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LIVE ACTION FOOTBALL ATTRACTION

NFL Experience is a first-of-its-kind live action attraction, combining interactive games, a state-of-the-art 4D theater and the Vince Lombardi Trophy! The NFL Experience takes visitors from the stands to the field, transporting them from kickoff through playoffs, and ultimately, the game’s biggest stage – the Super Bowl!

Explore each team through an interactive touch screen deep dive.

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Experience the game like never before with a full sensory blitz – part movie, part ride.

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Suit up as an NFL player!

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The Vince Lombardi Trophy is yours!

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Super Bowl Rings

The 32

The Stadium

The Equipment Room

Suit Up

Game Plan

Huddle Up

Quarterback Challenge

Super Bowl Celebration

The Champions Stage

Blocking Dummy

Vertical Jump

The Victory Tunnel

Super Bowl Rings

The 32

The Stadium

The Equipment Room

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Game Plan

Huddle Up

Quarterback Challenge

Super Bowl Celebration

The Champions Stage

Blocking Dummy

Vertical Jump

The Victory Tunnel

Super Bowl Rings

Celebrate your special event with us!

NFL Experience Times Square can accommodate parties, birthdays, corporate events, mitzvahs and more!

Celebrate your special event with us!

NFL Experience Times Square can accommodate parties, birthdays, corporate events, mitzvahs and more!

Offering a variety of stadium-chic food options alongside a sports bar and a “suite” view of Times Square, NFL Experience Times Square is the best place to be to satisfy your hunger and thirst!

Offering a variety of stadium-chic food options alongside a sports bar and a “suite” view of Times Square, NFL Experience Times Square is the best place to be to satisfy your hunger and thirst!

Visit the 2nd floor and step into our retail store for exclusive NFL Experience Times Square Merchandise.

Walk in and shop anytime! No tickets needed.

Visit the 2nd floor and step into our retail store for exclusive NFL Experience Times Square Merchandise.

Walk in and shop anytime! No tickets needed.

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TIME TO SUIT UP!

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Some Experiences On the field

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Keuchel (5-8) struck out seven batters and recorded 10 ground-ball outs.

"I came out attacking the zone and we scored a few runs early," he said. "That alleviated a lot of the stress for me and allowed me to settle in and make some pitches."

The stress for the Astros was saved for the final two innings, with Hector Rondon escaping a bases-loaded jam to end the eighth before closing out the ninth for a 35-pitch save. That was his sixth save this year, and his second of at least four outs.

"It was an impressive ending for him," Hinch said. "I thought we started the game very well and had a little bit of drama there at the end, but good win for us."

Rondon wasn't the only bullpen hero. Tony Sipp was thrown into a bases-loaded mess in the eighth and got Rougned Odor to ground into a fielder's choice on a terrific diving stop by first baseman Yuli Gurriel .

Video: [email protected]: Gurriel dives to start 3-6 fielder's choice

A run scored, but that allowed Rondon to endure a 12-pitch battle against Joey Gallo that ended in a walk before striking out Robinson Chirinos to end the eighth.

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"I know the hard part to me that inning was [Gallo]," Rondon said. "I feel like he was, in that moment, the only one who could do damage. I know Chirinos is a good hitter, but Gallo has more chance to hit [a homer]. I tried to rest, I tried to breathe and slow everything down."

The Astros sent eight batters to the plate in the first inning against Rangers starter Austin Bibens-Dirkx (1-1), taking a 2-0 lead on a Gurriel single and a Reddick double that barely missed clearing the wall.

Video: [email protected]: Reddick smashes an RBI double to right field

Reddick did clear the wall with one out in the third by hitting his first homer since April 21 to make it 3-1.

Video: [email protected]: Reddick belts a solo homer to right field

"I felt good tonight and put some barrels on the ball, which is something I've been doing for the last week or so and haven't been getting paid for it," Reddick said. "Even though I picked up myself here in the last two weeks, the singles are great, but they do get old when you're trying to drive the ball in the gap and hopefully hit the ball out of the ballpark."

Kemp, the Astros' No. 9-hole hitter, walloped a two-run homer to right field later in the third for a 5-1 lead. It was only the second homer of the season for Kemp. The Astros extended their franchise record for consecutive road games with a homer to 23.

Video: [email protected]: Kemp smacks a 2-run homer to right field

"He made some good pitches tonight, and I was lucky enough to get a changeup in a good zone and able to put a good swing on it," Kemp said. "I think the wind was blowing out a little, so that helped me, too."

Since a substantial proportion of the total changes in MD occurred during the first 2 weeks of intervention, we also examined the relationship between reading and white matter changes during this interval by correlating Session 2 vs. Session 1 difference scores. Individual differences in the magnitude of Sessions 2–1 MD change were not significantly correlated with the magnitude of reading score change. As shown in Supplementary Table, we observed a trend for both raw and standardized reading scores. Since this analysis only includes half of the data, we cannot ascertain whether the result represents the absence of a relationship at this short timescale or the lack of statistical power.

White matter growth rates were highly correlated for two tracts considered to be critical for skilled reading, meaning that a subject showing rapid, intervention-driven growth in the AF also shows considerable growth in the ILF. However, changes in MD and FA were not limited to the connections of the core reading circuitry; instead, we observed significant change throughout a collection of tracts, extending beyond our a priori hypothesis. Figure models growth in MD as a linear function of 3the number of intervention hours, and we use a conservative Bonferroni correction in this exploratory analysis. In the intervention group, 12 out of the 18 tracts showed significant (Bonferroni corrected) change. None of the 18 tracts showed significant change in either MD or FA in the control group. Further, as shown in Table, multiple tracts showed a significant relationship to changes in reading skill, including, but not limited to, the core circuitry for reading. (See Supplementary Table for a complementary analysis relating FA and Reading Skill). Therefore, learning effects are not specific to tracts that are considered to be the core circuitry for reading, and intervention-driven changes are evident in an extensive collection of white matter tracts.

Reading intervention causes distributed changes in the white matter. Change in MD as a function of intervention time (in hours) for 18 tracts. Tracts showing significant change (Bonferroni-corrected  < 0.05) are indicated as gray filled bars. Error bars depict standard errors from a linear mixed effects model. Hierarchical clustering based on the correlations between linear growth rates. The heat map represents Pearson correlations between linear growth rates for pairs of tracts across individuals. The matrix is sorted according to hierarchical clustering of these correlation coefficients. Scatter plots of individual growth rates for three pairs of tracts: left vs. right IFOF, AF vs. CC, and AF vs. right thalamic radiation

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Full size table

Given that intervention effects appear to be spatially widespread and that changes within two key tracts, the AF and ILF, are tightly coupled, we next examined the correlation structure across the full collection of tracts showing intervention-driven growth. Specifically, we tested whether growth rates are solely coupled within the AF and ILF, versusa larger collection of tracts. To that end, we fit linear growth rates (change in MD or FA as a function of hours of intervention) to each subject’s data for the 18 tracts and then computed the correlation between growth rates across each pair of tracts. To assess the suitability of a linear model, we used BIC , to evaluate the linear model relative to two non-linear models, one with a quadratic and one with an additional cubic component. In all tracts with significant intervention-driven effects, the linear model outperformed both the quadratic and cubic models.

This paper reconciles these varying estimates and shows why such dramatically different conclusions have been reached. We find that when comparable estimators are used on comparable samples, a consensus can be reached on both levels and trends across all major data sources. After adjusting for multiple sources of discrepancy including differences in sample construction, we establish that (1) the U.S. high school graduation rate peaked at slightly over 80 percent in the early 1970s; (2) the high school graduation rate is both substantially lower than the commonly reported 88 percent status completion rate and higher than many recent estimates in the literature; (3) only about 65 percent of blacks and Hispanics leave school with a high school diploma and minority graduation rates are substantially below the rates for non-Hispanic whites. We find no evidence of convergence in black-white graduation rates over the past 35 years.

The high school graduation rate is of interest in its own right as a measure of the performance of American schools. It also has wider implications. The use of inflated measures of high school attainment strongly affects some commonly accepted empirical findings in labor economics. For instance, we find that up to 18 percent of the recent rise in the college-high school wage gap and 24 percent of the change in the college-dropout gap can be explained by improper measurement of educational categories in Current Population Survey (CPS) data. Part of the slowdown in male college attendance rates documented by Card and Lemieux [2001] is due to declining rates of high school graduation among males. Half of the growing gap in female versus male college enrollments documented by Goldin, Katz and Kuziemko [2006] can be attributed to higher levels of high school graduation among females and declines in male high school graduation rates. Proper measurement has implications for the study of the effects of educational policy changes on secondary attainment rates. Many estimates of the effects of policies on high school graduation that are reported in the literature are based on poorly constructed graduation estimators that produce inflated levels and inaccurate time-trends.

The paper proceeds as follows. Section II reviews the recent debate about high school graduation rates. Section III shows how various adjustments affect estimated rates. Section IV synthesizes the discussion and presents estimates of historical patterns of graduation rates by race and sex. Section V presents evidence on how the trends in graduation that we document affect a number of interpretive issues in the economics of education. Section VI concludes.

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Prior to the research of Cameron and Heckman [1993] , it was widely believed that GED recipients were equivalent to high school graduates. Thus the growing difference in Fine Jewelry LIMITED QUANTITIES Genuine Pink Sapphire and DiamondAccent Earrings Swhvi1sEhC
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