Georgian Court University Casino Building

1. Georgian Court University Casino Building Plans
2. Georgian Court University Casino Building Design
3. Georgian Court University Casino Buildings
4. Georgian Court University Casino Building Collapse

As a condition of the sale to the sisters, the name of the college became Georgian Court College. The stables became the administrative offices and kitchen. The casino, which once housed the polo team and entertained with life-size chess games, became the fitness and activity center for the college. Georgian Court University was once the winter estate of millionaire George Jay Gould I, son of railroad tycoon Jay Gould, was (1836-1892). The estate was built by the famous New York architect, Bruce Price, resembling the lavish estates of England and Scotland. They agreed on an architecture in the style of the georgian period, thus the name.

Athletic & Recreation Program

Athletics

Georgian Court offers historically competitive intercollegiate competition in these NCAA Division II sports: men's and women's basketball, cross-country, lacrosse, soccer, indoor and outdoor track and field, and women's softball and volleyball. Georgian Court Athletics competes in the university's Wellness Center and surrounding fields and courts. Admission to all athletic contests is free with a current Georgian Court ID card.

Recreation & Intramurals

The Georgian Court recreation and intramural program seeks to promote good mental and physical health as well as improved personal wellness and social interactions throughout the Georgian Court community by encompassing a variety of activities for participation. The program is designed to create an atmosphere that encourages individuals to develop a lifelong pattern of wellness through positive recreational activities regardless of skill level.

Offerings have included intramural bowling, KanJam, soccer, and basketball. Noncompetitive activities have included diverse opportunities for wellness workouts in sessions that may include Zumba, yoga, cardio boot camp, hip-hop dancing, martial arts/self-defense, open swim, water aerobics, and court tennis. A state-of-the-art fitness center is available for use by all students with a current Georgian Court ID card.

Campus Ministry

The Office of Campus Ministry is located on the first floor of Mercy Hall. The office supports the spiritual growth of all members of the university community. Our vision of ministry calls us to:

• Gather a vibrant faith community for worship, prayer, and reflection.
• Celebrate the Catholic Christian faith of our sponsors, the Sisters of Mercy.
• Cultivate faith-filled leaders who have the capacity to change the world for the better.
• Animate the GCU community to live our Mercy identity through compassionate service and advocacy of justice.

Campus ministry's staff is dedicated to serving the entire academic community including students, faculty, and staff as well as GCU offices, departments, and other campus organizations. The office collaboratively plans and coordinates a wide range of spiritual programs such as retreats, interfaith experiences, service projects, social justice programs, and social activities. All faiths are welcome and encouraged to participate. The chaplain and campus ministers are available to confidentially discuss personal, religious, and more concerns.

The Office of Campus Ministry also provides for the sacramental life of the community. Mass is celebrated Monday through Thursday at 12:00 pm and on Sunday evenings at 5:00 pm when classes are in session. Provision is made for the Sacrament of Reconciliation, the RCIA (Rite of Christian Initiation for Adults), and Confirmation. The office coordinates arrangements for the weddings of students and alumni desiring use of the chapel.

Career Services

The Office of Career Services, located in the Sister Mary Joseph Cunningham Library, offers a range of career services to the Georgian Court community. It assists students in maximizing their potential by helping them to identify and explore their academic and professional goals, as well as design and implement action plans to achieve those goals. Focusing on building students professional qualifications through experiential learning, graduate school advisement, and career counseling, the office provides a wide range of services to help students.

Services include:

• student employment;
• one-on-one career counseling;
• internship and experiential learning assistance;
• career assessment tools;
• résumé assistance;
• interview tips and tools;
• an online job posting system, GCU Link;
• job fairs;
• the Career Services Blackboard Organization, with useful job search resources; and
• a variety of career workshops, networking events and opportunities to meet new employers.

Casino vicksburg ms buffet. Students are encouraged to meet with a career services representative to discuss their needs.

Commuting

Commuting students are an integral part of the Georgian Court community. They have the use of the library/student lounge complex; the fitness center; the Lion's Den; the Health Center; the Counseling Center; the Office of Career Services; and the Office of Campus Ministry, among others. They are invited to all special dinners and receptions. It is in their interest to attend university functions in the evenings and afternoons and to participate as fully as possible in the life of the university.

Counseling Center

The graduate experience can be challenging and rigorous for many students. The Counseling Center, located on the second floor of the Casino, offers a wide variety of services that are free of charge to graduate students. These services are geared toward facilitating continued personal growth, enriching relationships with self and others, and creating a work-life balance in an effort to enhance graduate students' experience and to encourage persistence in their endeavors. The Counseling Center provides confidential individual and group therapy; offers workshops focused on stress management, test anxiety, and healthy relationships; and performs screenings for depression and anxiety. The Counseling Center is accredited by the International Association of Counseling Services.

The Counseling Center also sponsors the Veterans Resource Project. The Veterans Resource Project is committed to providing high quality leadership and support for veterans and service members on campus. Our mission is to facilitate the academic, social, intellectual, and psychological growth of GCU veteran students, service members, and their dependents. The Veterans Lounge, located on the first floor of the Casino, is open to all veteran students as a place to study, relax, and network with other veterans.

Dean of Students

The dean of students (Casino, Room 206) serves as an advocate for the GCU student, ensuring that the student voice is heard. As a key liaison between the students and university administration, the dean of students works to develop open lines of communication and a healthy collegial environment among students and the administrative staff. Serving as the chief judicial officer as it relates to student issues, the dean of students also develops and facilitates the Student Code of Conduct, the Sexual and Gender Misconduct Policy, and other policies and procedures that govern student conduct. The dean of students is also the chief student affairs officer at GCU managing the following offices: Counseling Services, Health Services, Residence Life, Student Life, Student Activities, and Leadership and Engagement. The Division of Student Affairs creates a campus environment where the GCU student is fully engaged both inside and outside of the classroom.

The dean also serves as co-Title IX coordinator and facilitates the Title IX process, selects and trains task forces and hearing board members, and oversees student and employee training.

Students are encouraged to stop by the Office of the Dean of Students when they have questions and are not sure where to find the answers. In the Office of the Dean of Students, the student experience is valued above all else. We are here to serve.

Disability Services

As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity, including learning. Academic accommodations are implemented to provide equal access to college programs and services. Students must contact the ADSC to schedule appointments for accommodation requests or to discuss matters of concern. For further information, please call 732-987-2363.

Procedure for Requesting Accommodations

• Students must make an appointment to meet with the disabilities officer (DO) each semester to fill out forms to discuss the functional limitations of the disability in the academic setting and the requested accommodations. This should be done before the semester begins or the first week of classes.
• Documentation must be presented to the DO that supports the accommodations requested (see documentation guidelines below).
• Approved accommodations are kept in the student's file, and the student delivers copies to his or her faculty members. If the course is online, then the DO will scan and send the accommodation letter to the professor.
• After accommodations have been granted, the DO recommends that the student privately discuss accommodations with the faculty member. The student does not have to disclose the disability to the faculty member, unless he or she chooses to.
• Accommodations are divided into those needed for the classroom and for testing.
• Note-takers depend on availability; otherwise, the most appropriate alternative will be provided.

Documentation Guidelines

Accommodations are based on supportive documentation and must be current (within the past three years). The following guidelines are the documentation requirements for various types of disabilities. Please present these requirements to the certifying professional so your documentation is appropriate.

Documentation for Sensory, Physical & Psychological Disabilities

Supportive documentation of a disability is used to determine eligibility for disability services and accommodations, which must be provided by an appropriately certified professional who is knowledgeable about you and your condition. Such professionals include physicians, educational psychologists, therapists, mobility specialists, and rehabilitation counselors.

Documentation must include the following components, and must be current (generally within the past three years):

• Diagnosis: A current medical diagnosis, including appropriate medical reports, relevant medical history, and clinical summary.
• Current treatment: Identification of treatment, medications, assistive devices, or other services currently prescribed or in use.
• Evaluation of: Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact (limitation) of the disability in a college setting. The assessment should validate the need for services based on the impact of the student's disability and level of functioning in an educational setting.
• Specific recommendations: Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.
• Past use of disability services: Description of the accommodations and services used in the past.

Documentation for psychological disabilities must be current within six months of the accommodation request. Please request the Disability Verification Form for Students with Psychological Disabilities from the ADSC to be filled out by the certifying professional.

Substantiation of a Learning Disability

Qualifications of the Evaluator

Professionals conducting assessments, rendering diagnoses of specific learning disabilities, and making recommendations for appropriate accommodations must be qualified to do so. Trained and certified and/or licensed psychologists, learning disabilities specialists (LDT-Cs), and educational therapists are typically involved in the process of assessment. Experience in working with an adolescent or adult population is preferred. It is not considered appropriate for professionals to evaluate members of their families.

Documentation

1. Documentation should validate the need for services based on the individual's current level of functioning in a postsecondary educational setting. A comprehensive assessment battery and the resulting diagnostic report should include background information; a diagnostic interview; and assessment of aptitude, academic achievement, and information processing, as well as a diagnosis. An IEP from high school must be accompanied by a psychological evaluation and an educational evaluation no more than three years old.
2. There must be clear and specific evidence and identification of a learning disability. Individual 'learning styles' and 'learning differences' in and of themselves do not constitute a learning disability. The diagnostician is expected to use direct language in the diagnosis and documentation of a learning disability, avoiding the use of terms such as 'suggests' or 'is indicative of.' (Please provide this information to your diagnostician.) If the data indicate that a learning disability is not present, the evaluator should state this in the report.
3. A well-written clinical diagnostic summary based on the comprehensive evaluation process as defined is a necessary component of the report. The clinical summary should include:
   • a written summary of background information about the student's educational, medical, and family histories that relate to the learning disability;
   • demonstration that the evaluator has ruled out alternative explanations for academic problems as a result of poor education, poor motivation and/or study skills, emotional problems, attentional problems, and cultural or language differences;
   • indication of how patterns in the student's cognitive ability, achievement, and information processing reflect the presence of a learning disability;
   • indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it affects the individual (functional limitations) at the postsecondary level in the learning context for which the accommodations are being requested;
   • indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated; and
   • an addendum of scores.

Recommendations for Accommodations

1. The diagnostic report should include specific recommendations for accommodations as well as an explanation as to why each accommodation is recommended.
2. A description of any accommodation and/or auxiliary aid that has been used at the secondary or postsecondary level should be discussed. Include information about the specific conditions under which the accommodation was used (e.g., standardized testing, final exams) and whether or not it benefited the student. If no accommodations have been previously provided, a detailed explanation as to why none has been used and the rationale for the student's current need for accommodation(s) must be provided.
3. Accommodation needs can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of accommodation does not in and of itself warrant the provision of a similar accommodation at the postsecondary level.
4. Before your third year of enrollment at GCU, you may be required to provide updated documentation to support accommodations.

Substantiating ADD or ADHD

Documentation for attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD) must be from an appropriate professional with comprehensive training in differential diagnosis, as well as direct experience working with adolescents and adults with ADD/ADHD. The evaluator may not be a relative. Professionals considered qualified to evaluate and diagnose ADD/ADHD include clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors, such as neurologists.

The diagnostic report should be typed and submitted on official letterhead with name, title, professional credentials, address, and phone/fax numbers of the evaluator. The documentation must include each of the following:

• a specific diagnosis of ADD or ADHD based on DSM-IV diagnostic criteria, date of the current diagnostic evaluation, and the date of the original diagnosis.
• evidence and assessment of current functional impairment (presenting symptoms and how they cause impairment).
  Rrelevant developmental, medical and medication history, a thorough academic history, and a review of prior psycho-educational test reports.
• a summary of relevant assessment data that supports or refutes a diagnosis of ADD/ADHD. The diagnostic assessment must consist of more than a self-report. Possible data sources include results from the Continuous Performance Test, the T.O.V.A., Trail Making Test, or a neuropsychological evaluation. Assessments such as checklists and rating scales should not be used as the sole criterion for a diagnosis of ADD/ADHD.
• evidence of alternative diagnoses or explanations being ruled out. The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological, and/or personality disorders that may confound the ADD/ADHD diagnosis.
• neurological or psycho-educational assessment may be necessary in order to determine the current impact of the disorder on the individual's ability to function in an academic setting and to establish eligibility for classroom accommodations, including alternative testing, note-takers, etc. Such data should include subtest and standard scores.
• an indication of whether or not the student was evaluated while on medication and how the prescribed treatment reduces the level or degree of impairment.
• a clinical summary that
  1. indicates the substantial limitation to a major life activity posed by the disability,
  2. describes the extent to which these limitations would impact the student in an academic setting,
  3. suggests how the specific effects of the disability may be accommodated, and
  4. states how the effects of the ADD/ADHD are mediated by the recommended accommodations.

Service Animals

According to Titles II and III of the ADA, public colleges and private colleges that are 'places of public accommodation' must modify their policies and practices to accommodate the use of a service animal by a person with a disability. The Department of Justice, which enforces Titles II and III of the ADA, defines a service animal as 'any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability' (28 C.F.R. 35.104). Emotional support animals are not included within the definition of service animal. Section 504 also requires recipients of federal funds to permit 'dog guides' in campus buildings (34 C.F.R 104.44(b)). Emotional support animals may be requested through Disability Services (please contact the ADSC for appropriate forms and documentation policies and procedures).

Global Education Programs

Under the direction of the provost, the Office of Global Education Programs advances the university's mission to educate and empower our students in diverse local and global communities by opening up the world of international learning. The Office of Global Education Programs provides students with academic and experiential international learning and service opportunities, designed to deepen intercultural understanding, increase multicultural competence, and create community across borders.

Global education programs are designed to help students develop a deeper understanding of other cultures and their own values and culture, become aware of critical concerns that affect the world, participate in the dialogue on global issues, appreciate diversity, heighten critical thinking skills, become civically engaged, and become self-directed scholars and global citizens. The Office of Global Education Programs strives to achieve its goals through diverse programs and initiatives.

A fantasy casino san dimas ca. These include:

• approved study abroad programs (semester, summer, and January options);
• faculty-led, short-term study abroad programs;
• service-learning and internship opportunities abroad; and
• global awareness events on campus.

All interested students are invited to participate in either a short-term study or service experience abroad (one, two, or three weeks) or a summer, a semester or a year abroad in an approved program after applying and discussing their options with the director of global education programs.

The director of global education programs provides direction for selecting culturally rich and academically sound international experiences, and initiates the university approval process for study and service abroad programs. Visit http://www.georgian.edu/study-abroad/ for more information.

Enrollment in a study abroad program approved for credit by GCU may be considered enrollment at GCU for the purpose of applying for assistance under Title IV, HEA programs. Students may use State of New Jersey forms of financial aid for some study abroad programs.

Health Services

Confidential medical care is provided to all Georgian Court students, with special attention to those problems frequently encountered in a college-age population. Health education and disease prevention is promoted through health counseling, screenings, and wellness programs that are presented throughout the year.

Medical care includes treatment of minor illnesses and conditions, interim care of those with chronic illnesses, first aid, and care of minor injuries.

The Health Center is staffed with registered nurses and a part-time physician. Appointments are not required, but are recommended for doctor visits. Students with more serious medical problems are referred to specialists, hospitals, and other appropriate agencies.

Students with health insurance are required to have their insurance card readily available in case of sickness or emergency. If you are a member of an HMO, please check prior to your arrival on campus for a physician within your provider network. Medicaid insurance outside the state of New Jersey can only be utilized in emergency situations.

All full-time international students are required to show proof of health insurance coverage usable in the United States. If you have questions regarding health insurance, please contact the Office of Student Success to discuss options that may be available.

Georgian Court University Casino Building Plans

All students are required to complete a student health form and provide documentation of state-mandated immunizations before attending class and/or moving into residence halls. Failure to comply will result in a health hold on your account and the inability to access grades or register for future classes. Resident students will not be allowed to move into residence halls without proper immunization compliance.

Students entering GCU for the fall semester must submit a health form and immunizations by July 15.

Students entering GCU for the spring semester must submit a health form and immunizations by January 15.

The Office of Health Services is in compliance with federal and state regulations regarding the security and privacy of health information. Confidentiality is assured by the entire medical staff regarding all interactions, information, and health records.

The Health Center is located in the Casino, second floor. Elevator access is available at the rear entrance. There are no fees associated for services in the Health Center. Fees for services outside of the Health Center including transportation costs are the responsibility of the student.

Math Lounge

Commuting students are an integral part of the Georgian Court community. They have the use of the library/student lounge complex; the fitness center; the Lion's Den; the Health Center; the Counseling Center; the Office of Career Services; and the Office of Campus Ministry, among others. They are invited to all special dinners and receptions. It is in their interest to attend university functions in the evenings and afternoons and to participate as fully as possible in the life of the university.

Counseling Center

The graduate experience can be challenging and rigorous for many students. The Counseling Center, located on the second floor of the Casino, offers a wide variety of services that are free of charge to graduate students. These services are geared toward facilitating continued personal growth, enriching relationships with self and others, and creating a work-life balance in an effort to enhance graduate students' experience and to encourage persistence in their endeavors. The Counseling Center provides confidential individual and group therapy; offers workshops focused on stress management, test anxiety, and healthy relationships; and performs screenings for depression and anxiety. The Counseling Center is accredited by the International Association of Counseling Services.

The Counseling Center also sponsors the Veterans Resource Project. The Veterans Resource Project is committed to providing high quality leadership and support for veterans and service members on campus. Our mission is to facilitate the academic, social, intellectual, and psychological growth of GCU veteran students, service members, and their dependents. The Veterans Lounge, located on the first floor of the Casino, is open to all veteran students as a place to study, relax, and network with other veterans.

Dean of Students

The dean of students (Casino, Room 206) serves as an advocate for the GCU student, ensuring that the student voice is heard. As a key liaison between the students and university administration, the dean of students works to develop open lines of communication and a healthy collegial environment among students and the administrative staff. Serving as the chief judicial officer as it relates to student issues, the dean of students also develops and facilitates the Student Code of Conduct, the Sexual and Gender Misconduct Policy, and other policies and procedures that govern student conduct. The dean of students is also the chief student affairs officer at GCU managing the following offices: Counseling Services, Health Services, Residence Life, Student Life, Student Activities, and Leadership and Engagement. The Division of Student Affairs creates a campus environment where the GCU student is fully engaged both inside and outside of the classroom.

The dean also serves as co-Title IX coordinator and facilitates the Title IX process, selects and trains task forces and hearing board members, and oversees student and employee training.

Students are encouraged to stop by the Office of the Dean of Students when they have questions and are not sure where to find the answers. In the Office of the Dean of Students, the student experience is valued above all else. We are here to serve.

Disability Services

As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity, including learning. Academic accommodations are implemented to provide equal access to college programs and services. Students must contact the ADSC to schedule appointments for accommodation requests or to discuss matters of concern. For further information, please call 732-987-2363.

Procedure for Requesting Accommodations

• Students must make an appointment to meet with the disabilities officer (DO) each semester to fill out forms to discuss the functional limitations of the disability in the academic setting and the requested accommodations. This should be done before the semester begins or the first week of classes.
• Documentation must be presented to the DO that supports the accommodations requested (see documentation guidelines below).
• Approved accommodations are kept in the student's file, and the student delivers copies to his or her faculty members. If the course is online, then the DO will scan and send the accommodation letter to the professor.
• After accommodations have been granted, the DO recommends that the student privately discuss accommodations with the faculty member. The student does not have to disclose the disability to the faculty member, unless he or she chooses to.
• Accommodations are divided into those needed for the classroom and for testing.
• Note-takers depend on availability; otherwise, the most appropriate alternative will be provided.

Documentation Guidelines

Accommodations are based on supportive documentation and must be current (within the past three years). The following guidelines are the documentation requirements for various types of disabilities. Please present these requirements to the certifying professional so your documentation is appropriate.

Documentation for Sensory, Physical & Psychological Disabilities

Supportive documentation of a disability is used to determine eligibility for disability services and accommodations, which must be provided by an appropriately certified professional who is knowledgeable about you and your condition. Such professionals include physicians, educational psychologists, therapists, mobility specialists, and rehabilitation counselors.

Documentation must include the following components, and must be current (generally within the past three years):

• Diagnosis: A current medical diagnosis, including appropriate medical reports, relevant medical history, and clinical summary.
• Current treatment: Identification of treatment, medications, assistive devices, or other services currently prescribed or in use.
• Evaluation of: Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact (limitation) of the disability in a college setting. The assessment should validate the need for services based on the impact of the student's disability and level of functioning in an educational setting.
• Specific recommendations: Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.
• Past use of disability services: Description of the accommodations and services used in the past.

Documentation for psychological disabilities must be current within six months of the accommodation request. Please request the Disability Verification Form for Students with Psychological Disabilities from the ADSC to be filled out by the certifying professional.

Substantiation of a Learning Disability

Qualifications of the Evaluator

Professionals conducting assessments, rendering diagnoses of specific learning disabilities, and making recommendations for appropriate accommodations must be qualified to do so. Trained and certified and/or licensed psychologists, learning disabilities specialists (LDT-Cs), and educational therapists are typically involved in the process of assessment. Experience in working with an adolescent or adult population is preferred. It is not considered appropriate for professionals to evaluate members of their families.

Documentation

1. Documentation should validate the need for services based on the individual's current level of functioning in a postsecondary educational setting. A comprehensive assessment battery and the resulting diagnostic report should include background information; a diagnostic interview; and assessment of aptitude, academic achievement, and information processing, as well as a diagnosis. An IEP from high school must be accompanied by a psychological evaluation and an educational evaluation no more than three years old.
2. There must be clear and specific evidence and identification of a learning disability. Individual 'learning styles' and 'learning differences' in and of themselves do not constitute a learning disability. The diagnostician is expected to use direct language in the diagnosis and documentation of a learning disability, avoiding the use of terms such as 'suggests' or 'is indicative of.' (Please provide this information to your diagnostician.) If the data indicate that a learning disability is not present, the evaluator should state this in the report.
3. A well-written clinical diagnostic summary based on the comprehensive evaluation process as defined is a necessary component of the report. The clinical summary should include:
   • a written summary of background information about the student's educational, medical, and family histories that relate to the learning disability;
   • demonstration that the evaluator has ruled out alternative explanations for academic problems as a result of poor education, poor motivation and/or study skills, emotional problems, attentional problems, and cultural or language differences;
   • indication of how patterns in the student's cognitive ability, achievement, and information processing reflect the presence of a learning disability;
   • indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it affects the individual (functional limitations) at the postsecondary level in the learning context for which the accommodations are being requested;
   • indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated; and
   • an addendum of scores.

Recommendations for Accommodations

1. The diagnostic report should include specific recommendations for accommodations as well as an explanation as to why each accommodation is recommended.
2. A description of any accommodation and/or auxiliary aid that has been used at the secondary or postsecondary level should be discussed. Include information about the specific conditions under which the accommodation was used (e.g., standardized testing, final exams) and whether or not it benefited the student. If no accommodations have been previously provided, a detailed explanation as to why none has been used and the rationale for the student's current need for accommodation(s) must be provided.
3. Accommodation needs can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of accommodation does not in and of itself warrant the provision of a similar accommodation at the postsecondary level.
4. Before your third year of enrollment at GCU, you may be required to provide updated documentation to support accommodations.

Substantiating ADD or ADHD

Documentation for attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD) must be from an appropriate professional with comprehensive training in differential diagnosis, as well as direct experience working with adolescents and adults with ADD/ADHD. The evaluator may not be a relative. Professionals considered qualified to evaluate and diagnose ADD/ADHD include clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors, such as neurologists.

The diagnostic report should be typed and submitted on official letterhead with name, title, professional credentials, address, and phone/fax numbers of the evaluator. The documentation must include each of the following:

• a specific diagnosis of ADD or ADHD based on DSM-IV diagnostic criteria, date of the current diagnostic evaluation, and the date of the original diagnosis.
• evidence and assessment of current functional impairment (presenting symptoms and how they cause impairment).
  Rrelevant developmental, medical and medication history, a thorough academic history, and a review of prior psycho-educational test reports.
• a summary of relevant assessment data that supports or refutes a diagnosis of ADD/ADHD. The diagnostic assessment must consist of more than a self-report. Possible data sources include results from the Continuous Performance Test, the T.O.V.A., Trail Making Test, or a neuropsychological evaluation. Assessments such as checklists and rating scales should not be used as the sole criterion for a diagnosis of ADD/ADHD.
• evidence of alternative diagnoses or explanations being ruled out. The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological, and/or personality disorders that may confound the ADD/ADHD diagnosis.
• neurological or psycho-educational assessment may be necessary in order to determine the current impact of the disorder on the individual's ability to function in an academic setting and to establish eligibility for classroom accommodations, including alternative testing, note-takers, etc. Such data should include subtest and standard scores.
• an indication of whether or not the student was evaluated while on medication and how the prescribed treatment reduces the level or degree of impairment.
• a clinical summary that
  1. indicates the substantial limitation to a major life activity posed by the disability,
  2. describes the extent to which these limitations would impact the student in an academic setting,
  3. suggests how the specific effects of the disability may be accommodated, and
  4. states how the effects of the ADD/ADHD are mediated by the recommended accommodations.

Service Animals

According to Titles II and III of the ADA, public colleges and private colleges that are 'places of public accommodation' must modify their policies and practices to accommodate the use of a service animal by a person with a disability. The Department of Justice, which enforces Titles II and III of the ADA, defines a service animal as 'any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability' (28 C.F.R. 35.104). Emotional support animals are not included within the definition of service animal. Section 504 also requires recipients of federal funds to permit 'dog guides' in campus buildings (34 C.F.R 104.44(b)). Emotional support animals may be requested through Disability Services (please contact the ADSC for appropriate forms and documentation policies and procedures).

Global Education Programs

Under the direction of the provost, the Office of Global Education Programs advances the university's mission to educate and empower our students in diverse local and global communities by opening up the world of international learning. The Office of Global Education Programs provides students with academic and experiential international learning and service opportunities, designed to deepen intercultural understanding, increase multicultural competence, and create community across borders.

Global education programs are designed to help students develop a deeper understanding of other cultures and their own values and culture, become aware of critical concerns that affect the world, participate in the dialogue on global issues, appreciate diversity, heighten critical thinking skills, become civically engaged, and become self-directed scholars and global citizens. The Office of Global Education Programs strives to achieve its goals through diverse programs and initiatives.

A fantasy casino san dimas ca. These include:

• approved study abroad programs (semester, summer, and January options);
• faculty-led, short-term study abroad programs;
• service-learning and internship opportunities abroad; and
• global awareness events on campus.

All interested students are invited to participate in either a short-term study or service experience abroad (one, two, or three weeks) or a summer, a semester or a year abroad in an approved program after applying and discussing their options with the director of global education programs.

The director of global education programs provides direction for selecting culturally rich and academically sound international experiences, and initiates the university approval process for study and service abroad programs. Visit http://www.georgian.edu/study-abroad/ for more information.

Enrollment in a study abroad program approved for credit by GCU may be considered enrollment at GCU for the purpose of applying for assistance under Title IV, HEA programs. Students may use State of New Jersey forms of financial aid for some study abroad programs.

Health Services

Confidential medical care is provided to all Georgian Court students, with special attention to those problems frequently encountered in a college-age population. Health education and disease prevention is promoted through health counseling, screenings, and wellness programs that are presented throughout the year.

Medical care includes treatment of minor illnesses and conditions, interim care of those with chronic illnesses, first aid, and care of minor injuries.

The Health Center is staffed with registered nurses and a part-time physician. Appointments are not required, but are recommended for doctor visits. Students with more serious medical problems are referred to specialists, hospitals, and other appropriate agencies.

Students with health insurance are required to have their insurance card readily available in case of sickness or emergency. If you are a member of an HMO, please check prior to your arrival on campus for a physician within your provider network. Medicaid insurance outside the state of New Jersey can only be utilized in emergency situations.

All full-time international students are required to show proof of health insurance coverage usable in the United States. If you have questions regarding health insurance, please contact the Office of Student Success to discuss options that may be available.

Georgian Court University Casino Building Plans

All students are required to complete a student health form and provide documentation of state-mandated immunizations before attending class and/or moving into residence halls. Failure to comply will result in a health hold on your account and the inability to access grades or register for future classes. Resident students will not be allowed to move into residence halls without proper immunization compliance.

Students entering GCU for the fall semester must submit a health form and immunizations by July 15.

Students entering GCU for the spring semester must submit a health form and immunizations by January 15.

The Office of Health Services is in compliance with federal and state regulations regarding the security and privacy of health information. Confidentiality is assured by the entire medical staff regarding all interactions, information, and health records.

The Health Center is located in the Casino, second floor. Elevator access is available at the rear entrance. There are no fees associated for services in the Health Center. Fees for services outside of the Health Center including transportation costs are the responsibility of the student.

Math Lounge

The Math Lounge is the mathematics-specific tutoring center for all students with varying needs. We offer professional and peer tutoring for levels starting from the Skills Development level to the highest level of mathematics at GCU. The lounge is equipped with three professional tutors and varying amounts of peer tutors with multiple math course tutoring abilities along with some science and computer science experience. Each tutor is required to meet certain standards for employment to be eligible to tutor for sessions as minimal as 20 minutes ranging to a maximum of one hour. The Math Lounge also has updated mathematical technology to assist in the learning experience including computer software, graphing calculators, and visual assist boards ideal for group learning. Texts from the various levels of mathematics are also available at the lounge for reference along with other items for supplemental learning of various mathematical concepts. Students who utilize the Math Lounge can make appointments or come by as a walk-in. For scheduling the tutor of your choice (you can see the tutors' credentials), a student can go to http://www.georgian.edu/math-lounge/.

Student Activities

Georgian Court recognizes that experiences outside the classroom are important to the overall development of students and supports a strong co-curricular program to complement the instructional activities. Through the Office of Student Life a full program of social, cultural, and recreational activities is planned in conjunction with students, classes, clubs, and campus organizations and implemented to enhance the classroom experience. Activities include trips, Broadway shows, sporting events, and other social and educational activities.

Student Organizations

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The students in some graduate programs have formed associations or participate as graduate students in undergraduate honor societies in their discipline. Students should contact their graduate program director for more information.

Omicron Delta Kappa (ODK) National Leadership Honor Society

The university-wide circle of the ODK national leadership honor society is open to graduate students. Students who meet the academic criterion for membership will be sent an e-mail invitation to apply in September of each year. New members are elected from among the applicants based on leadership accomplishments.

Student Publications

• The Fountain Spray (literary magazine)
• The Lion's Tale (student newspaper)

Student Success

The Office of Student Success provides strategies for students to fulfill their degree through the timely delivery of interventions and resources. Lenovo thinkpad t440 memory slots. Information is delivered to students through workshops, Student Success Blackboard Organization, e-mail, and individual appointment.

Students should seek the assistance of a student success specialist to:

• navigate the university's offices, policies, and procedures, including course registration, academic course placements, how to use Self-Service for course registration, financial aid, and student accounts;
• prepare and plan courses for degree completion in conjunction with faculty advisors;
• understand how to study, their learning style, time management, the course syllabus, and how to manage and complete course assignments, presentations, and research papers; and
• connect to other resources, such as the Writing Center, peer tutoring, the math lounge, reference librarians, the Office of Information Technology, and academic advising.

The Office of Student Success manages the university Academic Early Warning System and the Student Advocacy Team. Undergraduate students placed on academic probation are coached by university staff coordinated through the Office of Student Success.

Additionally, the Office for Student Success identifies and provides students with the tools needed for optimum success. The office provides holistic support of the student through the Angel Fund and conducts outreach to students who are having the following challenges:

• difficulty navigating university processes and procedures,
• feeling overwhelmed by a family emergency,
• social adjustments/college transitions, and/or
• a decline in academic performance due to prolonged absence in the classroom.

Writing Center

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Conveniently located on the first floor of the library, the Writing Center is a free service open to any member of the GCU community. The center is open Monday through Saturday during the fall and spring semesters with limited availability during winter and summer sessions. Appointments are typically scheduled in advance, but walk-ins are welcome. Visit http://www.georgian.edu/writing-center/ to book a face-to-face or virtual appointment. Sessions are booked for an hour or half hour. Contact writingcenter@georgian.edu or 732-987-2362 for further assistance. Please bring a copy of your assignment and any associated drafts.

Quality and Convenience

The Writing Center's professional staff consists of experienced tutors and writing teachers, who offer one-on-one consultation for writing in the English language. Tutors assist with grammar, punctuation, and mechanics. In addition, they help students organize their ideas, integrate research, and learn stylesheets such as APA. The director, in collaboration with the library, hosts 'boot camps' for master's thesis writers. Since many graduate students work full time, the center holds evening and weekend hours, as well as virtual tutoring through Web cam and telephone. Students are encouraged to visit at any stage of the writing process.

Georgian Court University Casino Building Collapse

The core of the site of Georgian Court University consists of a collection of seven historic buildings and four gardens and landscape features designed between 1896-98 by Bruce Price for the George Jay Gould Family in the style of an English estate of the Georgian period and known as Georgian Court. With assistance from Easton Architects, Georgian Court University was awarded several grants to support a comprehensive Existing Conditions Assessment and Master Plan for the Historic Campus Core which laid the foundation for implementation of various interior and exterior Restoration Projects on the Mansion, Casino and Kingscote buildings.