Our VISION is to reduce illiteracy and social distress. The MISSION is to provide affordable remedial education assistance in reading and mathematics along with activities for K-12 and postsecondary school students; as well as extended families. Activities are designed and selected in conjunction with curriculum and routine behaviors in the home in order to help learners more easily understand, retain, and apply concepts taught in school. Along with that, adults who want to re-invent themselves, by reaching for completion of a general education diploma (GED) and/or college degree, are welcome to participate, learn, volunteer, and/or donate.
Step 1: GET A LIBRARY CARD FROM YOUR LOCAL LIBRARY! Access to the internet, computers, and an extensive collection of literature, as well as reference material, is at ones' fingertips at all branches of the public library.
Step 2: Spend $2-$5 to buy a POCKET DICTIONARY. Larger less abridged publications are expensive; so start small.
Step 3: ASK FOR HELP! REMEMBER, the most valuable information is obtained from the RIGHT PERSON/SOURCE! READ ON...
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Rational Choice Theory (RCT)
Attempts to explain all (conforming and deviant) social phenomenon in terms of how self-interested individuals make choices under the influence of their preferences. It treats social exchange as similar to economic exchange where all parties try to maximize their advantage or gain, and to minimize their disadvantage or loss. RCT's basic premises are that (1) human beings base their behavior on rational calculations, (2) they act with rationality when making choices, (3) their choices are aimed at optimization of their pleasure or profit. This concept has applications in economics and marketing, and in criminology and international relations. RCT, however, cannot explain the existence of certain social phenomenon such as altruism, reciprocity, and trust, and why individuals voluntarily join associations and groups where collective and not individual benefits are pursued. Not to be confused with theory of rational expectations. Also called theory of reasoned action (BusinessDictionary, 2012).
Cerebral Imaging: The Power of the Synapses
Darryl Lynn Jones , MAEd.
Seemingly unretrievable embedded thoughts caused by intense emotional trauma and/or bio-physiological deformation possess healing power. Too many cases, where unveilance could be the catalyst for resolution and growth, have been lost due to lack of diligence amid soci-economic and soci-political impingements. Empiricists motivate society to relinquish fears about the past in order to advantage the present, and prepare for the future. Cerebral imaging is one development that can produce synaptic reenactments through stimulation of specific portions of the brain.
One Current Experimental Venue
University of California-Berkeley (2012) posits data and additional hypotheses toward extensions of inquiries to pinpoint which parts of the central nervous system have particular responses for facilitating recurrence of exact synaptic patterns. In other words, brain scanning before, during, and after an event can help determine variances needed to re-create those patterns; thus piquing vivid memories (University of California-Berkeley, 2012).
Future Empirical Considerations
Societal reliance on technology and its longitudinal benefits proffer optimism about the direction of cerebral research. It can be a viable resource for making definitive determinations based on the probability of occurrence when comparing different groups of variates within specific environmental conditions (Southern New Hampshire University, 2014; University of California-Berkeley, 2012). Visual brain imaging, in favor of synaptic analysis, is already a growing technique for assessments of maladies; such as mental retardation, psychopathy, depression, hyperactivity, and a myriad of related concerns (Southern New Hampshire University, 2014; University of California-Berkeley, 2012). Primary problem identification, tiered panaceatic analysis, effective behavior modifying treatment, professional development of personnel in agencies responsible for hedging behavioral fallout, as well as closure for patients lucid enough to quell delusional proliferations upon being made aware of nuances; are priorities for millennial pragmatism (Southern New Hampshire University, 2014).
Clearly, timing of the brain scan relative to trauma is the key to valid data collection, analysis, and algorithmic creation of streamlined panaceas. In other words, once synaptic patterns are identified, tested amid different variate and environmental combinations, and matched with panaceatic algorithms in the direction of desired behavior modification; then a new technological frontier will have begun its unstoppable ascension. The primary question in re public iteration of the intent to integrate the aforementioned technological proposal into routine societal bailiwicks: To what extent will it be welcomed or shunned in legal and social venues?
Southern New Hampshire University. (2014). Module two overview: Classic and contemporary perspectives on perception. Retrieved from www.mysnhu.edu
University of California-Berkeley. (2012). Scientists construct first detailed map of how the brain organizes everything we see. ScienceDaily. December 19, 2012. Retrieved from http://www.sciencedaily.com/releases/2012/12/121219142257.htm
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Costs of a Degree
by Darryl Lynn “Deac” Jones, MAEd.
Colleges and universities around the world are faced with solvency issues that make for tenuous stakeholder relationships. Goal-setting by myriads of satisfaction seekers contributes to the unwavering commitment to exploit the free enterprise system to the chagrin of those lacking the wherewithal to express economic and social needs to the Sovereign. Suffice it to say, trends relative to the rising costs of tuition bring prosperity to some; albeit despair and disappointment is brought to millions of people ill-prepared to weather collegiate compulsories. Nuance escalation, that contributed to the 1989-1993 as well as the 2001-2005 drop in college enrollment, was due in part to military enlistments and mobilizations, relative to Desert Shield, Desert Storm, and the Iraq War, of eligible men and women aged 18-35 years; which further exacerbated the need for colleges and universities to circumvent revenue losses by increasing usage costs along with classroom accessibility (Felix & Pope, 2010).
Unfortunately, as service-people began to complete tours of combat duty and return to the United States, many were met with unemployment and exorbitant tuition. As a result, the Armed Forces of the United States deemed it prudent to allow an increase in the maximum enlistment age limit from 35 years to 42 years old; effective in 2006 (Burgess, 2006). The decision improved enlistment demographics relative to experienced military personnel which optimistically affected the efficacy of preparing new recruits; along with the enrollment revenue, on the campuses of postsecondary schools, supplied by discharged service-people and their families who optioned to continue their education in order to hedge the employment deficit. No doubt, the correlation between increased military enlistments and mobilizations, reduced college campus enrollments, and increased tuition costs was irrefutable based on the researched sources (Burgess, 2006; Felix & Pope, 2010, p. 75; Heller, 2006, p. 3).
Another trend resulting from the rising cost of a degree is the ethnic demographic evolution on college campuses, in small businesses, and in the military. Albeit enrollment is higher for minorities than in the past, postsecondary school graduation for them is at an all-time low (Thomas & Wingert, 2010). As a result, alternative activities, like starting a small business while pursuing a degree to supplement and complement financial aid, as well as enlisting in the armed forces in order to garner veterans’ educational benefits that include paying the full cost of college tuition, are sought and executed by those in need of financial help. Therefore, the impact of the military industrial complex on domestic tranquility and socio-economic stability will continue to lead the masses toward the pursuit of happiness through the hallowed halls of higher educational institutions well beyond the twenty-first century.
Burgess, L. (2006). Army raises maximum enlistment age. Today in the military. Retrieved from http://www.military.com/features/0,15240,102539,00.html
Felix, A. & Pope, A. (2010). The importance of community colleges to the Tenth District economy. Economic Review. 95(3), 69-93. Retrieved from http://web.ebscohost.com.wf2dnvr9.webfeat.org
Heller, D. (2006). Tuition and financial aid trends in higher education. Washington Learns Higher Education Committee. Seattle, Wa. May 23, 2006. Retrieved from http://www.washingtonlearns.wa.gov/materials/060323_hied_finaidtrends.pdf
Assessment Models: A Synthesis
By Darryl Lynn “Deac” Jones, MAEd.
Program assessment models have been created and altered from the beginning of the first cognitive synapse toward real-life problem-solving. The most simplistic procedures and goals require justifications that support them and bridge the distance between identified needs and desired results. No methodology that involves a starting point, a collection of unsatisfied wants, resources through which to consider for use, and a vision of the ideal result requires assessment planning within the pragmatism approach toward accomplishment. Albeit assessment methods range in scope, concentricity among them remains the result in order for an improvement in the current environment to facilitate a more coterminous life experience with fewer instances of interactive incongruence.
Two Assessment Models: Strengths and Weaknesses
All valuation approaches, including Altschuld and Eastmond’s as well as Gardiner, Corbitt, and Adams’, are designed to enhance the definition of needs, their identification, resource inventory, viable realistic alternatives, Gap analysis, and implementation of optimal solutions (Altschuld & Eastmond, 2010) (Gardiner, Corbitt, & Adams, 2010). Clearly, the relevance of procedural strength, as is known across process improvement bailiwicks, edifies the fact that knowledge of served populations pursuant to specific familial backgrounds increases the probability of targeted constituent success.
For example, Assurance of Learning standards (Gardiner, Corbitt, & Adams, 2010) emphasizes that while most assessment models traditionally seek similar ends through the use of mirrored processes, optimal results will occur if the targeted group as well as the people relegated to conduct the measurement, collect data, do analyses, and make recommendations are cognizant of influential nuances that differentiate the target group from others; hence illuminating needs of narrow scope and allowing consideration for resolute amelioration. Unfortunately, its weakness is that over-concern for secondary needs without considerations about the extent to which it can affect institutional longevity may be overshadowed by the motives of the party assigned to conduct the assessment or to make the final decision toward its direction.
Conversely (Altschuld & Eastmond, 2010), the former is more institution-oriented than target group-oriented. Exemplarily,
“This process will lead you to three main choices:
Suffice it to say that the postsecondary school’s interest, notwithstanding its importance toward institutional longevity and legal establishment sustenance, appears to be of highest priority within this methodology; despite underlying stakeholder needs that may remain unveiled. As a result, weakness of the approach stands accentuated.
Upon review of the approaches, situations where the strengths of each model can be implemented are within settings that possess modern classrooms and physical plants irrespective of collegial size. In other words, the use of higher technological techniques to disseminate information about the assessment, as well as the implementation of its solutions to inadequacies, edifies support for email blasts, website postings, text-messaging of registered students and faculty, along with the distribution of traditional hardcopy surveys in venues highly frequented by target groups. Best practices are intended to upgrade instructional strategies and curriculum alignment, along with administrative policies and procedures, to enrich collegiality toward long-term life fulfillment. Expect, as diversity continues its evolution on postsecondary school campuses, that the need for innovative ways to address issues which hail from untraditional familial dysfunction and coping systems among students, faculty, and staff will require a more humanistic approach.
Unfortunately, privatization within higher education has already begun to foster jaded capitalistic ideals among the oligarchies for institutions of higher learning. Exemplary action like requiring students who receive financial aid to pay for multiple classes upon approval of their state and federal allocations in an attempt to offset legal fees arising from alleged previous inappropriateness is painstakingly becoming the norm (Altschuld & Eastmond, 2010).
Altschuld, J. & Eastmond, J. (2010). Needs assessment phase I getting started. Thousand Oaks, CA: Sage Publications, Inc. ISBN: 9781412978729.
Altschuld, J. & Kumar, D. ( 2010). Needs assessment: An overview. Thousand Oaks, CA: Sage. 1-10. Argosy University Digital Bookshelf. Retrieved from http://digitalbookshelf.argosy.edu/#/books/9781412994491/pages/17068058
Argosy University. (2011). Case study. Strategic planning. E6024 Program Planning & Evaluation. module 2. Retrieved from http://myeclassonline.com/re/DotNextLaunch.asp?
Argosy University. (2011). The planning process. E6024 Program Planning & Evaluation. module 2. Retrieved from http://myeclassonline.com/re/DotNextLaunch.asp?
Gardiner, L., Corbitt, G., & Adams, S. (2010). Program assessment: Getting to a practical how-to model. Journal of Education for Business. 85(3). 139–144. doi: 10.1080/08832320903258576.
“There is no such thing as not paying attention; the brain is always paying attention to something” (Wolfe, 2001, p.81).
Many children are often judged for not paying attention. What one really means is that children and/or students are not focusing on relevant or significant subjects. What are the components that motivate whether an impetus is kept or released? People can experience the same sensory input but attend to different incentives and totally dissimilar effort (Wolfe, 2001, p.81). It is good to be aware that in prognosis one is not speaking about a knowingly driven method. Although it is true that with conscious effort one is able to direct and withstand focuses on precise incitement. It would be inefficient and feasibly impossible in everyday life to determine what one is going to deliberate about at every given moment.
The brain is continually perusing the environment for inducements. One already learned that the brain pays attention to information that is emotional. Whatever our behavioral reaction an emotional event is nearly always stamped with extra vividness which results in enhanced memory (Erlauer, 2003, p. 76)). Personal experiences validate memories for a longer time period; usually events that elicit emotions.
A key component in the purifying process is whether the received stimulus is different from what one is accustomed to cite. For example, the brain automatically pays attention to the uncommon; such as a detour sign when driving a vehicle. Teachers often take advantage of this wonder by providing evidence in an amazingly novel fashion. Exemplarily, coming to class dressed in a costume of a historical character or giving the students balloons to introduce a lesson on air pressure.
Nevertheless, a characteristic of innovation that makes it hard to work on a daily basis is the brain’s tendency toward conditioning. Nonetheless, if this same sight or sound occurs over and over, the brain normally becomes so familiar with the incitement that it overlooks the stimulus (Jensen, 2005, p. 61).).
Conclusively, people of all ages, cultures, races and genders love to learn. It is a means to an end that is inextricable.
Erlauer, L. (2003). The brain-compatible classroom: Using what we know about
Union Institute & University
By Maryam Khan, MSEd.
Union Institute & University was founded at the height of the civil rights movement; 1964. Since its inception, the goal of the school is to provide diverse, affordable, empowering education to all learners who desire to extend themselves into the realm of higher education despite familial socio-economic disparity (Union Institute & University, 2011). It offers on-campus interactions along with online courses that not only support the needs of students who are limited by mobility as well as professional schedules that impede conventional classroom attendance.
Postsecondary education less than twenty years later evolved into a battleground for the acquisition of equal funding to align high school curriculums with college curriculums in order to reduce the percentage of first year dropouts discouraged by the requirements of many universities. In other words, the number of first year college dropouts is higher in areas historically underrepresented on the campuses of institutions of higher learning due to disproportionate funding for predominately and historically minority colleges and universities that would be more willing to align their first year curriculums with high schools within their respective regions. As a result, graduating high school seniors have not been afforded needed college preparation during their final academic year; therefore the majority gets remanded to remedial courses immediately; hence becoming discouraged about their ability to compete intellectually and professionally in areas that have been historically deemed non-minority (Jones, 2010). Union Institute & University continues to circumvent the rift among high school graduates and their respective first year curriculums by emphasizing diverse flexibility sought since the beginning of the civil rights movement.
Needless to say, the significant changes that have manifested in postsecondary and higher education today are akin to the minority student choosing to take a drink at a watering hole after asking permission to do so from the property owner, getting that permission, but not receiving life-sustaining information about the poisoned well and the serpents lurking in the grass to which the property owner was privy. Today, more high school districts are seeking resources to ensure their graduates choose, more often than not, the property that will provide life-sustaining resources (Jones, 2010). Union Institute & University is one such property.
Union Institute & University. (2011). Home page. retrieved from http://www.myunion.edu/about/why-union.html. May 13, 2011.
Jones, D.(2010). From emancipation and discrimination to funding proclamations. E6018 UC: Intro to Higher and Postsecondary Education. Argosy University. May 12, 2010.
What Will Happen Within American Higher Education?
By Darryl Lynn “Deac” Jones, MAEd.
Nothing challenges the human spirit more than the opportunity to change tradition. Truth dictates change is inevitable. The prevailing trial is to find individuals willing to put forth effort toward accomplishments which foster the end of biased circumstances. Creation of new gateways to prosperity and tranquility for the masses is the desired end. Along with that, legal concerns stemming from violence, institutional autonomy, and academic freedom on postsecondary school campuses are three salient issues that will continue to haunt educational administrators well into the twenty-first century.
Peace and harmony can only be achieved and maintained if college officials make its sustenance a priority at all hierarchical levels. The first responsibility of every school’s administration is the protection of its learners, faculty, and support staff. Allocations during the past decade detail strategic plans and operational budgets which propose reductions in the department of public safety at schools which are experiencing an exodus from paltry paying jobs into classrooms of higher education. Included in the migration are people who hail from familial dysfunctionality which may not have prepared them to successfully cope with a diverse college setting (Hodgson, 2008). The result, more often than not, is miscommunication, misinterpretations, misdirection of actions, and displacement of accusations about inappropriateness. Many times, violence is the end to which ill-prepared learners rely, as well as inadvertently glean, when primacy principled socialization techniques facilitate closed-mindedness rather the converse. American higher education survived hundreds of years because of tolerance and information sharing which dispels ethnocentrism and embraces cultural, as well as individual, differences toward improving the world for future generations of beings; not just humans.
Institutional autonomy has been argued to be a matter of local concern. Community leaders cite imminent domain as precedence that edifies the belief that policing one’s own issues is the responsibility, as well as the right, of educational institutions’ administration; not the government. The First Amendment to the U. S. Constitution details that the establishment of a postsecondary school provides it with the authority to make decisions in its best interest while ensuring compliance with local, state, and federal statutes by its constituents (Povolish-Boudet, 2008).
Academic freedom has long since been a dual issue co-dependent with religious choice. Suffice it to say that faculty’s ability, responsibility, and constitutional right to teach whatever and however one deems appropriate in order to achieve institutional objectives will be debated for an eternity. U.S. Constitutional First Amendment rights toward freedom of expression are incessantly challenged by students, instructors, administrators, community leaders, community groups, parents, and legal advocates (Olson, 2009). Expect that there will always be someone or something that will host conflicting viewpoints; hence the trial will persist.
The future of American higher education depends on the evolution of American jurisprudence. Privatization and worldwide acceleration of the free enterprise system will contribute to its transformation toward more benefits for learners and more penalties for the less proficient. The technology revolution will lead the way of attrition for many administrators and their successors who will have come well-prepared to address technical issues better than past top managers. Concerns will include ones legal complexion as well as socio-politics, socio-economics, socio-ethnicities, socio-cultures, and neo-ethnocentrics (Hoover, 2007).
Student services professionals will be compelled to have a plethora of skills which include the ability to communicate across enclaves, cultures, and socio-economic statuses, as well as political and religious beliefs, along with keeping the best interest of the institution in the highest priority position.
Capitol briefs. (2006). Bill tackles campus violence. Community College Week, 18(16), 11-14. Retrieved from http://content.ebscohost.com.wf2dnvr11.webfeat.org/
Driver, J. (2011). Obama’s law. The New Republic. June 30, 2011.1-6. Retrieved from http://content.ebscohost.com.wf2dnvr15.webfeat.org/pdf25_26/pdf/2011/NRP/30Jun11/62540842.pdf
Franke, A. (2009) Enterprise risk management is coming: How campus administrators and lawyers can prepare. Wise Results, LLC.Washington DC. University of Vermont. Legal Issues in Higher Education. October 20, 2009. Retrieved from http://learn.uvm.edu/legal/manual/franke-ann-enterprise-risk-management-coming-outline.pdf
Hodgson, K. (2008). Post Virginia Tech: Facing Community Complexities. Security 45. (Apr2008): 81-82, 84. Retrieved from http://search.proquest.com/docview/197873721?accountid=34899
Hoover, E. (2007) Fighting Words. Chronicle of Higher Education. (53)24. A41-A43. Retrieved from http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/login.aspx?
Jones, D. (2011). Enterprise risk management: Collaborations in re Virginia Polytechnic Institute and Florida Memorial University. E6026 XA Issues in Higher & Postsecondary Education Policy & Law. module 4 assignment 2. 1-15. Argosy University.
Kennedy, M. (2007). Seeking secure schools. American School and University.6(3). Retrieved from http://content.ebscohost.com.wf2dnvr11.webfeat.org/pdf19_22/pdf/2007/ASU/
Nelson, C. (2010). Don't mourn, organize. Academe, 96(1). 10–14. (EBSCO AN 47932461). Retrieved from http://search.ebscohost.com.libproxy.edmc.edu/login.aspx?direct=true&db=afh&AN=47932461&site=ehost-live
Olson, G. (2009). The limits of academic freedom. Chronicle of Higher Education.56(16). A31–A32. (EBSCO AN 46820335). Retrieved from
Povolish-Boudet, A. (2008). Establishment clause myths: Unveiling the rhetoric of original intent. Retrieved from http://gradworks.umi.com/33/11/3311002.html
United States Court of Appeals Tenth Circuit (2008). Colorado Christian University v. Weaver. Retrieved from http://www.ca10.uscourts.gov/opinions/07/07-1247.pdf
White, W. (2009). Managing student groups. Retrieved from http://learn.uvm.edu/legal/manual/white-wendy-managing-student-groups.pdf
In my effort to expand and increase our service offerings to our recipients (low-income families with K-12 students) and those less fortunate, I am pleased to announce the following collaborative partnership. Please feel free to forward to your clients and customer base.
The On It Foundation announces an exciting new partnership with the Florida International University Herbert Wertheim College of Medicine Neighborhood Health Education Learning Program (HELP). GFF NHELP™ assigns teams of students or outreach workers to willing households with the goal of helping them improve their health and quality of life. For those households accepted it is a support system for families who may need help with accessing services and healthcare. GFF NHELP™ offers help in using health & social services better, or if needed, finding these services for your household. GFF NHELP™ only enrolls households that have been referred by one of their community partners. The On It Foundation as a community partner is now able to refer eligible households to the program. If you would like more information please feel free to contact Calvetta Phair at The On It Foundation.
Please note everyone qualifies for the FREE healthcare services regardless of immigration status, income, military status and/or age in the geographical areas of North East / Little Haiti, Opa Locka Extended, Miami Gardens, and North West / Hialeah-Miami Lakes.
In addition, please join us at the Greater Fort Lauderdale | Broward Convention Center March 28th - March 30th as our Rookie Robotic Team 4592 compete for prizes and scholarships. The event is FREE. I have already received request from 8 schools that are interested in joining our Robotic program 2013-2014 school year! PLEASE SUPPORT and see today's Press Release: http://www.prweb.com/releases/2013/3/prweb10530394.htm
Ms. Calvetta Phair - President
The On It Foundation
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The On It Foundation is proud to Sponsor South Florida High School Robotics Team – Team ‘On It!’ Our On It! Participating Partners: Best Buy Aventura and OneFirefly.com
The On It Foundation seeking high school students who would like to participate in robotics design, adults to serve as mentors and local businesses who are interested in supporting this cause.
“The World Economic Forum ranked the United States 48th out of 133 developed and developing nations in the quality of its math and science education. We want to change this statistic. Our goal is to help kids find excitement in math and science and show them career paths that are possible with this knowledge.” Calvetta Phair, The On It Foundation, Executive Director.
What’s in it for our Children?
There are over $14 million dollars in scholarship opportunities for kids who compete in FIRST Competitions. This Robotics team is the start of an annual program for High School participants. In the future, the On It Foundation hopes to also sponsor teams at other age competition levels in the FIRST program. For more information on FIRST visit: http://www.usfirst.org.
How do I get involved?
Anyone interested in being part of the Robotics team as a mentor or student participant, is invited to email Info@TheOnItFoundation.org. Orientation is November 1st in Hollywood, FL so have your students contact us now! Parents are encouraged to participate! See how will.i.am is inspired by robots: http://www.youtube.com/watch?v=YmyVKvZ3vfo
Monetary donations are being accepted to help support the team and buy supplies necessary to compete. Corporate, individual and in-kind donations are tax deductible for the fiscal year ending 2012. Checks can be made to: The On It Foundation and sent to the address on our website or may be made through Paypal online at: TheOnItFoundation.org.
Calvetta Phair is available for more information regarding the South Florida Robotics program and may be reached at +1 855.545.ONIT (6648) for more information.
Mission, Vision, and Budget
By Darryl Lynn “Deac” Jones, MAEd.
“Florida Memorial College is a historically black college with a rich tradition of excellence, yet a small student population, that is given maximum advantage due to individualized instruction and a faith-based environment. Suffice it to say, it attracts students who envision themselves possessing the characteristics of graduates described in the mission statement” and makes decisions to cultivate long-term production of these types of graduates (Jones, 2010). The general university mission statement extols the unwavering commitment to policy and operations that facilitate values described below.
“The University was established by, and remains closely affiliated with, the Baptist Church. However, our motto, “Leadership, Character, and Service,” emphasizes Christian values. Strong moral character, mutual respect, freedom of worship, and a commitment to serve are the hallmarks of what it means to be a Florida Memorial Lion” (Florida Memorial University, 2010).
More specifically, the mission statement for its College of Education is, “The professional education program at Florida Memorial University is designed to uphold and carry out the mission of the University, which is to provide effective academic programs that lead to life-long learning and leadership through service” (Florida Memorial University, 2010).
Its private not-for-profit status provides more strategic planning flexibility; in that it is able to seek funding from a myriad of sources without restrictions which constrain activities of schools that depend on local, state, and federal government revenue. For example, the university cultivates a stronger network of alumni from the Bahamas to include international revenue-sharing with institutions in the islands that are willing to collaborate. Active steps toward making budgetary adjustments, as described in the university’s Winter 2010 newsletter, include the President of FMU traveling to the Bahamas to improve student as well as faculty recruitment, curriculum exchange, and collaborative revenue-seeking (Florida Memorial University, 2010) .
The strategic planning and budget process begins and ends at the Desk of the President after the President’s Cabinet and Board of Trustees approve. Usually the Faculty Senate, which represents the interests of the instructors as it applies to curriculum and instructional strategies during the process of all policy revisions, interfaces with the university’s administrative oligarchy to ensure front-line interests are amply represented. As referenced below, in the event of unexpected institutional need, the President’s Cabinet has the power to approve policy revisions without Board of Trustees’ approval. For example,
“Acceptable Use Policy (PN0014)(Approved in Cabinet June 12, 2001) Developments in information technology in recent years have lead to fundamental changes in the way that people communicate, learn and share information. Florida Memorial University is committed to using these innovations to provide new educational benefits to its students, faculty, and staff and to introduce them to this expanding global community”( Florida Memorial University, 2010).
Finally, three long-term budget priorities, inferred from gathered data, are labs and classrooms, campus technology, and distance learning. Growth in all three areas is supported by the activities of the administration as well as the processes through which decisions are made to ensure that pre-determined goals of the strategic plan and budget process are accomplished.
Florida Memorial University. (2010). Academics, School of Education. Retrieved from http://www.fmuniv.edu/home/academics/schoolofeducation/mission-statement-information
Florida Memorial University. (2010). Message from the President. Faculty Senate. Retrieved from http://www.fmuniv.edu/home/fmuniv/aboutus/faculty-senate
Florida Memorial University. (2010). Interim President Strengthens Ties With the Bahamas. The Promise: A Publication For The Campus Community, Friends , Supporters And Alumni Of Florida Memorial University. Retrieved from http://www.fmuniv.edu/uploads/ 89/e8/89e88b5877e095947eb8e99bfcb71905/FMU-0500-Winter-Newsletter-3-19-10-web-version.pdf
Jones, D.(2010). Carnegie Classification System Research Results. E6018 UC Intro to Higher and Postsecondary Education. Module 2 Assignment 2. Argosy University.
Three Days of Intensive Stocks, Options, Futures and Forex Education
Go to: http://www.fxcmexpo.com/
Get your child involved in online learning to help advance daily schoolwork. Go to: http://www.BigIQkids.com
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What is moyamoya disease? The answer is astounding!! See the link below:
By Darryl Lynn “Deac” Jones, MAEd.
Collegiality and fiscal solvency are critical elements needed to maintain capacity, diversity, and growth of postsecondary institutions, notwithstanding whether one is public, private, for-profit, or not-for-profit. Reflections of those values and commitments are extolled within the mission statements created to increase the probability that administration, staff, and students remain focused about goals and long-term objectives; as well as ensure congruence with the local community. For example, “The mission of The University of Texas System is to provide high-quality educational opportunities for the enhancement of the human resources of Texas, the nation, and the world through intellectual and personal growth” (University of Texas, 2010). Along with that, the manner in which that end, in order for the university’s executors to remain in compliance with it is to, “Encourage public and private-sector support of higher education through interaction and involvement with alumni, elected officials, civic, business, community and educational leaders, and the general public”( University of Texas, 2010). Achievement derives from maximizing available resources to the long-term advantage of the school. The investment strategy relative to that desired result is the obvious exploitation of the state’s most available resource; land and oil.
Comparably, “Harvard University, [sic]comprising the undergraduate college, the graduate schools, other academic bodies, research centers and affiliated institutions, does not have a formal mission statement” (Harvard University, 2010). Harvard College, the undergraduate program, released the following mission statement: “Harvard College adheres to the purposes for which the Charter of 1650 was granted: "The advancement of all good literature, arts, and sciences; the advancement and education of youth in all manner of good literature, arts, and sciences; and all other necessary provisions that may conduce to the education of the ... youth of this country...." In brief: Harvard strives to create knowledge, to open the minds of students to that knowledge, and to enable students to take best advantage of their educational opportunities” (Harvard University, 2010). “[sic]Harvard Management Company’s history of solid endowment returns has opened Harvard’s doors to students who otherwise would not have been able to attend and has helped finance significant discoveries in scientific research. [sic]The investment strategy combines long-term goals with dynamic management. [sic]Today, HMC is using innovative new strategies to expand the boundaries of the portfolio for the future”(Harvard University, 2010). The strategy includes exploitation of its most available resource; intellectual property in the form of expertise and university-owned research patents. The school invests in domestic stocks with about 25% of its endowment dollars while the brunt of those coffers goes into the commodities market, across issues, with recursive returns in excess of $27 billion (Harvard University, 2010).
Obvious differences in the investment strategies of the two academic behemoths are that the former focuses on two specific commodities while the latter has a portfolio that appears to be more diverse. While Texas has vast land resources hence the University of Texas’s land lease as well as oil and gas investments; Massachusetts does not compare in geographical size hence the need to perpetuate Harvard University’s use of abundant intellectually applied investment skill and savvy. Both are positioned to serve their direct stakeholders, as well as the world’s indirect ones, well into the 21st century.
Bruno, M. (2007). Ex-endowment chiefs take outsourcing role. Pensions & Investments, 35(5), 3-42. retrieved from Business Source Elite database. Argosy Online Library. November 15, 2010.
Fain, P. & Wolverton, B. (2007, May). Offshore Investments by Colleges Draw Scrutiny. The Chronicle of Higher Education, 53(37), A.1, A.24. ProQuest Education Journals. (Document ID: 1283157041). Argosy Online Library. retrieved November 16, 2010,
Harvard University. (2010). http://www.harvard.edu/siteguide/faqs/faq110.php. retrieved November 15, 2010.
Symonds, W. (2004). How to Invest Like Harvard. BusinessWeek, (3914), 118-119. Retrieved from Academic Search Elite database. Argosy Online Library. retrieved November 15, 2010.
The University of Texas. (2010). http://www.utsystem.edu/News/Mission.htm. retrieved November 15, 2010.
The University of Texas. (2010). http://www.utlands.utsystem.edu/. retrieved November 15, 2010.
El Fidecomiso de los Niños está comprometido con el mejoramiento de las condiciones de vida de los niños y las familias del Condado de Miami-Dade, mediante la búsqueda de inversiones estratégicas de futuro. El Fidecomiso es una fuente de financiación creada por la voluntad de los electores, expresada en referéndum.
El staff y los 33 integrantes de su Consejo Directivo apoyan políticas y programas que incluyan la intervención preventiva y los servicios a los niños, las familias y las comunidades más vulnerables, al mismo tiempo que abogan y luchan por incrementar los servicios disponibles para todos los niños y sus familias.
The twenty-first century has brought forecasted socio-economic realities that will blaze an unfettered trail well into the next millennium. The catalyst for evolutionary acclimation among the world’s masses will continue to come from the halls of higher education. As our population becomes better educated, while caste membership is swiftly changing, the need to sort through the larger than ever surplus of able students and graduates looms as an odyssey that will be nothing less than a challenge for postsecondary school administrators; as well as other directly impacted stakeholders. No doubt the need to develop skill in the areas of postsecondary management will serve our world economy well if acceptance of a few truths become commonplace.
Among them being the fact that the world has more nations than ever before openly touting the free enterprise system as its primary means of sustenance. Across world markets into the most primitive areas on the planet, the desire to drive toward the most revenue for the least cost is as welcome now as a cold drink of water during a lengthy drought; few who wish to survive will refuse it when offered. Suffice it to say, revenue production has been catapulted to the forefront of postsecondary school agendas; while retaining the least revenue producing curricula has transformed concerns among administrators to unfailing discussions about where the recruitment focus will be in order to keep the school’s bottom-line from suffering.
Nowadays the subject is entertained within the oligarchies of public, private, for-profit, and not-for profit postsecondary institutions worldwide. As a result, liberal arts graduates that lack technical competency in technological subjects, notwithstanding their ability to carry the burden of societal lore and traditions, are chagrined by the fact that, as in any for-profit corporation, the revenue producers reap the accoutrements while the rest receive news that ones who use the most money had better create ways to circumvent being near the top of the revenue non-producers list.
Unfortunately, the most chagrined group has become African-American and Latin-American males seeking to carve their names into the history books only to recognize, within their first year of postsecondary school that, despite civil rights gains over the decades, their quest to achieve socio-economic respect is derailed by the administrative shift among postsecondary school administrators (Hayford, 2009). Shifts that discourage completion of the coveted degree programs to take dead-end average paying available positions within the first year of their college experience. Moreover, financial tightening of funds to obtain a supplemental cash flow edge has prompted redistribution of dollars to college students whose families are among the wealthiest in the country (Carey, 2007).
For example, public colleges are being forced to corporatize efforts due to funding constraints and have circumvented the issue. At the expense of faculty, intellectual property rights to all patents acquired through federally financed research, under the Bayh-Dole Act of 1980, are contractually constrained (Donaghue, 2010). The bandwagon gets additional participation from private colleges that allow and encourage students from affluent families to seek financial aid so that their donation coffers can be replete with personal money from the parents of those students, as well as from the pockets of graduates, given the fiscal advantage over pupils hailing from less opulent means (Carey, 2007). As a result, low-income students are channeled toward schools that have more fiscal concerns and less diverse curricula (Wellman, 2008). The same applies among for-profit institutions of higher learning that pay full professors who teach business related subjects almost twice the salary of those who instruct subjects less focused on an organization’s fiscal concerns (Donaghue, 2010).
There is no surprise amid oligarchic entities when postsecondary schools seek private sector investments to maximize capitalization at the expense of the lower income student; along with curricula that minimally reinforces revenue production as the highest priority rather than producing a well-rounded graduate (Dowd & Grant, 2007). The ethical concerns are not challenged as often as one might expect; since the world economic climate has shifted to capitalism at all levels of existence more-so than at any point in history. Along with that, the legal ramifications are such that challenges to the postsecondary school investment portfolios are lauded as attempts to maintain an atmosphere more conducive to high-end learning than that of schools which have little or no private investment assortment incorporated within their strategic plan (Hayford, 2009).
Carey, K. (2007). Private colleges giving more financial aid to wealthy students. Phi Delta Kappan. 88(8). 639. Retrieved from Academic Search Elite database.
Donoghue, F. (2010). Can the humanities survive the 21st century?. Chronicle of Higher Education. 57(3). B4-B5. Retrieved from Academic Search Elite database.
Dowd, A., & Grant, J. (2007). Equity effects of entrepreneurial community College Revenues. Community College Journal of Research & Practice. 31(3). 231-244.
Hayford, E. (2009). Wannabe U: Inside the corporate university. Library Journal. 134(17). 89. retrieved from Academic Search Elite database.
Moeck, P., Katsinas, S., Hardy, D., & Bush, V. (2008). The availability, prospects, and fiscal potential of on-campus housing at rural community colleges. Community College Review. 35(3). 237-249. Retrieved from Academic Search Elite database.
Wellman, J. (2008). Spending more, getting less. Change. 40(6). 18-25. Retrieved from Academic Search Elite database.
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