Collaborative Expansion in New York “Special to Assist” | Cornell Chronicle

Cornell Cooperative Extension educators are reaching out to New York residents to help develop CV-19 vaccines: Church meetings, neighborhood lists, or parking lots for undocumented day laborers.

Carol Parker, Cornell Cooperative Extension-New York City, says: CUCE-NYC) Program Leader for Nutrition and Health. “The chances of being caught are slim and no one has been able to reach them. So we are doing every single vaccine and access, because everyone has to get vaccinated. ”

These immunization efforts CUCE-NYC is one of the countless ways to support every district in New York City, thanks to its long-standing community engagement with the College of Research and Human Ecology (CHE) and the College of Agriculture and Life Sciences (CALS). Kovid-19 makes these programs even more important, helping not only those who are not enrolled in immunization clinics through CUCE-NYC programs and partnerships, but also helping parents care for children and educate children about fitness and nutrition.

The New York City programs at the Bronfernnerner Translation Center are part of the state’s Cornell Cooperative Expansion, which connects communities in each county to Cornell Research. Cornell Land Gift Mission, faculty and staff Part 1 – primarily from CALS and CHE – work with extension workers, government agencies, partners and volunteers to improve people’s lives.

Jacqueline Davis-Maniga ulte ’72, a Senior Extension Collaborator, introduced the curriculum and evidence-based curriculum developed by Cornell researchers to our partners, and we tailor those projects to their needs. And Program Leader for the CUCE-NYC Family and Youth Development Initiative. And we share what we see in our work on the ground with faculty and researchers and help shape concepts to meet needs, so the pipeline flows both ways.

The Cornell Hydroponics, Aquaculture and Aquaphic Learning Laboratories, founded in collaboration with Cornson University Collaborative Extension, provides real-time opportunities for New York City students to cope with the effects of STEM education, community service and job creation, and the effects of climate change.

Moving resources for vaccines

New York City neighborhoods are among the worst affected by COVID-19 nationwide. Vaccination efforts in these communities have been hampered by a lack of technological resources and access to information based on historical medical malpractice and fears of insecurity and migration.

“Working with faith-based organizations is a proven strategy to overcome barriers,” says Parker. We are connecting with traditional and traditional faith-based organizations, going to small shop front churches and making excellent connections with those conferences, talking about science and helping them make appointments.

According to Parker, CUCE-NYC-trained teachers are also talking about their community and immunization education. At a pop-up clinic, a single nutritionist was responsible for 40 people witnessing the beating after she arrived through her blocking association listerv.

The first round of partnership-led community populations of vaccines has been so successful that it has expanded rapidly in collaboration with the Federal Emergency Management Agency. The disease is funded by the Centers for Disease Control and Prevention and is currently announcing a two-year project to boost immunization confidence in the Suffolk and Delaware counties, the Cornell Agricultural Worker Program and Neil Lewis Jr., assistant professor. Communication in CALS.

“We are planted in these communities and we are particularly good at helping to solve this problem,” Parker said. We have lived for a long time and there is a level of trust that has come over the decades to work to improve the health and well-being of the communities we serve.

Double benefits

Brendon Choi was in the ninth grade when he joined CUCE-NYC in CUCE-NYC’s Select Health Action Teens (CHAT) program at Wendy Wolf, a research fellow at Cornell Nutrition Sciences.

Cornell Cooperative Expansion Programs reach residents in five New York City districts.

At CHAT, Toddlers Choose Health: They are trained to teach entertainment, nutrition, and physical education to children ages 8 to 12. The award-winning, hands-on curriculum, developed by Wolfem, Cornell’s research promotes the characteristics of obesity and chronic disease prevention.

Now at the University of Colombia, pre-Medium Choi’s CHAT program was an encouraging experience — and gave him incredible career advancement.

“I do scientific research that requires a lot of walking outside of the chair to present your research to people,” Choi says. “The communication skills I acquired at CHAT directly relate to the ability to talk and explain complex science topics to different people. Explain why breakfast is important for elementary school children. To understand different audiences is to be able to divide complex things into simple words. ”

Son said the CHAT program benefits teens in two ways.

You may have heard the saying, “Teaching is probably the best way to learn something.” They not only learn the content but also become role models for these young children and put them in a position of responsibility that seems to motivate them.

When Cowd-19 threatened to keep CHAT in the summer of 2020, a group of people, including Choi, Davis-Manigalot, Wolf, and their students, converted their rooms into an online format and organized supplies such as bowls, cups, and fresh produce. Homes for children in the program.

Supporting parents and families

Alfonso Damin’s wife enrolled in parenting classes at CUCE-NYC to help her control her emotions. Six years ago, in an initial workshop attended by Damien, Extension Support Expert and Parent Education Program Coordinator, Luis Almeida, asked, “Who is your hero?” He sent home a list of questions for his children, including:

Damien’s daughter began to cry when she replied that she was her hero.

If she sees me as a hero, why should I work like her? Damien recalls asking himself. When I returned to class, I remembered that all the fathers were crying. I began to ask myself all sorts of questions. I was born in Mexico. I have learned that men do not cry. I learned that you have the right to ask your wife to do anything. ”

Damien says that parenting has changed his life.

“Almeida made me ask them all. Sometimes I feel like I’m leaning against a wall for not asking these questions, ”says Damien,“ but I do it because I want to do better for my wife and children. ”

Almeida has organized workshops for 28 years, reached about 250 parents a year, and some participants continue to attend for years as their children grow up and new challenges arise.

Working with public and charter schools, Almeda is invited to hold workshops for parents who have reached crisis level or are struggling to relate to their child. Most parents are Spanish-speaking, and half are undocumented immigrants, low-income and low-literacy. Many live in apartments with one or two other families — even without COVID-19 locks.

Almeida says parents often repeat their parenting. Before you can integrate new parenting skills, you must first make them feel what they grew up with and feel. Discipline, he learned, is a deep belief that parents often begin to doubt.

“Parents tend to go into these sessions to find a formula for their children to obey, but we know how it works,” he said. “So instead of thinking about discipline, it is important to help them develop a healthy way of life.

Curious students, future leaders

Kira-Lee Harry knew she loved math and science in middle school. “But as a doctor, I didn’t know what to do,” says Harry.

He praised the 4-H and the Annual General Professional Exploration Conference, hosted by Cornell, for expanding its understanding of how your natural talents can improve your interests and needs.

“It was the first time the Cornell Conference had entered the field of engineering as a discipline, and he knew what I wanted to do,” Harry says.

Annual CareerEx will feature 500 4-H members and chaplains who aim to provide an in-depth look at the future of education, career opportunities and campus life through workshops led by Cornell Faculty and Postgraduate Students each year.

Harry joined Grade 4 High School in sixth grade and moved to Medgar Eve College Preparatory High School in Brooklyn to start a new club. In addition to introducing her to new fields of study, she was given many opportunities to grow her interest in public speaking and civic engagement. A.D. In 2018, she was selected as the recipient of the 4-H High Performance, National Youth Action Pillar Award in four countries for her participation in citizenship. A.D. She graduated from Tandoon School of Engineering in New York University in 2021.

“When Cornell Conference first introduced me to the field of engineering as a discipline, I knew I wanted to do that.”

Kira-Lee Harry, Participant in the Professional Exploration Conference

“4-H has been an important part of my life,” says Harry, “from national experiences, to the advice of 4-H leaders and my peers’ community who have been in contact with me all my life.”

CUCE-NYC 4-H Youth Development Programs also provide informal learning opportunities for ages 8-19 in STEM, nutrition and health, leadership development and civic engagement.

For example, the 2020 4-H STEM exam, Mars Base Camp, offers the opportunity to explore various aspects of mission to Mars while studying mechanical engineering, computer science, physics and agriculture for children ages 8-14.

Although there has been a decline in participation due to CVD-19, 4-H has attracted 4,360 young people in the recent year of the program.

“They can take opportunities, try something new, and stumble a little or more without compromising their educational opportunities,” said Lucinda Randolph-Benjamin, CCE 4-H program director. “The 4-H program introduces you to things you never thought possible, and that can change your chances for yourself.

EC Barrett is a freelance writer for the College of Human Ecology.

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