedication and sincerity, but now I’m tired of doing that,’ Seema told IANS in an interview. ‘This is one reason why I’ve become selective now. I used to do comedy on stage during my National School of Drama days and it used to be fun,’ she added. She has done a role with comic streaks in Deepa Mehta’s ‘Cooking With Stella’, and is looking forward to more such roles. ‘ ‘Cooking With Stella’ will soon release in India. I want to do lighter roles like that more often,’ she said. Seema made her Hindi film debut when Shekhar Kapur offered her the lead role in ‘Bandit Queen’. She later went on to act in films like ‘Hazaar Chaurasi Ki Maa’, ‘Ek Haseena Thi’ and ‘Pinjar’ among others. Rooted firmly in theatre, Seema has also worked in a number of Marathi, Malayalam and Tamil films. Even though the actress is now looking for roles where she can show her comic timing, she is excited about her forthcoming film ‘Red Alert – The War Within’ where she plays the role of a Maoist. Asked what attracted her towards this character, she said: ‘It was a very challenging role and that’s what I liked about it. The story is very strong. I play the role of a woman who is strong and doesn’t fear anything.’ Seema revealed that for her role, she took inspiration from one of her friends who used to be a youth activist. ‘For my role, I went through newspaper cuttings and read about people and also took inspiration from one of my classmates when I was in Assam. She used to be a youth activist and later had to go underground,’ she said. ‘She was a very strong-willed person and very hardworking,’ said the 45-year-old. Talking about the film, Seema said though the issue they are dealing with in the film is relevant and topical, they have not taken sides in the film. ‘Through this film we are not taking any sides. We are not supporting anyone because we ourselves don’t know, who is right and who is wrong. We are just telling a story and putting across an issue that needs to be dealt with,’ she said. ‘Red Alert – The War Within’, directed by Anant Mahadevan, is a film on the Maoist issue. It tells the story about a poor cook, who falls in the Maoist net. The film is slated to hit screens July 9. It also stars Sameera Reddy, Suniel Shetty, Vinod Khanna and Gulshan Grover. (Ruchika Kher can be contacted at ruchika.k@ians.in) Shah Rukh to produce romantic movies for youth Sarandon filming TV show on table tennis	cc/2021-04/en_head_0057.json.gz/line27
__label__cc	0.571647	0.428353	Sreeram Chandra wins ‘Indian Idol 5’ Mumbai, Aug 21 (Calcutta Tube) Hyderabad-based Sreeram Chandra has won the fifth season of music reality show ‘Indian Idol 5’ and was awarded by megastar Amitabh Bachchan. The 24-year-old singer pipped Rakesh Maini from Agra and Bhoomi Trivedi of Baroda to win the contest. Sreeram has been consistently performing well on the show and receiving compliments galore from the Who’s Who of the Indian music industry. His victory on the show has landed him Rs.5 million cash, one-year contract with Sony BMG, a Tata Winger car, and for the first time, a chance to sing a song in a Yash Raj Films’ project. For Sreeram, winning the title on India’s Independence Day is a special feat. Before winning the title, Sreeram told IANS: ‘Independence Day has always been important. If I win, I will feel lucky that I have received my identity on a day when my country celebrates its independence. For the rest of my life I will celebrate this day as my victory day.’ The finale, held at the Filmistan Studios here, saw a melange of celebrities like Kareena Kapoor, Kailash Kher, Richa Sharma, Alisha Chinai, Shankar Mahadevan and to top it all Bollywood’s Big B, Amitabh Bachchan, who is set to host quiz show ‘Kaun Banega Crorepati 4’. Tags: Indian Idol Siddharth Malhotra: ‘We Are Family’ is homage to both Soorajji and Karan Siddharth Mallya cheers for Deepika Padukone at IIJW	cc/2021-04/en_head_0057.json.gz/line28

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