Trans-Hudson-Express Tunnel- FEIS Approved

As a former employee of THE Tunnel Partnership and a contributor to the EIS (Environmental Impact Statement) and I am excited to see alot of hard work come into fruition. By 2020, THE Tunnel will be built, there will be 28 more trains in and out of the city and more jobs for NJ Transit. Ridership is expected to peek, which is great for decreasing traffic congestion and pollution. Very exciting news and I am proud to have been a part of such a landmark engineering effort. Below is the article detailing the approval of the FEIS. Access to the Region's Core http://www.accesstotheregionscore.com/ is the parent project with THE Tunnel being the subsidiary project.





Environmental impact statement clears for new Hudson rail tunnel
by Brian T. Murray/The Star-Ledger
Tuesday November 11, 2008, 5:56 AM

Federal authorities have approved a final environmental impact statement for the new rail tunnel between New York and New Jersey, clearing an important hurdle to federal matching funds for a proposed project that will cost $8.7 billion.
Gov. Jon Corzine, who is getting heat from Republican legislators for proposing to fund New Jersey's share of the price-tag through highway toll hikes, Monday called the Federal Transit Administration's approval a "major milestone" for a project that "will greatly enrich commuter rail service between New Jersey and New York."
The project aims to double train capacity by building two single- track tunnels under the Hudson River, expand Penn Station in New York City and improve track and signal operations from east of Newark to New York.
The federal approval kicks off a 30-day public comment period, after which the FTA may end an environmental review process and allow agencies involved in the rail tunnel construction to obtain federal funds.
Corzine, echoing remarks made last week by Anthony Coscia, chairman of the Port Authority of New York and New Jersey, also touted the rail tunnel as a means to boost the economy and get thousands of people in the area working.
"This key federal approval dovetails with our economic recovery plan, which includes a commit ment to major capital projects that can jump-start the state's construction sector and ensure the creations of thousands of jobs for New Jersey residents," Corzine said.
But Republican New Jersey legislators, noting the price tag on what is called the Access to the Region's Core has risen by 14 percent in a year, vowed last week to fight Corzine's plan to hike tolls over the next decade on the Garden State Parkway and New Jersey Turnpike to fund New Jersey's share of the costs. Republicans contend the tolls were never intended for such a venture.
The rail tunnel is a joint effort by the Port Authority, NJ Transit and the state, all of which have promised to pay $5.7 billion. Authorities said they hope to obtain another $3 billion in federal matching funds.

States' Rights/ No Child Left Behind

While I don't agree with No Child Left Behind and its proficiency mandates, I do agree that states must write their own individual tests as well as set standards. I have found that there are stark differences in education throughout the country and what part of the lesson is emphasised. Yes, there is a general curriculum that is taught, but the "frame of reference" of the teacher and the chosen texts are definitely regional. When I lived in the south, I was taught extensively about the Civil War, Robert E. Lee, States' Rights and Slavery. We lived near old, empty plantations and it was part of our lives, like it or not. While were we taught that slavery was morally wrong, we were also taught how the north did not understand how necessary it was for the southern economy. We were also taught that the abolitionists acted in hast and created additional problems for the blacks, as once they were no longer slaves, they were free-men, in a region of the country which was all farms with little to no urban job market. It's apparent to me that those in the north, were taught the same history curriculum, but in a different context completely, therefore the questions posed and answers given on a standardized test would be different as well. We must always remember that history, is "his-story" and different people/states have their own agenda in emphasizing different ideas. Check out this site- States Rights, One of the Causes of the Civil War. In discussion, I found that many who are extremely knowledgeable on historical matters, do not realize (possibly because it was not emphasized during that lesson) the severity of states' rights issues to southern states and though the states rights were given in the Constitution, it was a cause of the civil war because the abolishment of slavery was in itself unconstitutional as the federal government overpowered states' rights. Luckily NCLB at this point has been respectful of states rights allowing each states to dictate what is tested, as they are also aware of what is taught and what is emphasized. From Alaska to Hawaii, from Missisppi to Maine, each state is equally as different as each individual in this country.

V.I.C.E.(VisionInnovationCreationErudtion) Proposal

Proposal-

Sent to Newark Housing Authority- Oct. 30 2008

Project Abstract
Domain Computer Services Inc. is seeking to install high speed internet service to low-income housing projects in Newark, New Jersey, as well as train individuals within the residences to install the internet data cabling into their own community buildings. The training should take approximately 3-4 weekends and at the completion of the training sessions the participants will be certified in data cabling installation. The participants will then have the skills to install data cabling in other housing complexes through the city of Newark. Once the buildings are wired and internet accessible, funding/support will be needed to provide each building with internet capable computers. It will be necessary to promote the action and initiative taken by the Newark residents to receive computers for the buildings by donation or at little cost.

Statement of Need
U.S. Department of Commerce data from 2001 indicated that 78.9 percent of people in families making $75,000 or more had Internet access, compared to 25 percent of people from households earning less than $15,000 a year. Newark, New Jersey had over 40,000 public school students, most of which do not have a computer that is accessible on a daily basis. The internet as well as technical ability is a clear necessity in the modern world, opening doors to education and employment. The Digital Divide is apparent in Newark and needs to be addressed. The Digital Divide is the discrepancy between people who have access to new information and communication tools such as the internet, as well the skills, knowledge and abilities to use the technologies and those who do not. This project will not only provide a resource to information technology, but also allow Newark residents to compete in the job market with those who have the access to these technologies and possess necessary technical skills.

Program Description
This project will enable low-income housing residents an opportunity to become certified in data cabling which can be extended into a profitable life-long career. During the training sessions and by the labor of the participants in the program, the community housing complexes will be cabled for internet capability. After the buildings have internet accessibility, it is imperative to promote the initiative taken by the Newark residents to receive computers for the buildings.

V.I.C.E.(VisionInnovationCreationErudtion) Annotated Bibliography

Cooper, Mark (2004), Expanding the Digital Divide and Falling Behind on Broadband, (Consumer Federation of America, Benton Foundation)
Being disconnected means being disadvantaged.
The percentage of household with internet access is around 60 percent. Over 80 percent of households that lack internet access have incomes below $50,000. Over half of household with incomes above 75,000 have internet. Almost 70 percent of households making below 10,000 do not have access to the internet. The internet is not just a communication tool, a means of commerce, or an entertainment medium, it also enhance productivity and in many aspects of life increases the standard of living. The “have-nots” in the digital divide may find themselves disadvantaged for life because they lack the skills and tools to participate in our globalized, knowledge-based economy. The needs of the group will never be well represented in cyberspace, if the group itself is growing up without internet access. Penetration of the internet into households has stagnated around 60 percent for the past decade. Monthly internet service fees hover around $50-$60 which is an unreasonable expectation for low and middle income households.

Morino Institute, (July 2001), From Access to Outcomes, Raising the Aspirations for Technology Initiatives in Low- Income Communities
The digital divides creates a permanent underclass in our society.
To date, most initiatives aimed at closing the digital dived have focused on providing low-income communities with access to computers and internet connections. The real opportunity before us is to focus on applying technology to seek meaningful improvements in the standard of living and eventual closing the social divide. Technology can be applied to help meet fundamental needs such as health care, effective schools, safe streets, and good jobs. Closing the digital divide has less to do with the quantity of internet access and computers and has everything to do with how well we can enable those who are less fortunate to elevate there lives with implementation of technology. Low income communities can become empowered to make financial and social contributions to society and will become less dependent on entitlement payments as well as other social payments. These are large challenged with larger opportunities and gains for the most hard-press citizens of this country.

Pinkett, Randell (2000), Bridging the Digital Divide: Sociocultural Constructionism and an Asset-Based Approach to Community Technology and Community Building
Teach technology from the inside-out.
Studies have found that the gender gap in computer and internet use is closing, although the socioeconomic and racial gap is growing. According to the National Telecommunications Information Administration (NTIA), with respect to computer ownership, minorities continue to lag behind Whites even at the same level of income. Social Constructionism involves participants as active change agents rather than beneficiaries, and act as the producers of information and content, rather than passive consumers. Social and Cultural Constructionism can lead to self-motivated learning. “Better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct”


Valadez, James R. (2007), Redefining the Digital Divide: Beyond Access to Computers
Give a man a fish and you feed him for a day.
Teach a man to fish and you feed him for a lifetime
The likelihood of household computer ownership still varies as a function of socioeconomic status and race. Teachers are more likely to assign computer and internet work when their students have ready access to computers. Integration of technology into the classroom is essential in gaining the experience and practice necessary for using the Internet as an educational resource. Low-income backgrounds often find their access is restricted to computer labs where they are limited to instructional software that emphasizes low-level drill and practice routines. There are two types of technology participation “interacting” and the “interacted.” The “interacting” includes those who can take advantage of sophisticated applications and research possibilities available on the Internet, while the “interacted” are those individuals who must settle for the most simplistic offerings designed for lower level users. The key to closing the digital divide is to allow more “interacting” which will provide a knowledge-base for advanced uses of the internet and new emerging technologies.

Hann, Leslie Werstein, (April 2008), Profit and Loss in School- Business Partnerships
You can’t buy this kind of publicity.
There are many motives that influence a corporation to get involved with schools and the community, mainly marketing. Whatever the motive, the donations made by these corporations are immensely improving the lives and education of many. According to the article, 95% of schools have business partnerships. IBM says improving public schools is its top social priority and a strategic business investment. Refurbished computers can end up costing a lot to maintain. These corporations are essential to getting the most out of technology. HP provided 45 teachers with new laptops as well as 400 students with new laptops in Ravenswood City School District in California. They also donated a 3-1 match of any employee donation. Newark in particular has received great assistance from corporations. A CEO of an upholstery company reupholstered a schools entire auditorium. Panasonic installed 100,000 worth of surveillance cameras into Newark schools. Burlington Coat Factory has donated coats for a coat drive. And last, but certainly not least Prudential has donated 3.6 million to buy land for a new charter middle school as well as 1.6 million to pay for tuition for teaching licenses for 45 new math and science teacher in Newark. There are corporations that would like to help, just have to make the effort and have the motivation.