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Independent Expression Radio
Biocentrism: How Life and Consciousness Are the Keys to Understanding the True Nature of the Universe
Every now and then, a simple yet radical idea shakes the very foundations of knowledge. The startling discovery that the world was not flat challenged and ultimately changed the way people perceived themselves and their relationships with the world. For most humans of the 15th century, the notion of Earth as ball of rock was nonsense. The whole of Western natural philosophy is undergoing a sea change again, forced upon us by the experimental findings of quantum theory. At the same time, these findings have increased our doubt and uncertainty about traditional physical explanations of the universe's genesis and structure.
Biocentrism completes this shift in worldview, turning the planet upside down again with the revolutionary view that life creates the universe instead of the other way around. In this new paradigm, life is not just an accidental byproduct of the laws of physics.
Biocentrism takes the reader on a seemingly improbable but ultimately inescapable journey through a foreign universe–our own–from the viewpoints of an acclaimed biologist and a leading astronomer. Switching perspective from physics to biology unlocks the cages in which Western science has unwittingly managed to confine itself. Biocentrism shatters the reader's ideas of life, time and space, and even death. At the same time, it releases us from the dull worldview that life is merely the activity of an admixture of carbon and a few other elements; it suggests the exhilarating possibility that life is fundamentally immortal.
Biocentrism awakens in readers a new sense of possibility and is full of so many shocking new perspectives that the reader will never see reality the same way again.
About Dr. Lanza
Dr. Lanza joined Advanced Cell Technology in 1999. Dr. Lanza has over 25 years of research and industrial experience in the area of stem cells and regenerative medicine. From 1990 to 1998, he was Director of Transplantation Biology at BioHybrid Technologies, Inc., and is currently an Adjunct Professor at the Institute for Regenerative Medicine, Wake Forest University School of Medicine. He has several hundred scientific publications and patents, and has authored/edited 20 books, including the "Handbook of Stem Cells" (as Editor-in-Chief), Principles of Tissue Engineering, XENO, the Yearbook of Cell & Tissue Transplantation, and One World: The Health & Survival of the Human Species in the 21st Century (as editor, with forewords by C. Everett Koop and former President Jimmy Carter). He is a former Fulbright Scholar, and studied as a student in the laboratory of Richard Hynes (MIT), Jonas Salk (The Salk Institute), and Nobel laureates Gerald Edelman (Rockefeller University) and Rodney Porter (Oxford University). He also worked closely (and coauthored a series of papers) with the late Harvard psychologist B.F. Skinner and heart transplant pioneer Christiaan Barnard. Dr. Lanza received his B.A. and M.D. Degrees from the University of Pennsylvania, where he was both a University Scholar and Benjamin Franklin Scholar.
Dr. Robert Lanza
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It is the policy of Nassau Community College to establish an environment in which the dignity and worth of all members of the institutional community are respected. In keeping with this principle, the sexual harassment of students or employees is considered unacceptable conduct and will not be tolerated. This includes workplace and peer to peer harassment.
Sexual harassment is a serious violation of campus policy, and can result in disciplinary action. Sexual harassment subverts the mission of the College and undermines the educational process. It creates an atmosphere which is not conducive to learning or productivity.
Nassau Community College is committed to all provisions of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and other human rights and equal opportunity laws. These laws include prohibitions of discrimination in employment and educational programs and services on the basis of sex.
Recent guidelines of Title VII of the Civil Rights Act focus upon sexual harassment as an unlawful practice. "Sexual harassment, like harassment on the basis of color, race, religion, or national origin, has long been recognized by the Equal Employment Opportunity Commission as a violation of Section 703 of Title VII of the Civil Rights Act as amended" (Federal Register, April 11, 1980). Recent interpretations of Title IX of the Education Amendments similarly delineate sexual harassment as discriminatory and unlawful.
It is the policy of Nassau Community College that all forms of sexual harassment, whether it involves students or employees as complainants or respondents, should be corrected early and firmly in the interest of maintaining a barrier-free working and learning environment.
A faculty member's selection of materials shall not be a basis for sexual harassment complaint hereunder.
Employees: Faculty, Staff, and Administration
For purposes of this policy, sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:
1. submission to, or toleration of, such conduct is made (either explicitly or implicitly) a term or condition of employment; or
2. submission to, or rejection of, such conduct by an individual is used as a basis for evaluation in making employment decisions affecting the individual; or
3. such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile, or offensive environment for work.
Sexual harassment of students is a violation of Title IX of the Education Amendments of 1972, which prohibits sex discrimination in education. Such harassment can include, but not necessarily be limited to, harassment by employees or by students (commonly referred to as peer to peer harassment). Sexual harassment consists of unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature where grades or educational progress are made contingent upon submission to such conduct, or where the conduct has the purpose or effect of interfering with the individual's academic performance, or of creating an intimidating, hostile, or offensive educational environment.
Supervisors and faculty members must recognize that their positions necessarily embody unequal power relationships with their subordinates and students respectively. Because of the inherent power difference in these relationships, the potential exists for the less powerful to perceive a coercive element in suggestions of activities outside those appropriate to the professional relationship. It is the responsibility of supervisors and faculty members to behave so that their words or actions cannot reasonably be perceived as coercive. All members of the college community are urged to be conscientious in evaluating their own behavior in light of this policy.
Sexual harassment can include, but is not limited to, such actions as:
1. sex-oriented humor or abuse that includes derogatory or dehumanizing gender reference;
2. physical contacts such as patting, pinching, or frequently and intentionally brushing against another's body;
3. subtle or overt pressure for sexual activity.
Consenting romantic and sexual relationships between faculty and student or between supervisor and employee, while not expressly forbidden, are generally deemed unwise. Romantic relationships that might be appropriate in other circumstances may be inappropriate when they occur between a faculty member of Nassau Community College and a student or employee with whom that person has a professional relationship (e.g., professor-student, supervisor-employee).
Students depend upon professors for grades, recommendations, job referrals and opportunities for teaching and research.
Employees rely upon their supervisors for promotions, raises, upward mobility, job assignments, overtime, access to equipment, etc.
Because of the differences in power between professors and students and between supervisors and employees, a professor or supervisor cannot be certain that the relationship is truly welcome or consensual. With an academic or employment career at stake, a student or employee may find it difficult and threatening to refuse a request from his/her professor or supervisor, no matter how casual the request. Such relationships may also be inappropriate because they may create a negative or uncomfortable working or learning environment for others who perceive preferential treatment.
The respect and trust accorded a professor by a student, as well as the power exercised by the professor in giving praise or blame, grades, recommendations for further study and future employment, etc., greatly diminish the student's actual freedom of choice should favors be included among the professor's other, legitimate, demands. Therefore, faculty, employees and administrators are cautioned against the possible costs of even an apparently consenting relationship.
A faculty member who enters into a consensual relationship with a student, or a supervisor who enter into a consensual relationship with an employee where, in both instances, a professional power differential exists, is cautioned that if a charge of sexual harassment is subsequently lodged, it will be exceedingly difficult to prove immunity on the grounds of mutual consent.
The College President shall appoint a member of the administration to serve with the Affirmative Action Officer (AAO) as investigative officers for the purposes of pursuing informal and formal resolution of complaints. Such person shall be called a Designated Investigative Officer (DIO). This appointee shall be trained for purposes of this policy.
For the purpose of implementing the Sexual Harassment Policy, the functions and duties of the Affirmative Action Officer are, but not limited to:
1. educating college personnel regarding their responsibilities and rights under this policy and under federal regulations;
2. working with the Academic Senate Affirmative Action Committee to educate and inform the college community about sexual harassment policies and issues;
3. hearing complaints brought by students or employees of the college;
4. ensuring that complainants are informed of their options under this policy;
5. mediating between the parties;
6. facilitating the filing of complaints;
7. conducting an investigation subsequent to the filing;
8. maintaining time logs and reporting thereon in the Annual Report (see no. 11);
9. reporting the findings to the President of the College;
10. collecting statistics on sexual harassment incidents;
11. preparing an annual report for the college community, that shall include statistics, educational initiatives, overall monitoring efforts, and other activities. The report will be made available to the President's Cabinet, Academic Senate Executive Committee, the Academic Senate Affirmative Action Committee (which can reprint the report) and all other interested parties. This report will maintain the confidentiality of all parties.
The functions and duties of the Designated Investigative Officer shall be limited to:
1. hearing complaints brought by students or employees of the college;
2. ensuring that complainants are informed of their options under this policy;
3. mediating between the parties;
4. facilitating the filing of complaints;
5. conducting an investigation subsequent to the filing;
6. maintaining time logs and reporting thereon to the Affirmative Action Officer;
7. reporting the findings to the President of the College.
The Office of the Affirmative Action Officer (AAO) is charged with distributing copies of this policy and disseminating information regarding sexual harassment to all current and future employees and students. These materials shall also be available through the Office of the Chair of Student Personnel Services, the Women's Center, the Office of Student Activities, from Designated Counselors, and in the College Library.
The Student Personnel Services department chairperson, along with the advice and consent of the department P & B Committee, shall submit a list of Student Personnel Services faculty with counseling credentials to the AAO. Other faculty who wish to serve in this capacity and who have the required counseling credentials for the Student Personnel Services department may, with the advice and consent of the Student Personnel Services department P & B Committee, also be considered. The President of the College, in consultation with the AAO, shall appoint faculty as needed from this list to serve as designated counselors. The college shall provide sexual harassment training for the selected designated counselors.
The designated counselors:
1. shall provide education and counseling support, as appropriate, to members of the college community seeking information and/or help with sexual harassment issues;
2. may act as a facilitator on behalf of the complainant;
3. shall inform complainants of their options under this sexual harassment policy;
4. shall offer supportive counseling;
5. shall assist complainants throughout their decision-making process and in the resolution of the complainants' concerns;
6. shall accompany complainants to meetings arranged by the AAO or DIO if so requested by the complainants. She/he may lend support, but not act as legal counsel.
Designated Counselors, Department Chairs, NCC administrators, the Designated Investigative Officer (DIO) and CSEA supervisors in charge of a unit must report all allegations, reports, incidents, etc. of sexual harassment that come to their attention to the Affirmative Action Officer (AAO). Reporting conversations with students about sexual harassment in which the student wishes confidentiality, or does not wish to pursue a complaint, must be done no later than 45 working days from the date when the student should receive a grade. In all other instances, including those involving employees, reporting must be done within 45 working days from the date of the initial allegation. All reporting College officials may report the incident sooner than 45 working days. In making the decision as to when to report within the 45 working days, consideration should be given to the wishes of the student or employee. Absolute confidentiality cannot be provided to a complainant under any circumstances.
The Designated Counselors, Department Chairs, NCC administration, the DIO and CSEA supervisors are not obligated to elicit names. If names are known, the employee will consider the complainant's wishes as to whether or not to include them in the report. The report can be oral or in writing, at the option of the employee. The Affirmative Action Officer is not obligated to confirm in writing to the reporting person that he/she has proffered the information. The College strongly suggests that all reports be made in writing and it is strongly suggested that the reporting person make the complaint in writing.
When hearing an allegation, report, incident, etc. of sexual harassment from a student or employee, all faculty members and CSEA supervisors are obligated to inform the student or employee that Nassau Community College has a policy on handling sexual harassment complaints, and to direct the student or employee to the list of the Designated Counselors, DIO and AAO for further discussion and filing of complaints.
It is understood that the Designated Counselors and the Designated Investigative Officer shall follow the policies as outlined in this section.
If there is no complainant, the supervisor or department chairperson who reasonably believes that sexual harassment may have occurred must report it to the Affirmative Action Officer or the Designated Investigative Officer.
The College urges that every effort be made to utilize Stage 1 or Stage 2 before proceeding to a formal complaint of harassment. However, the reporting individual has the option of proceeding directly to Stage 2 or Stage 3. Sexual harassment grievance complaints must be filed within 45 working days following the alleged act(s) or in the case of a student, in a classroom situation, no later than 45 working days after a final grade is received.
Every effort shall be made to resolve problems on an informal basis. The emphasis at the informal stage will be on the resolution of the issue(s) underlying the complaint in a way which is acceptable to both the complainant and the respondent.
A situation report is a document that describes a set of circumstances reported by a student or employee to the Affirmative Action Office involving allegations of sexual harassment. A situation report will be prepared in those instances when the complainant does not want to file a complaint. The written report(s) will be maintained in the Affirmative Action Officer's office. Situation reports cannot initiate, in and by themselves, any formal college disciplinary action. However, in the event a formal complaint is filed, report(s) may become part of subsequent reports or case(s) against a respondent.
The Affirmative Action Officer will use his/her judgment as to whether or not to notify Department Chair of a situation report. The Affirmative Action Officer will notify the person(s) in question at the appropriate time as determined by the Affirmative Action Officer's judgment.
Any student or employee of Nassau Community College who suspects that she/he has encountered sexual harassment as defined in the Nassau Community College Sexual Harassment Policy Statement is encouraged to report the incident(s) to a Designated Counselor. Every effort shall be made to ensure confidentiality throughout STAGE 1.
At this stage, the student or employee may decide, among other options, to resolve the situation individually, to request that the Designated Counselor speak to the faculty member/ College employee on her/his behalf, and/or to request that the Designated Counselor accompany her/him to meeting(s) with the Department Chairperson/Supervisor for the purpose of resolution. If the Designated Counselor accompanies the student or employee to a meeting with the Department Chairperson/Supervisor, then the Designated Counselor shall notify the Affirmative Action Officer of such meeting(s) and of the outcome. When appropriate, the Department Chair/Supervisor will contact and meet with the faculty member/college employee to discuss the situation. In addition, the Chairperson/Supervisor may either send a memo reporting the outcome to the Affirmative Action Officer, or send a memo reporting the outcome to the faculty member/employee's personnel file with notification to the Affirmative Action Officer.
For resolution of Stage 1 complaints by the Department Chairs, Designated Counselors, Affirmative Action Officer, or Designated Investigative Officer, in which the complainant may participate and in which the respondent does participate, the result of the first incident will be maintained in the Affirmative Action Officer's office. The reports of subsequent incidents involving the identical respondent may make reference to information from the results of the first incident provided the subsequent incident occurs no more than six years following the first incident, and will be sent to the Personnel File along with the results of a first incident.
The complainant may speak with the AAO and/or the DIO. Before any attempt at the facilitation/mediation may begin, however, the complainant must select either the AAO or DIO to pursue the complainant to its conclusion.
If so requested by the complainant, the AAO/DIO shall attempt to facilitate/mediate a resolution of the alleged incident through meetings with all parties. The complainant and respondent need not meet together unless both parties agree. All parties will be given full opportunity to respond to the allegations. Every effort shall be made to ensure confidentiality. The complainant and the respondent may each be accompanied by up to two observers.
The AAO/DIO shall notify the Department Chairperson/ Supervisor about the mediation process. For informal resolution of Stage 2 complaints by the Department Chairs, Designated Counselors, Affirmative Action Officer, or Designated Investigative Officer, in which the complaint may participate and in which the respondent does participate, the result of the first incident will be kept in the Affirmative Action Officer's office. The results of subsequent incidents involving the same employee may make reference to information from the results of the first incident provided the subsequent incident occurs no more than six years following the first incident, and will be sent to the Personnel File along with the results of a first incident.
Complaints hereunder shall be filed on a form provided by the AAO/DIO.
Sexual harassment grievance complaints must be filed within 45 working days following the alleged act(s) or in the case of a student in a classroom situation, 45 working days after a final grade is received.
If the complainant wishes to file a signed complaint during the stipulated time period, the AAO/Designated Investigative Officer (DIO) will assist in this process. In the event a complaint is filed, the respondent, and the respondent's departmental chairperson or supervisor, if applicable, shall be notified in writing that a complaint has been lodged and that an investigation will be conducted. The complainant shall be notified, either verbally or in writing, that such action has taken place. At all stages of the investigation, both the complainant and the respondent may be accompanied by up to two observers. The AAO/DIO will then initiate an investigation to establish whether there is reasonable basis for believing that the alleged violation of this policy has occurred. The investigation will include interviewing the complainant and the respondent. Other persons affiliated with the college at present or in the past who are believed to have pertinent factual knowledge may also be interviewed. All parties will be given full opportunity to respond to the allegations. Every effort shall be made to ensure confidentiality. All fact-finding investigations shall be consistent with Equal Employment Opportunity Commission guidelines involving allegations of Sexual Harassment.
The AAO/DIO shall promptly initiate the investigation; no later than ten (10) working days following the filing. The AAO/DIO shall, after 15 days and 30 days, give a status report of the complaint to date to both the complainant and the respondent. Within a reasonable time (not to exceed 45 working days) from the initiation of the investigation, the AAO/DIO will report his/her findings to the President, which may include: a) finding the allegations are not warranted; b) recommendation of a negotiated settlement; or c) recommendation for institution of the appropriate formal college procedure. The result of formal Sexual Harassment complaints must always be sent to the Personnel File.
Additionally, the AAO/DIO shall communicate in writing to both the complainant and the respondent either that the allegation(s) is/are not warranted or that the complaint is being referred to the College President for action.
In the event the respondent or the complainant is dissatisfied with the recommendations of the AAO/DIO that result in resolution of the allegation, the complainant or respondent may appeal the findings to the College president.
The Affirmative Action Officer/Designated Investigative Officer will maintain a time log of formal complaints to indicate compliance with the time limitations specified in this policy. The time logs will become part of the Affirmative Action Officer's Annual Report. Any party in the complaint can approach the College President and/or the Academic Senate's Affirmative Action Committee Chairperson if time requirements of the policy are not being met.
Within fifteen (15) working days after receipt of the AAO's/DIO's findings, the President shall communicate to the complainant, the respondent, AAO/DIO, and Department Chairperson/Supervisor whether or not, based on the AAO's/DIO's findings, there is probable cause to initiate the appropriate collective bargaining agreement disciplinary proceeding, or whether or not the findings warrant a determination that sexual harassment has occurred. The President shall communicate, to all parties, the action steps to be taken, including disciplinary action if warranted. Such action shall be consistent with federal laws, and New York State rules, regulations, and laws governing rights to privacy. Presidential decisions and actions always must be sent to the Personnel File.
In the event that one of the parties does not accept the President's decision, the following options for recourse are available:
1. In the case of a student, a complaint can be filed with an appropriate federal and/or County, state agency(ies), such as Equal Employment Opportunity Commission, New York State Human Rights Commission, United States Civil Rights Commission, Nassau County's Commission on Human Rights.
2. In the case of a college employee, a grievance can be filed in accordance with the appropriate Collective Bargaining Agreement.FEDERAL, STATE OR LOCAL FINDINGS
This document does not preclude the right to file with the federal, state or local governing bodies. Please refer to the Equal Employment Opportunity and Affirmative Action at Nassau Community College Handbook or contact the Affirmative Action Officer for further information.
Because of the nature of the problem, complaints of sexual harassment cannot always be substantiated. Lack of corroborating evidence should not discourage complainants from seeking relief through the identified procedures. This policy shall not be used to bring frivolous or malicious charges against students or employees. Disciplinary action under the Student Code of Conduct or the appropriate personnel policies concerning personal misconduct may be taken against any person bringing a charge of sexual harassment in bad faith.
The Affirmative Action Officer has the right to hold records whether or not there is resolution of the incident. Affirmative Action Office records will be maintained and kept for six years after the last entry, in accordance with the requirements of the State Archives and Records Administration.
This policy seeks to encourage students, staff and faculty to express freely, responsibly and in an orderly way their opinions and feelings about any problem or complaint of sexual harassment. Any act of reprisal, interference, restraint, penalty, discrimination, coercion or harassment - overtly or covertly - by a College employee or agent against a student or an employee for responsibly using this policy and its procedures interfere with free expression and openness. Accordingly, such acts violate this policy and require appropriate and prompt disciplinary action.
Affirmative Action Committee Approved 4/15/04
Academic Senate Approved 5/15/04
Board of Trustees Adopted 6/8/04
The mission of Nassau Community College as defined in the New York State Education Law is "to provide educational services of the highest quality, with the broadest possible access, fully representative of all segments of the population, in a complete range of academic, professional and post secondary programs including such additional activities in pursuit of these objectives as are necessary or customary." The College's commitment to a full representation of all segments of the population has resulted in a campus community of great and growing diversity. This heterogeneity itself is one of the College's most valuable learning resources. It provides exposure to a variety of ideas and experiences, as people of all races, cultures, religions, lifestyles and ideologies meet and share in the scholarly work and the life experiences that the College offers.
Nassau Community College is a broadly diversified institution, committed to recognizing diversity and pluralism of values and beliefs on campus. The College condemns bias and all other acts of hatred and violence. Furthermore, the College condemns all evils of bigotry, discrimination, harassment, physical violence and abuse.
Nassau Community College is committed to the maintenance and preservation of a community environment in which respect for the dignity and worth of each individual is demonstrated, and where diversity and the free exchange of ideas can flourish. The preservation of that community requires its members to maintain a high level of sensitivity and awareness regarding issues of discrimination and the recognition of individual human rights. The preservation of that community necessitates a behavior that enhances cooperation among groups and encourages the development of each person as a unique individual. Behavior that creates division among people destroys the community.
There are already established federal and state laws and regulations and University policies prohibiting discrimination based on race, ethnicity, religion, sex, national origin, disability and sexual orientation to which the College and the surrounding community adheres. Various procedures are in place for the expeditious review and effective resolution of allegations of prohibited behavior.
The College recognizes that racist, sexist, anti-religious and homophobic incidents continue to increase across our nation, notwithstanding existing policies against them and despite the many recent measures and statements deploring bias-related behavior that have been issued by campus presidents, organizations, and committees.
A university is a place in which ideas are constantly introduced, examined, evaluated, refined and absorbed, or rejected. Ideas, some of them contradictory, some repugnant, but, it is hoped, all stimulating and respected, constitute the daily environment of a learning community. It is appropriate, therefore, to reaffirm the College's dedication to both freedom of discourse and freedom from unlawful discrimination and to declare that these are not contradictory values but complementary rights. Ideas, values, and lifestyles should be freely and openly discussed, allowing opportunity for all sides to be heard and considered. At the same time, safety of person and of property must be upheld by, and for, each member of the community, for there can be no free discourse in an atmosphere of intimidation.
Giving recognition to constitutional guarantees of freedom of expression, including the right to express views, opinions, and beliefs that some may find offensive, Nassau Community College, in its policies and actions, and in accord with appropriate statutes and applicable judicial precedents, will make every effort to encourage free speech as protected by the U.S. Constitution. It will discourage the use of hostile, intimidating or abusive language. We, as a campus community agree name calling and engaging in personal vilification inhibit rather than effect the open dialogue which we seek.
There are many other acts that are committed and statements made unconsciously, through ignorance or insensitivity, which are also destructive to the climate necessary for the free and open exchange of ideas and which are much more difficult to eliminate. No one, particularly at a public institution in the State of New York, should be expected to function in an atmosphere of insult. Everyone in the campus community, therefore, must assume the responsibility - - a responsibility exercised through personal action - - for a bias-free environment. Deploring insensitivity is easy; changing the environment, however, occurs step by step through conscious acts of good will.
Each member of the campus community has the power to change some aspect of the prevailing climate. The recognition that bigotry and hatred exist must be the starting point, for denial and complacency are part of the problem. Awareness, and action, both individual and institutional, are the solutions. All campus constituencies are therefore asked to join in the effort to make a reality of the individual's rights protected by the federal, state and local governments and by the rules, regulations and existing policies of Nassau Community College.
Approved by the Academic Senate
Affirmative Action Committee - 2/26/91
Approved by Academic Senate - 4/28/91
Approved by Board of Trustees - 5/14/91
FOR REVIEW OF ALLEGATIONS OF DISCRIMINATION/HARASSMENTTitle VI of the Civil Rights Act of 1964 protects people from discrimination based on race, color, or national origin in programs or activities that receive Federal financial assistance. The United States Department of Education has issued investigative guidance regarding racial incidents and harassment of students at educational institutions in accordance with Title VI, Civil Rights Act of 1964 and its implementing regulation (34 CFR Part 100).
The Investigative Guidance (59 Federal Register 11448 3/10/4) strongly recommends appropriate campus grievance procedures. Colleges should have an anti-discrimination policy with grievance procedures in place. The grievance procedures may include provisions such as: (1) complaint procedures, (2) grievance procedures, (3) implementation of racial awareness training, and (4) counseling provisions for victims of racial harassment.
Nassau Community College has had a long-standing policy statement with regard to bias, discrimination and academic freedom. The policy was approved by the Academic Senate Affirmative Action Committee on February 26, 1991, approved by the Academic Senate on April 28, 1991, and adopted by the College's Board of Trustees on May 14, 1991. The proposed procedures complement existing policy.
The attached procedures are an outgrowth of recommendations made by the United States Department of Education's Office of Civil Rights and over two years of negotiations and meetings with the Academic Senate Affirmative Action Subcommittee on Bias and Discrimination. They enforce the College's concerns and needs regarding our responsibilities to comply with both applicable civil rights laws and the First Amendment to the United States Constitution.
Vision Statement
The goals, vision, and type of environment that Nassau Community College is attempting to create embody a broadly diversified institution committed to recognizing diversity and pluralism of values and beliefs on campus. The College condemns bias and all other acts of hatred and violence. The goal of this policy is to educate, sensitize, and increase the awareness of the campus community to allegations of discrimination/harassment, disability, age, sex, or sexual orientation.[1]
Discrimination/harassment on the basis of race, color, national origin, disability, age, sex, or sexual orientation, (see below) denies students the right to an education free of discrimination, and employees the right to a work place free of discrimination. Nassau Community College students and employees should not be treated differently because of their race, color or national origin, disability, age, sex, or sexual orientation.
This policy covers discrimination/harassment on the basis of race, religion, national origin, disability, age, sex[2] or sexual orientation. Nassau Community College is responsible for providing a nondiscriminatory environment that is conducive to learning.
A discriminatory environment is defined as one in which misconduct on the basis of race, color, national origin, disability, age, sex, or sexual orientation, (e.g., physical, verbal, graphic elements) is sufficiently severe, pervasive or persistent so as to interfere with an individual's ability to participate in or benefit from the services, activities and privileges offered by the College. To determine if a discriminatory/harassment environment exists, it must be determined if the discrimination/harassment is severe, pervasive or persistent.
The Investigative Guidance (59 Federal Register 11448 3/10/94) strongly recommends appropriate campus grievance procedures. Colleges should have an anti-discrimination policy with grievance procedures in place. The grievance procedures may include provisions such as (1) complaint procedures, (2) grievance procedures, (3) implementation of awareness training, and (4) counseling provisions for victims of discrimination/harassment. Nassau Community College, in its continuing effort to seek equity in education and employment, and in support of Federal and state anti-discrimination legislation, establishes and
hereby adopts a complaint procedure for the prompt and equitable investigation and resolution of allegations of unlawful discrimination on the basis of race, color, national origin, U.S. Civil Rights Act of 1964, Title 6, Title 7, EEOC; religion, Human Rights Act; age, Age Discrimination in Employment Act, 1967; Age Discrimination Act of 1975; sex, sexual orientation, including marital status (covered by State Executive Order) U.S. Civil Rights Restoration Act of 1987, Title 9, Education Amendments, 1972; disability Americans With Disabilities Act and Section 504, Rehabilitation Act of 1973; status as a disabled or Vietnam era veteran, Section 402, Vietnam Veterans Readjustment Assistance Act, 1974.
This proposed procedure for the Review of Allegations of Discrimination, which may be utilized by any student or employee, is not intended to supplant or duplicate any already existing collective bargaining agreement grievance procedure(s), including the informal resolution process in practice on campus. Employee grievance procedures established through negotiated contracts, academic grievances review committee, student disciplinary grievance board(s), and any other procedure(s) defined by contract will continue to operate as before. Neither does this procedure, in any way, deprive a complainant of the right to file NCC Collective Bargaining Agreements and cannot preempt Federal Law with an outside enforcement agency, such as the Nassau County Human Rights Commission, New York State Division of Human Rights, the U.S. Equal Employment Opportunity Commission, the U.S. Office for Civil Rights of the Department of Education, the Office of Federal Contract Compliance Programs of the U.S. Department of Labor, and the Office of the Americans with Disabilities Act, Civil Rights Division, of the U.S. Department of Justice.
This procedure provides an additional mechanism through which the College may identify and eliminate incidents of illegal discrimination. The College recognizes and accepts its responsibility in this regard and believes that the establishment of this internal, non-adversarial grievance process will benefit students, faculty, staff and administration alike, permitting investigation and resolution of problems without resort to the frequently expensive and time-consuming procedures of local, state and Federal enforcement agencies or courts. It is urged and encouraged that all complainants who wish to use this policy first speak with the Academic Department Chairperson, Department Supervisor, or Dean of Students, in the event of a complaint involving a member of the campus community. The Affirmative Action Officer is the official discrimination complaint receiver for the College (see NCC Affirmative Actions/Equal Employment Handbook).
Procedures for Processing Complaints
1. If the complainant wishes to, the complainant may first speak with the respondent, and/or Department Chairperson, or Supervisor in an attempt to resolve the complaint informally. When appropriate, and at the request of the Chairperson, and/or the area Vice President, the Affirmative Action Officer will meet with the complainant and the Department Chairperson/Supervisor to try to resolve the complaint informally. The Department Chairperson/Supervisor will contact and meet with the faculty member/college employee to discuss the situation. If the situation is resolved, the matter ends. No further action is necessary.
2. The Chairperson/Supervisor, or the Departmental Personnel and Budget (P&B) Committee (depending on contractual confines), upon review, may send a memo reporting the outcome to the Affirmative Action Officer, or send a memo reporting the outcome to the faculty member/employee's personnel file. If either party is dissatisfied, then the Dean of Instruction's Office shall be informed of the situation when a faculty member is involved. The Dean of Students Office, Supervisor or appropriate Administrator shall also be informed of the situation when students or College employees are involved. No formal charges shall take effect against a faculty member, or employee, unless the appropriate Collective Bargaining Agreement procedure is utilized. If the complainant is not satisfied with the results of Step 2, the complainant may utilize Step 3 of this policy.
3. The Affirmative Action Officer shall seek to resolve the complaint, if the complaint cannot be resolved with the Department Chairperson or Supervisor. When appropriate, the Affirmative Action Officer will meet with the Department Chairperson/Supervisor to try and resolve the complaint. The Affirmative Action Officer shall have the right to all relevant information and to interview witnesses, as well as the right to bring together the complainant and respondent, if desirable to all parties. If a resolution satisfactory to both complainant and respondent is reached within 14 working days (from the beginning of Step #3) through the efforts of the Affirmative Action Officer, the officer shall close the case, sending a written notice to that effect to the complainant and respondent. The written notice, a copy of which shall be attached to the original complaint form in the officer's file, shall indicate the agreement reached by complainant and respondent and shall be signed and dated by the complainant, the respondent and the Affirmative Action Officer. The Affirmative Action Officer is the discrimination complaint receiver for the College. All cases are to be referred to the College's Affirmative Action Office after Step #2. (Matters of a criminal nature are to be referred immediately to the Campus Security Office.)
4. Student Personnel Services Counselors shall provide education and counseling support, as appropriate, to members of the college community seeking information and/or help with discrimination issues. The counselors shall inform complainants of their options under this policy throughout their decision-making process in the resolution of the complainants' concerns. Student Personnel Service Counselors may accompany the complainant(s) to meetings arranged by the Affirmative Action Office, if so requested by the complainant(s). Student Personnel Service Counselors may lend support, but may not act as legal counsel.
5. If the Affirmative Action Officer is unable to resolve the complaint to the mutual satisfaction of the complainant and respondent within 14 working days, the officer shall so notify the complainant, advising him or her of the right to proceed to the next step internally (see number 6 below), or to file a Charge of Alleged Discrimination with the appropriate external enforcement agencies immediately. The respondent should be notified as to the outcome.
6. If a formal grievance is filed with a County, state or Federal agency, or a court action is filed by the complainant, any internal investigation or review under way on the same complaint at Nassau Community College will terminate without conclusion.
7. If the complainant chooses not to proceed through the external process, but seeks further action on the part of the College, the complainant shall notify the Affirmative Action Officer.
8. The complainant's statement, together with the Affirmative Action Officer's findings, and a statement from the Affirmative Action Officer indicating that informal/formal resolution(s) were not possible, shall be forwarded to the College President within five working days. All parties shall be notified of the outcome.
9. If appropriate, within seven working days after receipt of the Affirmative Action Officer's (AAO) findings, the College President shall communicate to the complainant, the respondent, the AAO and Department Chairperson/Supervisor, whether or not, based on the AAO's findings, there is just cause to warrant a determination that discrimination has occurred and, if appropriate, initiate appropriate Collective Bargaining Agreement disciplinary proceedings or campus governance process. The President shall communicate to all parties the action steps to be taken. Such action shall be consistent with Federal laws, and New York State rules, regulations, and laws governing rights to privacy.
Off-Campus Resolution of Grievances
If the grievant is dissatisfied with the College President's response either because of a negative finding or disagreement over what constitutes appropriate redress, the complainant may file a formal Charge of Alleged Discrimination with the appropriate local, state or Federal agency. The campus Affirmative Action Office will provide information on local, state, and/or Federal guidelines and laws and names and addresses of enforcement agencies.
Requirements for Filing Complaints
1. A complaint must be submitted in writing to the College's Affirmative Action Officer using forms provided by the Affirmative Action Office, or his or her designee.
2. Faculty or students must file a complaint within ninety (90) academic calendar days following the alleged discriminatory act. All other employees must file a complaint within ninety (90) working days following the alleged discriminatory act. (For
cases involving sexual harassment see NCC's Sexual Harassment Policy.)
3. The Affirmative Action Officer, or his/her designee, shall receive any complaint of alleged discrimination, shall assist the complainant in clearly specifying the allegations, and shall provide the complainant with information about the various
internal and external mechanisms through which the complaint may be filed, including applicable time limits for filing with each agency. The Affirmative Action Officer is the official discrimination complaint receiver for the College. Once a determination has been made regarding the nature of a harassment allegation, the complainant may only use either the College Sexual Harassment Policy or Allegations of Discrimination/Harassment policy. An allegation can only be made under one policy. Official discrimination/harassment complaints must be filed with the College's Affirmative Action Office. The College Affirmative Action Officer will accept complaints only from the complainant, the person directly experiencing the alleged discrimination/harassment.
4. If the complainant chooses to use this procedure, the complainant must sign and date the completed Complaint Procedure for the Review of Allegations of Discrimination form.
5. Every effort shall be made to ensure confidentiality to all parties throughout this process.
Academic Grievances
The College-wide, Academic Standing Committee, or its Subcommittee has been established to review student complaints concerning grades. It shall continue to hear such complaints. If discrimination is alleged to have been the basis for the grade, the campus Affirmative Action Officer may at the request of the Academic Standing Committee sit with that committee in an advisory capacity during the review.
Further Provisions on Time Limits
1. All of the time limits outlined above, with the exception of the 90 day limit on the initial filing of grievances, may be extended by mutual agreement of the complainant, respondent, and the President or his designee, not to exceed two weeks.
2. If the College or designee at any step fails to review and/or respond within the time
limits provided, the complainant may proceed to the next step.
3. If the complainant fails to respond within the time limits provided, the complaint
shall be deemed to have been withdrawn. Appropriate notification shall be provided
to the complainant by the Affirmative Action Officer.
4. In the event of a question of the timeliness of any complainant, complainant appeal or response, the dating and signing of the document shall be determinative. Any notices or documents sent by mail must be sent as certified, registered mail, and date of receipt shall be determinative.
This policy seeks to encourage students, staff and faculty to express freely, responsibly, and in an orderly way, their opinions and feelings about any problem or complaint of discrimination, including harassment. Any act of reprisal, interference, restraint, penalty, discrimination, coercion, or harassment--overtly or covertly--by a College employee or agent, against a student or an employee for responsibly using this policy and its procedures interfere with free expression and openness and may be in violation of Federal and state law. Accordingly, such acts violate this policy and require appropriate and prompt disciplinary action.
This policy shall not be used to bring frivolous or malicious charges against students, employees, or faculty members. Disciplinary action under the Student Code of Conduct, or the appropriate personnel policies concerning personal misconduct, may be taken against any person bringing a charge of discrimination in bad faith.
Academic freedom and academic discourse in and by itself shall not be a basis for a discrimination complaint. The College recognizes that academic freedom is essential to the free search for truth and its exposition involving a faculty member's selection of materials or teaching methods. The faculty member is entitled to freedom in the classroom in discussing his/her subject, but should be careful not to introduce into his/her teaching controversial matter which has no relation to his/her subject.
The Affirmative Action Officer shall prepare an annual report for the College community that shall include statistics, educational initiatives, overall monitoring efforts, and other related activities pertaining to this policy. The report will be made available to the President's Cabinet, the Academic Senate Executive Committee, the Academic Senate Affirmative Action Committee (which may reprint the report) and all other interested parties. This report will maintain the confidentiality of all parties.
This document does not preclude the right to file with the Federal, state or local governing bodies. Please refer to the Nassau Community College's Handbook on Equal Employment Opportunity and Affirmative Action, or contact the Affirmative Action Officer for further information.
Approved by the Academic Senate
Affirmative Action Committee - 12/5/96
Approved by Academic Senate - 12/19/96
Approved by Board of Trustees - 1/16/97
[1] Discrimination is defined as making a difference in the treatment of others on a basis other than individual merit, prejudice or prejudicial outlook. Harassment is defined as "to annoy persistently".
[2] See separate policy for Sexual Harassment complaints. Sexual harassment is defined as sex-oriented humor or abuse, physical contacts, subtle or overt pressure for sexual activity, all appropriately handled under the College's Sexual Harassment Policy.
The purpose of this policy statement is to clarify the existing college policy towards equal education for the disabled as it applies to the learning disabled. This policy statement is intended to provide guidelines to the faculty to assist them in making academic accommodations for learning disabled students while at the same time maintaining a high degree of academic excellence.
Section 504 of the Rehabilitation Act of 1973 states that:
"No otherwise qualified handicapped individual ... shall, solely by reason of handicap be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."
This law obligates the College to make certain accommodations to provide qualified handicapped (disabled) persons with opportunities equal to those enjoyed by qualified non-handicapped persons. Section 504 further states that "Modifications as are necessary are designed to insure that academic requirements will not be discriminatory and will not effectively exclude the disabled person from completion of the program because of a lack of accommodations." As a recipient of federal assistance, Nassau Community College complies with the requirements of Section 504.
A handicapped person is anyone with a physical or mental impairment that substantially limits one or more major life activities - such as walking, seeing, hearing, speaking or learning and therefore includes the learning disabled student. Persons with learning disabilities are specifically described by the legislation as:
"Those persons who have a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Such disorders include such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such terms do not include persons who have learning problems which are primarily the result of visual, hearing, or motor handicaps, or mental retardation, emotional disturbance, or environmental, cultural, or economic disadvantage."
It is important to note that learning disabilities do not necessarily preclude students from being able to complete college level work. In fact, learning disabled individuals are of at least average intelligence or above. However, learning disabled students may face frustration trying to cope with the demands of college. The educational process may be impaired because their methods of learning differ. Yet with appropriate accommodations for their learning disabilities, many of these students can and do learn strategies to become successful in college.
College Admissions Policy for Learning Disabled Students
Learning disabled students must meet the same program entrance requirements as every other student at the College.
A. Students must identify themselves to Disabled Student Services and provide
appropriate documentation that they have a learning disability. Such documentation
may include, but is not limited, to the following:
1. Certification by the high school's Special Education Committee or similar body.
2. Psycho-educational evaluation by a licensed practitioner.
B. The College's obligation attaches only to those students who have identified
themselves as learning disabled.
Academic Policy for Learning Disabled Students
Learning disabled students are required to meet the same standards of academic performance as other students at the College. However, faculty members and academic advisors may need to make certain accommodations (modifications) in exams, for example, which should be designed to reflect the students' mastery of the subject matter rather than reflecting the students' disabilities. The accommodations should be based on the nature of the learning disability and should be applied on an individual basis. Examples of accommodations could include, but are not limited to:
- extension of time to complete an assignment or an exam
- proofreaders for spelling
- notetakers
- oral presentation of normally written material
- tape recording of lectures or written assignments
- special seating
- use of visual aids or calculators, or
- frequently providing written examples of complex lecture materials along with oral presentations.
It is the students' responsibility to make known the need for any such arrangements with the respective faculty members. Faculty are encouraged to seek the advice of the counselors in Disabled Student Services regarding appropriate accommodations.
(October, 1987)
The Americans with Disabilities Act (ADA) calls for providing reasonable accommodations to known physical or mental limitations of qualified individuals with disabilities. Reasonable accommodations also must be made for individuals with disabilities, so they may participate in the employment application process, or the academic process. If you have a disability and are qualified to do a job, the ADA protects you from your disability.
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of a handicap in the College's admission and recruitment process.
The Americans with Disabilities Act (ADA)
The purpose of ADA is to provide a national mandate for the elimination of discrimination against individuals with disabilities in employment, public services provided by governmental agencies and public accommodations and services in the private sector, such as in stores, restaurants, theaters, transportation and public places.
Are You Protected by ADA in the Workplace?
You are protected from discrimination if you have a disability covered by the law and are qualified to perform the tasks of a job with or without reasonable accommodations for your disability.
A disability is defined as "having a physical or mental impairment that substantially limits a major life activity." The ADA also protects you if you have a history of such a disability.
Your Responsibilities
To be protected under the ADA, you must have a disability record or be regarded as having a substantial impairment, as opposed to a minor impairment. A substantial impairment is one that significantly limits or restricts a major life activity, such as hearing, seeing, speaking, walking, breathing, performing manual tasks, caring for oneself, learning or working.
What Is Reasonable Accommodation?
Reasonable accommodation is any change or adjustment to a job or work environment that permits a qualified applicant or employee with a disability to participate in the job application process, to perform the essential functions of a job, or to enjoy benefits and privileges of employment equal to those enjoyed by employees without disabilities. If you have a disability, you must also be qualified to perform the essential functions or duties of a job, with or without reasonable accommodation, in order to be protected from job discrimination by the ADA. This means two things. First, you must satisfy the employer's requirements for the job, such as education, employment experience, skills or licenses. Second, you must be able to perform the essential functions of the job with or without reasonable accommodation. Essential functions are the fundamental job duties that you must be able to perform on your own or with the help of a reasonable accommodation. An employer cannot refuse to hire you because your disability prevents you from performing duties that are not essential to the job. An employer is required to provide a reasonable accommodation to a qualified applicant or employee with a disability unless the employer can show that the accommodation would be an undue hardship -- that is, it would require a significant difficulty or expense.
Section 504 of the Rehabilitation Act of 1973
Section 504 provides that you cannot be denied admission to, be subject to discrimination, or be denied the full participation in any educational program which receives federal funds simply because you have a disability. Nassau Community College and virtually all of the colleges in the United States are covered by this legislation.
Are You Protected by 504 at the College?
The law contains several specific provisions similar to those prohibiting sex discrimination in the College's Admissions Policy. These provisions prohibit (1) the imposition of limitations on the number or proportion of handicapped persons who may be admitted; (2) the use of any admissions' criterion or test that has a disproportionate, adverse effect on the handicapped, and (3) any preadmission inquiry about whether the applicant is handicapped, unless the recipient needs the information in order to correct the effects of past discrimination or to overcome past conditions which resulted in limited participation by the handicapped.
These prohibitions apply to discrimination directed against "qualified handicapped" persons. A handicapped person is qualified, with respect to college and vocational services, if he or she meets the academic and technical standards required for admission or participation in the education program or activity. While the regulations do not prohibit an institution from denying admission to a handicapped person who does not meet the institution's academic and technical admissions' standards, they do prohibit an institution from denying admission on the basis of the handicap. After a student is admitted, however, the institution may make a confidential inquiry concerning his/her handicap(s). The College may obtain advance information concerning a student's handicap(s) that may require accommodation.
The College also has a duty to ascertain that its admissions' tests are structured to accommodate applicants with handicaps that impair sensory, manual, or speaking skills, unless the test is intended to measure these skills. Such adapted tests must be offered as
often and in as timely a way as other admissions' tests, and must be administered in facilities that, on the whole, are accessible to the handicapped.
Definition of 'Person With Disability', Section 504, Rehabilitation Act of 1973
Section 504 protects people with disabilities from discrimination based on their disability. A person has a disability (see Fig. 211, Disability Defined) within the meaning of Section 504 if he or she:
has a mental or physical impairment that substantially limits one or more major life activities;
has a record of such impairment; or
is regarded as having such an impairment.
"Physical or mental impairments" that fall within discrimination prohibitions include:
any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculosketal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or
any mental or psychological disorder such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.
The law does not list the diseases or conditions that are considered impairments. The Rehabilitation Act does list conditions that are not covered, however, including homosexuality, bisexuality, transvestism, transsexualism, compulsive gambling, kleptomania, pyromania, pedophilia, exhibitionism, voyeurism, gender identity disorders not resulting from physical impairments, other sexual behavior disorders and psychoactive substance use disorders resulting from the current illegal use of drugs (29 U.S.C. §705(20)(F)). The law also does not cover individuals who currently are engaging in the illegal use of drugs (29 U.S.C. §705(20)(C)). The ADA provides a similar list of exempted conditions.
Fig. 211, Overview of Section 504, Disability Defined
"Person with disability" means an individual who: has a physical or mental impairment that substantially limits one or more major life activities; has a record of such an impairment; or is regarded as having such an impairment.
|Physical or Mental Impairment
|Major Life Activities
|Record of Impairment
|Regarded Impairment
|Physiological disorder, contagious disease, cosmetic disfigurement or anatomical loss in one or more system:
|Mental or psychological disorder including:
|Major life activities include:
|The individual has:
|The individual has:
|Neurological Musculoskeletal Respiratory Cardiovascular Reproductive Digestive Genito-urinary Hemic Lymphatic Skin Endocrine
|Mental retardation Organic brain syndrome Emotional or mental illness Specific learning disabilities
|Self-care Manual tasks Walking Seeing Hearing Speaking Breathing Sitting Standing Reaching Thinking Concentrating Reading Interacting with others Learning Reproducing Sleeping Working
|A history of impairment or A record of having been misclassified as having an impairment
|An impairment not limiting a major life activity, but is treated as disabled by the covered entity No impairment, but is treated as disabled by the covered entity
|Substance abuse, which does not include current, illegal drug users.
Source: Overview of Section 504
Section 504 Compliance Handbook
Thompson's Publishing Group, p.12; Tab 200 (March, 2002)
Major life activity
To have a disability under Section 504, an individual must have an impairment that substantially limits a major life activity, which is an everyday activity an average person can perform with little or no difficulty. The EEOC includes the following in its list of major life activities under the ADA: walking; seeing; speaking; hearing; breathing; learning; performing manual tasks; caring for oneself; working; sitting; standing; lifting; reaching; thinking; concentrating; interacting with others; and sleeping (29 C.F.R. Part 1630 App. §1630.2(i) and EEOC Enforcement Guidance: The ADA and Psychiatric Disabilities). After amendments to the Rehabilitation Act in 1992, the substantive standards of Title I of the ADA became the Section 504 employment standards. Note however, not all courts agree with all of the items on the EEOC's list.
Difficulty with repetitive work assignments
Someone who has difficulty with repetitive work assignments unique to a particular job is not substantially limited in a major life activity if he or she performs common daily tasks as easily as most individuals, according to the Supreme Court (Toyota Motor Manufacturing v. Williams, Appendix IV:921).
Working as major life activity
Working is included in the EEOC's list of major life activities, but the commission cautions in its Technical Assistance Manual on Title I that the question of whether an individual is substantially limited in working does not arise if there is a substantial limitation to another major life activity. Moreover, an individual is substantially limited in the major life activity of working only if an impairment significantly restricts the person's ability to perform either a class of jobs or a broad range of jobs in various classes when compared to the average person with comparable training, skills and abilities.
An individual is not substantially limited in working if he or she is unable to perform only a single job (29 C.F.R. §1630.2(j)). For example, a person who cannot qualify as a commercial airline pilot because of a correctable vision impairment but who can fly in other capacities, a pitcher who can no longer pitch or a quarterback who can no longer throw would not be substantially limited in working if it were only those specialized jobs they could no longer perform. Courts look not just at what jobs the employees cannot do, but what jobs they can do.
An individual need not be totally unable to work to be considered substantially limited in working. The following factors generally are considered:
the geographical area to which the individual has reasonable access; and
the job from which the individual has been disqualified because of an impairment and the number and types of jobs that use similar training, knowledge, skills or abilities in the geographical area from which the individual also is disqualified due to the impairment. This is the class of jobs (29 C.F.R.§1630.2(j)).
The U.S. Supreme Court has questioned whether working is a major life activity at all, but has not ruled specifically on the issue (Sutton v. United Air Lines, Appendix IV:914). Appeals courts since Sutton have held that working is a major life activity (EEOC v. R.J. Gallagher Co., 181 F.3d 645 (5th Cir. 1999)).
Section 504 Coordinator
Under Title II of the Americans With Disabilities Act, all public entities that employ 50 or more people, whether or not they receive federal funding, must name a coordinator to oversee compliance with the ADA. Analyzing its ADA Title II regulations, the Department of Justice notes that the ADA coordinator should serve the same role as it does under Section 504 – to be familiar with the requirements of the law and communicate those requirements to others within the organization who may not be aware of their responsibilities (28 C.F.R. Part 35 App. §35.107). The same person may act as a coordinator overseeing compliance with Section 504 and the ADA. Nassau Community College's Coordinator is the Assistant to the President for Affirmative Action and Diversity/ADA/504 Coordinator, located in the Tower Building, Rooms 818-819.
Additional Questions and Answers on the Americans with Disabilities Act
Q. What is the relationship between the ADA and the Section 504 of the Rehabilitation Act of 1973?
A. The Rehabilitation Act of 1973 prohibits discrimination on the basis of handicap by the federal government, federal contractors and by recipients of federal financial assistance. If you were covered by the Rehabilitation Act prior to the passage of the ADA, the ADA will not affect that coverage. Many of the provisions contained in the ADA are based on Section 504 of the Rehabilitation Act and its implementing regulations. If you are receiving federal financial assistance and are in compliance with Section 504, you are probably in compliance with the ADA requirements affecting employment, except in those areas where the ADA contains additional requirements. Your nondiscrimination requirements as a federal contractor under Section 503 of the Rehabilitation Act will be essentially the same as those under the ADA; however, you will continue to have additional Affirmative Action requirements under Section 503 that do not exist under the ADA.
Q. Am I obligated to provide a reasonable accommodation for an individual if I am unaware of his/her physical or mental impairment?
A. No. An employer's obligation to provide reasonable accommodation applies only to known physical or mental limitations. However, this does not mean that an applicant or employee must always inform you of a disability. If a disability is obvious, e.g., the applicant uses a wheelchair, the employer "knows" of the disability even if the applicant never mentions it.
Q. How do I determine whether a reasonable accommodation is appropriate and the type of accommodation that should be made available?
A. The requirement generally will be triggered by a request from an individual with a disability, who frequently can suggest an appropriate accommodation. Accommodations must be made on a case-by-case basis, because the nature and extent of a disabling condition and the requirements of the job will vary. The principal test in selecting a particular type of accommodation is that of effectiveness, i.e., whether the accommodation will enable the person with a disability to perform the essential functions of the job. It need not be the best accommodation, or the accommodation the individual with a disability would prefer, although primary consideration should be given to the preference of the individual involved. However, as the employer, you have the discretion to choose between effective accommodations, and you may select one that is least expensive or easier to provide.
Q. What are my responsibilities as an employer for making my facilities accessible?
A. As an employer, you are responsible under Title I of the ADA for making facilities accessible to qualified applicants and employees with disabilities as a reasonable accommodation, unless this would cause undue hardship. Accessibility must be provided to enable a qualified applicant to participate in the application process, to enable a qualified individual to perform essential job functions and to enable an employee with a disability to enjoy benefits and privileges available to other employees. However, if your business is a place of public accommodation (such as a restaurant, retail store or bank) you have different obligations to provide accessibility to the general pubic, under Title III of the ADA. Title III also will require places of public accommodation and commercial facilities (such as office buildings, factories and warehouses) to provide accessibility in new construction or when making alterations to existing structures. Further information on these requirements may be obtained from the U.S. Department of Justice, which enforces Title III.
Q. Does the ADA require public posting of a notice explaining its requirements?
A. The ADA requires that you post a notice in an accessible format to applicants, employees and members of labor organizations, describing the provisions of the Act. EEOC will provide employers with a poster summarizing these and other federal legal requirements for nondiscrimination. EEOC will also provide guidance on making this information available in accessible formats for people with disabilities.
What Do I Do If I Think That I'm Being Discriminated Against?
Speak to Nassau Community College's Affirmative Action Officer. You may choose to let the Affirmative Action Officer know at any stage, before, or after you speak to anyone else, about the nature of your complaint. You may file an alleged charge of discrimination with the College's Affirmative Action Officer, who shall make every effort to resolve the problem by attempting to facilitate a resolution of the alleged incident either informally or through a formal, fact-finding procedure.
You may also elect to speak with the College's Center for Students with Disabilities. Students are also eligible for services from the Center for Students with Disabilities if they have a physical, visual, hearing or learning disability and have been accepted by the College. The program is voluntary and students must initiate contact with the office. They can do this by letting the office know that they have a disability and want such services on the College's Application for Admissions Form, or by letter.
The Center for Students with Disabilities advocacy support services are tailored to fit each individual student's need. Each student is assigned a Counselor, and the Counselor will
advise the student throughout the resolution process, as well as personal concerns, or necessary accommodations. The center does not act as an investigative unit of the College.
If you think you have been discriminated against in employment on the basis of a disability after July 26, 1992, you can also contact the Equal Employment Opportunity Commission (EEOC). A charge of discrimination generally must be filed within 180 days of the alleged discrimination. You may have up to 300 days to file a charge if there is a state or local law that provides relief for discrimination on the basis of disability. However, to protect your rights, at times it is recommended to contact EEOC promptly if discrimination is suspected.
The Commission will investigate and initially attempt to resolve the charge through conciliation, following the same procedures used to handle charges of discrimination filed under Title VII of the Civil Rights Act of 1964. The ADA also incorporates the remedies contained in Title VII. These remedies include, hiring, promotion, reinstatement, back pay, and attorney's fees. Reasonable accommodation is also available as a remedy under the ADA.
While the EEOC can only process ADA charges based on actions occurring on or after July 26, 1992, you may already be protected by state or local laws or by other current federal laws. EEOC field offices can refer you to the agencies that enforce those laws.
For more specific information about ADA requirements affecting employment, contact:
U.S. Equal Employment Opportunity Commission
33 Whitehall Street, 5th Floor
New York, NY 10004-2167
For more specific information about ADA requirements affecting public accommodations and state and local government services, contact:
U.S. Department of Justice
Civil Rights Division
Disability Rights Section
950 Pennsylvania Avenue NW
Washington, DC 20530-0001
For more specific information about requirements for accessible design in new construction and alterations, contact:
U.S. Access Board
Federal Agency Committed to Accessible Design
1331 F. Street, Suite 1000
Washington, DC 20004-1111

subset: commoncrawl


text:
mount tamborine winery & homestead
All You Need Is Love
We are so excited we are now doing weddings at MTW - our beautiful Vintage inspired wedding themes are magically transformed by the heritage backdrop of our property. Click on our Wedding Tab for more information. Or Phone our events team on 0755453066 for more information.
We are so proud of our new Bottle Sculpture! The vision for this artwork is based on several years of interest in the Sculpture of the Clydesdale Horse that stands proudly at the entrance to the township of Boonah, we envisioned "The Bottle" in a similar style and displays our love of fine wine and art. Local award winning artist Rick Howie is proud of this magnificent art piece, and masterfully made Danielle's vision come to fruition. He and Danielle have already talked about some other ventures for this art style for the Gallery Walk property.The art piece is photographed daily by visitors to the mountain.
Drop into our Cellar Door to taste our new releases for Winter 2014 & we are so excited to release our next SumPinkMusk - Pink Moscato over the next few months, and our new release will be the much anticipated 2012 Black Shiraz.- The 2011 Miracle French Oak Chardonnay is exceptional and still available HOWEVER is now on Limited Availability!!!
All recent award winning wines are available for purchase in our "Gallery Walk" Cellar Door - however the 08 an 09 Black Shiraz is now on limited supply.(Both now Sold Out)
We hope to release our 2012 Black Shiraz soon.
We are delighted to Introduce our Mount Tamborine Vineyard and Winery's new on-line cellar door - if you can not get to us - we will come to you.
We currently have some great specials on our whites and reds, so grab some bargains while you can.
go shopping...click on the below links to peruse our current cellar door selection:
view our red wines
view our white wines
view our fortified wines
Our 2014 Vintage which began in February finished just before Mother s Day and was a great success!
The Gallery Walk Cellar Door outlet exclusively sells their award winning wines including the famous Black Shiraz, Tehembrin Merlot, Daisy Chardonnay, Chocolate Port, Show Reserve Muscat and their Ruby Port (previously called Bush Turkey Port - next time you call into the cellar door ask our wonderful sales staff about the great story behind the name change). Located in the heart of the Tamborine Mountain's famous "Gallery Walk" tourist strip, the facility includes, restaurant, coffee shop, and retail opportunities.
We take great pride in designing menus that match our wines using as much fresh local ingredients as is possible.
We have an impressive history of wine awards and we are open to the public daily between 10.00am & 4.00pm.
Our aim is to provide the ultimate cuisine and fine wine experience by combining fresh local produce with our award winning Queensland wines.Bottom Line - we love wine - both making it and drinking it!
We hope you enjoy perusing our user friendly site, we have the entire range of our award winning wines and "Quaffer Selection" produce available for purchase.
Opening Hours: Cellar Door 10.00-4.00pm
Sunday 8.30am for breakfast
Closed Christmas Day & Good Friday


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Bird Diversity Drops From Forests to Farms
September 11, 2014|
Farms support less phylogenetically diverse bird populations than forests, but some farms are better than others.
Covering the life sciences inside and out
September 11, 2014|
Farms support less phylogenetically diverse bird populations than forests, but some farms are better than others.
September 10, 2014|
What researchers are learning as they sequence, map, and decode species' genomes
September 5, 2014|
A round-up of recent discoveries in behavior research
September 4, 2014|
A study that identified genes linked to communication between different areas of the brain has been retracted by its authors because of statistical flaws.
August 27, 2014|
Scientists use optogenetics to swap out negative memories for positive ones—and vice versa—in mice.
August 21, 2014|
Hummingbirds perceive sweetness through a receptor with which other vertebrates taste savory foods.
August 7, 2014|
Early neurons reprogrammed from human skin cells show unprecedented axonal growth in a rat model of spinal cord injury.
July 30, 2014|
Hibernation-related proteins are common even in non-hibernating animals, a study shows.
July 23, 2014|
A former graduate student says he feels slighted by a failure to attribute his contributions to a line of research regarding the salinity tolerances of an invasive species.
July 23, 2014|
Due to the effects of climate change, female fur seals that successfully breed do so later in life and are more likely to have increased variability within their genomes.


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Robby Novak, better known as "Kid President," became an Internet sensation after posting a series of videos on YouTube about how people can make the world a better place.
Looking at Robbie, one would probably think he is perfectly healthy, but the nine-year-old from west Tennessee is fighting a rare genetic disease called osteogenesis imperfecta which causes his bones to break easily.The third grader has already broken more than 70 bones and has undergone more than a dozen surgeries.Robbie and his sister Lexi, 10, who also has the disease, visit Vanderbilt Children's Hospital every 13 weeks for an infusion of medicine to make their bones stronger.Robbie's sense of humor and enthusiasm continues to inspire the doctors who treat him."To go through what he's gone through, the amount of pain and surgeries and limitations on his life that he's had and yet he doesn't allow it to limit him in any way," said Dr. Jill Simmons.At least a dozen states do not have doctors or clinics that care for patients with the disease so many travel to Nashville for treatment.The disease affects between 25,000 and 50,000 people in the United States.
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In addition to printing and viewing your local deals vouchers, you can now easily
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Secure access to My Account requires a password. If you have not yet created a Travelzoo password, we will ask you to go ahead and set one up.
Voted one of the top 20 most popular books of all time in a BBC poll, Great Expectations is being newly adapted for the stage this winter. With this deal from LOVEtheatre.com, save up to 48% on the price of a top ticket and see the show for only £29.50.
This offer applies to performances from 1 Feburary-29 March, excluding Tuesdays, Saturday evenings and 7 February. A top-price seat in the Stalls or Royal Circle usually costs up to £57.50 including booking fees.
Book by 24 January.
About the show: Starring Paula Wilcox ("Emmerdale") as haunted bride Miss Havisham, Chris Ellison ("The Bill") as Magwitch and Jack Ellis ("Coronation Street") as Jaggers, "Great Expectations" recently finished a successful UK tour. It's directed by National Theatre of Scotland Associate Director, Graham McLaren, and features costumes by acclaimed designer Giovanni Bedin of the House of Worth, whose eccentric and extravagant creations have been worn by the likes of Lady Gaga.
"Looks magnificent" -- WhatsonStage.com
"Bold and original" -- The Stage


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Winner of Muhr AsiaAfrica / Feature /Best Scriptwriter: Eun-kyo Park (Scriptwriter)
Winner of Muhr AsiaAfrica / Feature /Best Scriptwriter: Joon-ho Bong (Scriptwriter)
Legendary Korean actress Hye-ja Kim plays the mother to 27-year-old Do-joon. Her entire existence revolves around her spoilt, selfish and frequently stupid son, who seems incapable of taking responsibility for himself and his actions. One day a young girl is found dead in an abandoned building and Do-joon is accused of murder. An inefficient lawyer and an apathetic police force make cursory investigations, leading to Do-joon's arrest for murder. Refusing to believe her son is guilty, and distrustful of everyone, Hye-ja channels all her maternal instincts into clearing his name. But in order to do this, she must find the real killer herself.
Drama, Thriller
Cast & Credits
- Director: Joon-ho Bong
- Producer: Tae-joon Park, Woo-sik Seo
- Scriptwriter: Eun-kyo Park, Joon-ho Bong
- Cinematographer: Kyung-pyo Hong
- Editor: Sae-kyoung Moon
- Composer: Byeong-woo Lee
- Cast (in alphabetical order): Hye-ja Kim, Won Bin


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It hasn't even been a week since the season 3 finale of Game of Thrones, yet fans are still pretty desperate to figure out what's going to happen in season 4. Of course, they could pick up the book, A Storm of Swords, and read it, but seeing as it's super-long, sometimes it's easier to just click on to Wikipedia. Still, what's the fun in that? Wouldn't you have hated it if you had spoiled the Red Wedding for yourself before you had read the book or watched the show by reading a couple of summary sentences on a website?
Well, for those with the patience (and amazing self-control) to wait it out, after the not-so-final finale last Sunday, there were a lot of questions on fans' minds. As a reader of A Storm of Swords, I'm not about to answer them all (not quite yet, plus I cannot read HBO producers' minds), but here's a sort of teaser on what you will get answers to. There are spoilers ahead. Fair warning!
This is the best, most vague answers I can give from reading the books without giving too much away. A post with far more detailed spoilers is soon to come!
What are you most looking forward to seeing in the fourth season of Game of Thrones?
Image via HBO
I was thinking of Battle of Castle Black. But good call on Trial by Combat -- that was particularly sad, only because of who the fighter was defending!
We hope to see Joffrey get the boot!
Joffrey killed, and Tyrion on the Throne!


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Join Mickey, Bryan and Ed as they broadcast LIVE from Valley Ranch.
Join Mickey, Bryan and Ed as they broadcast LIVE from Valley Ranch.
Join Mickey, Bryan and Ed as they broadcast LIVE from Valley Ranch.
Join Mickey, Bryan and Ed as they broadcast LIVE from Valley Ranch.
Join Mickey, Bryan and Ed as they broadcast LIVE from Valley Ranch.
PRO: Phil Costa made the most of his opportunity as a rookie free agent in the Dallas Cowboys 2010 training camp, earning a spot on the team as the squad's backup center. Costa was one of four collegiate free agents to make the 2010 team, joining Barry Church, Chris Gronkowski and Danny McCray - the most undrafted free agents to make the final roster since the team produced three in 2006 (Miles Austin, Oliver Hoyte and Sam Hurd). In his first pro season, Costa saw action in four games with one start at guard. Coming into his second pro season, Costa was named the club's starting center following the release of Andre Gurode. Costa went on to start all 16 games at center for Dallas, helping to clear the way for 6,008 total yards - the second-most in a season in club history.
Transaction Summary:
4/30/10: Signed with Dallas as a rookie free agent.
• Named the club's starting center at the start of training camp and started all 16 games for the first time in his short career.
• Made his first career start at center in the season opener at the N.Y. Jets (9/11) and allowed time for Romo to throw for 342 yards on 23-of-36 passes as the line gave up four sacks.
• Left the game late in the fourth quarter with a knee injury in the overtime win at San Francisco (9/18).
• Returned to start the home opener against Washington (9/26) and helped block for the first 100-yard rusher of the season - Felix Jones, 115.
• Helped the offense gain 434 yards - the second-most yardage of the season to date - against Detroit (10/2).
• Opened holes for DeMarco Murray to rush for a club-record 253 yards as the team finished with the fourth-most rushing yards in a game in team history (294).
• The offensive line did not give up a sack in back-to-back games against Seattle (11/6) and Buffalo (11/13) as Romo completed a career-high tying 13 straight passes to open the game against the Bills. The offense also scored a touchdown on each of its first four possessions to open the Bills game for the first time in team history.
• Started the game against the N.Y. Giants (12/11) but left in the second quarter with a concussion.
• Was cleared to play at Tampa Bay (12/17) and helped block for an offense that jumped out to a 28-0 halftime lead while controlling the clock for 37:59
• Blocked for a new quarterback in Stephen McGee against Philadelphia (12/24) after Romo was out with a hand injury following the first series. McGee finished his first action of the season 24-of-38 for 182 yards and a touchdown behind the line's effort.
• Played in four games with one start.
• Made his NFL debut in the season opener at Washington (9/12) while playing on special teams.
• Was inactive for the next four games before filling in for Montrae Holland (groin) at left guard midway through the third quarter against the N.Y. Giants (10/25) in his first action on the offensive line.
• Earned his first NFL start at left guard in place of Kyle Kosier (ankle) and Holland (groin) against Jacksonville (10/31).
• At Green Bay (11/7) played on special teams then was inactive for the remainder of the season.
• A two-year starter at Maryland who played mostly guard until his senior season when he started at center.
• Was one of the Terps top reserve linemen 2006-07 before emerging as the starting right guard as a junior.
• Played in 40 career games, including 30 starts (13 at right guard/five at left guard/12 at center).
• Started the final 24 games of his career.
• A two-time Academic All-ACC performer.
• In the weight room, owned the all-time Terps offensive lineman record in the clean (435 in 2008) and was second all-time in the vertical jump (35.5 inches in 2007).
• Started all 12 games as a senior at center and played nearly every snap at the position.
• Played in all 13 games as a junior, including starts at right guard in the final 12, while also playing left guard.
• Member of a line in 2008 that enabled Da'Rel Scott (1,133) to become the seventh Terp back, and first since 2002 (Chris Downs), to gain over 1,000 rushing yards.
• Played in all 13 games on the offensive line as a sophomore, starting six, five at left guard and one at right.
• Saw action in two games along the offensive line as a redshirt freshman, serving as the backup center.
• Three-year starter on the offensive line at Holy Cross High School in Delran, N.J., spending all three years at left guard and did not miss a game in his career.
• A second team all-state pick by the Associated Press, a first team All-South New Jersey selection by the Philadelphia Inquirer and Camden Courier Post as well as a first-team all-county selection.
• Was all-parochial as a junior and senior and all-county all three years and an All-East region pick by PrepStar.
• Team finished 9-2 his senior year, advancing to the NJSIAA non-public finals.
• Also a three-year letterwinner in golf.
• Graduated from Maryland in May 2009 with a degree in criminology and criminal justice and has credits towards a master's in finance.
• 2010 Dallas Cowboys Rookie Club.
• 2011 Taste of the NFL: The Ultimate Cowboys Tailgate Party benefitting the North Texas Food Bank.
• 2011 participated in Super Bowl XLV youth football clinic.
• 2012 Commissions for Charity Day at Local Hedge Fund Company benefitting Children's Charities Worldwide.
• 2012 Dallas Cowboys U High School Camp.
• Annual Holiday Hospital Visits.
• Salvation Army Angel Tree Program.
• Kickoff Luncheon and Dallas Cowboys Family Cookbook benefitting Happy Hill Farm.• Make-A-Wish Foundation of North Texas.


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text: LamanaiOutpost is one of only a very few of Belize's jungle lodges to have been repetitively featured on shows such as Wild Things, Discovery, Animal Planet,World Gone Wild and National Geographic Explorer. Voted Belize'sHotel of the Year for 1999/2000, the Outpost is consistently utilized bynumerous high-end travel companies and is widely recognized as one of Belize'sfinest jungle lodges. Perched on a hillside overlooking the crystal-clear waters ofthe New River Lagoon adjacent to the spectacular Maya ruins of theLamanai Archaeological Reserve, "The Outpost" is one of Belize'sspecial places where adventure and leisure come together ina magical blend. Don't be surprised if you see Black Howler Monkeys inthe trees while you're learning about some of the best Maya ruins inthe country. And with more than 375 species present Lamanai is a greatplace for birding. There's plenty to do and see here and fall asleep in your comfortable private cabana.We offer a wonderful atmosphere with attention to detail. Each of theOutpost's cabanas offers rustic elegance while blending in with thelush tropical gardens. The cabanas are handcrafted of local hardwoodswith a palm thatched roof and feature: Lots of screened windows for anopenairy


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The New School for Drama
New School >
Drama > MFA > Acting
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Supporting Drama |
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Professional theater demands inspired and technically trained players to
tell its stories. The New School for Drama's acting program offers
intensive training in a wide range of contemporary and classical
techniques and collaborative practices. Actors are extensively involved
in the development of new work and have
multiple opportunities to synthesize and apply acting, voice and speech and
movement technique through studio performances and mainstage
Photos by Scott Wynn


text: Famous Dad Guess Who Who's the Daddy? by babysugar 9/12/09 0 Reactions 0 Shares Print 0 0 0 0 0 Which daddy celebrated his birthday at a movie premiere? Source: WireImage Read More Who's The DaddyGuess Who Link Love Mom forced to stop feeding baby homemade formula — BabyCenter Blog The easiest ways to save on organic food — The Stir A look inside Fergie's second baby shower — Celebrity Baby Scoop Danielle Jonas debuts her baby bump — People Moms & Babies 7 light and fresh recipes to take you through Summer — FitPregnancy Does where you live affect your risk for PPD? — The Bump Where to find the best deals on school supplies — Real Simple Now this is how you announce a pregnancy! — HuffPost Parents