可乐视频: When did you get bitten by the theater bug?

FV: My passion for theater started way back in middle and high school when I always joined the drama clubs, even if it was only after school. I remember being Mary Warren in The Crucible, by Arthur Miller, in high school and feeling like I was forever changed after performing. I immersed myself in the drama, so theater was rightfully my first option for my major.

可乐视频: Why 可乐视频?

FV: I never thought I would land in Brooklyn, but then one day my English teacher, who was also the drama director, invited a former student who was pursuing a B.F.A. in acting from 可乐视频, and she spoke to me about her experience. At the time I was still deciding whether to attend college. She said, 鈥淚gnore every other school offer you get and go straight to 可乐视频.鈥� I am glad I listened.

可乐视频: What were some challenges for you?

FV: 可乐视频 taught me to be a better person. I gained social and leadership skills鈥攖hings that helped me to build my confidence, to be a person who can succeed in the real world. Because I come from a strict family, I never had opportunities to learn from people my age and to build on my character from socializing with my peers. So, it took some courage at first, but that soon changed. Many of the courses I took made socializing and project collaboration unavoidable, which helped me sharpen my iron.

可乐视频: You sharpened it enough to become a peer mentor for the SEEK program. What was that experience like?

FV: I like being a mentor to students. This summer, SEEK will have a new roster of peer mentors who were once students I mentored. I can鈥檛 help to be proud of myself and them, because it was a learning experience for us all.

可乐视频: What is your advice for future theater majors?

FV: In the first couple of years, I did not think the program was meant for me. It鈥檚 hard ignoring that the typical character on Broadway and even Off-Broadway is usually straight, White, and attractive. I began thinking that I would not be able to find a good job in theater and even contemplated changing my major to forensic anthropology at one point.

FV: But then I took a course called Devising and Collaborative Creation in fall 2020. It was a magnificent class because my professors, Emmanuel Simmons and Ralf Jean-Pierre, would always encourage us and repeatedly taught the class to be faster than our critics and louder than our worries. It made me realize that I do not have to be a certain way to be an effective member of a theater environment. I want newer theater majors to know this and to self-actualize in their space early on, to capitalize more on this program as much as possible. Also, they should not hesitate to confide their worries in the department鈥檚 chair, Laura Tesman, because she is like a mother to everyone!

可乐视频: What鈥檚 next for you?

First, I鈥檓 waiting to hear back from the Public Theater about a showcase of new work by recent graduates of the 可乐视频 Theater Department. Next, I want to take a break. When I started school in the Dominican Republic, I was only two years old. I have been attending educational institutions for two decades. I will go to grad school for playwriting in about a year or two. Further down the line, I am hoping to become a well-known professional in the theater world to push for inclusivity of race and gender at the vanguard of the industry.

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Saba Iqbal will graduate this spring with a bachelor鈥檚 degree in children and youth studies with a 4.00 GPA. At 可乐视频, she figured out how to synthesize a passion she developed for kids with her interest in medicine, all while maintaining a position on the Dean鈥檚 List every semester she has attended. She is a member of the Phi Beta Kappa Society.

可乐视频: How was your first year at 可乐视频?

SI: It was amazing. I made some choices that helped me move toward my career interests and made many friends I consider family today. The Honors Academy, in conjunction with the Magner Career Center, helped me land my first job opportunity as a physical therapy aide. I reviewed strength-training techniques with patients, tracked their walking times and distances, and instructed them on musculoskeletal exercises.

可乐视频: Why did you decide on children and youth studies with a minor in chemistry?

SI: It started back in high school. I performed well in STEM classes, but I also naturally gravitated toward the subjects. So, I took biology and chemistry courses my first year at 可乐视频. Then I took a great course called 聽 in my sophomore year and decided that children and youth studies with a minor in chemistry aligned my interests with my future career perfectly.

Children are such a vulnerable yet intellectual group. I am as intrigued by them as I am eager to learn from them. The things I learned in this class were pivotal to realizing that I want to be a pediatrician. Also, my time working as a physical therapy aide solidified my interest in their treatment and diagnosis. I enjoyed taking care of adult patients, but children who came by the clinic gave me joy. After the internship, I shadowed pediatricians at Geo Medical Care Pediatric Clinic. I aided the clinic in its day-to-day operations and tracked patients from infants to toddlers.

可乐视频: Do you have any interests outside your field of study?

SI: I enjoy doing makeup. I started off doing it on my own, then began to offer makeup services further down the line. With makeup, you must be aware of the variations in the application process because facial structures and skin tones differ so much. Similarly, with patient care, people have unique medical backgrounds, fears, and cultural/ethnic principles that a physician needs to be sensitive to. In this way, being a good physician is just like being a good makeup artist: You need to acknowledge the patients as individuals and make them comfortable to assess care for them properly. Makeup has taught me to pay attention to what I call 鈥渢he tree within the forest.鈥� What makes the individual. Being a doctor is way more than just tending to physical needs.

可乐视频: Any advice for future graduates?

SI: Take everything one step at a time. Stay steadfast and do the things you are passionate about.

可乐视频: What鈥檚 next for you?

SI: Graduate school, definitely. I want to continue my studies to become a primary care pediatrician. I won鈥檛 name the schools I have in mind because my fingers are still crossed.

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Building on its strength on connecting business students with industry leaders, 可乐视频鈥檚 Murray Koppelman School of Business is working with and to develop a series of cutting-edge risk management courses and programs at the undergraduate level to better prepare students for a career in risk management, insurance, finance, and other professions.

Aon, a leading global professional services firm, will provide full course tuition awards for up to 25 students enrolled in these courses with GPAs of 3.00 or higher. To support 可乐视频鈥檚 and Aon鈥檚 commitment to diversity, at least 50 percent of the students receiving the tuition awards will come from traditionally underrepresented and diverse backgrounds.

鈥淲e anticipate the collaboration between Aon and Koppelman to be a long-lasting relationship, given our shared interest and commitment to supporting the next generation of diverse business leaders,鈥� said Qing Hu, Dean of the Murray Koppelman School of Business. 鈥淭his collaboration will significantly benefit our students by preparing them to be well-trained and high-quality employees in new and growing fields within the business world.鈥�

The first milestone of this collaboration is a new three-credit course on the fundamentals of risk management and insurance, which is being offered during the 2022 winter intersession. The course introduces students to the concept of risk in the context of what households and commercial businesses face in this highly uncertain environment. Students will study how risk is assessed, measured, managed, absorbed, distributed, and transferred.

鈥淲e are in the beginning stages of working with 可乐视频 and plan to continue to build upon our work together over time,鈥� said Aaron Olson, Executive Vice President for Aon United Solutions at Aon and executive sponsor for the initiative. 鈥淲e are focused on strengthening the curriculum leveraging Aon鈥檚 expertise in helping organizations navigate risk and volatility; creating links between the school and our industry; and supporting talented students through the tuition awards and future employment opportunities. We鈥檝e already made progress on these fronts. As we strive to continue to build a resilient workforce, helping develop future talent is a key part of that effort.鈥�

Students will also examine the value of specific household and business decisions regarding the use of insurance to protect income, wealth, and property value from losses that result from certain events. Aon risk management professionals and executives will serve as guest lecturers to bring real-world problems to the classroom. Students who complete this course with distinction will be invited to apply for internship positions at Aon. The collaboration with 可乐视频 is part of Aon鈥檚 broader efforts to further its commitment to inclusion and diversity and expand access to diverse talent, alongside other initiatives such as the Aon Apprenticeship Program.

鈥淎t Aon, inclusion and diversity is part of the fabric of our culture and we are committed to developing and advancing diverse talent within our firm and our industry,鈥� Lambros Lambrou, CEO of Commercial Risk Solutions at Aon, said. 鈥淲e are proud to work with 可乐视频 to bring forth a curriculum that introduces students to risk management and provides opportunities to gain industry experience through our various internship and early career development programs. We look forward to evolving our relationship over time, with the aim to support the development of a risk management major or minor for 可乐视频 students in the future. I am energized by the impact this new talent will have in our industry.鈥�

Given this dynamic business and economic environment, the faculty of the Koppelman School know that risk management is one of the essential elements of a contemporary business education, and a well-educated business graduate should have a fundamental understanding of risk management principles, analytic models, risk control tools, and management practices. Faculty have infused risk management concepts, models, and case studies in their accounting, finance, economics, operations, and management courses.

鈥淭his is just the first step in phasing in more forward-thinking business curriculum and courses that will be offered at Koppelman,鈥� Hu said. 鈥淲e plan to develop a set of new courses with Aon to provide students with a better understanding of the various types of risks that households and businesses face, while also getting a broad understanding of the types of careers that are available within the insurance industry and risk management profession. We are extremely proud to work with Aon and The Spencer Educational Foundation in this endeavor.鈥�

Hu added that this program sets a great example of college-industry collaboration in developing and offering cutting-edge and high-in-demand academic programs the Koppelman School is actively pursuing. He called for more businesses in New York City and around the country to join this strategic initiative and explore exciting opportunities that greatly benefit the students and society and significantly enhance the diversity, equity, and inclusion in the professional workforce.

About the Murray Koppelman School of Business

The Murray Koppelman School of Business at 可乐视频 is the only business program in Brooklyn accredited by the Association to Advance Collegiate Schools of Business (AACSB) International, representing the highest standard of achievement for business schools worldwide. The Koppelman School delivers a distinctive business education experience through world-class faculty at a location that provides exceptional access to the world’s financial and marketing capital, and a supportive network of high-achieving alumni as well as corporate and organizational partners. The Koppelman School offers undergraduate and graduate programs in accounting, business management, economics, and finance, as well as internship and networking opportunities with business leaders in and around New York City.

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To develop their professional communication, marketing, and artistic skills, 可乐视频 students from the Murray Koppelman School of Business and the School of Visual, Media and Performing Arts are invited to participate in the global Design Sprint competition led by the University of Hertfordshire in England and hosted by the Murray Koppelman School during the week of January 17.

The Design Sprint is a virtual, international, five-day process for answering critical business questions through design, prototyping, and testing ideas鈥攁 鈥済reatest hits鈥� of business strategy, innovation, behavioral science, design thinking, and more packaged into a battle-tested process.

The 鈥渟print鈥� design of the competition helps students shortcut the debate cycle and compress months of time into a single week. Instead of waiting to launch a minimal product to understand if an idea is any good, they get clear data from industry leaders on designing a realistic prototype. The sprint gives students a superpower: They can fast-forward into the future to see a finished product and customer reactions.

This year, 可乐视频 will be part of a cohort of more than 300 students from the School of Creative Arts at the University of Hertfordshire, Nagoya Zokei University of Art & Design in Japan, and Ruth Prowse School of Art in Cape Town, South Africa, working in multidisciplinary teams and collaborating on exciting industry set briefs to bring their design concepts to life.

Business partners will include Nanotronics, which is presenting a design challenge in the form of an informational kiosk that it would like to be housed at the Brooklyn Navy Yard, where the business operates. One of the mentors who will be working with several teams of students is business professional and 可乐视频 lecturer/mentor Norman Schwartz 鈥�66.

Other companies that have set this year鈥檚 challenges are:

• AllSaints
• Harris Tweed Hebrides
• Lambeth Palace
• Lanificio Leo
• Power Africa
• Nanotronics

Last year, more than 170 students from 可乐视频 and the University of Hertfordshire put their creativity to the test in the ambitious online program, thought to be one of the first events of its kind held by a university anywhere in the world. Students studying everything from business to fashion design, visual arts, architecture, photography, and animation were split into teams and supported throughout the week by expert mentors from both institutions. The competitions were held over Zoom, and participating business partners鈥攊ncluding Adobe, AllSaints, Harris Tweed Hebrides, Lambeth Palace, and WOOF&BREW鈥攁sked the teams to consider ways they could support their local community during the COVID-19 pandemic and how they could respond to some of the issues they have faced as a result of the current circumstances.

Dazne James, a 可乐视频 student majoring in marketing and minoring in business law, participated last year, and her team was the first-place runner-up. Her team created a health and wellness app for a pet company, WOOF&BREW, to help bring dogs and their owners closer together.

鈥淚 was hesitant about joining the Design Sprint because I had never participated in something like this before, nor did I have experience with Adobe XD. However, my mentor, Tricia Bryan, was extremely motivating and pushed my team and me to think outside the box with our design,鈥� James said. 鈥淭his competition propelled me to learn skills like wire framing and prototyping that were needed to complete the challenge. It made me want pursue a career in UX design and project management because I would help people and businesses solve problems in an innovative and creative way.鈥�

For 2022, the Murray Koppelman School of Business and the School of Visual, Media and Performing Arts are offering two new three-credit courses during the winter intersession for participating in the Design Sprint competition, which again will be held virtually over Zoom.

The time commitment for the Design Sprint is 7 a.m. to noon, Monday through Friday. Students on the winning teams will go on to compete in front of a panel of judges, officials from the companies participating in the challenge, mentors, administrators, professors, and other students. Students tend to surpass the time requirement and continue to work, some day and night, on meeting the challenge provided by the company to which they are assigned.

The new courses being offered as part of the Design Sprint are (Associate Professor Veronica Manlow) and, for nonbusiness majors, (Professor Nora McCauley). The School of Business is also offering a $500 prize to the winning team.

鈥淚’ve been involved in the Design Sprint as a mentor last year when it was virtual and the year before on the campus of UH in the UK,鈥� says Manlow. 鈥淣ext year, we plan to hold the Design Sprint in person at 可乐视频 and to also partner with the Brooklyn Navy Yard. This is a great opportunity for honing leadership skills and for learning what it is like to work in an organization where one has to collaborate with executives and with a team comprised of people from different divisions with very different skill sets.鈥�

Anyone interested in registering for the courses, which require permission, or participating in the Design Sprint without taking the courses should e-mail Associate Professor Manlow.

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This 12-month project will launch in fall 2021 and entails digitizing and cataloging 62 hours of film footage shot for the 1997 award-winning documentary A Life Apart: Hasidism in America, funded by the National Endowment for the Humanities. The footage can be characterized as audiovisual field notes on the religious practices, cultural mores, family life, intercommunal relations, and the Americanization process of these distinctive immigrant lives from 1936 to 1996. It includes interviews with scholars, community members, and neighbors from the Brooklyn neighborhoods where the majority of America鈥檚 Hasidim live.

鈥淭his is another important collection that we are proud to feature in 可乐视频鈥檚 archives,鈥� said Colleen Bradley-Sanders, associate professor and 可乐视频 archivist. 鈥淥ur hope is that the material can serve as a valuable resource for anyone who is interested in this important history, no matter their faith or religious background.鈥�

This project, which received support from the CUNY Research Foundation, complements another important collection in the college鈥檚 Archives and Special Collections. In summer 2019, the archives unveiled the YWCA of Brooklyn Collection, made possible by a two-year processing grant from the NHPRC. It contains materials from the organization from its opening in 1888 to 2010, when the collection was transferred to 可乐视频. Other collections include Brooklyniana, The Historic Manuscript Collection, The Rare Book Collection, The Robert L. Hess Collection on Ethiopia & the Horn of Africa, and the Stuart Schaar Collection on the Middle East and North Africa.

E-mail the 可乐视频 Archives and Special Collections聽to learn more. Digitized materials are available through the college鈥檚 digital assets platform once the archive goes live.

For students looking to learn more, 可乐视频 also offers a course, The Hasidic Movement: Its History and Literature (JUST 3037/HIST 3104), which explores the historical development of the movement along with its central mystical doctrines and literature.

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可乐视频: Tell us a bit about yourself and your role in this course.

JK: I have a background in environmental and occupational health sciences combined with experience in OSHA鈥檚 safety training, disaster preparedness, and an interest in related issues, including environmental sustainability. For years I volunteered at the New York City Community Emergency Response Team, where I conducted disaster preparedness training throughout city neighborhoods. I am also a member of the NYC Test & Trace Community Advisory Board and the NYC Department of Health Emergency Partner Engagement Council, which are both related to this course. I also have participated in community meetings, presentations, and discussions with the NYC Department of Health and Mental Hygiene Emergency Partner Engagement Coalition, which was activated in February.

My education and experience allow me to view and assess the current pandemic through the lens of science, government preparedness, and active response to the issues of emerging diseases, public health, and workers’ safety.

My role is to prepare the course, coordinate and monitor the team鈥檚 presentations, present my own work, and grade students鈥� work.

可乐视频: How did this course come about?

JK: We created the course after Professor and Deputy Chair of Health and Nutrition Sciences Michele Greene invited faculty to combine their expertise in COVID-19 to educate, inspire, and help students understand issues of this continuing worldwide crisis. The faculty鈥檚 response was spontaneous and unanimous, and we decided to merge presentations into one course and run it in spring 2021. I volunteered to prepare the course, and later on I was invited to run it.

可乐视频: Who can take this course?

JK: The course is open to all undergraduate students, regardless of major, and there are no prerequisites. It will be taught synchronously one day a week online (1 hour, 15 minutes) and supplemented with Blackboard learning materials and assignments.

可乐视频: What will students learn, and from whom?

JK: Students will be introduced to the coronavirus, the etiology of COVID-19, its history, and its similarities to other pandemics. The next step will be epidemiology and data analysis. The course will progress to public health topics focusing on social determinants of health, with discussions about COVID-19 and nutrition, health and economic disparities, mental health, substance abuse, dealing with death, worker protection, public health policy, health communication, and political implications. We will also analyze the U.S. and the world’s responses, including testing, tracing, and vaccine.

Each week, a different faculty member from the Department of Health and Nutrition Sciences at 可乐视频 or the CUNY Graduate School of Public Health & Health Policy will present the COVID-19 health issue, provide the latest information, and answer questions.

可乐视频: How do you think this course could benefit students in the long term, post-pandemic?

JK: It will help mold the next generation of diverse experts in healthcare, public health, social work, nutrition, mental health, bereavement, epidemiology, biology, occupational health, disaster preparedness, policy, and health communications. Our students will be able to pursue their careers with an open mind to inter-scientific collaboration and a readiness to view the health issues and treatment as a broad and multidisciplinary concept.

We will help them become more qualified employees and be better prepared to face natural and manmade disasters.

During this past spring semester, many students, inspired by class discussions about COVID-19, applied for jobs with the New York City Test & Trace Corps, and some were hired. In our class, we will have a chance to meet some of the students and alumni who work as COVID-19 tracers and hear about their journeys and experiences.

Finally, one of the most critical aspects of disaster response is providing help, community mobilization, and education. We believe that our students will share their science-based knowledge with their families and neighborhoods, contributing to population health improvement.

可乐视频: How many students are enrolled, and how can students get more information about the course?

JK: Currently, 26 students are enrolled. Those interested can register online or e-mail me or Professor Greene.

You can watch this interview .

Course Presenters

From 可乐视频

• Michele Greene, Dr.PH., Sociomedical Sciences
• Margrethe Horlyck-Romanovsky, Dr.PH., Public Health Nutrition
• Xinyin Jiang, Ph.D., Nutrition
• Kiyoka Koizumi, Ph.D., Health Education
• Jolanta Kruszelnicka, M.S., Environmental and Occupational Health
• Jerry Mirotznik, Ph.D., Epidemiology
• Enrique Rodriguez Pouget, Ph.D., Epidemiology
• Raymond Weston, Ph.D., Clinical Psychology
• Tracy Wong, Ph.D., Sociology and Public Health
• Alumni and Students, New York City Test & Trace Corps

From CUNY Graduate School of Public Health & Health Policy

• Elizabeth Eastwood, Ph.D., Health Policy and Management
• Jean Grassman, Ph.D., Environmental, Occupational, and Geospatial Health Sciences
• Sean J. Haley, Ph.D., Health Policy and Management

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Some days the mouth-watering scents derive from the cuisine of medieval or modern Europe, or the native dishes of Mexico or Africa, or the tasty menus of China or Japan. On other days the aromas remind the olfactory cells of Native American specialties or colonial-era favorites from different regions of the New World.

“This is where we conduct the two-hour lab portion for the course Foods of Diverse Populations,” explains Erika Lesser as she removes various foodstuffs from shelves and distributes them around the room. Lesser joined the faculty in the Department of Health and Nutrition Sciences after 10 years working in the nonprofit food sector. The course is required for all students majoring in health and nutrition sciences.

The room is large and airy, with windows along the outside wall and racks of cooking vessels, utensils and foodstuffs against the other three. The floor area is taken up by rows of stoves, sinks and countertops holding cooking gear 鈥� enough for a score or more of students to work in pairs.

On this particular afternoon the smells emanating from the lab speak of the richly spiced cuisines of the Indian subcontinent. Scattered among the workstations are 16 members of a class preparing to cook a meal consisting of dishes native to India and its northeast neighbor, Bangladesh. (See “A Taste of Bangladesh,” below.)

Foods of Diverse Populations meets all the wide-ranging requirements of the regulatory body that governs those who want to become registered dietitians, according to Assistant Professor Clifford Rouder, the department’s deputy chairman for undergraduate studies.

That rule-making body is the Accreditation Council for Education in Nutrition and Dietetics. “Registered dietitians and others in the health and nutrition field may often have to deal with people from all parts of the world and very different cuisines,” Rouder explains. “As a result, they have to know as much as possible about these various dishes.”

“We are not trying to turn our students into great chefs,” cautions Lesser as she wends her way from one workstation to the next, encouraging the students.

“The purpose of this course is to allow students to familiarize themselves with all the different kinds of ingredients that go into cuisines from around the world 鈥� the carbs and the proteins as well as the spices and flavor-enhancers that make up the foods eaten by people in different regions 鈥� and to learn how these ingredients work together.”

Students explore one or more issues that are particularly relevant to food cultures. The course starts with a review of the development of agriculture and the varied foodways of the Old World, then continues by exploring the Middle Ages and the rise of table manners. Other class work revolves around the ancient foodways of the Americas and the “Columbian Exchange,” the process that introduced foods native to the New World to the inhabitants of the Old World and vice versa. Such subjects as New Orleans cooking, turn-of-the-century cuisine, and pickling and preserving are among other topics covered.

Lab work generally flows out of the course work, with students working together on preparing meals from recipes typical of an individual cuisine.

During the lab session on cuisine of India and Bangladesh, for example, students cooperated on producing a meal of parathas, a flaky Indian bread; pudla, a chickpea flour pancake; paneer chat, a fresh cheese snack; baigan bharta, an eggplant pat茅; nadan kori kootan, a country chicken curry; bhindi bhaji, okra with dried prawns; ghiya raita, a zucchini raita; and leeli chutney, a green coriander and peanut chutney.

“The course helps students, especially nutrition majors, choose their careers,” says graduate student Phatcharee Lueyot, who, before taking the course, had already decided to follow the career path of a registered dietitian, working in a hospital, community center or private practice.

Lueyot notes, “We usually had lectures about particular food cultures prior to the cooking labs. Then, in the kitchen we learned about the particular cooking techniques and ingredients that belong to that culture. These experiences provided me a clearer understanding of food cultures and ways in which humans around the world have adapted foods to their diets.”

Sophomore Zeeley Brudermann, who took the course in the fall, says that he plans to “pursue a career as a registered dietitian doing either freelance writing or counseling, or as a sports nutritionist for athletes.”

The Foods of Diverse Populations course, Brudermann notes, “will help me in whatever career I choose.聽It has allowed me to gain insight into a key part of a person’s culture: food. I was able to not only learn about the food and flavors that various cultures employ and enjoy, but also to have the experience of making and tasting such foods.”

He adds, “This is important because being able to relate or have some knowledge of a very personal aspect of another’s culture helps to break barriers and make others feel more relaxed 鈥� something that is very important in one-on-one counseling.”

“Besides the fact that we’re from different cultures,” explains junior Olive Russell, “the basic ingredients remain the same. Some might use different spices to give their food different flavors, but in the end it all comes down to us eating the same things, just prepared in different ways.”

A Taste of Bangladesh

The recipes below make up a traditional Bangladeshi meal. They were provided by Nohad Parvin, a health and nutrition sciences major who plans to graduate after the fall semester. Parvin learned these recipes firsthand, in her family’s kitchen.

Bhuna Khichuri (Rice and Lentils)

• 1 cup vegetable or canola oil
• 1-1/2 cups daal (red split lentils), thoroughly washed
• 1 large yellow onion, chopped (to make about 1 cup)
• 1 large white potato, peeled and diced (to make about 1 cup)
• 1 tbsp ginger, blended to a paste or finely minced
• 1 tsp tumeric powder
• 1 tbsp garlic, blended to a paste or finely minced
• 5 rice cooker cups water
• 2 to 3 bay leaves
• 3 tsp salt (or more, to taste)
• 1 cinnamon stick (break open to check for dirt/bugs, then rinse)
• 2 to 3 fresh small green chilies (use less or omit, if preferred)
• 3 rice cooker cups (rice cooker cup = 3/4 standard cup measuer) Basmati rice, thoroughly washed

Over medium heat, warm the oil in a large pot. Add the chopped onion; fry for one minute. Add ginger, gralic, bay leaves and cinnamon stick, and fry for one more minute.

Add rice, lentils and potatoes; fry for two to three minutes, stirring constantly so the mixture does not stick to the bottom of the pot.

Add tumeric powder, water and salt, and green chilies if using them. Cover the pot and cook over very low heat until rice is done properly, about 25 minutes. Sprinkle the fired onions (see below) on top and serve with omelet.

Fried Onions

• Vegetable oil for frying
• 1 large yellow onion, sliced into long slivers (to make about 1 cup)

Heat about one inch of oil in a frying pan. Fry the onion slivers until they are golden brown and crisp, then remove with a slotted spoon. Drain on a plate lined with paper towel. Set aside until the rice and lentils are done.

Bengali-style Omelet

• 4 eggs
• 2 to 3 fresh green chilies, minced
• 1 large onion, chopped
• Salt, to taste
• 4 sprigs fresh cilantro, chopped (including tender parts of the stems)
• Vegetable oil for frying

In a medium-sized bowl, beat the eggs. Then add onion, cilantro, chilies and salt. Mix everything nicely.

Over medium heat, warm the oil in a nonstick frying pan. Pour in mixture and cover pan for one minute. Then flip mixture over and cook for another minute or so. When the mixture turns a little brown, it is ready to eat.

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