Throughout this semester as a class we worked on a number a project, such as, resume and cover letters, a technical interview, lab report, technical description and technical proposal project. The resume and cover letter involved improving my resume based on the outline of what a resume consist of and writing a good cover letter based on an outline that he provided in class. The technical interview was the first project which involved interviewing someone with a  job similar to our respected major, then we wrote a paper on it based on the outline that he provided. I had to provide a  lab report based on a simple experiment, that requirement rolling two die 100 times. The  proposal project was a group project where the group members had to pick an area in the school that needed to be improve and write a proposal on. The last and my favorite assignment was the technical description which meant that I could pick an atopic based on my major that interests me and write a brief description based on the topic.

The first assignment that was assigned was the interview report because we needed time to find someone to help users conduct the interview. I had to come up with the questions that I wanted to ask my interviewee and then find someone with a  career that I would plan on doing in the future. I chose to do my assignment on my old high school robotics teacher Ms. Ali at Midwood High School in Brooklyn. I chose Ms. Ali because I have considered teaching high school robotics only after taking her class. Her class is one of the reasons I chose to study computer science; besides it just being very interesting to me. When I had her she made learning very enjoyable, her challenges were very interactive and collaborative. I conducted the interview at Midwood high school, it was about 20 to 30  minutes and after I asked my questions, I stayed back to help some of the students with their assignments. It was really great to come back; being a teacher is a profession that I would really consider doing in the future; it is in my top 3.

The second assignment that was done was the resume and cover letter. This assignment was assigned during the same time as the interview report, but it was to be handed in before the interview assignment. For this assignment, we had to formulate a proper resume and cover letter. As I already have a resume, a changed a  handful of things and then handed that in. but for the cover letter, it was different because you had to write about yourself personally; I had to write why I was great for this job using strong adjectives to describe myself. Writing about myself personally is not an easy thing to do, and a struggled a lot with it. I didn’t do very well on this assignment because I didn’t know how to write about myself even with an outline. This assignment was one I personally didn’t too well on. But it is something I am trying to improve on, mostly because I am applying to a couple of jobs that require a cover letter. Also, for this assignment, I had to pick a possible job or internship that I would like to apply to. I found one on indeed that was really interesting to me. It was an incident response and red team internship

The lab report was right after. To do the lab report I had Ito roll two die a hundred times and then record it. I had to do research and find a study on dice probability which I found off the ccny library database. I used a paper title “Under and Overs”, written by Sandra Hanson McPherson of Millersville University in Pennsylvania. This study uses the game Unders and Overs to teach kids probability by having the students place bets on the likelihood that the die will roll a certain product. I used that and made an adaptation where I felt that it would be improved on by having more chips to place the bets, limiting the rounds and changing of the dealer so people get different turns. I found that this project was a bit confusing mostly because I didn’t know where to start, so I had to ask people in the class but after I figured it out it came together quite nicely.

Picking a team for my proposal presentation project was simple. I am a very open and talkative person; I don’t mind talking to people at all unless I have to give a presentation. But when I chose this group I just went up and started talking to people. The idea that we picked was straight to the point, I think we that in our second meeting of each other and assigning the role. Then after that, it was research, which wasn’t easy; since I have the budget finding the revenue and then calculating the budget requires a lot of math, especially when calculating the revenue, the time span, and the profit increases.

The technical description paper was the last assignment and it was my favorite. I got to pick a topic that piques my interest and write a description that is two pages on. The topic I picked based on my computer science major was the dark web. The dark web is the epicenter of criminal activity. The dark web which is a subset of the deep web is a term used to describe the legal and illegal activity that happens on the internet. It is a collection of websites on an encrypted network, that cannot be found on traditional websites or browsers. The dark web sells anything illegal that you cannot get in stores or on traditional browsers using cryptocurrency transactions like bitcoin, users can purchase credit card numbers, drugs, guns, counterfeit money, stolen subscription credentials, and more. The project for me was the easiest to do because I really enjoyed that topic.

For most of the projects excluding the resume and cover letter, and lab report there was a presentation that went along with it. I am personally not very fond of presentations. I find them to be very hard to do, mostly because I have a fear of speaking in front of random people. The first presentation where I had to do a presentation was the interview report. I was not comfortable with my classmates in this class, so having to talk to people I didn’t know was very uncomfortable; so. The presentation to me was not conducted well the second presentation was the group proposal project. The hated the presentation for the lab report but not because the presentation was bad, I just do not like giving presentations. I wish I went the first day, so I could get it over with. Because I went the last day, I was carrying that anxiety for days. But I’m really glad it is over, and I did not forget anything. The last one was the technical description, that one wasn’t so bad. I think because I was used to the people in the class by then I didn’t have such a hard time. In fact, I knew the topic so well that I was nervous. In the end

The writing for engineers’ class as a whole was very interesting. I’ve never really had a class like this one, most of the assignments that we had was very enjoyable. We were given the option to do reports on topics that were interesting to us. When doing a report, it’s important because I know that I would be able to finish that assignment and when doing research know that because a topic is so interesting that I would look beyond the research given and look in depth into that topic. When I did my report on the dark web, I was so completely fascinated with the topic that I spent days looking up information about it and that is important in a learning environment. One of the best classes I had had this semester. A++++.

Breanna Simmonds

Education

city college of new york                                        expected graduation date may 2021

Bachelor of art Digital design                                 minor in computer science  

Midwood High school                                                       June 2017

advanced regents diploma

Experience

CITY COUNCIL                                                                            Brooklyn, NY
FRONT DESK/INTERN                                                                                 summer 2016                                          

●      Closely worked under Council Member Jumaane D. Williams.

●      Answered messages and created schedules. Monitored logbook, wrote letters, managed and filed databases. Arranged appointments, and organized meetings and events. Arranged and planned press conferences. Arranged events in communities and collected school supplies for a supply drive.

●      Arranging and signing for deliveries.

Brooklyn public library – Cortelyou branch        Brooklyn, NY
volunteer                                                                                                   Winter 2016

·       Organized and filled book and videos accordingly to library classification systems and in a timely manner.

·       Transported library trucks when needed.

·       Able to locate material upon request.

·       Provided basic computer assistance for guest.

·       Prepared for closing by arranging chairs and tables, replenishing supplies, and picking up materials for shelving.

board of education                                                             Brooklyn, NY
Secretary/Intern                                                                                      summer 2015

●      Answered or referred to inquiries and managed and created schedules. Filed, database organized and planned meetings. Arranged correspondences regarding the arrangement and planning of events

Skills

·      Proficient in Microsoft Word, Excel, PowerPoint, Outlook, and Google applications

·      Basic understanding of C++, discrete mathematics, and basic mathematics techniques.

·      Strong art and crafts skills

·      Exceptional communication and leadership skills

·      Willingness to learn, with an ability to work in a fast pace environment.

Activities

·      Tutored in math and mentored young women as a Big Sister

·      Published articles in Patterns magazine and was a part of the Yearbook committee

·      Member of Association for Computing Machinery and Photography club at City College

Day in the Life of Ms. Ali : A High School Robotics Teacher

“Open up your eyes and let everything in; in college and in life”

• Quote by Ms. Lisa Ali

Ms. Lisa Ali is a high school robotics teacher currently teaching at Midwood High School. Ms. Ali is a graduate of City Tech and is currently attending NYIT to get her master. She has her undergraduate degree in technical education and engineering and is getting her masters degree in instructional technology. She also has a technology education license and in her free time tutors computer technical students at NYIT. I conducted the interview with Ms. Ali face to face in the robotics room at Midwood. The interview lasted about 20-30 minutes. Ms. Ali was my high school robotics teacher. This interview was conducted as an informative approach to find out how she came to this career, why she decided on this path and what it was like being a high school robotics teachers’ as it is a possible career choice.

I first began by asking what I might expect from a college computer class; she told me diversity, and a lot of project-based challenges but all very fun. Then out of curiosity, I became very skeptical as to why she decides to study that major. She told me a childhood story of when she was young. At a young age, her brother would mess with her computer by resetting her hardware enabling her from accessing her computer. At the age of ten, she decided she wanted to study engineering and technology. By the 10th  grade, she could do all the amazing things with a computer and was finally able to get back at her brother. Ms. Ali then attended City Tech for technical education and engineering and is getting her masters in instructional technology. She chose this specific career path because she always wanted to be a teacher; it gave her a sense of accomplishment to see her students thriving in their building and coding. By including fun into the project it encourages the students to do well. That was very inspirational as I would want to be that kind of teacher. I did stay for the next class and saw how she interacted with her students. It was kind and comfortable on both sides.

Her first job was tutoring college students, she did that for three years. To help prepare for her technical career, she took part in an internship program tailored for technical teachers. She said “At a summer program with other STEM teachers I was the only female. The program’s instructor asked, “How can we find a way to encourage females to become interested in STEM?” One guy said, “Why bother, girls are not interested in ‘this’, they are [at a young] age developing a disinterest.” At that point, she became very furious. “But it’s people like him why girls develop a disinterest, no one encourages them. It turns out that that man teaches media design at an all girls school and all his students are failing. The program was for teachers but was more centered to men but I still applied anyways and got in as the only female teacher.”

Currently, Ms. Ali resides at Midwood High School as a robotics teacher in Brooklyn. She got this job right out of college and has been working there for 11 years.  Before this job she was a tutor and took part in a teaching internships at NYU. She says the reason she choose this job is because of the amazing science program that Midwood high school has. She says at the high school she attended they didn’t have the resources that this school has. She wanted to encourage teenagers, especially young girls to pursue a career in STEM and having the resources to encourage them was important.

Every day she drives to Midwood from her home in Queens to reach there before class begins at for 8:55 am when her class begins. She says she likes to get there a little bit early to turn on the monitors for her students so they don’t have to wait for it to boot up and prepare the boundaries for the assignments on the tracks. The boundaries are mats enclosed in plexiglass walls for the robots. She teaches four classes throughout the day, and sometimes when she doesn’t have class she stays back so the students may work on their project after school hours. After which she leaves and either go home or to goes to NYIT. When she leaves she turn off the computers and lock up.

Every day she is either readings code written by her students and she writes assignments for them. Her main source of communication besides verbal is through email.

The writing she does involves writing emails to her students about assignments which could be up to two emails at most for the week or grading their projects and writing helpful comments. On occasion when she is asked she may help one of her students with the code they are writing by reading and editing it. But she does encourage them to figure it out themselves.

Toward the end of the interview, I asked “What advice would you give a college student?” she then told me with so much personal concern “Open up your eyes and let everything in; in college and in life.” I also asked one very important personal question which was “How do you feel society views women studying this major (and do you think the male gender has an unfair advantage when seeking that career choice)?”  She then explained that “those women do not have a great push like men. That careers that that are very narrow and only focus on men. There is a lack of content; people view women as uninterested and don’t focus on them.” Which was what the man at her NYU technical teaching program did with his female students.

Ms. Ali is a high school robotics teacher at Midwood high school and a graduate in technical education from City Tech. She is a very inspirational and encouraging teacher providing assistance and knowledge for her students. Through the interview, she shared a series of anecdotes that clarified why she was so devoted and diligent with her students. In the past, she worked as a tutor in college and did an internship program for technical teachers. She spends her day teaching students programming and building using her reading and writing skills to do so. Towards the end, she advised me to “Open up your eyes and let everything in; in college and in life.”

Dice Probability :

Learning and Teaching Probability using the game Unders and Overs

Abstract

The point of this experiment is to test dice probability. In this experiment, the participant, will roll a pair of dice 100 times and record the outcomes. At this point, I will test the frequencies if certain values and calculate the probability. This experiment will be executed using a program written in the c++ programming language. The program is set up to run 100 times and output two numbers randomly. To check the probability, I will be using the game under and over to determine the probability of the sum of each roll of the 2 dies.

Introduction

This experiment is to test the dice probability of a pair of dice. But as part of my experiment will be writing a program to output two values, 100 times at random.

The point of the experiment is to find the frequencies of outputs from the 100 rolls. Using the game Under and Overs to determine basic probability. The players place bets on the sum of the dice roll. Bets being placed for the sum is under seven, seven, and over seven. The goal of Unders and Overs to teach probability and statistics.

To play Under and Overs, the dealer rolls two dice, I’m doing this using the online compiler for the C++ programming language, cpp.sh. After rolling they add the two values to get the sum; the sum is calculated and used to determine if the value is under seven, seven, or over seven. Before rolling the dice the players must place a bet on the outcome of the sum. Each player is given chips to place the bets. In “Under and Overs”, written by Sandra Hanson McPherson of Millerville Univerity in Pennsylvania, she said to give each student 5 chips each to amount to four to six rounds. I modified this since I will be performing the role as both dealer and player, I chose not to do this.

I began by placing the bets on each of the 100 outcomes and finding the probability of each sum. I propose that the results will favor more under seven, then the results being seven, that the bets will only be a 10% deviation from the percentage of actual sum. I assume this based on the premise that for a dice to roll on a number exactly it requires a lot more concentration on a certain. But out of 12 possible sum outcomes, seven is just ⅙ of the possible outcomes.

Materials and Methods

Online compiler for the c++ programming language only – cpp.sh

Macbook air 256 GB

Knowledge of c++ programming language

Coins (regardless of the size) equaling the value of one

Players

1. First, open up cpp.sh.

2. Write out all your program starting with the header #include . Then moving on to the standard declaration (using namespace std;). After you will begin by writing out your program using a random number generator (srand and rand).

3. Your code must be written in a for loop that initializes at 1 and is <= 100, so it starts at one and ends after the 100th roll.

4. After you have all code written out and properly debugged it would be smart to test the code once before using that results as your final answer.

5. If it’s running correctly, which means that each roll outputs random numbers, then after writing a line of code that finds the sum after each roll. The code you just ran was just to see if it ran correctly.

6. Run your program a second time in which you will place bets on those amounts.

7. Prior to each hypothetical roll, the player will then place a bet, for the sum being under seven, over seven, or seven.

8. Record the value of the dices, the sum of the dice and the bet that was placed.

9. Also, record, if the players bet, is correct of the sum.

Results

Round

Die 1

Die 2

Sum

Bet

Probability

1

2

5

7

U

1/6

2

2

3

5

U

1/9

3

3

2

5

O

1/9

4

1

3

4

U

1/12

5

5

5

10

S

1/12

6

6

6

12

S

1/36

7

4

5

9

O

1/9

8

1

5

6

O

5/36

9

2

4

6

U

5/36

10

4

5

9

O

1/9

*Refer to the appendix to see all rounds.

*Refer to the appendix to see the full probability table

* u= under seven; O= Over seven ; S= Seven

The results of the rounds were random. A handful of the sums were actually seven but most were either under seven or over seven. As for the bets that were placed they varied. About 15% of the sums was seven. 47% was under seven, and 38% was over seven. As for the bets that were placed 4% of the bets placed for seven out of the 100 rounds were correct, 31% of the bets placed for under seven out of the 100 rounds were correct and 23% of the bets placed for over seven were correct, about 42% of the bets placed were incorrect to the sum value.

Analysis

I observed that the possibility of rolling a seven is very expansive. While the general outcomes such as under seven or over seven give the player a 91.67% more likely results. I propose this experiment to hypotheses that the probability will favor under seven more, which it did at about a 47% likeliness then the 38% of sums over seven and the 15% of sums that hit exactly seven.

My results were correct but I think it could have gone differently if was run and betted on by other players then the result would be different because it would have more to calculate in terms of percentage and probability. That was my biggest error that the results were exclusively based on my bets, while more the results to be more conclusive it needs to have more outside bet.

In the future when doing this over, it would make sense to use up to three to five people per group if your playing in a big class and I or the teacher would play the dealer. What would be helpful is if the dealer and the player mixed rolls either because after a while, the dealer could begin to tell which direction their rolls was going there and tailor their bets to toward that hypothesis, and that was because of the amount of roll. One hundred rolls after a while became very repetitive but by limiting the amount of roll you get a more tailor result. I also think it would be very helpful to use actually dice then program the dice using computer code only because the dice factors play a roll in the way the results will turn out; the size, density, how and what it is made of, and the shape. It would also be very fair to switch out the number of dealer and player, that way everyone gets a turn as a dealer and the value will be more conclusive. In the article written by Sandra Hanson McPherson, the teacher was the dealer but it would be more helpful for the students to learn probability by taking turns and she also limited to betting by only give a certain amount of chip which  is very helpful when playing with more than one people, but if you do it in small groups up to five people they the results for each will be different.

Conclusion

The experiment that I conducted on dice probability was based on Sandra Hanson McPherson paper called ‘Under and Overs: Using a Dice Game to Illustrate Basic Probability Concepts”. Her article talked about using the game Under and Overs to place bets of the possibility that your dice sum will be under seven, over seven, or seven. In the article, she conducted it with multiple players and she had up to four to six rounds but she limited the number of bets by only giving each student 5 chips.

In the experiment, I conducted I was both the player and dealer and I ran 100 rounds. I proposed that the result would favor the under seven and the bets would only be a 10% difference from the sums. My differences were correct but the results were so wide that it favored it easily. In the next experiment, I suggest tailoring the experiment with my suggestions above.

Reference

1. McPherson, S. H. (2015). Unders and Overs: Using a Dice Game to Illustrate Basic Probability Concepts. Teaching Statistics, 37(1), 18–22. https://doi-org.ccny-proxy1.libr.ccny.cuny.edu/10.1111/test.12033

1. (n.d.). Retrieved from https://www.google.com/search?q=probability of different sums in the toss of two hexahedral dice&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjm0-2jnZ7eAhUNhuAKHYprDY4Q_AUIDygC&biw=1200&bih=652#imgrc=mmSIfj9aOP0UvM:

Appendix

Program written in c++ on cpp.sh

Probability table

Results of 100 rounds ( u= under seven; O= Over seven ; S= Seven)

Rounds

Die 1

Die 2

Sum

Bet

Probability

1.      

2

5

7

U

1/6

2.      

2

3

5

U

1/9

3.      

3

2

5

O

1/9

4.      

1

3

4

U

1/12

5.      

5

5

10

S

1/12

6.      

6

6

12

S

1/36

7.      

4

5

9

O

1/9

8.      

1

5

6

O

5/36

9.      

2

4

6

U

5/36

10.   

4

5

9

O

1/9

11.   

2

1

3

O

1/18

12.   

5

1

6

O

5/36

13.   

2

2

4

U

1/12

14.   

2

3

5

U

1/9

15.   

3

3

6

U

5/36

16.   

5

4

9

S

1/9

17.   

3

4

7

O

1/6

18.   

4

3

7

S

1/6

19.   

6

6

12

O

1/26

20.   

6

6

12

S

1/36

21.   

6

3

9

S

1/9

22.   

1

3

4

U

1/12

23.   

4

2

6

U

5/36

24.   

4

5

9

O

1/9

25.   

2

3

5

O

1/9

26.   

6

6

12

O

1/36

27.   

2

2

4

U

1/12

28.   

5

3

8

O

5/36

29.   

5

4

9

S

1/9

30.   

2

2

4

U

1/12

31.   

3

6

9

O

1/9

32.   

1

3

4

U

1/12

33.   

5

4

9

U

1/12

34.   

1

6

7

S

1/6

35.   

6

4

10

U

1/12

36.   

6

6

12

O

1/36

37.   

5

2

7

U

1/6

38.   

3

6

9

U

1/9

39.   

3

3

6

U

5/36

40.   

4

4

8

O

5/36

41.   

5

3

8

O

5/36

42.   

3

1

4

O

1/12

43.   

4

1

5

O

1/9

44.   

3

2

5

S

1/9

45.   

3

2

5

S

1/9

46.   

4

2

6

S

5/36

47.   

2

3

5

U

1/9

48.   

3

3

6

O

5/36

49.   

2

3

5

S

1/9

50.   

2

1

3

U

1/18

51.   

4

3

7

O

1/6

52.   

6

1

7

U

1/6

53.   

5

1

6

U

5/36

54.   

6

5

11

O

1/18

55.   

3

4

7

S

1/6

56.   

4

2

6

U

5/36

57.   

4

1

5

U

1/9

58.   

2

5

7

O

1/6

59.   

2

2

4

U

1/12

60.   

5

4

9

O

1/9

61.   

3

2

5

O

1/9

62.   

5

4

9

O

1/9

63.   

2

5

7

S

1/6

64.   

6

3

9

O

1/9

65.   

2

6

8

U

5/36

66.   

6

1

7

O

1/6

67.   

4

1

5

O

1/9

68.   

3

2

5

U

1/9

69.   

2

3

5

U

1/9

70.   

3

4

7

U

1/6

71.   

1

3

4

U

1/12

72.   

1

1

2

U

1/36

73.   

4

1

5

U

1/9

74.   

6

3

9

O

1/9

75.   

2

3

5

O

1/9

76.   

6

6

12

O

1/36

77.   

4

4

8

O

5/36

78.   

4

4

8

U

5/36

79.   

6

1

7

U

1/6

80.   

2

2

4

U

1/12

81.   

2

2

4

U

1/12

82.   

3

6

9

O

1/9

83.   

2

2

4

U

1/12

84.   

3

5

8

U

5/36

85.   

5

4

9

O

1/9

86.   

1

4

5

U

1/9

87.   

2

2

4

U

1/12

88.   

3

6

9

U

1/12

89.   

4

4

8

O

5/36

90.   

1

1

2

U

1/18

91.   

5

2

7

U

1/6

92.   

6

2

8

U

5/36

93.   

2

4

6

U

5/36

94.   

5

1

6

U

5/36

95.   

6

5

11

U

1/18

96.   

5

5

10

O

1/12

97.   

1

3

4

O

1/12

98.   

5

2

7

O

1/6

99.   

5

6

11

O

1/18

100.                  

2

1

10

O

1/12

Nobody Knows the Truffles I Have Seen: 

A Revision of Food Options at the City College of New York 

The Cereal Killers 

Kenneth Feng, Ravid Rahman, Esther Schottenfeld, Breanna Simmonds 

November 13th, 2018 

Introduction 

Remember your first semester at college? You finally finish your first class and realize that it’s lunch time. High tailing it to the City College North Academic Center (NAC) dining hall, you are confronted with a boatload of options like in a buffet-style restaurant. At first all the options are overwhelming, but after a semester, it becomes bland due to how stagnant the dining hall is. While we do have a salad bar and fresh fruits available every day, the same produce becomes progressively less appetizing. This makes the unhealthy options considerably more appealing. Due to very limited options such as the NAC dining hall, Halal Carts, vending machines, and the horrible eating habits you have developed, the legendary “freshmen 15” is no longer a myth. It became a reality.  

By definition, choice is to pick out or select. This word apparently does not exist in the vocabulary of many university food services. Students are not given a lot of alternatives, such as choosing when they would like to eat their meals, the types of foods they would like to eat or even the dining hall atmosphere. In this proposal, we will discuss whether the dining hall at the City College of New York (CCNY) is acceptable as well as the alternatives, the benefits of applying the alternatives, the budget, and the best manner to implement the changes. 

Since the 2015 fiscal year, there has been a general downward trend in revenue from the cafeteria and vending machines (see Fig 2). In the 2015 fiscal year, there was an 8% drop in  

revenue for the cafeteria and a 3% drop for the vending machines. For the 2016 fiscal year (from  

July 1st), there was a 11% drop in revenue for the cafeteria and an 8% drop for the vending machine. Although there was no considerable drop in revenue in the 2017 fiscal year, there was still a 1% overall decrease (see Fig 3). From 2014 to 2017 the cafeteria saw a 20% decrease in revenue, while vending machines saw a 13% decrease. Without a significant change to CCNY’s dining experience, there will continue to be a steady decline in food related revenue. 

Food sales and transactions are outlined in a 2015 proposal for CCNY. This proposal shows that transactions during the fall and spring semesters are considerably greater Monday through Thursday as compared to Friday through Sunday. This is reflective of student traffic on campus. We hope to increase these sales and transactions by offering more appealing options to the majority of students who prefer not to eat on campus, as represented by data in Appendix A.   

From 2014 to 2015 there was an 8% drop in revenue from the cafeteria revenue and 3% from the vending machines. Although there has been a general downward trend in the percent decrease of revenue, this is not reflective of sales or transactions as more and more students are bringing food from home or are buying from auxiliary sources (see Fig 4). The menu from the NAC cafeteria details the price of breakfast items sold by the dozen (see Fig 5). The $21.25 price tag for a dozen bagels, muffins, croissants, etc. (or $1.77 per piece), is far too high. This is simply not an intelligent model as these items are sold for one dollar all around the city. Lunch prices are much higher as a proper meal would cost about $12. 

Benefits 

Improving food options on campus will have a positive effect on the learning, attendance, and participation of the students. Studies have shown that there is a direct link between nutrition and educational achievement, such as “The Relationship between Nutrition and Children’s Educational Performance: A Focus on the United Arab Emirates,” written by UCLA professors Osman Galal and Judie Hulett. This study points out that by only looking at the socioeconomic and demographic background of the students and staff in the school, schools have missed a major factor in trying to improve student achievement. They fail to realize the impact of nutrition, or lack thereof, on students. 

This is not a minor factor, as “studies have shown that undernourished children have lower attendance, shorter attention span, lower performance scores, and more health-related problems than their well-nourished counterparts” (Galal and Hulett 11). Unhealthy food can lead to issues of malnutrition, such as iron or iodine deficiency or obesity (ibid 16). Food lacking in nutrition causes “absenteeism, delayed enrollment, lowered cognitive capacity, and reduced academic achievement” (ibid 11). 

Schools worldwide are using data from this study to improve students’ success through nutrition. CCNY will gain tremendously from doing the same and improving the cafeteria options. Giving students healthier options will improve the education of the student body at no net cost, as revenue will increase. This will have a positive impact on the students, leading to decreased tardiness and increased participation. It will also improve the academic standing of CCNY as a college. If CCNY revamps the cafeteria in the NAC, tangible effects on educational achievement will surely follow. 

Additionally, remodeling the dining facilities to consist of diverse food options and catering would increase monthly revenue by 2-3% within a month. By the end of a year sales would approximately increase by 24-36%. Incorporating an efficient and affordable store on campus for student to stop at between classes would increase sales by 48% and transactions by 24%. Given the limited available space and funding, food trucks would be an excellent way of expanding food options. Subcontractors food trucks like Little Egypt Halal Food would increase the revenue about 48%. Adding thriving national brands such as Au bon Pain, Subway, Wendy’s, or Panda express, would result in an overall 70% increase. 

Conclusion 

There is large room for improvement of the current food situation at CCNY, which now has a budget deficit. According to the survey, although the majority of students are neutral about the food situation, most of them do not eat school food. From those who do, most want change in the NAC cafeteria. Sixty-one percent of surveyed students want healthier, more nutritious food. Revamping the NAC cafeteria or simply allowing food carts/trucks onto campus can drastically improve student satisfaction while increasing revenue for the college and improving student performance. By incorporating these changes to CCNY, we can cull the myth that is “freshmen 15” and relieve some of the burdens that Chef Mike must handle. Let us not settle for the mediocre options we have now. We need to aim higher like always.    

Page Break 

Biographies 

Esther Schottenfeld is a second-year mechanical engineering student at CCNY. She attended elementary and high school in Queens, followed by a year abroad. She has worked as a math tutor, a lifeguard, and a special needs counselor. These jobs have taught her to be responsible, dedicated, and a good communicator. During her free time, she enjoys hiking, reading, and spending quality time with friends and family. 

Breanna Simmonds is a second-year at CCNY studying computer science, from Brooklyn. During her free time, she likes to paint, watch Netflix shows and classic movies, and go out with her friends. She has had two office jobs in the past and is currently looking to explore other career paths. She is enjoying life, trying to survive school, and spending as much time as she can with friends and family. 

Kenneth Feng is a first-year computer science student at CCNY. He grew up in Brooklyn and attended school elementary to high school there. In his free time, he enjoys listening to music, watching anime, playing games, reading, and spending time with friends and family. Kenneth has had experience working as an afterschool tutor, a teacher assistant, as an employee at Rollin Deep Ice Cream and 1199SEIU. He is now exploring career paths such as computer science and accounting while trying to get through the hardest trial of his life: college. 

Ravid Rahman is a second-year computer science student at CCNY. He moved to New York from Bangladesh four and a half years ago and has been passionate about computer science since he had his first sip of Java. Besides programming, he enjoys tabletop games like Dungeons and Dragons and Magic: the Gathering, which ultimately led to him working at a game store. He also enjoys watching anime and playing, but mostly watching, esports like League of Legends. 

Page Break 

Works cited 

Admin, W. (2018, April 09). Accounting | The City College of New York. Retrieved from 

https://www.ccny.cuny.edu/finance/accounting 

Bendici, R. (2016, November 23). Food Franchise 101 on campus | University Business. Retrived from https://www.universitybusiness.com/article/food-franchise-101-campus  

C. (2015, February 27). The City College Auxiliary Enterprises Corporation REQUEST FOR 

PROPOSALS FOOD SERVICE. Retrieved from 

https://www.ccny.cuny.edu/sites/default/files/aec/upload/CCNY-RFP-Food-Only-123014.pdf 

C. (2018, April). DECENNIAL SELF-STUDY FOR THE MIDDLE STATES COMMISSION 

ON HIGHER EDUCATION. Retrieved from https://www.ccny.cuny.edu/sites/default/files/academicaffairs/upload/MSCHESelf-StudyReport-Final21Feb18.pdf 

C. (2015, June 30). The City College Auxiliary Enterprises Corporation Financial Statements 

and Supplementary Information. Retrieved 2014, from https://www.ccny.cuny.edu/sites/default/files/CUNY City College Auxiliary Final FS 2015[1].pdf 

C. (2018). City College Dining Services Student Catering Guide. Retrieved from 

https://www.ccny.cuny.edu/sites/default/files/dining/upload/Student-Catering-Guide.pdf Moneymaking Meals. (2013, February 22). Retrieved from https://www.universitybusiness.com/moneymakingmeals 

Galal, O., & Hulett, J. (2003). The relationship between nutrition and children’s educational performance: a focus on the United Arab Emirates. Nutrition Bulletin, 28(1), 11–20. https://doi-org.queens.ezproxy.cuny.edu/10.1046/j.1467-3010.2003.00301.x 

Oches S. (2013, November). A Lesson in College Foodservice. Retrieved from https://www.qsrmagazine.com/growth/lesson-college-foodservice 

Schneiderman, B. (2018, July 19). Student Technology Fee Plan Fiscal Year 2018 | The City 

College of New York. Retrieved from https://www.ccny.cuny.edu/it/student-technology-fee-plan-fiscal-year-2018 

Sharmon. (2018, October 26). Concessions | The City College of New York. Retrieved from 

https://www.ccny.cuny.edu/dining/concessions 

Tanyeri, D. (2016, July 1). The Future of College and University Food Service is Now. Retrieved from http://fesmag.com/features/foodservice-issues/13586-the-future-of-college-and-university-foodservice-is-n 

Appendix 

Appendix A: Survey data represented graphically 

Dark Web:

the Mysterious Hacker Underground

What is the dark web?

Figure 1 https://darkwebnews.com/help-advice/access-dark-web/

What are the uses and what can you get on it?

            The dark web sells anything illegal that you cannot get in stores or on traditional browsers using cryptocurrency transactions like bitcoin, users can purchase credit card numbers, drugs, guns, counterfeit money, stolen subscription credentials, and more.

“Buy login credentials to a $50,000 Bank of America account for $500. Get $3,000 in counterfeit $20 bills for $600. Buy seven prepaid debit cards, each with a $2,500 balance, for $500 (express shipping included).

Figure 2 https://darkwebnews.com/help-advice/access-dark-web/

 For a time the largest marketplace was the Silk Road selling any sort of narcotics as well as other illegal goods. With over a billion goods sold it was later taken down in 2013. The marketplace serves as a  third party between buyer and seller, where buyers send money to marketplace and only after the goods is received does the seller receive their money. (﷟Khalaf, legitscript.com) The goods however are sent through the U.S. government regulates postal services like United States Priority Mail, where law enforcement agencies like the DEA are using that to their advantage and are trying to back track sellers’ locations. For a list of possible goods you can purchase refer to https://mybroadband.co.za/news/internet/129288-23-outrageous-things-you-can-buy-on-the-dark-web.html.

Who uses it?

The dark web is known for anonymity, it draws in people who are looking for drugs, weapons, or other prohibited items, but is now seen as a safe haven for whistleblowers and journalists who wish to share information. Journalist use the dark web to receive and send out sensitive information, an example is The New York Times; they use a secure lockbox to receive  sensitive information. But in other parts of the world where freedom of speech is non-existent use it merely as a source of communication. Other people that use it are people who do not want their browsing history being monitored and would like to remain anonymous. Bottom line if you’re on the dark web you don’t want people knowing what you’re doing, where you are, or who your taking to, all done by taking specific steps to do so.

Figure 3 https://www.economist.com/international/2016/07/16/shedding-light-on-the-dark-web

How to access it?

To access the dark web, an individual need to use the anonymous browser, Tor, but first get yourself a good VPN (Virtual Private Network). Virtual Private Network is providing a complete level of anonymity even if the user uses tor, that is because tor has many flaws and is easily tracked by the law enforcement or otherwise. You can download tor here https://www.torproject.org/download/download.html and you can find a good VPN here https://topvpnsoftware.com/?data1=dwnac01bv2. After you install the tor bundle, start it up. Tor will open up in a browser that look like a similar to Firefox. Now you can access the dark web by using the search engine in tor.

Helpful tips:

–       
Do not change the Tor browser size, law enforcement has a program to monitor random changes in activity like window size. By changing your window size users can leave themselves vulnerable to exposure.

–       
Because Tor does not provide 100% anonymity users should turn off JavaScript.

–       

Figure 4 https://darkwebnews.com/help-advice/access-dark-web/

–       
 Never use you real name, phots, emails or passwords.

–       
Use Jolly Rogers guide to privacy and security here

https://darkwebnews.com/help-advice/dark-web-beginners-security-guide/

Source

–       
Klosowski, T. (2014, February 22). What Is Tor and Should I Use It? Retrieved from https://lifehacker.com/what-is-tor-and-should-i-use-it-1527891029

–       
Egan, M. (2018, April 06). Thinking of venturing on to the Dark Web? You might want to change your mind. Retrieved from https://www.techadvisor.co.uk/how-to/internet/dark-web-3593569/

–       
Guccione, D., & IDG Contributor Network. (2018, January 19). What is the dark web? How to access it and what you’ll find. Retrieved from https://www.csoonline.com/article/3249765/data-breach/what-is-the-dark-web-how-to-access-it-and-what-youll-find.html

–       
Collins, J. (n.d.). Why Do People Go on The Dark Web? Retrieved from https://www.lifewire.com/who-uses-dark-web-3481563

–       
How to Access Notorious Dark Web Anonymously (10 Step Guide ). (2018, November 06). Retrieved from https://darkwebnews.com/help-advice/access-dark-web/

–       
Dark Web Beginners Security Guide. (2018, November 20). Retrieved from https://darkwebnews.com/help-advice/dark-web-beginners-security-guide/

–       
How Drugs Are Sold on the Dark Web. (2018, August 30). Retrieved from https://www.legitscript.com/blog/2018/08/how-drugs-are-sold-on-the-dark-web/

–       
23 outrageous things you can buy on the Dark Web. (n.d.). Retrieved from https://mybroadband.co.za/news/internet/129288-23-outrageous-things-you-can-buy-on-the-dark-web.html

–       
Shedding light on the dark web. (2016, July 16). Retrieved from https://www.economist.com/international/2016/07/16/shedding-light-on-the-dark-web